| The number of afterschool programs has grown rapidly in the last decade. Funding has come primarily from government and nonprofit agencies with an interest in promoting positive youth development, especially in the area of academic functioning. A growing body of evidence suggests that participation can have an impact on achievement, but the exact nature of that relationship is unclear. Further examination of the relationship between participation intensity and academic outcomes has been advocated by researchers and practitioners to enhance our understanding of program outcomes (Huang et al., 2000; Simpkins-Chaput, Little, & Weiss, 2004).; This study examined the relationship between participation intensity and academic outcomes among a group of elementary school-age participants. The sample was comprised on 219 students enrolled in the Geary County 21 st Century Community Learning Center Program. The relationship between participation intensity and academic achievement was examined using polynomial regression. Both linear and curvilinear models were explored. Interaction analyses were also conducted to assess the consistency of the relationship across gender, ethnicity, socioeconomic status, and previous achievement. Seven measures of academic achievement were utilized, including teacher-reported grades and standardized test scores.; The examination of the relationship between participation intensity and academic achievement resulted in few significant findings. Participation intensity was found to be a significant predictor of reading grades. Participation intensity was also found to be a predictor of math grades for low performing students. In examining the relationship between participation intensity and achievement, two models were tested against each other. Neither the linear nor the curvilinear model provided an adequate explanation for spelling grades, social studies grades, science grades, math test scores, or reading test scores. The linear model provided the best explanation for reading grades and math grades of low performing students.; This study demonstrates the use of multiple models to test the relationship between participation intensity and academic achievement. The limitations of the study are discussed, and implications for use by researchers and practitioners are presented. |
