The Future of Youth Development: Building Systems and Strengthening Programs (2025)
Chapter: Appendix A: Detailed Study Tables Supporting Chapter 7
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Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Studies Discussed Under Domain of Academic Outcomes | |||||
|---|---|---|---|---|---|
| Author(s)/year | Program name/type | Participant demographics (race, ethnicity, socioeconomic status [SES], gender) | % of low SES participants | Participant age/grade separately | Location (e.g., city, state, region) |
| Herrera et al., 2013 | Higher Achievement, an academic enrichment program | 59% female; 75% African American, 13% Latino | 60% free or reduced-price lunch (FRPL) | Grades 5–8 | Washington, DC; Alexandria, VA |
| Garcia et al., 2020 | Higher Achievement, an academic enrichment program | Varied | Schools were located in low-income neighborhoods | Grades 5–8 | Washington, DC; Alexandria, VA; Baltimore, MD; Richmond, VA; Pittsburgh, PA |
| James-Burdumy et al., 2007 | All students participated in various 21st Century Community Learning Centers (21st CCLC) afterschool programs | 61% African American, 21% White, 16% Hispanic | 71% of centers studied had at least 75% FRPL | Grades K–6 | Southern, Midwestern, Western, and Northeastern USA |
| Roberts et al., 2018 | Afterschool reading intervention | Varied | 99% FRPL | Grades 3–5 | Southwestern USA |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Design | Findings | Variables studied | Indicator of participation/program—such as yes/no, time in the program, the indicators of quality that they measured as predictors of the outcomes, etc. |
|---|---|---|---|
| RCT | Program youth performed better on math and reading tests after 2 years and retained higher math scores after 4 years; program appeared to expand high school options for students via greater number of applications to private high schools. | Academic performance, attitudes and behaviors, high school enrollment | Students participated in up to 650 hours of instruction per year |
| RCT | Program students earned better grades than control students after 2 years in English, math, and science; the program appeared to be more effective for students who entered with higher grades (As and Bs); the program appeared to work particularly well for male students. | Grades, test scores | Students participated for 25 weeks during the school year and 6 weeks during the summer |
| RCT | The findings indicate that the programs affected the type of care and supervision students received after school, with parents less likely to be caring for their child and other adults more likely, but there was no statistically significant effect on the incidence of self-care. Students in the program reported feeling safer after school, but their academic outcomes were not affected, and they had more incidents of negative behavior. | Various: homework completion, academic outcomes, behavioral problems, etc. | Students attended centers or remained in the control group for up to 2 years |
| RCT | No statistically significant reading comprehension posttest group differences were identified (p> .05). The limitations of this study included high attrition and absenteeism. | Various measures of reading comprehension | Students received up to 89 lessons |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Author(s)/year | Program name/type | Participant demographics (race, ethnicity, socioeconomic status [SES], gender) | % of low SES participants | Participant age/grade separately | Location (e.g., city, state, region) |
|---|---|---|---|---|---|
| Gottfredson et al., 2010 | All Stars curriculum, an enhancement to afterschool programs that focuses on building protective attitudes and beliefs for future risky behaviors, teaching skills for healthy decision making, and more | 54% male; 70% African American | 59% FRPL | Grades 6–8 | Baltimore, MD |
| Gottfredson et al., 2010 | All Stars curriculum, an enhancement to afterschool programs that focuses on building protective attitudes and beliefs for future risky behaviors, teaching skills for healthy decision-making, and more | 54% male; 70% African American | 59% FRPL | Middle school students | Baltimore, MD |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Design | Findings | Variables studied | Indicator of participation/program—such as yes/no, time in the program, the indicators of quality that they measured as predictors of the outcomes, etc. |
|---|---|---|---|
| RCT | The findings suggest that it is difficult to achieve high fidelity in the implementation of research-based practices in the typical afterschool program (ASP) setting. | Various outcomes, including academic performance, school attendance, conduct problems, and related beliefs | Students participated in program or control group for 30 weeks |
| RCT | Results showed no differences between the treatment and control students at post-test on any of the outcomes or mediators. Furthermore, no positive effects were found for youths receiving higher dosage, higher quality program delivery, or both. | Various outcomes, including academic performance, school attendance, conduct problems, and related beliefs | Students participated for 96 days |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Author(s)/year | Program name/type | Participant demographics (race, ethnicity, socioeconomic status [SES], gender) | % of low SES participants | Participant age/grade separately | Location (e.g., city, state, region) |
|---|---|---|---|---|---|
| Modestino & Paulsen, 2023 | Boston Summer Youth Employment Program (SYEP), an early work experience program | 54.6% female; 52.8% Black, 7.5% Asian, 6.5% White, 33.1% mixed race/other | 18.3% received public assistance | Grades 8–11 | Boston, MA |
| Avery, 2013 | College Possible, an afterschool program focused on college preparation | 91% students of color | Average family income was $25,000 | Grades 11–12 | Minneapolis and St. Paul, MN |
| Provenzano et al., 2020 | Afterschool music education program | Varied; school described as “racially and ethnically diverse” | Program took place at a low-income school | Grade 5 | Ann Arbor, MI |
| Naftzger et al., 2015 | Variety of 21st CCLC afterschool programs | 42–43% Hispanic, 34–33% White | 68–74% FRPL | Elementary, middle, and high school students | Washington |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Design | Findings | Variables studied | Indicator of participation/program—such as yes/no, time in the program, the indicators of quality that they measured as predictors of the outcomes, etc. |
|---|---|---|---|
| RCT | Better attendance and course performance in the year after being selected for the program, with the program’s impact on attendance persisting into the second year. Survey data suggest that the Boston SYEP may affect academic outcomes by increasing aspirations to attend college, gaining basic work habits, and improving social skills during the summer. | Variety of academic outcomes, aspiration to attend college, basic work habits, social skills | Students participated for 6 weeks |
| RCT | The results indicate that the College Possible program significantly increased both applications and enrollment to both 4-year colleges and selective 4-year colleges; we estimate that initial enrollment at 4-year colleges increased by more than 15 percentage points for program participants but find little evidence of any effect of the program on ACT performance or college enrollment overall. | ACT score, college application, college enrollment | Students participated in the program for 2 years |
| Quasi-experimental mixed methods | From pretest to posttest, we found / significant changes in students’ perception of their music-making ability and in their connection to other students. Participants also noted an enhanced sense of school pride and broader community recognition. | Various outcomes including school pride, connection to other students, self-perception, and more | Students participated for 68 days |
| Case study | The study found significant, positive program impacts for a number of key outcomes such as GPA and number of unexcused absences; many of these effects were also replicated in the second year of the study. | Variety of youth outcomes, including both social emotional learning (SEL) and noncognitive areas | Students already attended programs at the centers |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Author(s)/year | Program name/type | Participant demographics (race, ethnicity, socioeconomic status [SES], gender) | % of low SES participants | Participant age/grade separately | Location (e.g., city, state, region) |
|---|---|---|---|---|---|
| Komisarow, 2022 | StudentU, a program providing education, nutrition, and social support services | Varied; StudentU applicants were more likely to be female and Hispanic when compared to other students in their county | All applicants either qualify for FRPL or are a potential first-generation college student | Middle and high school students | Durham, NC |
| Hirsch et al., 2011 | After School Matters (ASM), a program offering paid apprenticeships in a variety of areas | 77% African American | 92% FRPL | High school students | Chicago, IL |
| Theodos et al., 2017 | Urban Alliance High School Internship Program providing training, mentoring, and work experience | 89% non-Hispanic African American; 65% female | Applicants “typically” came from economically distressed neighborhoods | High school students | Washington, DC; Baltimore, MD |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Design | Findings | Variables studied | Indicator of participation/program—such as yes/no, time in the program, the indicators of quality that they measured as predictors of the outcomes, etc. |
|---|---|---|---|
| Quasi-experimental | The subgroup of lottery winners who entered the comprehensive program with low baseline achievement earned more course credits, achieved higher grade point averages, and were less likely to be suspended during ninth grade than their lottery loser counterparts. | Variety of outcomes: high school credits earned, GPA, probability of suspension | Students participate for 6 weeks during the summer and 30 weeks during the school year |
| RCT | ASM was able to obtain significant positive results on important outcome variables despite several factors that worked against doing so (e.g., an alternative treatment control group, lack of substantial extra support for implementation) and that these impacts can be meaningfully related to ASM vs. control experiences in their respective activities. A skeptical view of the findings emphasizes that few significant effects were found, effect sizes were generally small, and that testing a more representative sample of ASM instructors may well eliminate the few positive impacts that were found. | Variety of outcomes related to positive youth development (PYD), job skills, academic performance, and problem behavior | Students participate for 180 hours in 1 year |
| RCT | Results were mixed; in some areas there were significant, positive impacts on youth at the 1-year mark although they faded by the 2-year mark. In particular, there appeared to be large impacts on the probability of attending college for male students. | Variety of outcomes related to college readiness, school achievement, skill development, educational attainment, and employment, wages, and savings | Students participated for 1 year |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Author(s)/year | Program name/type | Participant demographics (race, ethnicity, socioeconomic status [SES], gender) | % of low SES participants | Participant age/grade separately | Location (e.g., city, state, region) |
|---|---|---|---|---|---|
| Jenson et al., 2018 | Community-based afterschool program located in public housing complexes that includes literacy instruction, tutoring, and SEL skill development | 52% female; 89% youth of color | All students lived in public housing neighborhoods | Grades K–12 | Denver, CO |
| Springer & Diffily, 2012 | Students participated in Boys and Girls Clubs | 387 male, 332 female; 388 African American, 88 White, 243 Hispanic | 67.03% of elementary school and 60.69% of middle school neighborhoods above poverty line | Grades 2–8 | Dallas, TX |
| Kim et al., 2010 | READ 180, a literacy intervention | Over 70% Black and Latino | 81% FRPL | Grades 4–6 | Southeastern Massachusetts |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Design | Findings | Variables studied | Indicator of participation/program—such as yes/no, time in the program, the indicators of quality that they measured as predictors of the outcomes, etc. |
|---|---|---|---|
| Quasi-experimental | Youth who participated in the ASP had significantly higher levels of school attendance, a greater increase in independent reading level over the academic year, and lower odds of incurring a suspension or expulsion from school than youth in a comparison group. Participation in the ASP was also significantly related to classroom teacher ratings of proficiency in the subject areas of math and science. | Academic performance and school behavior problems | Students participated for 1 school year |
| Longitudinal | With respect to intensity, extent of club participation was positively related to increases in GPA from the first week to the last 6-week grading period. This relationship was stronger for elementary students. In addition, intensity was negatively related to changes in school absences from the first week to the last 6 weeks for both grade levels. With respect to breadth, participation in greater numbers of programs was related to greater improvement in GPA, but only among elementary students, and only when program participation was substantial. | Changes in grades and attendance | Students participated for 1 school year |
| RCT | There was no significant difference between children in READ 180 and the district afterschool program on norm-referenced measures of word reading efficiency, reading comprehension, and vocabulary. Although READ 180 had a positive impact on oral reading fluency and attendance, these effects were restricted to children in grade 4. | Word reading efficiency, reading comprehension, vocabulary, oral reading fluency, posttest reading scores | Students participate for 23 weeks |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Author(s)/year | Program name/type | Participant demographics (race, ethnicity, socioeconomic status [SES], gender) | % of low SES participants | Participant age/grade separately | Location (e.g., city, state, region) |
|---|---|---|---|---|---|
| Shackelford, 2019 | Baltimore Urban Debate League (BUDL), a debate program | 40.3% male; 91.5% Black, 6% White, 1.7% Hispanic, 0.6% Asian, 0.2% American Indian | 95.8% FRPL | Elementary and middle school students | Baltimore, MD |
| Kelepolo, 2011 | Variety of afterschool programs | Varied | Varied | Grade 10 | Suburban Utah |
| Nelson-Johnson, 2007 | Express to Success, an afterschool math program | Grade 7 | |||
| Holloway, 2017 | Variety of afterschool programs | Students described as “low-income” | Grade 10 | Southeastern USA | |
| Lanford, 2019 | 21st CCLC afterschool enrichment program | 27.7% African American | 54.4% FRPL | High school students | Rural South Carolina |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Design | Findings | Variables studied | Indicator of participation/program—such as yes/no, time in the program, the indicators of quality that they measured as predictors of the outcomes, etc. |
|---|---|---|---|
| Longitudinal | The effect of preadolescent Baltimore Urban Debate League participation for debaters was associated with increases in standardized test scores, a decreased likelihood of chronic absenteeism, and an increased likelihood of attending a selective entrance criteria high school. | Standardized test scores, absenteeism, high school selection | Students participated in at least 1 BUDL tournament |
