Improving Attendance and Retention in Out-of-School Time Programs

IMPROVING ATTENDANCE AND RETENTION IN OUT-OF-SCHOOL TIME PROGRAMS
Elena Kennedy, B.A., Brooke Wilson, M.S.W., Sherylls Valladares, B.A., and Jacinta Bronte-Tinkew, Ph.D.
BACKGROUND
Regular participation in out-of-school time activities is associated with benefits for children.1,2 However,
children cannot reap the benefits of program participation if they do not attend programs in the first
place. This brief focuses on ways in which out-of-school time programs can improve the attendance and
retention of children and youth in their programs during the elementary, middle, and high school years
and provides ideas for overcoming common barriers to attendance. The brief also describes an action
plan that program practitioners can use to measure attendance and retention in their programs.
DEFINING ATTENDANCE AND RETENTION
Attendance refers to being present in an out-of-school time program, whereas retention refers to regular
attendance over time. Both attendance and retention are related to but distinct from engagement, which
refers to children’s participation and interest in program activities.3 (A subsequent brief in this series
will address engagement). Before addressing engagement, however, the primary challenge faced by
many practitioners in out-of-school time programs is how to encourage initial and ongoing attendance
and retention.4,5
WHY ARE ATTENDANCE AND RETENTION IMPORTANT?
Attendance and retention of children and youth in out-of-school time programs are positively associated
with many academic and other outcomes.6 Based on experimental and non-experimental research,
studies have found that attending these programs is linked to:
§ Increased social competence, communication skills, and problem-solving skills;7,8
§ Higher academic performance through improved grades, more time spent on homework, decreased
dropout rates, and enhanced intrinsic motivation and feelings of belonging at school;9 and
§ Reduced antisocial behavior, drug and cigarette use, and increased civic engagement.10
OVERCOMING BARRIERS
While the benefits of participation in out-of-school time programs have been well documented, the
reality remains that few benefits can be gained without first breaking through the many barriers to
participation that exist for children and youth today.11 This section of the brief will identify common
barriers to participation and suggest practical steps that programs can take to reduce these barriers and
promote participation. Barriers preventing attendance and retention differ depending on children’s ages
and the other demands in their lives. Broadly speaking, the barriers fall into five categories:
…information for program designers and
practitioners on recruiting participants and
increasing attendance in out-of-school time
programs.
June 2007
Publication # 2007-17
2
1. Safety, Transportation, and Cost
Unsafe neighborhoods, the cost of out-of-school time programs, and problems getting to and from a
program are persistent barriers that limit participation for many children. The cost of enrolling children
and adolescents in programs—especially for low-income families—can be prohibitive, and out-ofschool
time programs are often faced with the challenge of offering high-quality programming for little
or no cost.
What can your program do?
§ Partner with schools and community-based organizations to cut costs by sharing transportation,
materials, and program space.
§ Locate programs in the neighborhoods of the children and youth that they serve, so that children do
not have to travel to the programs.
§ Consider partnerships with schools, businesses, and other organizations that might be able to offer
material, financial, and volunteer resources to your program.
§ Enhance your program’s visibility in the community through “special interest” features in local
newspapers, community service projects, and participation at town and PTA meetings.
§ Urge supporters to propose local legislation that will provide more funding for out-of-school time
programs.
§ Search for additional funding and apply for supplemental grants that will allow programs to reduce
their fees and enhance infrastructure. See the Funding Resources section at the end of the brief
for more detailed information.
2. Family Responsibilities
Many adolescents who are targeted by out-of-school time programs have other responsibilities—such as
babysitting a younger sibling, preparing meals, or taking care of household chores—that prevent them
from participating in out-of-school time programs.
What can your program do?
§ Work together with parents to brainstorm ways to accommodate both family responsibilities and
regular attendance. Consider conducting focus groups with parents, where they can discuss the
specific barriers to their children’s program attendance and explore possible avenues programs can
take to alleviate those barriers.
