Afterschool Programs in the 21st Century The latest “Issues and Opportunities in Out-of-School Time Evaluation” research brief from Harvard Family Research Project draws on seminal research and evaluation studies to address two primary questions: (a) Does participation in after school programs make a difference, and, if so (b) what conditions appear to be necessary to achieve positive results? The 12-page brief concludes with a set of questions to spur conversation about the evolving role of after school in efforts to expand time and opportunities for children and youth in the 21st century.
Public/Private Ventures Research The James Irvine Foundation and Public/Private Ventures have a series of reports available on such topics as: 1. Advancing Achievement: Findings from an Independent Evaluation of a Major After-School Initiative 2. What Matters, What Works: Advancing Achievement After School 3. Supporting Success: Why and How to Improve Quality in After-School Programs 4. Gaining Ground: Supporting English Language Learners Through After-School Literacy Programming Visit http://www.ppv.org/ppv/youth/youth_major_projects.asp?section_id=19&initiative_id=29 for more information.
Child Trends Child Trends has released two new briefs suggesting more positive outcomes for youth who participate in several out-of-school time programs and challenging the myth that children are over-scheduled. Both briefs are available on the Child Trends website.
English Language Learners Claudia Weisburd, Executive Director of the Center for Afterschool Education, explains why and how afterschool can support English language learners and learning in the February 27 edition of Education Week. As schools and districts across the country strive to meet the needs of their increasingly language-diverse populations, afterschool can serve as a valuable partner. Read the full article at http://www.caceafterschool.org/publications/Gaining_a_Voice_After_School_r.pdf.
Society for Research in Child Development The Society for Research in Child Development released a report earlier this month by William T. Grant Foundation President Robert C. Granger that examines student outcomes in afterschool. "After-School Programs and Academics: Implications for Policy, Practice, and Research" identifies promising approaches to program improvement and focuses on program-evaluation literature, observational studies, commentaries and statements of program standards. It concludes that further research is needed on ways to increase program effectiveness and encourages policy makers to support "student-centered, active, project-based learning that plays to the comparative strengths of the after-school hours." The report is available at www.srcd.org.
Six new research briefs for afterschool programs released by Child Trends
Child Trends has released six new briefs to help afterschool program providers incorporate evidence-based practices and evaluate their programs. Child Trends’ Research-to-Results initiative examines "what works" in programs and interventions for children and youth; provides research-based guidance to afterschool programs; and evaluates youth-serving programs. These briefs and other resources for program providers are available online at www.childtrends.org/researchtoresults.
1. Why Conduct a Program Evaluation? Five Reasons Why Evaluation Can Help an Out-Of-School Time Program
This brief defines program evaluation; addresses common concerns program managers and practitioners have regarding evaluation; and outlines five major reasons why conducting a program evaluation can benefit an out-of-school time program.
2. Five Steps for Selecting an Evaluator: A Guide for Out-Of-School Time Practitioners
This brief describes different types of evaluations and outlines five steps for selecting an evaluator that can benefit a program’s outcomes. It also provides some tips on the cost of evaluations.
3. Implementing Evidence-Based Practices: Six “Drivers” of Success
This brief defines implementation; highlights why the effective implementation of evidence-based practices is critical to achieving outcomes; and outlines six core components or “drivers” of successful program implementation.
4. Seven Activities for Enhancing the Replicability of Evidence-Based Practices
This brief describes the essential components of replicable programs and outlines seven key activities that program developers and researchers can conduct to enhance replicability of effective program models.