| Correlational | The results of this study indicated that students who participated in extracurricular activities scored higher in attendance, grade point average, and the Utah Criterion Reference Test than students who did not participate in extracurricular activities. A moderately strong correlation was also found in the grade point average and the Utah Criterion Reference Test. | State proficiency test scores, GPA | Students already participated in extracurricular activities |
| Mixed methods | Experimental group increased school attendance and improved math scores; experimental group expressed more positive attitudes toward math. | Math achievement, attendance | |
| Correlational | The students who participated in the extracurricular activities had significantly higher cumulative academic averages, average daily attendance, and resiliency levels. | Cumulative academic averages, average daily attendance, resiliency levels | Students already participated in activities |
| Correlational | Analysis found there was no statistically significant differences in academic credits earned, attendance, or disciplinary incidents between the two groups of students. | Academic credits earned, attendance, disciplinary incidents | Students already attended the program |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Author(s)/year | Program name/type | Participant demographics (race, ethnicity, socioeconomic status [SES], gender) | % of low SES participants | Participant age/grade separately | Location (e.g., city, state, region) |
|---|---|---|---|---|---|
| Mahoney & Vest, 2012 | Variety of afterschool programs | 49% male; 45% White, 43% Black, 7% Hispanic, 5% other | Average household income was $66,543 | Ages 12–18 | USA |
| Martin et al., 2015 | Variety of afterschool programs | 53% White, 36% African American, 6% Hispanic, 5% biracial | Participants described as economically disadvantaged | Ages 10–20 | USA |
| Lleras, 2008 | Variety of afterschool activities | Varied | Varied | Grade 10 | USA |
| Haghighat & Knifsend, 2019 | Variety of afterschool programs | 59.2% female; 59.2% White, 12.4% Black, 9.5% AAPI, 13.6% Hispanic, 4.5% mixed race, 0.8% AIAN | Varied | Grade 10 | USA |
| Palmer et al., 2017 | Variety of afterschool programs | Varied; all individuals received special education services | Varied | Grade 10 | USA |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Design | Findings | Variables studied | Indicator of participation/program—such as yes/no, time in the program, the indicators of quality that they measured as predictors of the outcomes, etc. |
|---|---|---|---|
| Longitudinal | Results showed that, controlling for demographic factors and baseline adjustment, intensity was a significant predictor of positive outcomes and unrelated to indicators of problematic adjustment at young adulthood. | Variety of positive developmental outcomes and indicators of problematic adjustment | Students were already participating in programs |
| Longitudinal | A positive family environment during adolescence predicted educational involvements that promoted educational attainment in early adulthood. | Variety of indicators for educational involvement and attainment, substance use | Students were already participating in programs |
| Longitudinal | The results indicate that students with better social skills, work habits, and who participated in extracurricular activities in high school had higher educational attainment and earnings, even after controlling for cognitive skills. | Educational attainment and earnings | Students were already participating in programs |
| Longitudinal | Both breadth and intensity of extracurricular activity involvement in grade 10 were linked with educational attainment 8 years after high school. | Education attainment and various academic outcomes | Students were already participating in programs |
| Longitudinal | Findings show a statistically significant association between postsecondary degree completion for students with disabilities and extracurricular activity participation, including extent and type. | Postsecondary degree completion | Students were already participating in programs |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Author(s)/year | Program name/type | Participant demographics (race, ethnicity, socioeconomic status [SES], gender) | % of low SES participants | Participant age/grade separately | Location (e.g., city, state, region) |
|---|---|---|---|---|---|
| Clement & Freeman, 2023 | Team Prime Time, an afterschool inclusive sports program | Varied | Participating schools varied from 34–92% FRPL | High school students | USA, urban area |
| Hicks et al., 2022 | Afterschool computing program | 19 boys, 26 girls | Unmentioned but school is described as belonging to an inner-city school system | Middle school students | Southeastern USA |
| Cavendish, 2016 | Afterschool program focused on creative expression | 67.8% female; 71% African American, 12% Hispanic, 12% White, 2% Asian, 3% other | 94% FRPL | Grades 3–5 | Southeastern USA |
| Sheltzer & Consoli, 2019 | Notes for Notes, an afterschool music program | 2 female, 9 male; 8 Latinx, 1 Caucasian, 1 Middle Eastern, 1 Asian/Caucasian | Programming takes place through Boys and Girls Clubs, which report 60% FRPL | Varied (respondents were program alumni) | USA |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Design | Findings | Variables studied | Indicator of participation/program—such as yes/no, time in the program, the indicators of quality that they measured as predictors of the outcomes, etc. |
|---|---|---|---|
| Mixed methods | Quantitative results indicated that the neurotypical adolescents felt they had an impact on improving the responsibility of their peer athlete, and they felt they had better perspective-taking after participating. Descriptive comments indicated that the children with disabilities enjoyed participation and that this inclusive program may have provided an additional avenue for a subset of the population to engage more in the activities of their school. | Variety of outcomes related to self-perceived impact and personal self-perceptions | Students participated for at least 1 sport season |
| Mixed methods | Results indicate that hands-on support from mentors, peer collaboration, and options for customizing work and creating unique projects contributed positively to the student experience in the program. This study suggests giving students more creative freedom, adequate scaffolding and the option for peer collaboration when working in informal learning environments. | Support from learning environment, peer relationships, sense of authorship, purpose, and agency | Students attended for at least 1 semester |
| Mixed methods | Program had minimal impact on attitudes toward creative writing, but qualitative evidence suggests the program had a strong positive impact on students regardless. | Program experience, student writing identity | Students participated in 4 sessions |
| Correlational | Alumni identified several positive program characteristics as most influential, such as consistency, opportunity, and exposure. | Variety of outcomes related to identity development, music knowledge and performance development, social skill development | Students participated regularly for at least 2 years |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Author(s)/year | Program name/type | Participant demographics (race, ethnicity, socioeconomic status [SES], gender) | % of low SES participants | Participant age/grade separately | Location (e.g., city, state, region) |
|---|---|---|---|---|---|
| Ngo, 2017 | Afterschool theater program | All youth were Hmong-American; 7 female, 2 male | All youth described as low-income | Ages 16–19 | Midwestern USA |
| Johnson, 2017 | Afterschool writing club | All participants were Black; many participants self-identified as Queer and/or as having a diverse gender identity | Over 95% FRPL | High school students | Southern USA college town |
| Wozniak et al., 2023 | Two STEM-based programs for early and late high schoolers | Early high school: Majority of participants female and Black; Late high school: Close to 50% female, majority Black and Hispanic | Not mentioned | High school students | USA |
| Yu et al., 2021b | Afterschool math program | All students were Latinx; 50% male | 100% FRPL | Middle school students | Southern CA |
| Thompson & Diaz, 2012 | Hopeworks, program focused on technology and mentorship, job skills | Program demographics said to mirror those of Camden: about 50% Black, about 34% Hispanic | 57% of Camden children are described as living in poverty | Ages 14–18 | Camden, NJ |
| Pinkard et al., 2017 | One school 91% Latino, one 85% Black; all participants female | Over 89% | Middle school students | Chicago, IL |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Design | Findings | Variables studied | Indicator of participation/program—such as yes/no, time in the program, the indicators of quality that they measured as predictors of the outcomes, etc. |
|---|---|---|---|
| Case study | Youth “named” struggles with stereotypes and acculturation expectations and constructed positive ethnic identities as Hmong-Americans in the theatre program. | Variety of outcomes related to agency and identity development | Youth were already participating in the club |
| Case study | Findings suggested that through writing, participants were able to “navigate and disrupt” heteronormativity and traditional writing practices. | Variety of outcomes related to identity development, knowledge development, writing ability, and more | Students were already participating in the club |
| Correlational | Early and late high school students reported increased scientific identity and comfort with scientific tasks compared pre- to postprogram in several domains. Desire to pursue biomedical careers was maintained pre- to post-program for both groups. | Variety of outcomes related to identity, STEM knowledge and skill development, career knowledge, and more | Early high school students participated for 1 school year; Late high school students worked over the summer and received mentorship and other help during the school year |
| Correlational | Culturally responsive practices helped youth feel more connected to the program, peers, and staff; facilitated learning opportunities; and promoted math and SEL skills. | Culturally responsive practices, math ability | Students had already been participating in the program for at least 2 quarters |
| Case study | Youth in the program begin to identify as experts as they gain skills and work with clients, allowing them to develop in both expertise and identity. | Program engagement, identity development, job skill development | Student participation measured by project completion |
| Correlational | Students reported exhibiting agency as co-designers and makers, experiencing situational interest in STEM learning activities, and developing positive STEM-related interests and identities. | Variety of outcomes related to SEL, PYD, learning, and motivation | Students participated in 16 sessions |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Author(s)/year | Program name/type | Participant demographics (race, ethnicity, socioeconomic status [SES], gender) | % of low SES participants | Participant age/grade separately | Location (e.g., city, state, region) |
|---|---|---|---|---|---|
| Vickery, 2014 | Afterschool digital media club | 9 male students (6 Latino, 2 White, 1 Black), 9 female students (4 Latina, 2 Black, 3 multiracial) | School described as low-income | High school students | USA |
| Abraczinkas & Zarrett, 2020 | Afterschool program with youth participatory action research (YPAR) and/or physical activity (PA) components | 94% African American; 41 female, 23 male | 75% FRPL | Middle school students | USA |
| Fuller et al., 2013 | Sports-based afterschool program | 100% male; 59.4% Black, 38.7% Hispanic, 1.7% White, 0.2% Asian | Over 95% FRPL | Grades 6–8 | Hartford, CT |
| Merenda, 2021 | Adventure-based program | Varied | 100% FRPL | Grades 6–8 | USA |
(All text derived from studies)
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Design | Findings | Variables studied | Indicator of participation/program—such as yes/no, time in the program, the indicators of quality that they measured as predictors of the outcomes, etc. |
|---|---|---|---|
| Correlational | The afterschool clubs provided students with opportunities to develop digital literacies that could be leveraged for the acquisition of cultural and social capital. Although participation in the clubs expanded students’ offline social networks, restrictive school policies blocked access to social media and video sharing sites. Students were unlikely to share their work online and missed opportunities to develop network literacies that are crucial to more equitable modes of online participation. | Access to technology, interest-driven learning/participation, offline networking, network literacy | Students were already participating in the clubs |
| Mixed methods | Findings indicated feasibility of YPAR with systems supports (i.e., support from school administrations). Changes occurred at the individual and systems level in the YPAR and PA program. | Sociopolitical skills, participatory behavior, perceived control empowerment | Students participated for 4 or 7 weeks depending on assignment |
| Correlational | Findings related to the youths’ continued involvement revealed their value for the (Sport Hartford Boys) program as a safe place that kept them out of trouble and provided experiences that led to positive personal development. Furthermore, results indicated that participation in the program facilitated the development of each “C” of youth development. | 5 and 6 Cs of youth development | Students participated for 24 weeks |
| Correlational | Results indicate favorable views of the activities within the program, in particular related to themes of self-confidence, school attachment attitudes, and resiliency toward challenges. | Variety of outcomes related to youth self and school perceptions and attitudes | Students participate 15 times during 1 school year |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Studies Discussed Under Domain of Civic Engagement | |||||
|---|---|---|---|---|---|
| Author(s)/year | Program name/type | Participant demographics (race, ethnicity, SES, gender) | % of low SES participants | Participant age/grade separately | Location (e.g., city, state, region) |
| Wray-Lake & Abrams, 2020 | Variety of programs involving civic engagement | All participants described as youth of color | Study describes areas as “high-poverty urban neighborhoods” | Ages 12–19 | Rochester, NY |
| Monkman & Proweller, 2016 | Civic Engagement Program (CEP), a civic leadership program | All students described as Black or Latino | All students described as low income | High school students | Midwestern USA |
| Zarrett et al., 2021 | Connect through PLAY, an afterschool physical activity program | Participating students were “underserved,” at least 50% of low income (FRPL) and “minority status” | At least 50% of students qualified for FRPL | Middle school students | Southeastern USA |
| Kim and Morgül, 2017 | Variety of volunteering opportunities | Varied | Varied | Grades 7–12 onward | USA |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Design | Findings | Variables studied | Indicator of participation/program—such as yes/no, time in the program, the indicators of quality that they measured as predictors of the outcomes, etc. |
|---|---|---|---|
| Design | Findings | Variables studied | Indicator of participation/program—such as yes/no, time in the program, the indicators of quality that they measured as predictors of the outcomes, etc. |