§ See if your program can redistribute resources so that siblings of varied ages can attend together—
eliminating the need for older youth to look after younger siblings. Alternatively, if programs do not
have the capacity to include young children, programs can research others in the neighborhood that
do and can share that information with parents.
§ Help parents to form partnerships and support each other in caring for their children and promoting
healthy development. Solutions as simple as carpools or rotating in-home child care and playgroups
for younger siblings may lighten the burden of family responsibilities for youth and parents alike.
3. Desire or Need to Work
Many older youth take on part-time or even full-time jobs in the hours after school. Young people’s
reasons for working are diverse, ranging from wanting to buy clothing or music, to supporting families,
to seeking vocational experience. Research is divided about the consequences for adolescents of taking
on unskilled, low-paying after-school jobs. Some studies find that work promotes self-sufficiency and
responsibility, whereas other sources indicate that the jobs available to adolescents rarely enhance
development and regularly detract from time spent on educational activities.12 Out-of-school time
programs have the potential to supplement adolescents’ job-place experiences with educational and
supportive programming.
What can your program do?
§ Offer incentives for participation such as money, periodic raffles for gift certificates, and other items
3
donated by local merchants that might appeal to youth.
§ Incorporate vocational and apprenticeship activities into programs, or consider hiring teenage
participants to take on paid roles within your organization. This practice could allow adolescents to
gain valuable work experience and skills, while also enabling them to earn the money that they need
and want. In addition, successful out-of-school time programs that incorporate vocational elements
regularly form partnerships with community and business leaders, who can serve as role models and
references for participants.
4. Lack of Identification with Staff Members
Trusting relationships between youth participants and staff members are a central feature of strong outof-
school time programs. Although children and youth often prefer staff members who are similar to
themselves in race, gender, and experience, the most important consideration is to hire people who care
about children and youth and who can connect with participants.13
What can your program do?
§ Recruit leaders, volunteers, and practitioners who are committed to the mission of providing novel
and enriching experiences to youth. Consider involving individuals who already have a stake in
participants’ well-being, such as older siblings, parents, aunts, uncles, and other relatives.
§ Seek volunteers or paid employees from various cultural, racial, and linguistic backgrounds and
provide training to raise cultural competence for program staff and participants.14 Programs also can
foster mentoring relationships between adults and students and can invite speakers and visitors from
the community, so that children and youth can gain exposure to adults from a range of
backgrounds.15, 16
§ Recruit alumni from your program to serve as volunteers and staff members, because, as former
program participants, they will be in an ideal position to relate to and communicate with current
program participants.17
§ Conduct routine training and discussion sessions with staff members and volunteers to give them an
outlet to talk about their successes and frustrations, while collaborating to improve programming.
Match experienced staff members with staff members who are relatively new to the program, so that
more knowledgeable staff can support the development of new staff, and new staff can contribute
innovative ideas to the routines of more experienced staff.
5. Lack of Interest in Organized Activities
Adolescents, more so than children, often have little or no interest in activities offered through out-ofschool
time programs. Adolescents frequently cite boredom, a desire to relax and hang out with friends,
and dissatisfaction with program activities as reasons that they would rather not participate. By assessing
adolescents’ ideas and opinions, organizations can design dynamic programs that continue to evolve,
based on participants’ needs and interests.
What can your program do?
§ Offer activities that are tailored to the age groups and interests of participants. Determine what
activities adolescents will enjoy by conducting periodic surveys and discussion groups, in which
participants can comment candidly on their preferred activities and schedules.
§ If possible, create spaces that older youth can make their own to enable them to create their own
activities and experience autonomy within the program.
