학술논문
Using propensity score matching to estimate treatment effects of afterschool programs on third‐grade reading outcomes.
Document Type
Article
Source
Subject
*AFTER school programs
*ACADEMIC achievement
*READING
*THIRD grade (Education)
*PROPENSITY score matching
*SUPPLEMENTARY education
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Language
ISSN
0090-4392
Abstract
Evidence on whether afterschool programs enhance academic achievement is limited and mixed. In this study, a group of community providers delivered interventions to students to improve academic achievement. We used propensity score matching to estimate the impact of these afterschool interventions on third‐grade reading achievement. A significant effect of moderate magnitude was found favoring students who participated in afterschool programming. Propensity score matching and other methodological considerations are described to support the importance and value of conducting rigorous evaluations of afterschool programs. [ABSTRACT FROM AUTHOR]