| Case study | Local, informal community helping was an especially common form of civic engagement. The authors identified four pathways of civic engagement, distinguished by feelings of civic empowerment and support from adults. | Variety of outcomes related to civic development | Students were already participating in organizations |
| Correlational/case study | Across the interviews, the youth talk about their experience in CEP program and the larger Futures program as life-altering, in large part responsible for imparting a range of skills and attitudes conducive to redefining their sense of purpose and promise now and into the future. | Variety of outcomes related to civic development, PYD, and SEL | Students were already participating in the program |
| RCT | Regression analysis demonstrated that participation in the intervention (vs. control) was associated with an increase of 8.17 min of daily accelerometry-measured moderate-to-vigorous physical activity (MVPA), equaling 56 min of additional weekly MVPA at postintervention, controlling for baseline MVPA, school, gender, and weight status. | MVPA | Participation in program or control for 10 weeks |
| Longitudinal/correlational | Regarding personal outcomes, our findings indicate that the psychological benefits of youth volunteering accrue only to voluntary participants, whereas both voluntary and involuntary youth service are positively associated with educational attainment and earnings in young adulthood. | Variety of civic and personal outcomes | Students were already volunteering |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Author(s)/year | Program name/type | Participant demographics (race, ethnicity, SES, gender) | % of low SES participants | Participant age/grade separately | Location (e.g., city, state, region) |
|---|---|---|---|---|---|
| Obradović & Masten, 2007 | Variety of afterschool activities | 91 boys, 114 girls; 29% “minority” (18% African American, 7% Native American, 3% Hispanic, 1% Asian) | Varied | Ages 8–12 onward | Minneapolis, MN |
| Smith, 1999 | Variety of afterschool activities | Varied | Not mentioned | Grade 8 onward | USA |
| Braddock et al., 2007 | Variety of afterschool activities | All students sampled were Black | Not mentioned | Middle and high school students onward | USA |
| Gardner et al., 2008 | Variety of afterschool activities | 49.3% male; 10.2% Black, 12.3% Hispanic, 7.6% AAPI, 1% Native American, 68.8% White | Not mentioned | Grade 8 onward | USA |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Design | Findings | Variables studied | Indicator of participation/program—such as yes/no, time in the program, the indicators of quality that they measured as predictors of the outcomes, etc. |
|---|---|---|---|
| Longitudinal/correlational | Results indicate that competence and activity involvement in adolescence predict citizenship and volunteering in adulthood, 10–15 years later. As hypothesized, however, the level of competence in developmentally salient domains in adolescence and emerging adulthood fully mediate the predictive significance of concurrent activity involvement for civic engagement outcomes in adulthood. | Citizenship and volunteering | Students were already participating in activities |
| Longitudinal/correlational | Multiple significant predictors of greater political and civic behavior in adulthood found, one of which was participation in extracurriculars. | Political and civic behavior in young adulthood | Students were already participating in activities |
| Correlational/longitudinal | Analyses revealed that participation in varsity individual sports and participation in nonsport extracurricular activities have significant net effects on political participation. Furthermore, the effects of participation in these school engagement activities are mediated by educational attainment. | Political engagement in young adulthood | Students were already participating in activities |
| Longitudinal/correlational | Youths who participated in organized activities for 2 years demonstrated more favorable educational and civic outcomes in young adulthood than those who participated for 1 year. More intensive participation was also associated with greater educational, civic, and occupational success in young adulthood. | Educational, civic, and occupational success | Students were already participating in activities |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Author(s)/year | Program name/type | Participant demographics (race, ethnicity, SES, gender) | % of low SES participants | Participant age/grade separately | Location (e.g., city, state, region) |
|---|---|---|---|---|---|
| Mahoney & Vest, 2012 | Mixed variety of organized activities | 45% White, 43% Black, 7% Hispanic, and 5% other; 49% boys | Average annual household income around $66,000 | Ages 12–18 | USA |
| Metz & Youniss, 2005 | Students completed a public service requirement | 78% White | Community described as middle to upper-middle class | High school students | Boston, MA |
| Brown et al., 2018 | Variety of community-based organizations focusing on Afro-centric sociopolitical development | All participants described as Black youth | Youth described as being impacted by poverty | Ages 5–18 | Atlanta, GA; Harlem, NY; Dallas, TX |
| Park, 2016 | Afterschool program focused on critical multicultural citizenship | 6 girls, different ethnic backgrounds but all identify as refugees | 89% of school receives FRPL | Grades 7–12 | Northeastern USA |
| McFarland & Thomas, 2006 | Variety of afterschool activities | Varied | Not mentioned | Grades 7–12 onward | USA |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Design | Findings | Variables studied | Indicator of participation/program—such as yes/no, time in the program, the indicators of quality that they measured as predictors of the outcomes, etc. |
|---|---|---|---|
| Correlational | The findings suggest that young adults who were activity participants during adolescence experience levels of psychological distress and engage in risky behaviors at about the same level as everyone else. | Organized activity participation, young adult outcomes | Time diaries required adolescents to document the time spent on every activity in which they were involved during the course of a 24-hour period during a randomly sampled weekday and weekend day |
| Longitudinal | Students already inclined to serve scored high on all measures throughout and showed no advantage after meeting the requirement. However, students who were less inclined to serve showed marked gains on 3 of 4 civic measures after completing their community service requirement. | Various civic attitudes and behaviors | Students completed 40 hours of community service |
| Case study | Results identify sociopolitical development (SPD) as a critical component of these recreational programs’ theoretical approaches, leadership structure, staff selection and training, and curriculum design. | Sociopolitical development | Students were already participating in programs |
| Case study | The study’s findings challenge deficit perspectives that immigrant youth, who are learning English, are not ready to engage in deliberative discourse around social and global issues. | Various outcomes related to civic and personal identity and development | Students participated once a week for the school year |
| Correlational/longitudinal | General involvement in extracurricular activities is important, but in particular, involvement in youth voluntary associations concerning community service, representation, speaking in public forums, and generating a communal identity most encourage future political participation. | Political activity in adulthood | Students were already participating in programs |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Author(s)/year | Program name/type | Participant demographics (race, ethnicity, SES, gender) | % of low SES participants | Participant age/grade separately | Location (e.g., city, state, region) |
|---|---|---|---|---|---|
| Frisco et al., 2004 | Variety of afterschool activities | Varied | Not mentioned | Grade 8 onward | USA |
| Carey et al., 2021 | Variety of community-based youth activism organizations | 64% female, 16% male, 15% other(s); 54% African American, 30% White, 7% multiracial, 3% AIAN, 3% AAPI, 2% other | Not mentioned directly, though youth described as economically marginalized | Ages 11–19 | Pittsburgh, PA |
| Kennedy et al., 2020 | YELL, a youth participatory action research program | 59% Black or African refugees, 16% Asian, 16% Latinx, 5% White, 1% Alaskan Native, 1% multiracial, 1% other | Program took place in public housing neighborhoods | Middle school students | Urban environment |
(All text derived from studies)
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Design | Findings | Variables studied | Indicator of participation/program—such as yes/no, time in the program, the indicators of quality that they measured as predictors of the outcomes, etc. |
|---|---|---|---|
| Correlational/longitudinal | Our findings suggest that a large proportion of U.S. teenagers still participate in community-based programs, many of which foster later civic participation, but that all youth do not equally benefit from participation. | Early adult voting behavior | Students were already participating in programs |
| Correlational | The findings suggest that youth activism programs contributed to youth gaining critical consciousness and additional skills. | Development of critical consciousness and other civic and developmental outcomes | Students were already participating in programs |
| Case study | The data revealed that young people’s critical consciousness development ranged from basic to advanced levels. | Development of critical consciousness and other civic and developmental outcomes | Students participated in at least 1 session |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Studies Discussed Under Domain of Family and Peer Relationships | |||||
|---|---|---|---|---|---|
| Author(s)/year | Program name/type | Participant demographics (race, ethnicity, SES, gender) | % of low SES participants | Participant age/grade separately | Location (e.g., city, state, region) |
| Raffaelli et al., 2018 | Variety of afterschool programs | 55.9% female; 37.1% Latino, 30.2% African American, 27% White; 5.7% other | Not mentioned | Ages 11–20 | USA |
| Larson & Brown., 2007 | High school theater program | All students were White; 50% male | Not mentioned | Ages 14–17 | Midwestern USA |
| Lin et al., 2016 | Variety of afterschool programs | All students were of Mexican origin | Varied | Grade 7 | Phoenix, AZ |
| Schaefer et al., 2011 | Variety of afterschool programs | Varied | Varied | Grades 7–12 | USA |
| Schaefer et al., 2018 | Variety of afterschool programs | Varied | Varied | Grades 7–12 | USA |
| Siperstein et al., 2019 | Unified Champion School program, including inclusive sports and other activities | Varied | Varied | High school students | USA |
(All text derived from studies)
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Design | Findings | Variables studied | Indicator of participation/program—such as yes/no, time in the program, the indicators of quality that they measured as predictors of the outcomes, etc. |
|---|---|---|---|
| Longitudina | Experiences in the contexts of home and afterschool programs lead to interindividual differences in the development of self-reported responsibility. | Adolescent responsibility | Students were already participating in the programs |
| Case study | Participants’ accounts of experiences in this setting demonstrated their capacity to actively extract emotional knowledge and to develop strategies for managing emotions. | Emotional development | Students were already participating in the program |
| Correlational | A number of adolescents reported encounters with ethnic/racial microaggressions (ERMs) in their organized activities, though they did not represent the majority of our sample. Adolescents brought up their concerns during the interviews even when unprompted, which reflects deep concerns and, therefore, compelling evidence that ERMs are present and hindered their experiences. | Occurrence of ethnic/racial microaggressions | Students were already participating in afterschool programs |
| Correlational | Results provide strong evidence that activities were associated with current friendships and promoted the formation of new friendships. | Adolescent school-based friendships | Students were already participating in afterschool programs |
| Correlational | Extracurriculars were associated with lower friendship segregation; contact sports in particular seemed to promote cross-racial/ethnic friendships. | Adolescent friendship segregation | Students were already participating in afterschool programs |
| Quasi-experimental | Lagged dependent variable modeling revealed that participation significantly predicted improved attitudes toward peers with intellectual disability and perceptions of school social inclusion, as well as increased social interactions with peers with intellectual disability. | Peer social inclusion | Students participated in program or control for 1 school year |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Studies Discussed Under Domain of Long-Term Outcomes | |||||
|---|---|---|---|---|---|
| Author(s)/year | Program name/type | Participant demographics (race, ethnicity, SES, gender) | % of low SES participants | Participant age/grade separately | Location (e.g., city, state, region) |
| Gardner et al., 2008 | Variety of afterschool activities | 49.3% male; 10.2% Black, 12.3% Hispanic, 7.6% AAPI, 1% Native American, 68.8% White | Not mentioned | Grade 8 onward | USA |
| Lleras, 2008 | Variety of afterschool activities | Varied | Varied | Grade 10 | USA |
| Haghighat & Knifsend, 2019 | Variety of afterschool programs | 59.2% female; 59.2% White, 12.4% Black, 9.5% AAPI, 13.6% Hispanic, 4.5% mixed race, 0.8% AIAN | Varied | Grade 10 | USA |
| Kim & Morgül, 2017 | Variety of volunteering programs | Varied | Varied | Grades 7–12 | USA |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Design | Findings | Variables studied | Indicator of participation/program—such as yes/no, time in the program, the indicators of quality that they measured as predictors of the outcomes, etc. |
|---|---|---|---|
| Longitudinal/correlational | Youths who participated in organized activities for 2 years demonstrated more favorable educational and civic outcomes in young adulthood than those who participated for 1 year. More intensive participation was also associated with greater educational, civic, and occupational success in young adulthood. | Educational, civic, and occupational success | Students were already participating in activities |
| Longitudinal | The results indicate that students with better social skills, work habits, and who participated in extracurricular activities in high school had higher educational attainment and earnings, even after controlling for cognitive skills. | Educational attainment and earnings | Students were already participating in programs |
| Longitudinal | Both breadth and intensity of extracurricular activity involvement in grade 10 were linked with educational attainment 8 years after high school. | Education attainment and various academic outcomes | Students were already participating in programs |
| Longitudinal | Results suggest that youth volunteering has a positive return on adult volunteering only when it is voluntary, and that neither voluntary nor involuntary youth service has a significant effect on adult voting after accounting for contextual factors. Findings indicate that the psychological benefits of youth volunteering accrue only to voluntary participants, whereas both voluntary and involuntary youth service are positively associated with educational attainment and earnings in young adulthood. | Variety of civic and personal outcomes | Students already participated in volunteering programs |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Author(s)/year | Program name/type | Participant demographics (race, ethnicity, SES, gender) | % of low SES participants | Participant age/grade separately | Location (e.g., city, state, region) |