§ Advertise activities, and encourage participants to invite their friends. Vary activities on a daily and
monthly basis so that young people have opportunities to look forward to the program and reasons to
return. When asked, adolescents say they prefer out-of-school time programs that offer novel
activities, such as field trips, which allow them to leave their day-to-day environments.18
§ Do not allow your program to be just an extension of the school day. Although many programs
4
hold academic enrichment at the center of their missions, children and adolescents consistently cite
dissatisfaction with programs that focus solely on homework and remedial academic activities.19
EVALUATING PROGRESS: HOWYOUR PROGRAM CANMEASURE AND ENHANCE ATTENDANCE AND
RETENTION
Understanding whether or not your program is reaching the children and adolescents that it intends to
serve is crucial to your program’s success. The steps listed below can help create an action plan for
evaluating the attendance and participation of children and youth in your program. Ideally, such a plan
should be developed when first designing and implementing your program, but it is never too late to
incorporate evaluation strategies into the program.
1. Identify your program’s purpose and target populations. First, reflect on your program’s purpose
and mission. Developing a logic model is helpful for determining which children and adolescents your
program intends to serve and the inputs necessary to reach them. See the Child Trends Research-to-
Results brief “Logic Models in Out-of-School Time Programs” for more information
(www.childtrends.org).
2. Set goals for attendance and retention. Set specific goals and establish a time frame for achieving
them. How many participants would you like to attract in the next month? Quarter? Year? What
intermediate accomplishments will be necessary to help you meet these goals?
§ Program in Action: Administrators and practitioners work together to set ambitious goals for
attendance at the Higher Achievement program.20 For example, staff members determined that they
should strive for 85 percent attendance each day, and they consistently refocus their efforts based on
participation rates. (See page 7 for more on Higher Achievement).
3. Uncover barriers you must overcome. Survey or talk with youth and parents in your community to
reveal the obstacles that keep young people from attending your program. Each community is different;
it is critical to determine the specific challenges facing youth in your community.
§ Program in Action: Through conversations with parents and students in its programs and at local
schools, Summerbridge Manchester at the Derryfield School, in New Hampshire, identified
transportation as a critical barrier to participation in its year-round and daily summer programs.
Accordingly, Summerbridge administrators made a commitment to providing bus transportation to
all of its students.
4. Define your indicators. What measures—or “indicators” —will demonstrate that you are making
progress toward the desired goals? For example, will you simply count the number of new participants
attending your program, or will you also calculate whether current participants are increasing their
attendance over time? Will indicators be assessed for subgroups, such as older youth? Detailed
indicators can provide ongoing feedback on participation and attendance in your program.21
§ Program in Action: Entering the College Zone, an academically focused out-of-school time
program in Greensboro, North Carolina, developed a logic model, which included assessment tools
for evaluating attendance as one of the inputs. With this model, the program could evaluate
participation and retention periodically throughout its activities.22
5. Engage program participants and staff to participate in the evaluation process. Practitioners
cite the value of making evaluations collaborative projects for all staff members, but practitioners also
indicate that involving staff members in this process is one of the most challenging aspects of program
evaluation.23 Despite this, the benefits of staff engagement in evaluations of attendance are invaluable.
5
This engagement can help programs learn about not only how many children are absent, but also why
they are absent and what the organization can do to prevent absences in the future.
§ Program in Action: Staff members at Higher Achievement, in Washington, DC (See “In the
Spotlight”) engage in consistent evaluations of participants’ attendance by setting goals and
assessing progress on a weekly and monthly basis. Program organizers explain that only when staff
members are involved in evaluations do they begin to understand and value the information gained
from them.
NEXT STEPS: ADDITIONAL PROGRAM RESOURCES
National Institute on Out-of-School Time (NIOST)
NIOST is a central clearinghouse of information on practices in out-of-school time programs
nationwide. View the organization’s “Publications” page for current research on out-of-school time at
http://www.niost.org/.
Harvard Family Research Project
The Harvard Family Research Project received a grant from the William T. Grant Foundation to conduct
a quantitative study of the individual and contextual predictors of participation in out-of-school time
activities. The project’s briefs contribute significantly to the expansion of knowledge about out-ofschool
time. For more information, visit http://www.gse.harvard.edu/~hfrp/.
