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Boys and Girls Clubs of Cleveland
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Approach
Out of School/ Summer Mentoring Tutoring Counseling/ Therapy School-based Clinic/ Provider-based Service/
Vocational learning		 Parent or family component Other
x x x        

 

Outcomes
Educational/ Cognitive Social/ Emotional Life Skills Physical Health Behavior Problems Reproductive Citizenship Mental Health
x x x x x  x x  

 

Background Information Program size

Age range

 Research Program Fee?
Contact information:
6114 Broadway Avenue
Cleveland, OH 44127

Website: www.clevekids.org

Mission/Goals: Provides after school programs. 5 core program areas covered: Arts, education/career, health and life skills, sports/fitness/recreation, computing.

Source(s): www.clevekids.org

 Roughly 6,000 Cleveland members Ages 6 through 18

Type of Evaluation: Quasi-experimental. Note: The evaluation reported here does not include the Cleveland program.

Objective: This evaluation sought to examine the effects of a non-school educational enhancement program (part of Boys & Girls Club) on school performance among economically disadvantaged early adolescents who live in public housing.


Sample: 283 youth across 15 sites in five cities were selected for this study. Forty percent of participants were female and the average participant age was 12.3 years. Approximately 63% of youth were black, 19% Hispanic, 13% white, and 5% Asian and other ethnicities. The sample was comprised of three demographically similar groups, all of whom lived in public housing: youth in the educational enhancement program at BGCs, a comparison group of youth, and a second comparison group of youth. Comparison youth attended BGCs with no enhancement programs. The second comparison sample attended non-BGC youth facilities that did not offer educational enhancements.

Methodology: Follow-up data were collected 6, 18, and 30 months after baseline in each site.

Outcomes Examined: This study evaluated the effects of the educational enhancements program on academic performance.

 

Measurement Instruments: Trained data collectors, blind to study aims and program/comparison assignments, visited each site and obtained baseline data before the programs began. Self-report information from youth (14 Likert-scaled items), classroom evaluation reports from teachers (by phone, and occasionally at home, on items parallel to the youth questionnaire), and reports from schools (grade data, attendance, and behavior incidents) were obtained

Impact/Outcomes: After 30 months, greater engagement and enjoyment in reading, verbal skills, writing, and tutoring, plus greater enjoyment in geography, were found for program youth compared to the comparison group.

Study: Schinke, S.P., Cole, K.C., & Poulin, S.R. (2000). Enhancing the educational achievement of at-risk youth. Prevention Science, 1(1), 51-60. http://www.kluweronline.com/issn/1389-4986

 

Source: n/a

 Annual membership dues of $7 per year
   

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