|---|---|---|---|---|---|
| Obradović & Masten, 2007 | Variety of afterschool activities | 91 boys, 114 girls; 18% African American, 7% Native American, 3% Hispanic, 1% Asian | Breakdowns not provided but a “diverse” range of socioeconomic backgrounds are mentioned | Grades 3–6; participants were followed for 20 years | Minneapolis, MN |
| Vandell et al., 2020 | Variety of afterschool activities | 22% of mothers recruited were non-White | 21% had incomes no greater than 200% of the poverty level | Infants recruited and followed until age 15 | USA |
(All text derived from studies)
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Design | Findings | Variables studied | Indicator of participation/program—such as yes/no, time in the program, the indicators of quality that they measured as predictors of the outcomes, etc. |
|---|---|---|---|
| Longitudinal | Results indicate that competence and activity involvement in adolescence predict citizenship and volunteering in adulthood, 10–15 years later. As hypothesized, however, the level of competence in developmentally salient domains in adolescence and emerging adulthood fully mediate the predictive significance of concurrent activity involvement for civic engagement outcomes in adulthood. | Civic engagement (citizenship, volunteering) | Subjects were selected and followed for 20 years |
| Longitudinal | Both higher quality early childcare and more epochs of organized activities (afterschool programs and extracurricular activities) during middle childhood were linked to higher academic achievement at age 15. More epochs of organized activities were associated with greater social confidence. | Various developmental outcomes (academic achievement, impulsivity, etc.) | Subjects were selected and followed for 15 years |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Studies Discussed Under Domain of Mental Health | |||||
|---|---|---|---|---|---|
| Author(s)/year | Program name/type | Participant demographics (race, ethnicity, SES, gender) | % of low SES participants | Participant age/grade separately | Location (e.g., city, state, region) |
| Agans et al., 2014 | Youth participated in a variety of programs | 63% female, 65% European American | Unmentioned | Grades 7–12 | USA |
| D’Agostino et al., 2020 | Fit2Lead, a park-based violence prevention and mental health promotion afterschool program | 48% male, 60% Hispanic, 29% non-Hispanic Black | 33% low-income | Ages 12–17 | Miami-Dade County, FL |
| Elswick et al., 2022 | Trauma Healing Club, a trauma responsive and culturally competent afterschool program for African refugees | 51 male students, 37 female students; all students were African refugees | Unmentioned; West Tennessee is the poorest metropolitan area in the state with a population over 1,000,000 | Ages 12–18 | West Tennessee |
| Hillman et al., 2014 | FITKids, a 9-month afterschool physical activity intervention | Not mentioned | Not mentioned | Ages 8–9 | East Central Illinois |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Design | Findings | Variables studied | Indicator of participation/program—such as yes/no, time in the program, the indicators of quality that they measured as predictors of the outcomes, etc. |
|---|---|---|---|
| Longitudinal | The results indicated that high likelihood of participation in activities was consistently associated with fewer negative outcomes and higher scores on PYD and contribution, as compared to low likelihood of participation in activities. Changes in the breadth of participation (in particular, moving from a high to a low likelihood of participation) were associated with increased substance use, depressive symptoms, and risk behaviors. | Relationship between breadth of participation and scores on associated outcomes | Data taken from 4-H Study of Positive Youth Development |
| Differences-in-differences | This prospective cohort study found that adjusted youth arrest rate estimates were lower in areas where a park-based violence prevention and mental health promotion afterschool program was offered compared with areas hosting other afterschool programs. | Youth arrest rates | Students enroll within the first month of the school year, attendance recorded by program |
| Mixed methods | Results indicated that the adaptation of the trauma-responsive intervention was effective and supportive of the child-participant and his/her family needs—both culturally and as it relates to improved participant functioning postintervention. | Participant behaviors/symptoms/outcomes | Students participate in 12-week program; families incentivized 3 times to support participation |
| RCT | The intervention enhanced cognitive performance and brain function during tasks requiring greater executive control. | Behavioral measures of executive control | Students randomly assigned to control waitlist or 9-month physical activity program |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Author(s)/year | Program name/type | Participant demographics (race, ethnicity, SES, gender) | % of low SES participants | Participant age/grade separately | Location (e.g., city, state, region) |
|---|---|---|---|---|---|
| Lee et al., 2020 | A fundamental motor skills-based afterschool program | 19 girls, 12 boys | Not mentioned | Grades K–2 | Southwestern USA |
| Christensen et al., 2023 | Students already participated in programs | Varied; study mentions youth of color | Varied; study mentions youth from low-income backgrounds | Varied | USA |
| Ciocanel et al., 2017 | Students already participated in programs | Varied | Varied | Ages 10–19 | USA |
(All text derived from studies)
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Design | Findings | Variables studied | Indicator of participation/program—such as yes/no, time in the program, the indicators of quality that they measured as predictors of the outcomes, etc. |
|---|---|---|---|
| RCT | The 8-week fundamental motor skills (FMS)-based afterschool program showed significant improvements in FMS competence and MVPA compared to a traditional afterschool program. | Basic motor skills and cognitive functioning | Students randomly assigned to 8-week program or traditional afterschool program (control) |
| Meta-analysis | Results indicated afterschool programs to have a small yet significant positive overall effect on youth outcomes. | Variety of developmental outcomes | Students were already participating in programs |
| Meta-analysis | Positive youth development interventions had a small but significant effect on academic achievement and psychological adjustment. No significant effects were found for sexual risk behaviors, problem behavior or positive social behaviors. | Variety of developmental outcomes | Students were already participating in programs |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Studies Discussed Under Domain of Physical Health | |||||
|---|---|---|---|---|---|
| Author(s)/year | Program name/type | Participant demographics (race, ethnicity, SES, gender) | % of low SES participants | Participant age/grade separately | Location (e.g., city, state, region) |
| Beets et al., 2009 | Various afterschool programs | Varied | Varied | Varied | USA |
| Beets et al., 2016 | Afterschool physical activity program | Not mentioned | Not mentioned | Ages 6–12 | California |
| Dzewaltowski et al., 2010 | HOP’N, a physical activity and healthy eating program | Not mentioned | Not mentioned | Grades 3–4 | Lawrence, KS |
| de Heer et al., 2011 | Afterschool health education and physical activity program | Participants were Hispanic | Not mentioned | Grades 3–5 | El Paso, TX |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Design | Findings | Variables studied | Indicator of participation/program—such as yes/no, time in the program, the indicators of quality that they measured as predictors of the outcomes, etc. |
|---|---|---|---|
| Meta-analysis | Evidence is limited but suggests afterschool programs can improve physical activity levels and other health-related outcomes. | Variety of outcomes related to physical health and activity | Students were already participating in programs |
| RCT | Results suggest that the Strategies-To-Enhance-Practice (STEPs) approach can assist ASPs toward meeting PA policy goals. However, work is required to identify additional ways to increase the amount of MVPA children attending ASPs accumulate, with a concerted focus on the identification of effective strategies to use for girls. | MVPA | Participation in the program or control group for 1 year |
| RCT | The HOP’N program had a positive impact on overweight/obese children’s PA and afterschool active recreation time. | Physical activity and healthy eating | Participation in program or control group for 3 years |
| RCT | Intervention exposure predicted lower BMI, higher aerobic capacity, and greater intentions to eat healthy for the classroom at follow-up. Intervention effectiveness increased with increasing proportions of intervention participants in a classroom. Nonparticipants who had classroom contact with program participants experienced health improvements that could reduce their risk of obesity. | BMI and intention to eat healthy | Participation in program or control group twice a week for 12 weeks |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Author(s)/year | Program name/type | Participant demographics (race, ethnicity, SES, gender) | % of low SES participants | Participant age/grade separately | Location (e.g., city, state, region) |
|---|---|---|---|---|---|
| Landry et al., 2019 | LA Sprouts, an afterschool cooking and gardening program | 87% Hispanic/Latino, 49% male | Participants described as “low-income” | Grades 3–5 | Los Angeles, CA |
| Davis et al., 2011 | LA Sprouts, an afterschool cooking and gardening program | 87% Hispanic/Latino, 49% male | Participants described as “low-income” | Grades 3–5 | Los Angeles, CA |
| Gatto et al., 2012 | LA Sprouts, an afterschool cooking and gardening program | 87% Hispanic/Latino, 49% male | Participants described as “low-income” | Grades 3-5 | Los Angeles, CA |
| Marttinen et al., 2020 | Afterschool physical activity and literacy program | Participants were all female and Latina | Participants described as “low-income” | Grades 5–6 | California |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Design | Findings | Variables studied | Indicator of participation/program—such as yes/no, time in the program, the indicators of quality that they measured as predictors of the outcomes, etc. |
|---|---|---|---|
| RCT | Increases in cooking behaviors significantly predicted increases in dietary fiber intake and increases in vegetable intake. Increases in gardening behaviors significantly predicted increased intake of dietary fiber. Changes in CG (cooking and gardening) behaviors were not associated with changes in BMI z-score or waist circumference. | Psychosocial behaviors related to cooking and gardening, dietary intake, obesity parameters | Participation in program or control group for 12 weeks |
| RCT | Participants had increased dietary fiber intake and decreased diastolic blood pressure compared to control group. For the overweight subsample, increased dietary fiber intake, reduction in BMI, and less weight gain were reported compared to those in the control group. | Psychosocial behaviors related to cooking and gardening, dietary intake, obesity parameters | Participation in program or control group for 12 weeks |
| RCT | Participants had an increased preference for vegetables overall, increased preferences for three target fruits and vegetables, as well as improved perceptions that “vegetables from the garden taste better than vegetables from the store.” In the overweight/obese subgroup, participants had a 16% greater increase in their preference for vegetables compared with control subjects. | Psychosocial behaviors related to cooking and gardening, dietary intake, obesity parameters | Participation in program or control group for 12 weeks |
| Case study | Girls participated in leisure-time physical activities with family in community spaces, in spite of social and cultural barriers. Female coaches facilitated girls’ increased engagement by acting as strong role models and fostering caring relationships. | Engagement in physical activity | Participation in program for 1 year |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Author(s)/year | Program name/type | Participant demographics (race, ethnicity, SES, gender) | % of low SES participants | Participant age/grade separately | Location (e.g., city, state, region) |
|---|---|---|---|---|---|
| Matvienko & Ahrabi-Fard, 2010 | NutriActive, an afterschool physical activity lesson paired with a morning walk | 50% boys, 82% Caucasian | Not mentioned | Grades K–1 | USA |
| Perman et al., 2008 | Afterschool program involving physical activity, family education, and nutrition education | 67% African American, 13% Hispanic | 57% low-income households; 93% FRPL | Elementary school students | Lexington, KY |
| Mabli et al., 2020 | Get Fit, an afterschool program involving improving eating, physical activity habits, and health | “Most” students were Black | “Most” students came from low-income households | Grades 6–11 | Harlem, New York City |
| Zarrett et al., 2021 | Connect through PLAY, an afterschool physical activity program | Participating students were “underserved” and “minority status” | At least 50% of students qualified for FRPL | Middle school students | Southeastern USA |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Design | Findings | Variables studied | Indicator of participation/program—such as yes/no, time in the program, the indicators of quality that they measured as predictors of the outcomes, etc. |
|---|---|---|---|
| Quasi-experimental | The intervention group scored significantly better on some fitness and all motor skill tests at 4 weeks. At 4 months, differences between the groups diminished but remained significant, with better scores for the intervention group on some tests. Skill levels emerged as predictors of cardiovascular fitness at 4 months. | BMI, waist circumference, fitness and motor skill levels | Participation in program or control for 4 weeks |
| Quasi-experimental | Initial findings after the first year of the program indicated a slowing in the average rate of weight gain by the targeted population. While the results did not reach statistical significance compared to accessible data in a school population with similar demographics, the trends were in the desired direction. | BMI | Participation in program twice a week for 6 months |
| RCT | Relative to the control group, students randomized to Get Fit experienced a decrease in BMI z-score. The percentage of students who were overweight or obese was also lower, but there was no effect on the percentage of students with obesity. Get Fit had an impact on BMI for girls, but not boys | BMI | Participation in program or control for 12 weeks |
| RCT | Regression analysis demonstrated that participation in the intervention (vs. control) was associated with an increase of 8.17 min of daily accelerometry-measured MVPA (56 min of additional weekly MVPA) at postintervention controlling for baseline MVPA, school, gender, and weight status. | MVPA | Participation in program or control for 10 weeks |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Author(s)/year | Program name/type | Participant demographics (race, ethnicity, SES, gender) | % of low SES participants | Participant age/grade separately | Location (e.g., city, state, region) |
|---|---|---|---|---|---|
| Logan et al., 2021 | Physical activity intervention | Not mentioned | Variety of backgrounds | Ages 8–10 | USA |