Current work includes:
§ Moving Beyond the Barriers: Attracting and Sustaining Youth Participation in Out-of-School Time
Programs: http://www.gse.harvard.edu/hfrp/projects/afterschool/resources/index.htm...
§ Understanding and Measuring Attendance in Out-of-School Time Programs:
http://www.gse.harvard.edu/hfrp/projects/afterschool/resources/index.htm...
FUNDING RESOURCES
These Web sites and organizations may be useful for gaining information and resources that will help
programs find and sustain funding.
Community Foundations
Community foundations can be a source of funding for out-of-school time programs. The Council on
Foundations has a “Community Foundation Locator” Web site, which helps programs locate the
community foundation that serves their areas. Access this Web site at http://www.cof.org/Locator/.
The Finance Project and the Forum for Youth Investment
The Finance Project and the Forum for Youth Investment have collaborated to bring information and
resources on finding funding, suggestions for applying financing strategies, and strategies for
partnership building to programs serving children and youth. Access their Web sites at
http://www.financeproject.org/irc/yp.asp and http://www.forumforyouthinvestment.org/.
The newest resources from these sites include:
§ A Guide to Successful Public-Private Partnerships for Youth Programs:
http://financeproject.org/publications/PublicPrivate_PM.pdf
§ Creating Dedicated Local and State Revenue Sources for Youth Programs:
http://financeproject.org/publicationsDLF_PM.pdf
§ Finding Funding: A Guide to Federal Sources for Youth Programs:
http://financeproject.org/publications/findingfunding_PM.pdf
§ Thinking Broadly: Financing Strategies for Youth Programs:
6
http://financereport.org/publications/Thinkingbroadly_PM.pdf
§ Profiles of Promising Practices:
http://financeproject.org/irc/yp/profiles.asp
Afterschool Alliance
The Afterschool Alliance offers resources for funding sustainability, a database of funding sources, and
examples of successful programs. Access the alliance’s Web site at
http://www.afterschoolalliance.org/funding_main.cfm
EVALUATION RESOURCES
The following resources provide ideas and strategies for evaluating program attendance and retention.
The Finance Project
In collaboration with the Harvard Family Research Project, the Finance Project produced a brief to
provide out-of-school time programs with the evaluation resources necessary to improve their programs
and to demonstrate results for sustainability.
Documenting Progress and Demonstrating Results: Evaluating Local Out-of-School Time Programs can
be found at http://www.financeproject.org/Publications/OSTlocalevaluation.pdf.
The National Science Foundation (NSF)
The 2002 User-Friendly Handbook for Project Evaluation, developed by the NSF, can be found at
http://www.nsf.gov/pubs/2002/nsf02057/nsf02057.pdf.
7
IN THE SPOTLIGHT
Program: Higher Achievement
Location: Washington, DC
What is Higher Achievement? Higher Achievement, founded in 1975, is a year-round, multiyear program. Its mission is
to develop the academic skills, behaviors, and attitudes of motivated and underserved middle school children with the
goal of improving their achievement, attendance, and opportunities in high school. The central tenets of the program are
that talent is everywhere; intellect is built through effort; and opportunities matter. In the past year, Higher Achievement
has partnered with teachers and schools to help more than 400 middle school children in the District of Columbia and
Northern Virginia realize the power of their intellectual potential. Students identified for Higher Achievement programs
participate in a rigorous application and interview process. Once students—or “scholars”—begin the program, the
organization makes every effort ensure they continue to attend.
Why are attendance and retention important in this program? Consistent attendance of scholars on both a daily and a
yearly basis is vital to Higher Achievement’s mission, because without regular attendance, scholars cannot fully reap the
benefits of the program. Higher Achievement believes in making a long-term investment in its scholars, so all scholars
are expected to be involved for the three-year course of the program. Attendance and retention are critical for three
specific reasons: 1) Relationships among mentors, scholars, staff, and parents are important, and they cannot be built
and sustained without attendance; 2) With a drop in attendance, the relevance of the program must be questioned; and 3)
Positive outcomes, such as improved grades, better social skills, and greater self-confidence, are not achieved if students
are absent.
