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ERIC Number: ED521831
Record Type: Non-Journal
Publication Date: 2011-Feb
Pages: 14
Abstractor: ERIC
Reference Count: 0
What Works for African American Children and Adolescents: Lessons from Experimental Evaluations of Programs and Interventions. Fact Sheet. Publication #2011-04
Bandy, Tawana; Moore, Kristin A.
Child Trends
The disproportionate vulnerability of African American youth to certain negative outcomes, including teen pregnancy, low academic achievement, HIV infection, and violent death, has emphasized the need for out-of-school time program providers and funders to seek programs that have been found to have positive impacts for this population. Identification of "what works" for African Americans is a critical step in furthering efforts to improve outcomes among this population. To meet this need, this literature review synthesizes findings from 53 random assignment experimental intent-to-treat evaluations of social interventions that specifically targeted African American children and adolescents, or intervention programs in which African Americans made up a substantial proportion of program participants and separate data about impacts for African American children and adolescents are available. The goal of this review is to identify programs that work, as well as those that don't, and the intervention strategies that contribute to program success. Overall, 29 out of these 53 rigorously evaluated programs were found to have a positive impact on at least one child outcome ("found to work"), of which 10 are manualized. Thirteen had mixed reviews, and 11 were not proven to work. Findings from these 53 studies of out-of-school time programs for African American children and adolescents are segmented by the outcome examined. While several themes emerge, the authors did not find any program or practice that worked across all outcome areas. Overall, they find that: (1) Programs that foster partnerships between the community and schools tend to work; (2) Strategies that garner family buy-in appear to be a critical component to program success; and (3) High-intensity programs that meet on a consistent basis and frequently result in impacts for African American children and adolescents. (Contains 29 footnotes.)
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Publication Type: Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: Edna McConnell Clark Foundation; Stewart Trust
Authoring Institution: Child Trends