New study finds positive impact of high quality afterschool programs
A new study by researchers at the University of California, Irvine, the University of Wisconsin-Madison and Policy Studies Associates, Inc. finds that regular participation in high-qualityafterschool programs is linked to significant gains in standardized test scores in math and work habits aswell as reductions in behavior problems among disadvantaged students. These gains help offset the negative impact of a lack of supervision after school. The two-year study followed almost 3,000 low-income, ethnically diverse elementary and middle school students from eight states in
New Resources from the Afterschool Investments Project
Several new reports are now available from the Afterschool Investments Project on their website: http://nccic.acf.hhs.gov/afterschool/. The Afterschool Investments project, a Child Care Bureau-supported initiative, provides technical assistance to Child Care and Development Fund (CCDF) grantees and other state and local leaders to support afterschool efforts. The Finance Project manages the Afterschool Investments project and has developed the following new resources:
StateAfterschool Profiles and National Profile
Federal Resources for Afterschool Providers
Promoting Physical Activity and Healthy Nutrition in Afterschool Settings: Ideas for Afterschool Program Leaders and Policy Makers
Afterschool Investments Project Resource List
State Afterschool Profiles provide a snapshot of the “state of afterschool" in every state as well as an opportunity to compare afterschool activities across the country. Profiles highlight key data and descriptions of the afterschool landscape, which include a range of out-of-school time programming that can occur before and after school, on weekends, and during summer months. They are designed to serve as a resource for policymakers, administrators, and providers.Updated profiles for all fifty states and the District of Columbia are now available at: http://nccic.acf.hhs.gov/afterschool/statep.html and the National Profile can be found at: http://nccic.acf.hhs.gov/afterschool/PDFDocs/nationalprofile.pdf
Federal Resources for Afterschool Providers This resource list offers a sample of information available on the Afterschool.gov website, including tips on starting and operating an afterschool program, accessing resources for program funding and financing, delivering fun and innovative curriculum and activities, and addressing issues facing America's youth.This resource list is available at: http://nccic.acf.hhs.gov/afterschool/fed_resources.pdf and on http://afterschool.gov/
Promoting Physical Activity and Healthy Nutrition in Afterschool Settings: Ideas for Afterschool Program Leaders and Policy Makers
This checklist is intended to serve as a companion tool to the Afterschool Investments publication, Promoting Physical Activity and Healthy Nutrition in Afterschool Settings: Strategies for Program Leaders and Policy Makers (available online at http://nccic.acf.hhs.gov/afterschool/fitness_nutrition.pdf), which provides a framework of financing strategies, ideas for afterschool programming, and additional resources for efforts to improve childhood nutrition and physical activity.The checklist summarizes strategies and resources discussed in the brief and can be used by program developers and policymakers to guide strategic discussions and planning around policy and program options.The checklist is available at: http://nccic.acf.hhs.gov/afterschool/healthy_checklist.pdf
Afterschool Investments Project Resource List
This list of selected resources is intended to serve as a starting place for afterschool program developers and policy makers looking to build the supply and increase the quality of school-age programs in their states and communities. Each website and publication on the Resource List includes links to a wide range of other important resources and information related to opportunities and challenges in the afterschool field.The updated resource list is now available at: http://nccic.acf.hhs.gov/afterschool/rresources.html
New report available: Afterschool Advantage: Powerful New Learning Opportunities
New report from TASC shows positive outcomes for middle school students who participated in afterschool programs
A new report from The After School Corporation (TASC), After-School Programs and High School Success: Analysis of Post-Program Educational Patterns of Former Middle Grades TASC Participants, documents positive outcomes for middle school students.To view the full report please visit http://www.tascorp.org/content/document/detail/1758.