| Staiano et al., 2013 | Physical activity intervention | Participants were African American | Not mentioned | High school students | USA |
| Wilson et al., 2011 | Afterschool physical activity program | 73% African American, 55% female | 71% FRPL | Middle school students | South Carolina |
| Robbins et al., 2019 | Afterschool physical activity club with supplementary activities | Not mentioned | Not mentioned | Grades 5–8 | Midwestern USA |
| Lightner et al., 2023 | Afterschool physical activity program | Students came from schools that primarily serve low-income and minority populations | Students were “primarily” low income | Grades 6–8 | Missouri |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Design | Findings | Variables studied | Indicator of participation/program—such as yes/no, time in the program, the indicators of quality that they measured as predictors of the outcomes, etc. |
|---|---|---|---|
| RCT | Results suggest that a 9-month PA intervention may be particularly beneficial to the cognitive and brain health of children with obesity. These results are important to consider given the public health concerns associated with childhood obesity. | Neurological indices of executive function | Participation in program or control for 9 months |
| RCT | Cooperative exergame players lost significantly more weight than the control group, which did not lose weight. Cooperative exergame players also significantly increased in self-efficacy compared to the control group, and both exergame conditions significantly increased in peer support more than the control group. | Weight, various SEL outcomes | Participation in program or control for 20 weeks |
| RCT | At mid-intervention, students in the intervention condition engaged in 4.87 greater minutes of MVPA per day than control students. Students in intervention schools engaged in 9.11 min more of MVPA per day than those in control schools during the program time periods, indicating a 27 min per week increase in MVPA. | MVPA | Participation in program or control for 17 weeks |
| RCT | No between-group differences occurred for weighted mean minutes of MVPA per week at post-intervention or 9-month follow-up while controlling for baseline MVPA. | MVPA | Participation in program or control for 17 weeks |
| Posttest only | The intervention group had significantly better physical literacy and engaged in more moderate- and vigorous-intensity physical activity minutes per week and steps per day. | MVPA, BMI, physical literacy | Participation in program for 8 months |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Author(s)/year | Program name/type | Participant demographics (race, ethnicity, SES, gender) | % of low SES participants | Participant age/grade separately | Location (e.g., city, state, region) |
|---|---|---|---|---|---|
| Rieder et al., 2021 | Afterschool obesity prevention programming spanning 3 consecutive school years | 62% Hispanic, 46% girls | 21% of children below age 6 live in deep poverty in the Bronx | Ages 11–14 | The Bronx, NY |
| Linver et al., 2009 | Various afterschool programs | 50% girls; 63% European American, 17% African American, 13% Latino, 7% of other ethnic origin | Varied | Ages 5–18 onward | USA |
| London & Gurantz, 2013 | Various afterschool programs | 26.7% White, 48.6% female | 61.8% FRPL | Grades 5–9 | California |
| Lytle et al., 2009 | TAAG, an afterschool program focusing on physical activity | All participants are girls | Variety of backgrounds | Middle school students | USA |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Design | Findings | Variables studied | Indicator of participation/program—such as yes/no, time in the program, the indicators of quality that they measured as predictors of the outcomes, etc. |
|---|---|---|---|
| Longitudinal | Of students with BMI> 85th percentile, 44% maintained or decreased BMI z-score. There were improvements (non-significant) in BMI z-score and the adoption of four healthy eating behaviors. Students with higher afterschool attendance had greater improvements (non-significant) in composite behavior scores, BMI z-score, and in most target behaviors than students with lower afterschool attendance. Sleep improvements were significantly associated with BMI z-score decrease. | Various target behaviors related to sleep, food habits, and physical activity | Participation in program for 1 year |
| Longitudinal/correlational | Results showed that those who participated only in sports had more positive outcomes compared with those who had little or no involvement in organized activities, but less positive outcomes compared with those who participated in sports plus other activities. | Variety of PYD outcomes | Students were already participating in programs |
| Longitudinal | Controlling for baseline fitness status, participating in fitness-focused afterschool programs was associated with a 10% increase in the probability of being physically fit after 2 years. | Physical activity level | Participation in program from 2006–2009 |
| RCT | The TAAG intervention had a statistically significant and positive effect on out-of-school activity in the 2006 cohort. Self-efficacy, friends’ social support, total social support, and difficulty getting to and from community activities mediated the level of moderate to vigorous physical activity in girls. | MVPA, potential mediators/predictors | Participation in program at points between Fall 2003 to Spring 2005 |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Author(s)/year | Program name/type | Participant demographics (race, ethnicity, SES, gender) | % of low SES participants | Participant age/grade separately | Location (e.g., city, state, region) |
|---|---|---|---|---|---|
| Mahoney et al., 2005 | Various afterschool programs | Majority of participants were Hispanic or African American; 210 girls and 229 boys | Majority of participants described as living in poverty | Grades 1–3 | Northeastern USA |
(All text derived from studies)
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Design | Findings | Variables studied | Indicator of participation/program—such as yes/no, time in the program, the indicators of quality that they measured as predictors of the outcomes, etc. |
|---|---|---|---|
| Longitudinal | Peer acceptance was significantly lower for obese children than nonobese children. Those who became involved in ASPs were significantly less likely to be obese at follow-up than nonparticipants. Both obese and nonobese ASP participants showed significant increases in peer acceptance over time. | Obesity status, peer acceptance | Students were already participating in programs and did so for 2 years. |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Studies Discussed Under Domain of Racial/Ethnic Identity and Cultural Values | |||||
|---|---|---|---|---|---|
| Author(s)/year | Program name/type | Participant demographics (race, ethnicity, SES, gender) | % of low SES participants | Participant age/grade separately | Location (e.g., city, state, region) |
| Oyserman et al., 2002 | Afterschool program focused on enhancing school involvement | All students were African American | Over 90% FRPL | Middle school students | USA |
| Yu et al., 2021 | Afterschool math program | All students were Latinx; 50% male | 100% FRPL | Middle school students | Southern California |
| Cherry et al., 1998 | NTU, an afterschool program that aimed to reduce risk factors and increase protective behaviors | All students were African American | “Majority” of participants came from low-income neighborhoods | Grades 5–6 | Washington, DC |
| Smith et al., 2018 | Variety of afterschool programs | Varied | Varied | Grades K–5 | USA |
| Yu et al., 2022 | Afterschool program focusing on math | All students were Latinx; 53% female | 96% FRPL | Middle school students | Southern California |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Design | Findings | Variables studied | Indicator of participation/program—such as yes/no, time in the program, the indicators of quality that they measured as predictors of the outcomes, etc. |
|---|---|---|---|
| Quasi-experimental | By the end of the school year, intervention youth reported more bonding to school, concern about doing well in school, “balanced” possible selves, plausible strategies to attain these possible selves, better school attendance, and for boys, less trouble at school. | School involvement, attendance, various SEL variables | Students participated in the program or control for 9 weeks |
| Correlational | Culturally responsive practices helped youth feel more connected to the program, peers, and staff; program facilitated learning opportunities and promoted math and SEL skills. | Culturally responsive practices, math ability | Students had already been participating in the program for at least 2 quarters |
| Quasi-experimental | The results indicated significant program effects for protective factors including racial identity, knowledge of African culture, self-esteem, and school behaviors. | Various risk and protective factors | Students participated for up to 5 years |
| RCT | Experimental programs evidencing higher implementation fidelity demonstrated better program quality than controls, as well as reduced child-reported hyperactivity and intent-to-treat effects on prosocial behavior. | Problem and prosocial behavior | Students were already participating in afterschool programs |
| Mixed methods | The support adolescents received i the program for their competence needs positively predicted changes in their math motivational beliefs over 1 academic year. | Math ability and motivational beliefs | Students participated for 1 academic year |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Author(s)/year | Program name/type | Participant demographics (race, ethnicity, SES, gender) | % of low SES participants | Participant age/grade separately | Location (e.g., city, state, region) |
|---|---|---|---|---|---|
| Augustine et al., 2022 | Variety of afterschool programs | All students were African American; 50.5% male | Varied | Ages 7–11 | Central Pennsylvania |
| Belgrave et al., 2004 | Sisters of Nia, an afterschool program focusing on cultural identity | All students were African American girls | Not mentioned | Middle school students | Southeastern USA |
| Riggs & Greenberg, 2004 | Afterschool program focusing on academic outcomes | All students were Latino; 41 male students and 53 female students | All immigrant parents described as “seriously economically depressed” | Elementary school students | Rural Pennsylvania |
| Riggs et al., 2010 | Afterschool programs focusing on SEL and ethnic identity | All but one student were Latino | Students had to be low-income to participate | Ages 12–18 | USA |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Design | Findings | Variables studied | Indicator of participation/program—such as yes/no, time in the program, the indicators of quality that they measured as predictors of the outcomes, etc. |
|---|---|---|---|
| Correlational | Results indicated that positive racial–ethnic affirmation mediated the association between afterschool connectedness and problem behaviors, such that child-report of connectedness was directly related to positive racial–ethnic identity and indirectly to reduced problem behaviors. | Racial-ethnic identity, problem behaviors | Students were already participating in various programs |
| RCT | There were significant increases in androgynous gender roles for girls in the intervention group but not the comparison group. Findings also revealed that the intervention decreased relational aggression. | Ethnic identity, gender roles, relational aggression development and SEL factors | Students participated in the program or a control group for 15 sessions |
| Quasi-experimental | Hierarchical linear regression analyses indicated that children who made the greatest academic gains were acculturated in English, were from poorly functioning families, and had families with fewer parent–teacher contacts and less engagement with children’s school activities. | Academic achievement | Students participated in program for up to 7 months |
| Quasi-experimental | Higher ratings of the ASP’s emphasis on ethnic socialization were associated with a more developed ethnic identity, while greater intensity of ASP participation and perceptions of ASP quality were associated with higher levels of self-worth; youth who regularly attended the ASP demonstrated significantly better concentration and regulation skills than those who did not regularly attend, if they exhibited preexisting concentration and regulation problems. | Ethnic identity development and SEL factors | Students participated in program throughout the school year |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Author(s)/year | Program name/type | Participant demographics (race, ethnicity, SES, gender) | % of low SES participants | Participant age/grade separately | Location (e.g., city, state, region) |
|---|---|---|---|---|---|
| Whaley & McQueen, 2020 | Imani Rites of Passage, a program designed to help Black male students develop coping mechanisms for negative situations | 60 male students, 93% African ancestry | All students described as living in low-income neighborhoods | High school students | New York City |
| Elswick et al., 2022 | Trauma Healing Club, a trauma responsive and culturally competent afterschool program for African refugees | 51 male students, 37 female students; all students were African refugees | Unmentioned; West Tennessee is the poorest TN metropolitan area with a population over 1,000,000 | Ages 12–18 | West Tennessee |
(All text derived from studies)
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Design | Findings | Variables studied | Indicator of participation/program—such as yes/no, time in the program, the indicators of quality that they measured as predictors of the outcomes, etc. |
|---|---|---|---|
| Quasi-experimental | The findings of the evaluation indicated an Afrocentric socialization effect on some predictor variables associated with posttest reductions in violence risk for the intervention group. | Factors related to coping skills such as social competence as well as stronger racial and individual identities | Students participate in program or control group for 15 weeks |
| Mixed methods | Results indicated that the adaptation of the trauma-responsive intervention was effective and supportive of the child-participant and his/her family needs—both culturally and as it relates to improved participant functioning postintervention. | Participant behaviors/symptoms/outcomes | Students participate in 12-week program; families incentivized 3 times to support participation |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Studies Discussed Under Domain of Social and Emotional Learning | |||||
|---|---|---|---|---|---|
| Author(s)/year | Program name/type | Participant demographics (race, ethnicity, SES, gender) | % of low SES participants | Participant age/grade separately | Location (e.g., city, state, region) |
| Dworkin et al., 2003 | Mixed variety of organized activities | 23 boys, 32 girls; 56% White, 22% African American, 4% Asian, 18% biracial | Not mentioned | Ages 14–18 | American Midwest |
| Hansen et al., 2003 | Variety of school- and community-based extracurriculars | 55% female; 60% white, 26% African American, 4% Hispanic, 2% Asian, 2% Native American, 6% other; largely working class/low SES | Majority low SES | 9th, 11th, and 12th graders | Central Illinois |
| Larson & Brown, 2007 | Afterschool theater program | 5 girls, 5 boys; all non-Hispanic European-American | Not mentioned | Ages 14–17 | Midwestern US |
| Ciocanel et al., 2017 | Students already participated in programs | Varied | Varied | Ages 10–19 | USA |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Design | Findings | Variables studied | Indicator of participation/program—such as yes/no, time in the program, the indicators of quality that they measured as predictors of the outcomes, etc. |
