After-School Interventions for Urban Youth

Background and Purpose: Urban youth from low-income areas face significant academic disparities due to socioeconomic challenges, such as poverty, crime, and limited access to after-school programs. These barriers contribute to lower academic achievement and increased engagement in risky behaviors. After-school programs provide essential academic and social support, yet their effectiveness varies. This study examines the impact of the School of Social Welfare’s Liberty Partnerships Program at the University at Albany (UAlbany LPP) on academic performance, focusing on GPA changes among participating high school students. UAlbany LPP offers an on-campus after-school program to support urban youth in pursuing post-secondary education and/or workforce readiness upon high school graduation. Brief details of the LPP Program will be discussed.

Methods: A multiple linear regression was conducted using data from 112 high school students enrolled in UAlbany LPP during the 2019-2020 academic year. Data sources included attendance logs, participation records, and school-reported GPAs collected at mid-year and the end of the academic year. We examined the relationship between program participation, services received (i.e., tutoring, mentoring, leadership development, case management), and academic performance while controlling for demographic variables such as age, gender, and race/ethnicity.

Results: Among students, 85 (75.89%) showed GPA improvement. Findings indicate that age and mid-year GPA were positively associated with academic achievement, although there were no significant differences in final GPA among different race/ethnicity groups, genders, or participation levels. Additionally, we examined the association between academic outcomes and each service area (i.e., tutoring, mentoring, leadership and civic service experience, college readiness, and case management). Notably, the impact of age became marginal with gender, while mid-year GPA remained significant. Among the various services, only case management was significantly negatively associated with GPA, and its impact was negative.

Conclusions and Implications: This study highlights the importance of integrating culturally responsive, equity-driven after-school programs grounded in Tyler’s (1978) Psychosocial Competence Model (i.e. decreased externality, increased coping). After-school programs provide valuable academic and social support, structural barriers—such as competing family responsibilities and systemic inequities—must be addressed to maximize their impact on urban youth. UAlbany LPP provided critical academic and social support, while systemic barriers limited its overall impact on student achievement. Additionally, the negative association between case management and GPA highlights the need for targeted interventions to support students facing complex challenges. The COVID-19 pandemic further exacerbated educational inequities, affecting engagement and performance.

Social work practice-driven, culturally relevant after-school programs for at-risk youth not only enhance academic performance but serve as a critical tool in social-emotional development, reducing potential negative risk factors, building positive relationships, and connecting families to resources. Further, mental health researchers interested in the role of social work services in helping youth and families should consider the changing educational landscape and the effectiveness of intervention in the post-pandemic context. Future research should explore strategies to optimize after-school programs for at-risk youth and address structural educational disparities to ensure equitable academic outcomes.