New report from Massachusetts 2020 Foundation discusses status of Expanded Learning Time Initiative
The Massachusetts 2020 Foundation has released a new report, Time for a New Day: Broadening Opportunities for Massachusetts Schoolchildren. Expanding Learning Time Initiative 2006-2007 Annual Report.This report reviews and discusses the status of the Expanded Learning Time (ELT) Initiative in Massachusetts. Through a partnership with the state’s department of education and Massachusetts 2020, ten public schools were funded in the first year of ELT to redesign schedules by expanding the school day by at least 300 hours per year. Nine additional schools were funded in the second year of ELT (2007-2008). The goal is to offer students new learning and enrichment opportunities as well as improving instruction by adding more time for planning and professional development for teachers.This report reviews the experiences of the first cohort of participating schools and presents results of student performances on the state’s math, science, and English assessment. Results indicate the percentage of students scoring proficient in all assessments increased; which suggests a positive impact on student achievement. The report credits the results to the longer school day allowing for more opportunities for hands-on learning and providing time for teachers to discuss areas of need for support and receive more professional development.This report is available at:
New report from CASEL discusses impact of afterschool programs on personal and social skills
A new report from the Collaborative for Academic, Social and Emotional Learning (CASEL) entitled The Impact of After-School Programs That Promote Personal and Social Skills finds that: (1) Youth who participate in after-school programs improve significantly in three major areas: feelings and attitudes, indicators of behavioral adjustment, and school performance; and (2) It was possible to identify effective programs: Programs that used evidence-based skill training approaches were consistently successful in producing multiple benefits for youth, while those that did not use such procedures were not successful in any outcome area.The full report describes the strong positive effects after-school programs can have, and the conditions needed to realize these benefits.To view the full report please visit http://www.casel.org/downloads/ASP-Exec.pdf.
Two new resources about family involvement in education available from Harvard Family Research Project The third and final brief in their "Family Involvement Makes a Difference" series synthesizes research studies that link family involvement in middle and high school to youth’s academic and social outcomes. This brief, entitled, "Family Involvement in Middle and High School Students' Education," profiles evaluated programs to show what works to promote family involvement and student achievement during this critical developmental period. The brief also highlights how you can use this research to promote effective policies and practices.
TOMASITO'S MOTHER COMES TO SCHOOL/LA MAMA DE TOMASITO VISITA LA ESCUELA This online bilingual storybook about family involvement at school includes a children’s story, along with an informational guide for adult family members and discussion questions. The story draws from the real experiences of one Latino boy and his family who are acculturating to the U.S. The storybook is designed to engage children, inform and inspire their families, and help educators build connections with families, all while supporting literacy. Developed from research and fully illustrated, the storybook can be downloaded, viewed, and printed for free on HFRP’s Family Involvement Storybook Corner website. http://www.gse.harvard.edu/hfrp/projects/fine/resources/storybook/tomasito.html.
New report on quality of afterschool programs available Growing evidence tells us that quality after school programs can make a difference in children’s lives. But what defines quality in after school settings? This brief by Harvard Family Research Project’s Priscilla Little, THE QUALITY OF SCHOOL-AGE CHILD CARE IN AFTER-SCHOOL SETTINGS,offers an overview of the features of high-quality after school settings, including an examination of key research on links between program quality and developmental outcomes. The brief, published by Child Care & Early Education Research Connections, also reviews current practice in program quality assessment, and a set of quality-related considerations for policymakers. You can read it online at:http://www.researchconnections.org/location/ccrca12576
New nutrition education and physical activity exemplary practices guide for afterschool programs available The Center for Collaborative Solutions (CCS) announces its new guide for afterschool programs: Developing Exemplary Practices in Nutrition and Physical Activity in Afterschool Programs. This guide, funded by the Network for a Healthy California (USDA Food Stamp Nutrition Education) and the David and Lucile Packard Foundation, is designed to help afterschool program leaders and their partners join in the fight against the obesity epidemic facing our children and youth today in a systematic and effective way.
This guide explains six exemplary practices and contains indicator rubrics that can be used by programs to assess how they are doing in each of the six practice areas and to help them focus their attention on the areas they want to improve. The indicators will also help programs measure their improvement over time. The practices include:
establishing the vision;
integrating nutrition and physical activity with youth development principles;
providing exciting and meaningful learning experiences that integrate nutrition and physical activity into core activities;
working closely with the community, families and the school as full partners;
improving food security; and
developing diversified funding to sustain a quality program over time.
