Using the participants-oriented approach, this study evaluated public schools’ out-of-school time academic
support programs, corresponding to the corrective/enrichment stage of Bloom’s Mastery Learning Model and
offered outside formal education’s weekday hours and on weekends. Study participants included 50 principals,
110 teachers, 170 students attending programs, 110 students not attending programs, and 61 parents, all selected
through random sampling in a survey-model study in Istanbul, Turkey. Partial findings were the following.
According to principals and teachers, programs were sufficiently introduced to target groups. Satisfaction of
attending students with the teaching—learning process was sufficient, and students believed program
participation increased their success in regular classes. However, program functioning presented some problems.
Administrators and teachers think the no-cost programs resulted in lack of interest among students. In addition,
problems of materials and transportation have not been completely solved. Similarly, offered classes and
lessons’ content organization fall short of expectations. In conclusion, out-of-school time academic support
programs play important roles in reducing differences among learning levels based on individual characteristics
in collective or formal learning. Still, student needs should be fulfilled, and programs should be maintained.
Further studies should be conducted on these programs’ integration into formal education.