Independent Research Week Eight, Post One (Notes)

Academic Achievement Gap and After-School Programs: Implications for School Social Workers

This study aims to take an in-depth look into how social work can have a positive role in closing the achievement gap between BIPOC students and white students throughout the country. It is recognized very early into the study that social work alone and the programs that it provides can not single-handedly solve for, or close, the achievement gap. However, it can be a valuable tool for increasing BIPOC student success and removing persistent barriers that many BIPOC students encounter. 

The study takes a look specifically at after-school programs that can be accessed by all students to create equitable access to resources and tools for all age groups. 

In this study, academic achievement is measured by GPA, school attendance, test scores, and graduation rate. White students have consistently been out-performing BIPOC students, and too often BIPOC students do not have the tools required to graduate high school.

It was concluded that the factors in after-school programs that have been found to increase academic achievement are: a supportive adult in the student’s life; when students are encouraged to understand concepts, rather than how to take a test; when students were taught to manage their negative behaviors, and learn how to work cohesively as a team with peers. 

Given the results of the research that currently exists, it is imperative that school systems begin to incorporate these supports into their systems. Additionally, results from this study may imply that incorporating similar supports into the public school system will help to increase the academic achievement of students of color, thus decreasing the achievement gap between BIPOC students and white students.

Adkins, Ryann. (2016). Academic Achievement Gap and After-School Programs: Implications for School Social Workers. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/msw_papers/552