OBJETIVOS Y ESTRATEGIAS DE MARKETING

Extended schools provide examples of a multi-strand approach to extra- curricular provision. In addition to activities such as clubs and study support, extended schools can provide the whole range of interventions discussed in this report, with the possible exception of community-level initiatives. Although this approach to education has been widely studied – studies have been carried out in the US and Australia as well as in the UK – systematic study of the impact of extra-curricular activities has not found any convincing evidence of a link that connects extra-curricular activities, educational attainment, aspirations, locus of control and valuing school. To some extent, this lack of evidence is a result of the diffi culty of assessing the impact of multi-strand interventions, particularly where the detailed specifi cation of the intervention exhibits considerable variation across institutions (see Cummings, et al., 2011). However, one US study was included (LaFrance Associates, 2005).

Extended schools – the Milton S. Eisenhower Foundation, Iowa

The Milton S. Eisenhower Foundation replicated the Full-Service Community Schools (FSCS) model in Iowa, providing a wide range of extra-curricular activities, with a small number of social welfare and support orientated provisions. Activities were both academic and non-academic, and a small number were off ered to parents and families.

Through a quasi-experimental pre/post comparison cohort design

(LaFrance Associates, 2005) the evaluation tested the hypothesis that students participating directly in the FSCS after-school programmes would show greater improvement over time than students not participating. Improvement was measured with respect to these outcomes: school behaviour (disciplinary action); school attendance; academic attainment; satisfaction with school; attachment to school; orientation towards learning; exposure to new activities; participation in school activities (outside of FSCS programmes); interest in non-academic subjects (art, music, dance, etc.); social support; self-esteem (sense of attainment); positive future orientation; positive peer and adult relationships; access to needed services; and sense of safety. Data on these outcomes was collected over two academic years, 2002–4. Of 689 students

at one school, Harding, 134 completed surveys at both the beginning and end of the school year (19% response rate overall). Approximately 71 (53%) of respondents were participants in FSCS activities. Of the 132 sixth, seventh and eighth grade students at the other school, Moulton, 30 completed surveys at both the beginning and end of the school year (23% response rate overall). Approximately 25 (83%) of respondents were participants in FSCS activities. In addition, students’ and parents’ own understanding were explored through focus groups. Parent outcomes that were measured included: communication home/school, communication among parents, support for learning at home and participation in school/support activities.

The fi ndings (LaFrance Associates, 2005) suggested there were small limited improvements on some educational attainments and attitudes but not others, but there was insuffi cient data to calculate eff ect size overall. Qualitative data suggested that students who participated in the programme had more interest in learning, were more focused on the future, had more self-effi cacy and had improved relationships with peers. This evaluation, despite its design, could not claim with confi dence the eff ect of the FSCS on outcomes, and still less the eff ect of particular (albeit major) elements such as extra-curricular activities. 21st Century Community Learning Centers program

This US-funded initiative in after-school programmes provided funding in 2002 to 2,250 school boards. The evaluation (Dynarski, et al., 2002) of this initiative collected student outcome data in fi ve areas: after-school supervision, location and activities; academic performance and attainment; behaviour; personal and social development; and safety. The purpose was safe and drug- free learning environments for students, which support academic attainment.

In the fi rst year, data was collected on 2,308 elementary school students (randomly assigned to programme vs no programme groups) in 18 schools in seven school districts, and 4,300 middle school students (in matched pairs) in 61 schools in 32 school districts. The evaluation also followed middle school students for a second year, which enabled it to explore whether there were outcome diff erences after two years. There was no collection of parent outcome data on involvement in school activities and employment status. Teacher reports of behaviour relating to valuing of school were assessed. Qualitative data looked at pupil attitudes including some reporting themes relating to aspirations, locus of control and valuing school.

The study (Dynarski, et al., 2002) found few impacts (none statistically signifi cant) on academic attainment, some impacts on parent outcomes, and some reports from elementary school pupils of a feeling for increased safety during after-school hours and from middle school pupils of increased college ambitions. Impacts that related to this review’s set of three attitudes tended to be assessed from answers to a small set of closed questions, which raises questions about their validity as measures.

Children’s University (CU)

The CU uses a range of extra-curricular activities together with direct and explicit links to a local Higher Education Institution to try to improve academic commitment and attainment among children in schools in socio-economically disadvantaged areas. Progress so far has been carefully assessed through an ongoing multi-method evaluation of how the intervention is delivered across schools and providers (MacBeath, 2011). This included the analysis of attainment data in 2007/8 and in 2008/9 at Key Stage 1 for children aged 7 (1,273 pupils), Key Stage 2 for children aged 11 (1,489 pupils) and in 2007/8, 2008/9 and 2009/10 at Key Stage 3 for children aged 14 (99 pupils), with disaggregation by gender, ethnicity, free school meals entitlement,

Neighbourhood Renewal Unit (NRU) and non-NRU areas. Pupils’ attendance data was examined over nine school terms in sixteen local CU centres from 2006/7 to 2008/9. Comparative attendance data was analysed from almost 3,000 children in sixteen local CUs, disaggregated by NRU and non-NRU area. Questionnaires were given to 248 CU participants from 17 schools in six local CU centres and to eight local CU centre managers or co-ordinators. Follow-up interviews took place with 60 children and fi ve local CU managers in three CU centres (and fi ve schools) in Sheffi eld, Warwickshire and West London.

The evaluation reported promising results, with levels of attendance and attainment at Key Stages 1–3 higher for children involved in CU activities than for those not involved. The problem, as ever, is self-selection, which the evaluation recognised: ‘Cause and eff ect are, of course, diffi cult to disentangle. Do children attend their local Children’s University because they are better attenders or do they become better attenders as a consequence of CU involvement?’ (MacBeath, 2011).

Unfortunately, the sample was too small to allow for an analysis of diff erences in impact according to ethnicity, but there was a small indication that girls could obtain more benefi ts than boys.