Rethinking Out-of-School-Time Relationships: Achievement, Self-Efficacy, and Social Status
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Abstract
The analysis describes how participation in outside-school-time (OST) activities and tutoring of the U.S. high school student population was associated with algebra achievement and mathematics self-efficacy. The complex dynamics between factors associated with OST and students’ backgrounds were explored in detail with descriptive displays and regression models. The survey analysis found that the probability of high school students participating in informal activities was associated with both family social status and prior (9th grade) achievement equally. Participating with a tutor was found not to be associated with student’s algebra achievement and self-efficacy by 11th grade. Student participation in multiple OST activities (clubs, study groups, college preparation classes, and more) was positively associated with higher self-efficacy in mathematics but not with achievement. The resulting analysis provides insights that sharpen our understanding of how to describe the integration of student OST experiences and academic outcomes. The resulting empirical evidence lends support to the need for incorporating interactions between ability, social status, and study time in research studies intending to identify causal effects of extended study.
Bibliography: Suter, Larry E.: Rethinking Out-of-School-Time Relationships: Achievement, Self-Efficacy, and Social Status, IJREE – International Journal for Research on Extended Education, No. 1-2026, pp. 102-127.
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