Evidence map›Paper›PMID 26062096›Full record

SynthesisJournal of public health management and practice : JPHMP

Out-of-School-Time Academic Programs to Improve School Achievement: A Community Guide Health Equity Systematic Review.

John A Knopf, Robert A Hahn, Krista K Proia, Benedict I Truman, Robert L Johnson, Carles Muntaner, Jonathan E Fielding, Camara Phyllis Jones, Mindy T Fullilove, Pete C Hunt and 4 more

Abstract readSystematic Review
PubMed Full text at PMC Publisher
In one paragraph

Synthesis in Journal of public health management and practice : JPHMP. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers, 3 of them syntheses that pooled it.

0numbers the graph read from it
0cells of the map it votes in
9citing papers in PubMed, 3 pooled it
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

9 citing papers in PubMed, 3 syntheses or guidelines pooled it.

  1. Pooled it
  2. Pooled it
  3. Pooled it
  4. Article
  5. Article
  6. Article
  7. Review
  8. Article
  9. Article
4 · The record

Corrections and comments

5 · Who and what money

Authors and funding

14 authors.

John A KnopfCommunity Guide Branch, Division of Epidemiology, Analysis and Library Services, Office of Public Health Scientific Services (Mr Knopf, Drs Hahn and Chattopadhyay, and Mss Proia and Qu), Office of the Associate Director for Science, National Center for HIV/AIDS, Viral Hepatitis, STD & TB Prevention (Dr Truman), Division of Adolescent & School Health, National Center for Chronic Disease Prevention and Health Promotion (Mr Hunt), and Epidemiology and Analysis Program Office, Centers for Disease Control and Prevention, Atlanta, Georgia (Dr Jones); Hygeia Dynamics, Boston, Massachusetts (Dr Milstein); Rutgers New Jersey Medical School, Newark, New Jersey (Dr Johnson); University of Toronto, Toronto, Ontario (Dr Muntaner); UCLA Fielding School of Public Health (Dr Fielding); and Columbia University, New York, New York (Dr Fullilove).
Robert A Hahn
Krista K Proia
Benedict I Truman
Robert L Johnson
Carles Muntaner
Jonathan E Fielding
Camara Phyllis Jones
Mindy T Fullilove
Pete C Hunt
Shuli Qu
Sajal K Chattopadhyay
Bobby Milstein
Community Preventive Services Task Force

Funding

Intramural CDC HHS CC999999
6 · The paper itself

Abstract

contextLow-income and minority status in the United States are associated with poor educational outcomes, which, in turn, reduce the long-term health benefits of education.

objectiveThis systematic review assessed the extent to which out-of-school-time academic (OSTA) programs for at-risk students, most of whom are from low-income and racial/ethnic minority families, can improve academic achievement. Because most OSTA programs serve low-income and ethnic/racial minority students, programs may improve health equity.

designMethods of the Guide to Community Preventive Services were used. An existing systematic review assessing the effects of OSTA programs on academic outcomes (Lauer et al 2006; search period 1985-2003) was supplemented with a Community Guide update (search period 2003-2011).

main outcome measureStandardized mean difference.

resultsThirty-two studies from the existing review and 25 studies from the update were combined and stratified by program focus (ie, reading-focused, math-focused, general academic programs, and programs with minimal academic focus). Focused programs were more effective than general or minimal academic programs. Reading-focused programs were effective only for students in grades K-3. There was insufficient evidence to determine effectiveness on behavioral outcomes and longer-term academic outcomes.

conclusionsOSTA programs, particularly focused programs, are effective in increasing academic achievement for at-risk students. Ongoing school and social environments that support learning and development may be essential to ensure the longer-term benefits of OSTA programs.

Indexed as

Educational StatusLearningTeachingTime FactorsChildChild, PreschoolHumansSchoolsStudentsUnited States

Identifiers

PMID26062096
PMCPMC4714952

What OpenQuestion holds

Textmetadata
LicenceTDM
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.