|---|---|---|---|
| Focus groups | The youth reported both personal and interpersonal processes of development. | Personal and interpersonal growth | Youth selected by their school counselors |
| Correlational | Activities were associated with experiences related to a variety of PYD outcomes. The findings also suggest that different youth activities offer distinct patterns of learning experiences. Service, faith-based, community, and vocational activities were reported to be frequent contexts for experiences related to identity, prosocial norms, and links to adults. Sports were a frequent context for those related to identity work and emotional development. | Personal development, interpersonal development | Questionnaire |
| Correlational/case study | These accounts suggested that youth’s repeated “hot” experience of unfolding emotional episodes in the setting provided material for this active process of learning. Youth also learned by drawing on and internalizing the emotion culture of the setting, which provided concepts, strategies, and tools for managing emotional episodes. | Emotional development and regulation | Students were already participating in the theater program |
| Meta-analysis | PYD interventions had a small but significant effect on academic achievement and psychological adjustment. No significant effects were found for sexual risk behaviors, problem behavior or positive social behaviors. | Variety of developmental outcomes | Students were already participating in programs |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Author(s)/year | Program name/type | Participant demographics (race, ethnicity, SES, gender) | % of low SES participants | Participant age/grade separately | Location (e.g., city, state, region) |
|---|---|---|---|---|---|
| Fuller et al., 2013 | Sports-based afterschool program | 100% male; 59.4% Black, 38.7% Hispanic, 1.7% White, 0.2% Asian | Over 95% FRPL | Grades 6–8 | Hartford, Connecticut |
| Gordon et al., 2016 | Afterschool leadership program | 61% Caucasian, 19% Hispanic, 13% African American, 4% multiracial, 2% Asian; all students male | 48% | Grades 6–8 | Midwestern US |
| Soto-Lara et al., 2022 | Afterschool math program | 90% of students were Latinx; 50% female | 98% FRPL | Middle school students | Southern California |
| Yu et al., 2021 | Afterschool math program | All students were Latinx; 50% male | 100% FRPL | Middle school students | Southern California |
| Graham et al., 2015 | Afterschool psychoeducational group intervention for students living without their fathers | African American boys, largely low SES | Majority low SES | Grades 3–5 | Los Angeles |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Design | Findings | Variables studied | Indicator of participation/program—such as yes/no, time in the program, the indicators of quality that they measured as predictors of the outcomes, etc. |
|---|---|---|---|
| Correlational | Findings related to the youths’ continued involvement revealed their value for the SHB program as a safe place that kept them out of trouble and provided experiences that led to positive personal development. Furthermore, results indicated that participation in the program facilitated the development of each “C” of youth development. | Fifth and Sixth Cs of youth development | Students participated for 24 weeks |
| Correlational | School administrators and students responded positively to the program. | Variety of outcomes related to positive youth development | Students participated biweekly for 2 years |
| Correlational | Findings suggest that Latinx adolescents perceived changes in their math-specific outcomes, future STEM pathways, and social-emotional skills as a result of participating in the activity. | Variety of outcomes related to SEL, academic achievement, and math skill | Students participated for 1 school year |
| Correlational | Culturally responsive practices helped youth feel more connected to the program, peers and staff; facilitated learning opportunities; and promoted math and SEL skills. | Culturally responsive practices, math ability | Students had already been participating in the program for at least 2 quarters |
| RCT | Boys in the intervention group showed an increase in social skills and academic motivation skills and were rated by their teachers as more cooperative and academically persistent. | Social skills | Full program participation based on teacher and peer reports |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Author(s)/year | Program name/type | Participant demographics (race, ethnicity, SES, gender) | % of low SES participants | Participant age/grade separately | Location (e.g., city, state, region) |
|---|---|---|---|---|---|
| Vandell et al., 2022 | Afterschool programs and other organized activities | 77% Latino/a, 8% Black, 12% White, 3% Asian; largely low SES; 47% male, 53% female | Majority low SES | 3rd and 4th graders | Multiple states across the US, largely CA and East Coast |
| Fredericks & Eccles, 2008 | Variety of activities: sports, clubs, prosocial activities, other out of school recreation | 67% African American; 33% European American; 51% female; 49% male | Sample contains a range of SES backgrounds | Middle school & high school | Maryland |
| Kataoka & Vandell, 2013 | Afterschool programs and other organized activities | 48% male, 74% nonWhite, 78% FRPL-qualifying | 78% low SES | 6th and 7th graders | California, Colorado, Michigan, Oregon |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Design | Findings | Variables studied | Indicator of participation/program—such as yes/no, time in the program, the indicators of quality that they measured as predictors of the outcomes, etc. |
|---|---|---|---|
| Correlational | Children who regularly attended a high-quality afterschool program alone or combined with extracurricular activities were reported by teachers to have higher academic performance, work habits, and task persistence, and less aggression toward peers compared to children whose afterschool hours combined unsupervised time with extracurricular activities. Attending high-quality afterschool programs alone and in combination with extracurricular activities also were associated with child self-reports of less misconduct compared to unsupervised time combined with extracurricular activities. | Academic performance, behavior, approach to learning | Participation self-reports, teacher reports |
| Correlational | Organized activity participation was associated with higher than expected grades, school value (i.e. perception of importance of school for the future), self-esteem, resiliency, and prosocial peers, and lower than expected risky behavior, though the pattern of findings differed by activity context, outcome, and time point. In a few of the models, the relation between activity participation and adjustment varied by gender, race, and socioeconomic status. | Psychological adjustment | Yes/no questions asked about club participation |
| Correlational | Youth reports of more positive experiences were associated with relative gains in work habits, task persistence, and prosocial behavior with peers as reported by classroom teachers. | Prosocial behavior, positive habits, relationships | Youth were already participating in afterschool activities of some kind |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Author(s)/year | Program name/type | Participant demographics (race, ethnicity, SES, gender) | % of low SES participants | Participant age/grade separately | Location (e.g., city, state, region) |
|---|---|---|---|---|---|
| Hemphill & Richards, 2016 | Urban Squash: provides youth with 90 minutes of squash instruction and other physical activity followed by 90 minutes of academic enrichment in a classroom | 98% African American & low SES | 98% “are AfAm and qualify for FRPL” | 6th–8th graders | Not mentioned |
| Whitson et al., 2020 | Music Haven, an afterschool music program | 2 Latino, 2 White, 4 multiracial | Unmentioned; program “primarily” serves low income students | Ages 13–16 | New Haven, Connecticut |
| Wood et al., 2009 | Variety of afterschool programs | 59 girls, 49 boys; roughly equal nos. of white, African American, and Latino youth, 6 biracial youth, 2 Asian youth | Not mentioned | High schoolers | Urban and rural areas |
| Walsh et al, 2010 | Coaching Club: program teaching leadership and self-sufficiency, teaches kids to coach both themselves and their peers through team sports | 11 boys, 2 girls; 13 African American & Pacific Islander youth; underserved area | Not mentioned but school described as “underserved” | Ages 9–11 | Urban area |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Design | Findings | Variables studied | Indicator of participation/program—such as yes/no, time in the program, the indicators of quality that they measured as predictors of the outcomes, etc. |
|---|---|---|---|
| Mixed methods | Transfer from the program to the school was evident with academic enrichment and personal and social responsibility. | Personal and social responsibility | Most youth were already participating in the program |
| Mixed methods | Lower-income students were rated higher on responsibility/discipline than higher-income students and that those children who attended the program more than 3 times per week were rated higher on responsibility/discipline than those who attended less. | Variety of outcomes related to music skill and personal development | Youth participated for 2–9 years |
| Correlational | A total of 108 high school–aged youth from 11 programs were interviewed about their experiences within the program, and 24 reported becoming more responsible through their participation. The youth’s accounts suggested that this process was driven largely by successfully fulfilling program expectations. This process was driven by youth’s adherence to their commitments and their consideration of the consequences of their actions on others. | Responsibility | Interviews every 2 weeks |
| Correlational/qualitative program evaluation | This study provided sufficient evidence from both youth participants and adult participants to support transference of the four primary TPSR goals to the school environment. | Personal responsibility, social responsibility | Youth had already participated in program for at least 1 year |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Author(s)/year | Program name/type | Participant demographics (race, ethnicity, SES, gender) | % of low SES participants | Participant age/grade separately | Location (e.g., city, state, region) |
|---|---|---|---|---|---|
| Salusky et al., 2014 | Various afterschool programs | 53% female; 68% Latino, 16% African American, 16% White | All programs described as serving low to middle income households | Ages 13–18 | USA |
| Raffaelli et al., 2018 | Various afterschool programs | 55.9% female | Not mentioned | Ages 11–20 | Not mentioned |
| Simpkins et al., 2020 | Various afterschool programs | 49% female; 77% White | 28% average income no greater than 200% above poverty level | Grades 1–6 | USA |
| Covay & Carbonaro, 2010 | Various afterschool programs | 49.6% female; 10.6% Black, 14.8% Hispanic, 5.2% Asian, 5.3% other | 27.9% FRPL | Grade 3 | USA |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Design | Findings | Variables studied | Indicator of participation/program—such as yes/no, time in the program, the indicators of quality that they measured as predictors of the outcomes, etc. |
|---|---|---|---|
| Correlational | Youth described a 4-step process of learning and developing responsibility; they frequently discussed social roles and the importance of peers. | Responsibility | Youth were already participating in the programs |
| Longitudinal | Taken as a whole, results indicate that experiences in the 2 contexts of home and program lead to interindividual differences in the development of youth self-reported responsibility, but that affordances for responsibility development across contexts change over time. | Responsibility | Youth were already participated in activities and responded to the survey |
| Longitudinal | Models used to examine the developmental cascades of work habits suggest that children’s work habits at first grade and the growth in children’s work habits from first to sixth grade (1) directly predicted their academic outcomes at the beginning and the end of high school, and (2) indirectly predicted their educational attainment at age 26 through their academic outcomes during adolescence. | Variety of outcomes related to work habits and academic performance | Youth were already participating in the programs |
| Longitudinal | Extracurricular participation explains a modest portion of the SES advantage in noncognitive and cognitive skills. In addition, the influence of extracurricular participation on both noncognitive and cognitive skills varies by children’s SES. | Classroom behavior, academic achievement | Youth were already participating in the programs |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Author(s)/year | Program name/type | Participant demographics (race, ethnicity, SES, gender) | % of low SES participants | Participant age/grade separately | Location (e.g., city, state, region) |
|---|---|---|---|---|---|
| Morris, 2016 | Variety of extracurricular activities, specifics not mentioned | Not mentioned; variety of SES | Mixed SES backgrounds | 10th and 12th grade | Across the US |
| Carolan, 2018 | Various afterschool programs | 52% White, 14% Black, 25% Hispanic, 4% Asian, 6% other | Varied | Grades K–1 | USA |
| Liu et al., 2021 | Variety of organized afterschool activities | 51% female | Not mentioned explicitly | 6th and 9th graders | Across the US |
| Feinberg et al., 2013 | Siblings Are Special, an afterschool program for siblings | Participants were “mostly” White, 10% Black | Median income $63,750 | Elementary school students | Mixed rural and urban settings |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Design | Findings | Variables studied | Indicator of participation/program—such as yes/no, time in the program, the indicators of quality that they measured as predictors of the outcomes, etc. |
|---|---|---|---|
| Correlational | The current study makes an important addition to the body of literature on EAP by demonstrating why various forms of participation are positively related to two critical educational outcomes: high school math achievement gains and 4-year college attendance—a connection that is not necessarily intuitive. | Educational outlook, communication, school attachment, academic self-concept | Data taken from Education Longitudinal Study of 2002 |
| Longitudinal | Results indicated that increased EA participation was associated with gains in reading and math achievement; little support for the claim that these associations are mediated by non-cognitive skills. | Reading and math achievement | Youth were already participating in the programs |
| Correlational | Findings suggest that organized afterschool activities in middle school may prepare adolescents for academic success in high school via their participation in activities in 9th grade as well a stronger work orientation in 9th grade. | Work orientation, academic performance | Data taken from Study of Early Child Care and Youth Development |
| RCT | The program enhanced positive sibling relationships, appropriate strategies for parentingsiblings, and child self-control, social competence, and academic performance; program exposurewas also associated with reducedmaternal depression and child internalizing problems. | Variety of developmental, mental health, and behavioral outcomes | Students participated in 12 sessions and 3 Family Nights |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Author(s)/year | Program name/type | Participant demographics (race, ethnicity, SES, gender) | % of low SES participants | Participant age/grade separately | Location (e.g., city, state, region) |
