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- Title
Impact of Experience Corps® Participation on Children's Academic Achievement and School Behavior.
- Authors
Rebok, George W.; Parisi, Jeanine M.; Barron, Jeremy S.; Carlson, Michelle C.; Diibor, Ike; Frick, Kevin D.; Fried, Linda P.; Gruenewald, Tara L.; Huang, Jin; McGill, Sylvia; Ramsey, Christine M.; Romani, William A.; Seeman, Teresa E.; Tan, Erwin; Tanner, Elizabeth K.; Xing, Li; Xue, Qian-Li
- Abstract
This article reports on the impact of the Experience Corps® (EC) Baltimore program, an intergenerational, school-based program aimed at improving academic achievement and reducing disruptive school behavior in urban, elementary school students in Kindergarten through third grade (K-3). Teams of adult volunteers aged 60 and older were placed in public schools, serving 15 h or more per week, to perform meaningful and important roles to improve the educational outcomes of children and the health and well-being of volunteers. Findings indicate no significant impact of the EC program on standardized reading or mathematical achievement test scores among children in grades 1-3 exposed to the program. K-1st grade students in EC schools had fewer principal office referrals compared to K-1st grade students in matched control schools during their second year in the EC program; second graders in EC schools had fewer suspensions and expulsions than second graders in non-EC schools during their first year in the EC program. In general, both boys and girls appeared to benefit from the EC program in school behavior. The results suggest that a volunteer engagement program for older adults can be modestly effective for improving selective aspects of classroom behavior among elementary school students in under-resourced, urban schools, but there were no significant improvements in academic achievement. More work is needed to identify individual- and school-level factors that may help account for these results.
- Subjects
BALTIMORE (Md.); ACADEMIC achievement; SCHOOL children; KINDERGARTEN children; GRADING of students
- Publication
Prevention Science, 2019, Vol 20, Issue 4, p478
- ISSN
1389-4986
- Publication type
journal article
- DOI
10.1007/s11121-018-0972-8