This synthesis addresses the following research problem: Based on rigorous research and evaluation studies, what is the effectiveness of OST strategies in assisting low-achieving or at-risk students in reading and mathematics. An exhaustive literature search was conducted to identify both published and unpublished research and evaluation studies conducted after 1984 that addressed the effectiveness of a program, practice, or strategy delivered outside the regular school day for low-achieving or at-risk K-12 students. The synthesis resulted in statistically significant positive effects of OST on both reading and mathematics student achievement. (Author)
