The primary research question that this evaluation examines is:
In addition, the evaluation looks at two secondary questions:
Subgroup analysis can provide information that might allow for better targeting of the intervention. In particular, the research team hypothesized that the instructional strategies may impact students in the second and third grades (when basic reading and math skills are still being taught during the school day) differently than those in the fourth and fifth grades and that those entering the program with higher levels of achievement in the relevant subject may be impacted differently than those entering with lower preintervention achievement levels because of different educational needs.
The final question is important because the enhanced after-school program could change students’ behavior in several ways. For example, because the regular after-school program focuses on homework help, one hypothesis is that substituting structured instruction for homework help in the after-school setting has a negative effect on homework completion. On the other hand, improved academic performance might help students in completing homework. There are also theories associating students’ behavior in the classroom with their academic performance. One possible hypothesis is that if a student can better understand the academic subject, he or she might be more attentive or less disruptive in class.3 Another competing hypothesis is that lengthening the academic instruction would introduce fatigue and induce students to act out during class.