What barriers to attendance and retention does Higher Achievement encounter? What strategies does Higher
Achievement use to overcome these barriers? Staff members at all levels of Higher Achievement are involved in and
dedicated to improving attendance and retention. Higher Achievement recognizes that the barriers to attendance and
pathways to overcoming those barriers vary depending on the situation of the child. Thus, to combat common barriers,
Higher Achievement uses several strategies.
· Transportation/Safety. Standard transportation is not provided. Staff members often assign “traveling
buddies” so students can walk or take public transportation together, or set up carpools between parents and
other scholars living nearby. Staff members also draw on community resources, for example, a local church that
might be willing to provide transportation.
· Conflicts with other out-of-school time programs. With so many other choices for out-of-school time
activities, Higher Achievement finds itself competing for scholars’ time. Since this program focuses on the
whole child, Higher Achievement realizes that different children have different interests and needs. Therefore,
in most cases, the program accommodates scholars’ participation in other activities, such as sports or dance.
· Homework. The amount of homework given at school can be overwhelming. Accordingly, the staff members
set up arrangements with teachers and parents that will allow scholars to address all their commitments and
have implemented study skills workshops and POWER notebooks that help students finish assignments.
· Fatigue. It is often hard to go to school all day and then attend an out-of-school time program for five hours at
night. The hours of this program can also be a source of conflict, because they regularly extend into the
evening. With this in mind, Higher Achievement makes sure to offer scholars time to rest and also provides
time for nonacademic “electives” and activities.
· Lack of Interest. Higher Achievement believes it is important to make the program relevant to the students’
lives. By helping families and scholars understand what this program can do for them, and what they are
missing when they fail to attend, Higher Achievement enhances participants’ motivation and dedication to the
program. Scholars are also trained to speak on behalf of Higher Achievement. By assuming leadership roles
within the organization, scholars are able to solidify their identities within the program. Through this process,
scholars often develop strong emotional connections to the organization and attend regularly.
How are attendance and retention measured? Higher Achievement uses a management information system to track all
attendance data. The staff believes it is important to know not only whether a child is absent, but also to know why and
where he or she is when absent. Staff members strive to have all scholars accounted for every day, whether or not they
are physically present. Staff then follow up to trouble-shoot as needed, to regain regular attendance.
What evaluation strategies are used? Attendance and retention data are analyzed every two weeks. By breaking down
attendance and retention records at the school, age, or individual levels, staff can easily identify and address problems.
Furthermore, trends such as low attendance at particular sites or decreased attendance by a specific child during the
winter months, can serve as a red flags to the organization, indicating a need to allocate resources to find solutions to
specific attendance issues. 7
8
1 Theokas, C., & Bloch, M. (2006). Out-of-school time is critical for children: Who participates in programs?
(Research-to-Results Fact Sheet). Washington, DC: Child Trends.
2 Eccles, J., & Gootman, J. (Eds.) (2002). Community programs to promote youth development. Washington, DC:
National Academy Press.
3 Simpkins Chaput, S., Little, P.M.D., & Weiss, H. (2004).Understanding and measuring attendance in out-of-school
time programs. Issues and Opportunities in Out-of-School Time Evaluation, Issue 7.
4 Weiss, H., Little, P., & Bouffard, S. (2005). More than just being there: Balancing the participation equation. New
Directions for Youth Development, 105, 15-31.
5 Simpkins Chaput, S., Little, P.M.D., & Weiss, H. (2004).Understanding and measuring attendance in out-of-school
time programs. Issues and Opportunities in Out-of-School Time Evaluation, Issue 7.