New research briefs on improving attendance and family involvement in out-of-school time programs Child Trends presents two new reports: Improving Attendance and Retention in Out-of-School Time Program and Building, Engaging, and Supporting Family and Parental Involvement in Out-of-School Time Programs. The first brief provides ideas for overcoming common barriers and outlines an action plan to measure attendance and retention in out-of-school programs.The second brief describes family involvement and why it matters for out-of-school time programs. It also examines some of the issues that program staff face when attempting to engage parents, and offers suggestions for how to encourage family and parental involvement.To access the reports please visit http://www.childtrends.org/Files//Child_Trends-2007_06_19_RB_AttendandReten.pdf and http://www.childtrends.org/Files//Child_Trends-2007_06_19_RB_ParentEngage.pdf.
New field report from Action for Healthy Kids A new field report, Beyond the School Day: Utilizing After-school as Part of a School Wellness Strategy from Action for Healthy Kids features the work of the Tennessee, Colorado, Missouri, and Alabama Teams demonstrating that after-school hours offer an invaluable opportunity to expand, build on, and enhance efforts to encourage good nutrition and physical activity. Released this month, the fifth Action for Healthy Kids field report focuses on ways Teams used ReCharge!Energizing After-School to achieve school wellness goals and optimize after-school hours to practice healthy eating and physical activity. To view Action for Healthy Kids' new field report, visit the Exclusive Reports area of the Action for Healthy Kids website.
Looking for more information and assistance with ReCharge! Energizing After-School? Be sure to visit Action for Healthy Kids' online ReCharge! Training Center. The training center supports after-school programs with the implementation of ReCharge! by offering resources to train staff and volunteers. Resources on this site include orientation tools, model outreach programs, video demonstrations of ReCharge! activities, frequently asked questions and tips for effective program implementation.See for yourself - visit Action for Healthy Kids' ReCharge Training Center.
New publication on benefits of high-quality afterschool programs available! The after-school movement - and it can now honestly call itself a movement - increasingly finds itself in the fortunate position of being able to use rigorous research to guide improvements in after-school opportunities for young people. The recent study, Charting the Benefits of High-Quality After-School Program Experiences: Evidence from New Research on Improving After-School Opportunities for Disadvantaged Youth of Promising After-School Programs, adds to this research base by demonstrating the protective value of high-quality after-school experiences in the after-school hours. The present paper examines the policy implications of recent findings of the Promising Programs study, which was conducted by researchers at the University of California at Irvine, the University of Wisconsin at Madison, and Policy Studies Associates, Inc., with support from the Charles Stewart Mott Foundation.To access the report visit: http://www.statewideafterschoolnetworks.net/dat/promisingprograms.pdf.
Three new resources from Harvard Family Research Project! It is our pleasure to share with you three new out-of-school time (OST) resources from the Harvard Family Research Project:
KEY FINDINGS: WHAT PREDICTS PARTICIPATION IN OST?
This Fact Sheet summarizes findings and implications from HFRP’s recently completed Study of Predictors of Participation in OST Activities. With funding from the W.T. Grant Foundation, HFRP examined the child, family, school, and neighborhood predictors of children’s participation in OST activities, paying special attention to disadvantaged youth. The Fact Sheet highlights key findings for OST practitioners and policymakers as they work to address issues of access and equity, document service gaps, and target resources accordingly.
This summary, which contains a subset of findings contained in the Fact Sheet, presents key findings on differences in multiple dimensions of participation in a range of OST activities and among youth from varying family income levels and racial and ethnic groups.
