There's a 6,000-hour education gap by sixth grade.
Over 75% of afterschool funding comes from parents, resulting in a 6,000-hour education gap by sixth grade between low-income students and their middle-income peers (ExpandED Schools, 2013).
Out-of-school programs and resources improve both social-emotional and academic measures.
Students regularly participating in afterschool programs improve work habits, demonstrate higher levels of persistence, and skip less school (Vandell et al., 2007). They also experience increases in academic performance and improve the likelihood of graduating from high school (Afterschool Alliance, 2013). Access to out-of-school resources also has a powerful impact. Overdeck Family Foundation grantee Khan Academy found that students who used their test prep resources for at least 20 hours gained an average of a 115-point increase from the PSAT to the SAT, nearly double the average gain of students who did not practice on an official SAT Practice test.
Early math skills are the best predictor of later academic success.
Early math skills predict academic success better than early literacy (Duncan et al., 2007). Math skills upon entering kindergarten are the best predictor of eighth grade performance regardless of race, gender, or SES; children who consistently struggle with math are less likely to receive a high school diploma or attend college.
The math achievement gap between low‐ and high‐income students narrows when low‐income students attend afterschool programs.
Afterschool programs can effectively decrease the math achievement gap between low‐ and high‐income students (Auger et al., 2013). Overdeck Family Foundation grantee EdFirst hopes to accomplish this through its Family Math initiative, which advocates for programs that expose children to math early and often in a non-academic setting.
Children cannot be what they do not see.
Students imagine scientists to be white, middle‐class, male, and “brainy”–which is, for many, not who they see when they look in the mirror (ASPIRES Project, 2014). Exposure to science not only changes a child’s understanding of his/her identity, but impacts learning and career trajectory (Dabney et al., 2011).
Three out of ten Americans consider themselves bad at math.
Over half of 18- to 34-year olds regularly say they cannot do math (Dickerson, 2013). An Overdeck Family Foundation-funded research study showed parents’ perception of their children’s math abilities can become more positive, which in turn improves children’s math performance by as much as three months of learning (Schaeffer et al., 2018).
Providing out-of-school STEM opportunities to students and teachers in high-need communities.
Expanding access to free, educational resources so all students can unlock their potential.
Bridging the achievement gap by increasing early math fluency and confidence.
STEM Funders Network
Establishing STEM Ecosystems across the U.S. to ensure all children have the ability to cultivate their curiosity.
Increase access to high-quality out-of-school STEM experiences by scaling cost-effective, evidence-based STEM programs and advocating for increased support of afterschool STEM spending.
Increase quality of out-of-school STEM experiences by supporting advocacy efforts, linking in and out of school STEM, and evaluating promising early-stage programs.
Build positive perception of STEM through research and development of family STEM programs, a Family Math movement, and social media efforts.
Provide children who show high potential with mind-expanding learning opportunities that build STEM and 21st century skills.
What outcomes result when students receive relevant and engaging out-of-school STEM learning experiences?
What is the impact of linking STEM education across a community, including schools, families, out-of-school education, institutes of higher education, cultural institutions, and businesses?
What would happen if parents placed as much early emphasis on math skills as they do on reading?
Page Data Sources:
Afterschool Alliance (2013). Evaluations backgrounder: A summary of formal evaluations of afterschool programs’ impact on academic, behavior, safety and family life. Washington, D.C. Retrieved from www.afterschoolalliance.org/documents/Evaluations_Backgrounder_2013.pdf
ASPIRES Project (2014). ASPIRES: Young people’s science and career aspirations, age 10‐14. London: King’s College London. Retrieved from www.kcl.ac.uk/sspp/departments/education/research/aspires/ASPIRES‐final‐report‐December‐2013.pdf
Auger, A., Pierce, K. M. and Vandell, D. L. (April, 2013). Participation in Out-of-School Settings and Student Academic and Behavioral Outcomes. Unpublished paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
Dabney, K., Tai, R., Almarode, J., Miller‐Friedmann, J., Sonnert, G., Sadler, P., & Hazari, Z. (2011). Out-of‐school time science activities and their association with career interest in STEM. International Journal of Science Education, Part B: Communication and Public Engagement, 2(1), 63‐79.
Dickerson, Kelly. “‘I’m Not A Math Person’ Is No Longer A Valid Excuse.” Business Insider. November 18, 2013. https://www.businessinsider.com/being-good-at-math-is-not-about-natural-ability-2013-11.
Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., . . . Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428-1446.
Schaeffer, M. W., Rozek, C. S., Berkowitz, T., Levine, S. C., & Beilock, S. L. (2018). Disassociating the relation between parents’ math anxiety and children’s math achievement: Long-term effects of a math app intervention. Journal of Experimental Psychology: General.
“The 6,000-Hour Learning Gap.” ExpandED Schools. October 30, 2013. https://www.expandedschools.org/policy-documents/6000-hour-learning-gap#sthash.krllApZG.dpbs.
Vandell, D., Reisner, E., & Pierce, K. (2007). Outcomes linked to high-quality afterschool programs: Longitudinal findings from the study of promising practices. Irvine, CA: University of California and Washington, DC: Policy Studies Associates.