6 Simpkins Chaput, S., Little, P.M.D., & Weiss, H. (2004).Understanding and measuring attendance in out-of-school
time programs. Issues and Opportunities in Out-of-School Time Evaluation, Issue 7.
7 Little, P. M., & Harris, E. (June 2003). A review of out-of-school time program quasi-experimental and
experimental evaluation results (Out-of-School Time Evaluation Snapshot). Cambridge, MA: Harvard Family
Research Project.
8 Riggs, N. R. (2006). After-school program attendance and the social development of rural Latino children of
immigrant families Journal of Community Psychology, 34(1), 75-87.
9 Little, P. M., & Harris, E. (June 2003). A review of out-of-school time program quasi-experimental and
experimental evaluation results (Out-of-School Time Evaluation Snapshot). Cambridge, MA: Harvard Family
Research Project.
10 Zaff, J. F., Moore, K. A., Papillo, A. R., & Williams, S. (2003). Implications of extracurricular activity
participation during adolescence on positive outcomes. Journal of Adolescent Research, 18(6), 599-630.
11 Lauver, S., Little, P., & Weiss, H. (2004). Moving beyond the barriers: Attracting and sustaining youth
participation in out-of-school time programs. Opportunities in Out-of-School Time Evaluation, Harvard Family
Research Project, vol. 6.
12 Steinberg, L. (2005). Adolescence, 7th Edition. McGraw-Hill Higher Education: New York.
13 Kennedy, E., Bowie, L., & Bronte-Tinkew, J. (2006). Bringing research knowledge to practitioners, policy
makers, and the media: An integrated agenda to improve programs and policies for children and youth (Report of
the First Youth Roundtable). Washington, DC: Child Trends.
14 Kennedy, E., Bronte-Tinkew, J., & Matthews, G. (2007). Enhancing cultural competence in out-of-school time
programs: What is it, and why is it important? (Research-to-Results Practitioner Insights Brief). Washington, DC:
Child Trends.
15 Jekielek, S., Moore, K., Hair, E., and Scarupa, H. J. (2002). Mentoring: A promising strategy for youth
development (Research Brief). Washington, DC: Child Trends.
16 Bowie, L. & Bronte-Tinkew, J. (2007). Recruiting mentors in out-of-school time programs: What’s involved?
(Research-to-Results Practitioner Insights Brief). Washington, DC: Child Trends.
17 Higher Achievement. Personal communication February 23, 2007.
18 Lauver, S., Little, P., & Weiss, H. (2004). Moving beyond the barriers: Attracting and sustaining youth
participation in out-of-school time programs. Opportunities in Out-of-School Time Evaluation, Harvard Family
Research Project, vol. 6.
19 Kennedy, E., Bowie, L., & Bronte-Tinkew, J. (2006). Bringing research knowledge to practitioners, policy
makers, and the media: An integrated agenda to improve programs and policies for children and youth (Report of
the First Youth Roundtable). Washington, DC: Child Trends.
20 Higher Achievement is a year-round, multi-year program founded in 1975 whose mission is to develop academic
skills, behaviors, and attitudes in motivated and underserved middle school children to improve their grades, test
scores, attendance, and opportunities, with the ultimate goal of getting these students placed in a top high school
program.
21 W.K. Kellogg Foundation. (October, 2000). Logic model development guide. Battle Creek, MI.
22 Hamilton, J. & Bronte-Tinkew, J. (2007). Logic models in out-of-school time programs: What are they and why
are they important? (Research-to-Results Brief). Washington, DC: Child Trends.
23 Kennedy, E., & Bronte-Tinkew, J. (2006). Bringing research knowledge to practitioners, policy makers, and the
Media: An integrated agenda to improve programs and policies for children and youth (Report of the Second
Practitioner Roundtable). Washington, DC: Child Trends.
SPONSORED BY: The Atlantic Philanthropies
© 2007 Child Trends. May be reprinted with citation.
4301 Connecticut Ave, NW, Suite 350, Washington, DC 20008, www.childtrends.org