Adult Supervision And Constructive Activities For Teens

2342 WordsMay 4, 201510 Pages
providing positive, safe alternatives with adult supervision and constructive activities for teens while they are still developing crucial decision-making skills and values. (Every Child Matters) A study by Gottfredson, Gerstenblith, Soulé, Womer, and Lu (2004) found that after-school programs reduce delinquent behavior in students while they are developing social skills and becoming more mature. The researchers evaluated Maryland’s After-School Community Grant Program (MASCGP) and participating programs were given the choice to “implement either a randomized control group or a comparison group evaluation design” (Gottfredson, Gerstenblith, Soulé, Womer, and Lu 2004:3). A total of 810 elementary and middle school age children participated…show more content…
The longitudinal study included 2,331 students from 24 schools in the Los Angeles area. Researchers first described the student’s academic achievements and social behaviors in 1994 and then followed the student’s academic and social development until 2003. Researchers found that “LA’s BEST has a positive impact on the reduction of juvenile crime” and was most effective for students in middle school, an age when juvenile crime rates begins to increase (Goldschmidt, Huang, and Chinen 2007:4). It is important to note that program quality, exposure, and engagement are all essential factors in creating a successful after-school program. (Goldschmidt, Huang, and Chinen 2007) Lastly, research has shown that disadvantaged youth may have an even more positive response to after-school programs when compared to middle- and upper-class students. A study by Vandell, Reisner, and Pierce (2007) followed 2,914 low-income, ethnically diverse elementary and middle school aged students for two years. The students were from 35 different programs from six major cities and six smaller urban cities from eight different states. Of the students studied, 1,796 were in elementary school and 1,118 were in middle school. Of the elementary school students, 47 percent were male, 89 percent received free or reduced lunch, 88 percent
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