|---|---|---|---|---|---|
| Bohnert & Ward, 2013 | Girls in the Game: teaches girls about sports/physical activity, health, and leadership | African Am=36%, Latina=60%, Caucasian=4%; school low-income status ranging from 72.3% to 98.1% | 72.3-98.1% low SES | Elementary school | Chicago |
| Riggs et al., 2010 | Afterschool programs focusing on SEL and ethnic identity | All but one student were Latino | Students had to be low-income to participate | Ages 12–18 | USA |
| Morrison et al., 2000 | Afterschool program for children at risk of substance abuse: academic achievement and prosocial skill development | Participant group was 98.1% Latino; comparison group was 82.4% Latino, 9.2% White, 8.5% other | 87.30% | Grades 5–6 | Central coast, California |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Design | Findings | Variables studied | Indicator of participation/program—such as yes/no, time in the program, the indicators of quality that they measured as predictors of the outcomes, etc. |
|---|---|---|---|
| Nonrandomized trial | Repeated-measures ANOVAs (analyses of variance) revealed small but significant improvements in body image, nutrition knowledge, and behavior for GIG participants. These findings were not moderated by initial levels of self-esteem or BMI. Analyses suggested that program effectiveness varied depending on process variables. | Self-esteem | Specific program evaluation, all participants enrolled |
| Quasi-experimental | Higher ratings of the ASP’s emphasis on ethnic socialization were associated with a more developed ethnic identity, while greater intensity of ASP participation and perceptions of ASP quality were associated with higher levels of self-worth; youth who regularly attended the ASP demonstrated significantly better concentration and regulation skills than those who did not regularly attend, if they exhibited preexisting concentration and regulation problems. | Ethnic identity development & SEL factors | Students participated in program throughout the school year |
| Quasi-experimental | The afterschool program played a “protective function” for those students who participated; they showed a maintenance of key resilience variables such as bonding to school, perception of parent supervision, and teacher-rated behavior. In addition, student and parent participation were positively related to changes in school bonding, perceived parental supervision, and teacher ratings of behavior. | Individual resilience and self-control, academic self-concept, social problem-solving, school bonding, classroom participation, perceived parental supervision | Students participated for 1 school year |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Author(s)/year | Program name/type | Participant demographics (race, ethnicity, SES, gender) | % of low SES participants | Participant age/grade separately | Location (e.g., city, state, region) |
|---|---|---|---|---|---|
| Liu et al., 2020 | Variety of afterschool programs, specifics not mentioned | 52% male | Not mentioned explicitly | Grades 1–2 | Across USA |
| Wade, 2015 | Variety of afterschool programs | 53% female; 36.99% White, 29.68% Black, 24.8% Hispanic | Varied | Grades 1–5 | Multiple cities, USA |
| Hirsch et al., 2011 | After School Matters (ASM), a program offering paid apprenticeships in a variety of areas | 77% African American | 92% FRPL | High school students | Chicago, IL |
| Zebehazy & Smith, 2011 | Variety of afterschool programs | Not mentioned | Not mentioned | Ages 13–16 | USA |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Design | Findings | Variables studied | Indicator of participation/program—such as yes/no, time in the program, the indicators of quality that they measured as predictors of the outcomes, etc. |
|---|---|---|---|
| Correlational | More conflict with afterschool staff in 1st grade was associated with lower social self-control and more externalizing behaviors at school in 2nd grade. | Work habits, self-control, externalizing behaviors | Data taken from Study of Early Child Care and Youth Development |
| Longitudinal | On average, ASP experiences negatively predicted externalizing problems and positively predicted social self-control and assertion. Positive ASP experiences did not predict decreased externalizing behaviors, but instead children with negative experiences had higher levels of externalizing behavior problems. Changes in ASP experiences positively predicted changes in self-control scores, but only for boys. | Social-emotional development | Youth were already participating in the programs |
| RCT | ASM was able to obtain significant positive results on important outcome variables despite several factors that worked against doing so. A skeptical view of the findings emphasizes that few significant effects were found, effect sizes were generally small, and that testing a more representative sample of ASM instructors may well eliminate the few positive impacts that were found. | Variety of outcomes related to PYD, job skills, academic performance, and problem behavior | Students participate for 180 hours in 1 year |
| Correlational | Participation in extracurricular activities and paid work experience, as well as age of visual impairment onset, were significantly related to scores of social skills. | Social skills | Youth were already participating in the programs |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Author(s)/year | Program name/type | Participant demographics (race, ethnicity, SES, gender) | % of low SES participants | Participant age/grade separately | Location (e.g., city, state, region) |
|---|---|---|---|---|---|
| McMahon et al., 2021 | Y.O.G.A for Youth (Y4Y): yoga for middle schoolers | 46.6% male; 52.5% female; 42.5% African American; 24.2% Latino; 15% White; 10% Asian; 5.8% multiracial | Not mentioned | Middle school (Ages 11–14) | North Carolina |
| Monkman & Proweller, 2016 | Civic Engagement Program (CEP), a civic leadership program | All students described as Black or Latino | All students described as low income | High school students | Midwestern USA |
| Zarrett et al., 2021 | Connect through PLAY, an afterschool physical activity program | Participating students were “underserved,” at least 50% were low income (FRPL) and “minority status” | At least 50% of students qualified for FRPL | Middle school students | Southeastern USA |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Design | Findings | Variables studied | Indicator of participation/program—such as yes/no, time in the program, the indicators of quality that they measured as predictors of the outcomes, etc. |
|---|---|---|---|
| Nonrandomized trial | Results from this study suggest that the students who participated in the Y4Y program reported significant decreases in emotion dysregulation over the 6-week program. They also reported significant decreases in anger, depression, and fatigue over 1 yoga session. Students in the comparison condition only reported significant decreases in fatigue over 1 session of the program but reported no significant changes in any of the other outcomes. Results also suggested that the Y4Y program’s impact on depression, stress, and anxiety depended on the school setting in which they were implemented. | Emotion regulation | Student were already enrolled in afterschool programs but had to be recommended to participate in this program during data collection |
| Correlational/case study | Across the interviews, the youth talk about their experience in Futures and CEP as life altering, in large part responsible for imparting a range of skills and attitudes conducive to redefining their sense of purpose and promise now and into the future. | Variety of outcomes related to civic development, PYD, and SEL | Students were already participating in the program |
| RCT | Regression analysis demonstrated that participation in the intervention (vs. control) was associated with an increase of 8.17 min of daily accelerometry-measured MVPA (56 min of additional weekly MVPA) at postintervention controlling for baseline MVPA, school, gender, and weight status. | MVPA | Participation in program or control for 10 weeks |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Author(s)/year | Program name/type | Participant demographics (race, ethnicity, SES, gender) | % of low SES participants | Participant age/grade separately | Location (e.g., city, state, region) |
|---|---|---|---|---|---|
| Smith et al., 2017 | Variety of afterschool programs | 49% White, 27% African American, 7% Latino, 17% mixed race/other | 45% FRPL | Grades 2–5 | USA |
| Champine et al., 2016 | Boy Scouts of America and other afterschool programs | All students were male; 73.6% White | 63.7% of mothers had at least a college degree | Elementary school students | Philadelphia, PA |
| Lynch et al., 2016 | Boy Scouts of America | All students were male; 85.94% White | 87% of mothers had at least a college degree | Elementary school students | Philadelphia, PA |
| Muscott & O’Brien, 1999 | Inclusive afterschool program focused on “character” development | 12 male, 7 female; 18 Caucasian, 1 African American; all students reported some disability status | Majority of students at school described as low to middle SES | Elementary school students | New England |
| Kauh, 2011 | AfterZone, a citywide program with a variety of activity offerings | 52% male; 4% White, 56% Hispanic/Latino, 13% Black/African American, 2% Native American, 5% AAPI, 18% multiracial, 3% other | Over 90% FRPL | Grades 6–8 | Providence, RI |
| Helseth & Frazier, 2018 | Peer-assisted social learning program | 63% male; 63% African American, 16% multiracial, 10% Haitian, 7% Hispanic/Latino, 3% White | 67% reported annual income less than $25,000 | Elementary school students | Southeastern USA |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Design | Findings | Variables studied | Indicator of participation/program—such as yes/no, time in the program, the indicators of quality that they measured as predictors of the outcomes, etc. |
|---|---|---|---|
| Mixed methods | Quality across time positively impacted a number of PYD-related outcomes for racial–ethnic minority youth. | Variety of PYD outcomes | Students were already participating in programs |
| Mixed methods | In general, character virtues did not vary in relation to breadth or intensity of participation in various afterschool activities. | Variety of PYD outcomes | Students were already participating in programs |
| Correlational | Results indicated engagement was the strongest, most frequent predictor of increases in both moral and performance character. | “Character” development | Students were already participating in Scouts |
| Correlational | Students with disabilities expressed responsibility for their actions; responded to ideas taught regarding diversity, cooperation, teamwork, and respect; learned to make new friends; found learning about character to be fun and rewarding. | “Character” development | Students participated in 9 sessions |
| Case study | Many of the benefits youth experience are not long-lasting which may be due in part to the short periods of time youth typically participate and to their limited overall exposure to programming. The AfterZone seems most effective at yielding benefits that are related to school. | Variety of school and health-related outcomes, community engagement, SEL development | Students participate in at least 1 session during the school year |
| Quasi-experimental | Findings were mixed, including strong evidence for fidelity (adherence) and feasibility (attendance, participation, enthusiasm) of implementation. | Variety of SEL outcomes | Students participated in 21 sessions |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Author(s)/year | Program name/type | Participant demographics (race, ethnicity, SES, gender) | % of low SES participants | Participant age/grade separately | Location (e.g., city, state, region) |
|---|---|---|---|---|---|
| Vandell et al., 2020 | Variety of afterschool programs | 22% of mothers recruited were of minority race or ethnicity | 21% reported incomes no greater than 200% of poverty level | Middle childhood | USA |
| Villareal & Gonzalez, 2016 | Variety of afterschool programs | All students Hispanic, 52.7% male | 79.6% FRPL | Middle school students | Texas |
(All text derived from studies)
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Design | Findings | Variables studied | Indicator of participation/program—such as yes/no, time in the program, the indicators of quality that they measured as predictors of the outcomes, etc. |
|---|---|---|---|
| Longitudinal | Both higher quality early childcare and more epochs of organized activities (afterschool programs and extracurricular activities) during middle childhood were linked to higher academic achievement at age 15. More epochs of organized activities were associated with greater social confidence. | Variety of outcomes related to adolescent functioning | Students were already participating in programs |
| Longitudinal | Results of hierarchical linear regressions based on longitudinal data indicated that participation in sports-related activities was associated with increased feelings of school membership and peer prosocial orientation. | Variety of social and behavioral outcomes | Students were already participating in programs |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Studies Discussed Under Domain of Violence Prevention, Substance Use Prevention, and Other Risk Behaviors | |||||
|---|---|---|---|---|---|
| Author(s)/year | Program name/type | Participant demographics (race, ethnicity, SES, gender) | % of low SES participants | Participant age/grade separately | Location (e.g., city, state, region) |
| Staecker et al., 2015 | Afterschool program focusing on aggression management | All students were White | Over 55% FRPL | Grades 3–5 | Rural Missouri |
| James-Burdumy et al., 2008 | All students participated in various 21st CCLC afterschool programs | 61% African American, 21% White, 16% Hispanic | 71% of centers studied had at least 75% FRPL | Grades K–6 | Southern, Midwestern, Western, and Northeastern USA |
| Morrison et al., 2000 | Afterschool program for children at risk of substance abuse: academic achievement and prosocial skill development | Participant group was 98.1% Latino; comparison group was 82.4% Latino, 9.2% White, 8.5% other | 87.30% | Grades 5–6 | Central coast, California |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Design | Findings | Variables studied | Indicator of participation/program—such as yes/no, time in the program, the indicators of quality that they measured as predictors of the outcomes, etc. |
|---|---|---|---|
| Quasi-experimental | In this study, self-reported physical and psychological aggression scores became more prosocial. Although the pre/post differences were not statistically significant, several conditions may help to explain the results and lead to future program improvements. | Physical and psychological aggression | Students participated in the program for 9 weeks |
| RCT | The findings indicate that the programs affected the type of care and supervision students received after school, with parents less likely to be caring for their child and other adults more likely, but there was no statistically significant effect on the incidence of self-care. Students in the program reported feeling safer after school, but their academic outcomes were not affected, and they had more incidents of negative behavior. | Various: homework completion, academic outcomes, behavioral problems, etc. | Students attended centers or remained in the control group for up to 2 years |