Our newest brief, “Family Involvement in Elementary School Children's Education,” reviews research on why and how family involvement matters for elementary school children's learning and socio-emotional development. It highlights how you can use this research to promote effective policies and practices. Find this brief on our website at:
New study shows positive academic results of Chicago’s After School Matters program A new study by the Chapin Hall Center for Children, a research center at the University of Chicago, finds that youth in Chicago's After School Matters program have better class attendance, lower course failures and higher graduation rates.The program, led by Maggie Daley, wife of Mayor Richard Daley, Jr., offers paid internships to teenagers in some of Chicago's poorest neighborhoods.After accounting for student demographic characteristics and prior attendance records, researchers found that students who participated in the program missed fewer days of school than their classmates, and that students who participated most frequently failed fewer core academic courses (English, Math, Science, and Social Studies).
Furthermore, over their full high school careers, students enrolled in the program for three or more semesters and those who participated at the highest levels had higher graduation rates and lower dropout rates than similar students not in the program.Authors noted that the finding of improved academic performance is particularly noteworthy because the program is not aimed at improving academics.Rather, it focuses on improving students' work skills by creating internship and apprenticeship opportunities in the arts, technology, sports and communications.But the program requires that students attend school on days they are participating in program activities.So by creating an incentive for students to attend school regularly and giving them something to look forward to after school, researchers conclude, After School Matters helped improve academic performance, even though the program is not designed specifically for that purpose.
Fact Sheet on Out-of-School Time The National Institute on Out-of-School Time has released its latest fact sheet focusing on a variety of issues related to out-of-school time.The fact sheet provides snapshots on the benefits of afterschool, health and well-being, students with special needs, youth workers, trends in public support and funding, and strengthening program quality, among other things.To view the fact sheet, visit http://niost.org/publications/Final2007FactSheet.pdf.
New report on what instructors can do to enhance learning afterschool Quality Time After School: What Instructors Can Do to Enhance Learning: Improving the quality of out-of-school time activities and creating effective learning environments is of keen interest to practitioners, funders and policymakers.Funded by The William Penn Foundation, Quality Time After School identifies characteristics of after-school activities that are linked to youth engagement and learning across a rich diversity of out-of-school-time activity areas.
Drawing from surveys and interviews with more than 400 participants and instructors from five Philadelphia-based Beacon Centers, the report's findings highlight the importance of two features of high-quality activities: good group management and positive adult support of learning.Building on analyses of over 50 detailed activity observations, as well as key lessons from past research, the report also suggests a road map for program operators and policymakers to create engaging learning environments in after-school programs. To read the full report, please click here:
Afterschool’s impact on crime and safety The Afterschool Alliance recently released a new issue brief examining the relationship between afterschool programs and community safety, "Afterschool Programs: Keeping Kids – and Communities – Safe."Many communities around the nation have been reporting increases in crime and more juvenile involvement in violent crime.The new issue brief provides data on the role of afterschool programs in stemming youth crime, cites law enforcement sources and provides information on innovative programs that municipal governments are embracing to create safer, stronger communities.The new brief is available on the Alliance's website at http://www.afterschoolalliance.org/issue_briefs/issue_CrimeIB_27.pdf .
New brief on afterschool for older youth available The American Youth Policy Forum has just released their newest policy brief called: Strengthening Afterschool for Older Youth through Policy and Practice: A Policy Brief .To access the full report please visit:
Journal of Youth Development ~Bridging Research and Practice
The National Association of Extension 4-H Agents announces the launch of the Journal of Youth Development ~Bridging Research and Practice, an online resource for youth development researchers, practitioners and policymakers.The multidisciplinary, applied journal will be published three times a year on the NAE4-HA Web site, http://www.nae4ha.org/directory/jyd/index.html, and will focus on the development of school-aged youth through the transition to adulthood (ages 6-22). It is funded by NAE4-HA and the National 4-H Leadership Trust.The Journal of Youth Development is a refereed publication that seeks to enhance knowledge about matters of current interest to professionals in youth development.It will provide access to the latest youth development research, practices and information from the fields of psychology, youth development, family and consumer sciences, education, sociology, public health and nutrition, agricultural education and other disciplines.
