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The problem
Intervention: After-school programs compared with informal care arrangements (adult care, parental care, non-adult care)
Who it was tested with: 1,674 elementary school children aged 9 years in the United States, stratified by household income (lower, middle, higher).
Experience from people who deliver programmes: stories, case studies and lessons learned. Valuable for understanding how and why, and for spotting what to test next, but not a measure of effect.
"we employed ordinary least square regression analysis to examine the association between after-school arrangements and children's verbal, symbolic learning, and math skills." The study measured associations between different care settings and cognitive outcomes at a single time point, comparing outcomes across income levels but without establishing causal mechanisms or accounting for why families select particular arrangements.
Cross-sectional design prevents causal inference; unable to account for selection bias or unmeasured confounders that influence parental choice of after-school arrangement; no information on program quality, implementation fidelity, or duration of enrollment
Across countries and designs
1 study · 1 country
