Page 353 Cite

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.

Appendix A

Detailed Study Tables Supporting Chapter 7

Page 354 Cite

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

Page 355 Cite

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

Page 356 Cite

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

Page 357 Cite

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

Page 358 Cite

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

Page 359 Cite

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

Page 360 Cite

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

Page 361 Cite

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

Page 362 Cite

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

Page 363 Cite

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

Page 364 Cite

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

Page 365 Cite

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

Page 366 Cite

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

Page 367 Cite

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

Page 368 Cite

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

Page 369 Cite

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

Page 370 Cite

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

Page 371 Cite

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

Page 372 Cite

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)

Page 373 Cite

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

Page 374 Cite

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

Page 375 Cite

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

Page 376 Cite

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

Page 377 Cite

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

Page 378 Cite

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

Page 379 Cite

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

Page 380 Cite

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)

Page 381 Cite

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

Page 382 Cite

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)

Page 383 Cite

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

Page 384 Cite

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

Page 385 Cite

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

Page 386 Cite

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)

Page 387 Cite

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

Page 388 Cite

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

Page 389 Cite

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

Page 390 Cite

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)

Page 391 Cite

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

Page 392 Cite

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

Page 393 Cite

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

Page 394 Cite

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

Page 395 Cite

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

Page 396 Cite

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

Page 397 Cite

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

Page 398 Cite

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

Page 399 Cite

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

Page 400 Cite

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

Page 401 Cite

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

Page 402 Cite

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)

Page 403 Cite

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.

Page 404 Cite

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

Page 405 Cite

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

Page 406 Cite

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

Page 407 Cite

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

Page 408 Cite

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)

Page 409 Cite

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

Page 410 Cite

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

Page 411 Cite

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

Page 412 Cite

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

Page 413 Cite

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

Page 414 Cite

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

Page 415 Cite

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

Page 416 Cite

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

Page 417 Cite

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

Page 418 Cite

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

Page 419 Cite

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

Page 420 Cite

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

Page 421 Cite

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

Page 422 Cite

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

Page 423 Cite

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

Page 424 Cite

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

Page 425 Cite

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

Page 426 Cite

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

Page 427 Cite

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

Page 428 Cite

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

Page 429 Cite

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

Page 430 Cite

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)

Page 431 Cite

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

Page 432 Cite

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

Page 433 Cite

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

Page 434 Cite

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

Page 435 Cite

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

Page 436 Cite

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

Page 437 Cite

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

Page 438 Cite

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

Page 439 Cite

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

Page 440 Cite

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

Page 441 Cite

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

Page 442 Cite

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

Page 443 Cite

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

Page 444 Cite

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)

Page 445 Cite

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”

Page 446 Cite

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.