New Resources from the Afterschool Investments Project:
Promoting Quality in Afterschool Programs through State Child Care Regulations This publication provides states with strategies for adapting state child care regulations to better promote quality in afterschool programs. There is also discussion of how states can align child care regulations with other strategies for improving the quality of afterschool programs. The full report is now available online at: www.nccic.org/afterschool/childcareregs.pdf.
Making Smart Investments in Afterschool: A Policy Primer for State and Local Leaders This brief offers ideas for state and local policymakers to develop interagency collaboration, expand access to affordable afterschool programs, and advance general program quality. Examples of promising practices from across the country are included to show leaders concrete ways of promoting the sustainability of afterschool programs. To learn more, go to: www.nccic.org/afterschool/policyprimer.pdf.
A Guide for Effective Governance: Considerations and Lessons Learned for Afterschool Networks This tool is intended to help statewide and local afterschool networks to implement effective governance practices that help them to meet their goals. Key components of governance discussed include: vision, structure and leadership, accountability, broad representation, communication and measuring results.This publication is available at: www.nccic.org/afterschool/governanceguide.pdf.
LEADERS CALL FOR ‘A NEW DAY' FOR EDUCATION A new report from a task force of education and policy experts calls for a sweeping reinvention of the American school day, "cast[ing] aside the notion that learning can occur only between 8 am and 3 pm and within the traditional school day." The report from the Time, Learning, and Afterschool Task Force, supported with funding from the Charles Stewart Mott Foundation, calls for a national dialogue on how to re-imagine education in the United States - how, where and when it occurs, and what its best methods and most appropriate objectives are. Afterschool programs play a key role in the task force's vision.
Afterschool programs are cited throughout the report in case studies highlighting successful approaches for expanding learning opportunities for youth. Citizen Schools of Boston's national network of afterschool programs is spotlighted for its hands-on learning with adult mentors, and the NC NW 3 consortium in northwest North Carolina is hailed as an example of providing afterschool enrichment programs that draw on "place-based" resources integrated with the curriculum.
The report is available online at www.edutopia.org. The cover story of the February issue of Edutopia Magazine looks at the vital and growing role afterschool programs play in the lives of American kids. Articles online include profiles of afterschool programs in the Bronx, New York and St. Mary's County, Maryland, and an interview with Afterschool Alliance Executive Director Jodi Grant. Visit http://edutopia.org/magazine/index.php for these and other features.
The Afterschool Investments Project has released new online resources dealing with afterschool issues.Promoting Quality in Afterschool Programs through State Child CareRegulations gives states strategies for adapting state child care regulations to better promote quality in afterschool programs. Visit www.nccic.org/afterschool/childcareregs.pdf.*Making Smart Investments in Afterschool: A Policy Primer for State and Local Leaders offers ideas for state and local policy makers to develop interagency collaboration, expand access to affordable afterschool programs, and advance general program quality.
To view this brief, visit www.nccic.org/afterschool/policyprimer.pdf. Promoting Physical Activity and Healthy Nutrition in Afterschool Settings: Strategies for Program Leaders and Policymakers: This strategy brief outlines the important role that afterschool programs can play in efforts to prevent childhood obesity and includes ideas for incorporating nutrition and fitness into afterschool programming, strategies for financing these efforts, and examples of policies that can support and encourage the afterschool community's endeavors to steer children toward healthy choices.
The full report is now available online at: http://nccic.acf.hhs.gov/afterschool/fitness_nutrition.pdf.Linking and Learning: Lessons for Afterschool from Early Childhood System-Building Efforts: While early care and afterschool providers serve different populations with distinct needs, there are many similarities in the infrastructure and supports they need to succeed. This paper describes eleven lessons that the afterschool community may learn from the system-building efforts in the field of early care and education. This publication is available at: http://nccic.acf.hhs.gov/afterschool/linking_learning.pdf
Afterschool Alliance summary of formal evaluations of afterschool programs
