The Associations Between After-School Settings and the Cognitive Outcomes of U.S. Elementary School Children: Results from Household Income Differences

This study examined the association between after-school settings and cognitive outcomes among elementary school children with different household incomes. Based on Bloom’s model of learning theory, we hypothesized that after-school programs (ASPs) would be more positively associated than informal settings with the cognitive outcomes of children from lower-income households. We used the 5th wave (9 years old) of the U.S. Fragile Family and Child Wellbeing Study. With a sample size of 1,674, we employed ordinary least square regression analysis to examine the association between after- school arrangements and children’s verbal, symbolic learning, and math skills. Our analysis found that, in contrast to our hypothesis, children in adult care showed a more positive association with verbal and math skills than children in ASPs in lower- and middle-income households. Additionally, children in parental and non-adult care reported higher math skills than children in ASPs in higher-income households. Our study highlights the need to construct well-designed program components for low-income families. School social workers and educators must also work to provide high-quality ASPs for children in poor communities.