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National after-school expert tells commission quality programs produce long-term benefits
Summary
Dr. Terry Peterson told a state commission that decades of research and recent meta-analyses show regular participation in quality after‑school and summer programs improves grades, reduces risky behavior and yields benefits into adulthood; he urged mapping funding, addressing program deserts and focusing on teen career links.
Dr. Terry Peterson, a national leader on out‑of‑school learning, told a state study commission on after‑school and summer programs that research shows sustained participation in quality programs leads to better academic outcomes, fewer behavioral problems and measurable benefits into adulthood.
Peterson summarized large longitudinal and meta‑analytic studies, saying research that followed children into their mid‑20s found “youth who consistently participated in after school activities in elementary, middle, and high school show significantly better effects in school and in life,” including higher earnings and reduced arrests and substance use. He also cited a 2024 voter poll showing broad public support for investment in summer and after‑school programs.
The expert told commissioners the evidence is strongest when children attend regularly and programs are engaging and age‑appropriate. “Attendance and participation is where you get the impact from after school and summer programs,” Peterson said, urging policymakers to design systems that increase regular participation rather than mere enrollment.
Peterson gave several practical recommendations commissioners could consider when making statewide policy: map existing funding and program locations to identify “program deserts”; factor attendance (not just enrollment) into cost calculations; prioritize professional development for staff focused on boosting attendance and engagement; adopt age‑appropriate quality standards; and scale teen programming tied to career exploration and local workforce needs.
Peterson suggested state leaders study neighboring Georgia’s recent state funding and network development and South Carolina’s leadership development program for local after‑school leaders (the Riley Institute program). He also recommended using coordinators at local sites to build partnerships and called for attention to transportation, affordability and workforce shortages that limit access.
Peterson closed by urging commissioners to consult established markers for program quality — active, engaging programming that supports skill mastery and gives students autonomy — as they develop recommendations. He offered to answer questions and provide his PowerPoint to the commission.
The presentation preceded an extended commission discussion about a statewide program inventory and local program examples.