| Quasi-experimental | The afterschool program played a “protective function” for those students who participated; they showed a maintenance of key resilience variables such as bonding to school, perception of parent supervision, and teacher-rated behavior. In addition, student and parent participation was positively related to changes in school bonding, perceived parental supervision, and teacher ratings of behavior. | Individual resilience and self-control, academic self-concept, social problem-solving, school bonding, classroom participation, perceived parental supervision | Students participated for 1 school year |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Author(s)/year | Program name/type | Participant demographics (race, ethnicity, SES, gender) | % of low SES participants | Participant age/grade separately | Location (e.g., city, state, region) |
|---|---|---|---|---|---|
| Ross et al., 1992 | Afterschool program for children at risk of substance abuse: variety of activities including homework help, free play, drama, and more | Group was “primarily” African American | Students described as “at-risk” and attending low-income public schools | Grades K–6 | New Orleans, LA |
| St. Pierre et al., 2001 | Students participated in a substance abuse prevention program through Boys & Girls Clubs | 63% Black, 35% Hispanic, 2% White; 47% female | All clubs and schools located in “economically distressed” neighborhoods | Elementary school students | Eastern and Southern USA |
| Gottfredson et al., 2010 | All Stars curriculum, an enhancement to afterschool programs that focuses on building protective attitudes and beliefs for future risky behaviors, teaching skills for healthy decision making, and more | 54% male; 70% African American | 59% FRPL | Grades 6–8 | Baltimore, MD |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Design | Findings | Variables studied | Indicator of participation/program—such as yes/no, time in the program, the indicators of quality that they measured as predictors of the outcomes, etc. |
|---|---|---|---|
| Quasi-experimental | As a whole, the program was effective in improving academic performance, although there were no positive measurable effects on other variables such as self-esteem or depression. | Academic performance, in-school behavior, self-esteem, risk-taking behavior, depression prevalence | Students participated for 7 weeks |
| RCT, longitudinal | Results showed positive effects on children’s personal competency skills, both internally and at school. | Various risk and protective factors related to future substance abuse | Students participated for 2 years |
| RCT | The findings suggest that it is difficult to achieve high fidelity in the implementation of research-based practices in the typical ASP setting. Results showed no differences between the treatment and control students at post-test on any of the outcomes or mediators. Furthermore, no positive effects were found for youths receiving higher dosage, higher quality program delivery, or both. | Various outcomes, including academic performance, school attendance, conduct problems, and related beliefs | Students participated in program or control group for 96 days |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Author(s)/year | Program name/type | Participant demographics (race, ethnicity, SES, gender) | % of low SES participants | Participant age/grade separately | Location (e.g., city, state, region) |
|---|---|---|---|---|---|
| Rorie et al., 2011 | All Stars curriculum, an enhancement to afterschool programs that focuses on building protective attitudes and beliefs for future risky behaviors, teaching skills for healthy decision making, and more | 54% male; 69% African American | 59% FRPL | Middle school students | USA |
| Hirsch et al., 2011 | After School Matters, a program offering paid apprenticeships in a variety of areas | 77% African American | 92% FRPL | High school students | Chicago, IL |
| D’Agostino et al., 2019 | Fit2Lead, a park-based violence prevention and mental health promotion afterschool program | 48% male, 60% Hispanic, 29% non-Hispanic Black | 33% low-income | Ages 12–17 | Miami-Dade County, FL |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Design | Findings | Variables studied | Indicator of participation/program—such as yes/no, time in the program, the indicators of quality that they measured as predictors of the outcomes, etc. |
|---|---|---|---|
| Quasi-experimental | Multilevel analyses of the association between activity structure and deviant behavior indicate that higher levels of structure in the activity as a whole decrease levels of violence and counter-normative behavior. As the level of structure in 5-minute intervals within the activity increases, the level of violent behavior declines, but violent talk (e.g., threats to commit violence) increases. | “Deviant” behaviors and attitudes | Students participated for 96 days |
| RCT | Significant positive results were obtained on important outcome variables despite several factors that worked against doing so. A skeptical view of the findings emphasizes that few significant effects were found, effect sizes were generally small, and that testing a more representative sample of ASM instructors may well eliminate the few positive impacts that were found. | Variety of outcomes related to PYD, job skills, academic performance, and problem behavior | Students participate for 180 hours in 1 year |
| Longitudinal; differences-in differences | Key findings showed that after - 2 years of program implementation, juvenile arrest rates declined by 166 arrests per 10,000 population over the 2-year study period in zip codes where Fit2Lead was offered compared with zip codes where it was not offered, matched by baseline sociodemographic and youth arrest rates. | Youth arrest rates and mental health | Students enroll within the first month of the school year, attendance recorded by program |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Author(s)/year | Program name/type | Participant demographics (race, ethnicity, SES, gender) | % of low SES participants | Participant age/grade separately | Location (e.g., city, state, region) |
|---|---|---|---|---|---|
| D’Agostino et al., 2020 | Fit2Lead, a park-based violence prevention and mental health promotion afterschool program | 48% male, 60% Hispanic, 29% non-Hispanic Black | 33% low-income | Ages 12–17 | Miami-Dade County, FL |
| Crean, 2012 | Variety of afterschool activities | 51% female; 70% African American, 15% Hispanic, 12% Caucasian, 3% Asian | “Substantial” FRPL percentage | Middle school students | Upstate New York |
| Jiang & Peterson, 2012 | Variety of afterschool activities | 51.8% female; 9.3% first generation immigrants, 15.7% second generation immigrants | Not mentioned | High school students | USA |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Design | Findings | Variables studied | Indicator of participation/program—such as yes/no, time in the program, the indicators of quality that they measured as predictors of the outcomes, etc. |
|---|---|---|---|
| Differences-in-differences | This prospective cohort study found that adjusted youth arrest rate estimates were lower in areas where a park-based violence prevention and mental health promotion afterschool program was offered compared with areas hosting other afterschool programs. | Youth arrest rates | Students enroll within the first month of the school year, attendance recorded by program |
| Correlational | Results indicate extracurricular activity participation had both direct and indirect associations with delinquent behavior. Breadth, but not intensity, of activity participation had a positive association with neighborhood adult support and higher levels of adult support were associated with higher levels of youth decision-making skills. Higher levels of decision-making skills were, in turn, associated with lower levels of delinquent behavior. A direct positive association between intensity of activity participation and delinquent behavior was noted, after accounting for other effects in the model. | Decision-making skills and “delinquent” behavior | Youth were already participating in activities |
| Correlational | The results reveal that adolescents from the third-plus generation who participate in non-sports alone or sports plus non-sports have lower odds of involvement in violence than adolescents from the same generation who do not participate in extracurricular activities. However, for first- and second-generation adolescents, participation in extracurricular activities is associated with higher rather than lower odds of violence compared to their nonparticipating counterparts. | Involvement in violence | Youth were already participating in activities |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Author(s)/year | Program name/type | Participant demographics (race, ethnicity, SES, gender) | % of low SES participants | Participant age/grade separately | Location (e.g., city, state, region) |
|---|---|---|---|---|---|
| Agans et al., 2014 | Variety of afterschool activities | 65.4% female; 74% White | Study used maternal education as proxy for SES; mothers had an average of 14.36 years of education | Grades 7–12 | USA |
| D’Amico et al., 2012 | CHOICE, an alcohol abuse prevention program | 51% female; 54% Hispanic, 17% Asian, 15% white, 9% multiethnic, 3% African American | Varied | Middle school students | Southern California |
| Tebes et al., 2007 | Positive Youth Development Collaborative, a program targeting substance use attitudes and behaviors | 53% male; 75.7% African American, 19.7% Hispanic, 3.9% White, <1% Asian and American Indian | Varied | Middle and high school students | Northeastern USA |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Design | Findings | Variables studied | Indicator of participation/program—such as yes/no, time in the program, the indicators of quality that they measured as predictors of the outcomes, etc. |
|---|---|---|---|
| Correlational | The results indicated that high likelihood of participation in activities was consistently associated with fewer negative outcomes and higher scores on PYD and Contribution (to self and community from the Five Cs model of PYD), as compared to low likelihood of participation in activities. Changes in the breadth of participation (in particular, moving from a high to a low likelihood of participation) were associated with increased substanc use, depressive symptoms, and risk behaviors. | PYD, risk behaviors, depressive symptoms, involvement in community | Youth were already participating in activities |
| Cluster RCT | Lifetime alcohol use in the ITT analysis (i.e., school level) achieved statistical significance. The NNT suggests that in a school where CHOICE was offered, 1 adolescen out of 15 was prevented from initiating alcohol use during this time period. Although not statistically significant, results indicate that past month alcohol use was also lower in CHOICE schools. | Alcohol beliefs and use | Youth participated for 5 sessions |
| Quasi-experimental | The results demonstrate that adolescents receiving the intervention were significantly more likely to view drugs as harmful at program exit and exhibited significantly lower increases in alcohol, marijuana, other drug use, and any drug use 1 year after beginning the program. | Substance use attitudes and behaviors | Youth participated for 18 sessions |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Author(s)/year | Program name/type | Participant demographics (race, ethnicity, SES, gender) | % of low SES participants | Participant age/grade separately | Location (e.g., city, state, region) |
|---|---|---|---|---|---|
| Hsieh et al., 2023 | Variety of afterschool activities | 50% female; 77% White, 12% Black, 6% Latino | 21% low-income | High school students | USA |
| Lee & Vandell, 2015 | Variety of afterschool activities | 22% people of color | 20% incomes no greater than 200% of poverty line | High school students | Pittsburg, PA; Seattle, WA; Philadelphia, PA; Little Rock, AR; Boston, MA; Lawrence, KS; Chapel Hill, NC; Charlottesville, VA; Madison, WI; and Irvine, CA |
| Metzger et al., 2011 | Variety of afterschool activities | “Roughly equal” percentage male and female; “just over” 50% White | Varied | High school students | Chicago, IL |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Design | Findings | Variables studied | Indicator of participation/program—such as yes/no, time in the program, the indicators of quality that they measured as predictors of the outcomes, etc. |
|---|---|---|---|
| Longitudinal | Adolescents’ time in OST settings during high school predicted age 26 substance use over and above family and adolescent factors. Adolescents’ unsupervised time with peers increased the odds and frequency of binge drinking and regular marijuana use at age 26. Time in high school organized sports increased the odds of binge drinking at age 26, but not marijuana or illicit drug use. Time spent in other organized activities lowered the odds of illicit drug use whereas paid employment in high school was not related to age 26 substance use. | Binge drinking, marijuana use, illicit drug use | Youth were already participating in activities |
| Longitudinal | Unsupervised time with peers increased the odds of tobacco, alcohol, and marijuana use, whereas sports increased the odds of alcohol use and decreased the odds of marijuana use. Paid employment increased the odds of tobacco and alcohol use. Unsupervised time with peers predicted increased amounts of tobacco, alcohol, and marijuana use, whereas sports predicted decreased amounts of tobacco and marijuana use and increased amounts of alcohol use at the end of high school. | Tobacco use, alcohol use, marijuana use | Youth were already participating in activities |
| Longitudinal | Boys’ baseline team sports and religious involvement predicted lower levels of smoking at 24 months via continued activity involvement at 15 months. Girls’ involvement in school clubs and activities and religious activities indirectly predicted lower levels of smoking at 24 months via reduced exposure to problem peers at 15 months. | “Problem” peer association, cigarette smoking behavior | Youth were already participating in activities |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Author(s)/year | Program name/type | Participant demographics (race, ethnicity, SES, gender) | % of low SES participants | Participant age/grade separately | Location (e.g., city, state, region) |
|---|---|---|---|---|---|
| Kaufman et al., 2018 | Circle of Life, a sexual risk reduction intervention | Majority of youth were American Indian and Alaskan Native | Majority of students came from reservations that contain some of the nation’s poorest areas | Ages 10–12 | Rural North and South Dakota |
(All text derived from studies)
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
| Design | Findings | Variables studied | Indicator of participation/program—such as yes/no, time in the program, the indicators of quality that they measured as predictors of the outcomes, etc. |
|---|---|---|---|
| RCT | Youth scored significantly higher on HIV/sexually transmitted infection (STI) knowledge questions at both follow-ups; self-efficacy to avoid peer pressure and self-efficacy to avoid sex were significantly higher at posttest; self-perceived volition was significantly higher at 9-month follow-up; no differences were found for behavioral precursors to sex. Program had modest effects on precursors to sexual behavior, which may lead to less risky sexual behavior in later years. | Various precursors to sexual activity in preteens | Youth participated in 7 “chapters” |
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
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Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
Suggested Citation:
"Appendix A: Detailed Study Tables Supporting Chapter 7." National Academies of Sciences, Engineering, and Medicine. 2025. The Future of Youth Development: Building Systems and Strengthening Programs. Washington, DC: The National Academies Press.
doi: 10.17226/27833.
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