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Beyond 3:30 Multi-Year Evaluation for Model Schools for Inner Cities (MSIC) Program

Beyond 3:30 Multi-Year Evaluation for Model Schools for Inner Cities (MSIC) Program

Beyond 3:30 (B3:30) is an after-school program which provides multifaceted programming on school premises to Grades 6-8 students, and more recently, also to Grades 3-5 students.


Download buttonBeyond 3:30 Evaluation, Phase I
Authors: Stefanie De Jesus, Margaret Douglin, Mandeep Kaur Gabhi, and Bryce Archer
May 2022

The focus of the Phase I formative evaluation was to extend the learnings from previous B3:30 evaluations (Yau & Presley, 2012; Yau et al., 2013, 2014, 2015) within the context of the COVID-19 pandemic and with a particular focus on the program expansion to Grades 3-5. In response to the COVID-19 pandemic, B3:30 was faced with pivoting from an in-person to online delivery model in 2020-21 and associated challenges during this transition. This responsiveness ensured that students had the opportunity to socialize with friends and program staff, participate in diverse recreational and physical activities, and receive differentiated academic support. Using mixed methods, preliminary program outcomes included modest gains in reading and some learning skills and emotional well-being and social benefits such as the development of self-expression and coping mechanisms as well as nurturing interpersonal relationships.


Download buttonBeyond 3:30 Formative Evaluation, Phase II
Authors: Stefanie De Jesus, TanitiĆ£ Munroe, Margaret Douglin, Mandeep Kaur Gabhi, Sewsen Igbu, and Bryce Archer

The Phase II formative evaluation of B3:30 examined program delivery, challenges, and preliminary outcomes in relation to the COVID-19 pandemic recovery as the program pivoted back to in-person delivery amidst the pandemic. In 2021-22, B3:30 pivoted from an online to in-person delivery model while adhering to ongoing COVID-19 safety measures in schools. The program’s focus was to be responsive to the mental health and academic needs of students stemming from living and learning through the COVID-19 pandemic. Preliminary outcomes from a mixed-methods research approach showed that the return to in-person programming positively impacted students’ social-emotional well-being, academic perceptions, and reading achievement, among other benefits.