| Resources for Extended Learning |
Quality That Lasts: Building a Framework for the Future of OST. (2005). This report on the Wallace Foundation’s symposium discusses the many changes, opportunities and challenges currently faced by the out-of-school time field with a focus on how to build and sustain quality for the future of afterschool programs. The Afterschool Hours: A new focus for America’s cities. (2005). This National League of Cities’ publication demonstrates how vigorous leadership by mayors and city council members can yield big dividends through improvements in the quality of after-school programs. The publication spotlights eight successful community initiatives focusing on engaging students in the critical hours after school. America After 3 PM. (2004). The Afterschool Alliance. The National Household Survey on How Kids Spend the After School Hours is an in-depth study of how America's children spend their afternoons. View the whole report or a state by state analysis. Pursuing the Promise: Addressing Equity, Access and Diversity in After School and Youth Programs, A report of findings and recommendations. (2003). Pursuing the Promise provides a cutting edge look at equity, access, and diversity trends in the fields of after school and youth development, as well as recommendations for programming, technical assistance, research and policy. This report is a comprehensive reference for those who wish to use after school programs to enhance the lives of all young people, families, and communities. Making the Most of Out-of-School Time through Expanded Learning Opportunities. (2004). The Vision Magazine (Volume 3, Number 1). This issue of The Vision examines various types of expanded learning opportunities programs—programs that operate outside the parameters of the typical school day—and how they can potentially boost student academic performance. Included in this issue are articles on different types of expanded learning opportunities programs, forming strong links to regular school-day programs, long-term sustainability of programs, and expanded learning opportunities under No Child Left Behind. Principals and After-School Programs: A Survey of Pre-K-8 Principals. (2001). National Association of Elementary School Principals. Report analyzes data from 800 principals of public schools serving pre-kindergarten through 8th grade. The survey focused on the existence, characteristics, successes and challenges of afterschool programming throughout the country. Multiple Choices Afterschool: Findings from the Extended-Service Schools Initiative. (2002). MDRC and P/PV Reports on the findings of the Wallace-Reader’s Digest Funds’ Extended-Service Schools (ESS) Initiative, which supported the creation of 60 afterschool programs in 20 communities around the country. Each community has adapted one of four nationally recognized models that had been successfully developed and implemented in other cities around the country. Collaboration Principles. "Everything you want to know about 21st Century Collaboration but are afraid to ask..." Extended Learning Initiatives: Opportunities and Implementation Challenges. (2000). Council of Chief State School Officers. Description of six state-sponsored extended learning initiatives. Each state profile contains information about major program components, data, description of target population, program evaluation, and lessons learned. After-School Programs: Issues and Ideas. (2000). This Journal is a guide for journalists and policymakers and covers a range of issues including; the role of afterschool in promoting student learning, government financial support for afterschool programs and policy proposals for afterschool. Working for Children and Families: Safe and Smart After-School Programs. (1998). U.S. Department of Education. Report presents research and examples illustrating the potential of quality of after-school activities to keep children safe, out of trouble and learning. Keeping Schools Open As Community Learning Centers: Extended Learning in a Safe, Drug-Free Environment Before and After School. (1997). This online archive outlines the steps needed to successfully convert a school into a community learning center and lists resources for further information and assistance. Resource Guides The Afterschool Corporation Resource Manual. TASC created the Resource Manual to provide strategies for establishing an effective school-based after-school program. The manual is designed as a start-up guide for new programs and a reference for established ones. Each chapter addresses one of TASC’s core elements for successful after-school programs and discusses a mix of topics —from setting goals to introducing interdisciplinary curricula to designing budgets. The chapters include the following features: policies, procedures and tips for effective program management; “on site” examples of creative solutions for specific challenges; and checklists of strategies to address common issues and challenges. A Resource Guide for Planning and Operating Afterschool Programs. (2004). National Center for Community Education (NCCE). This guide organizes resources into six areas necessary for the successful operation of after-school programs: Management, Communication, Programming, Integrating K-12 and After-School Programs, Community Building/ Collaboration, and Evaluation. The resources complement the training curricula developed by the NCCE Training Task Force for 21st Century Community Learning Centers. Thirty Ways SEAs Can Build Public Support for After-school. Useful tips on how to build support for afterschool programs. A Guide to Successful Public-Private Partnerships for Out-of-School Time and Community School Initiatives. The Finance Project. This guide is designed to provide policy makers, program leaders, system building advocates and others with practical information on creating and maintaining public-private partnerships. Raising Minority Academic Achievement: A Compendium of Education Programs and Practices. (2001). American Youth Policy Forum. This publication provides and overview of educational practices and strategies employed by 38 programs aimed at raising minority academic achievement. The report includes profiles of the programs which highlight the specific academic outcomes, population served and program components. Tools Reflect and Improve: A Tool Kit for Engaging Youth and Adults as Partners in Program Evaluation. (2005). Developed in partnership with the New England Network for Child, Youth, & Family Services, Social Policy Research Associates and the University of Kentucky Department of Community and Leadership Development. This practical, easy-to-follow tool kit is designed for adult and youth staff at youth development and youth civic engagement organizations. It guides readers as they: assess their organizational needs for evaluations; design evaluations to fit their organizational goals; and use evaluation data to report to funders and other community stakeholders. http://www.theinnovationcenter.org/r_planning.asp Academic Content After-school Style: A Guide and Notebook. (2004). Foundations Inc. This manual provides tools for merging academic learning with after-school programming. It offers creative ideas and activities to make after-school fun, exciting and a powerful learning experience. Beyond The Bell: A Toolkit for Creating Effective After School Programs. (2001). North Regional Educational Laboratory. This toolkit is designed to assist after-school program staff in planning and decision-making in six key areas: management, collaboration, programming, integration with the traditional school day, evaluation and communication. Out-of-School Time Program Evaluation: Assessing Stakeholder Opinions Through Surveys & Focus Groups. (2003) draws on NWREL’s experience in evaluating 11 districtwide programs around the Northwest. The tools used in these evaluations are reproduced, along with some of the findings of the studies and a review of related literature. Research and Evaluation Out-of-School Time Program Evaluation Database and Bibliography. Harvard Families Research Project (HRFP). (2005). The HFRP evaluation database included 89 profiles of out of school time programs and 319 bibliographical items. Afterschool Alliance Backgrounder: Formal Evaluations of the Academic Impact of Afterschool Programs. (2004). This paper summarizes the evaluation data from 17 individual and national evaluations of extended learning programs. The Study of Promising After-School Programs: Descriptive Report of the Promising Programs. (2004) Vandell, Reisner et al. This report analyzed promising practices in afterschool programs. Focusing on in-school and school-linked programs, the researchers have identified a number of program processes, content factors, and structural and institutional supports that were common to high quality programs. Out-of-School Time Programs for At-Risk Students by Mid-Continent Research for Education and Learning (McREL). (2004). This review of current research analyzes evaluations of out-of-school time programs that have proven effective in improving student achievement in reading and math for at-risk and underachieving students. Using Evaluation Methods to Promote Continuous Improvement and Accountability in After-School Programs. (2004). Prepared by Policy Studies Associates. Knowledge of a few key steps can help program operators and evaluators design and conduct evaluations that address the major interests of program stakeholders. This report describes a series of steps for designing and conducting such evaluations. Afterschool Programs: Evaluations and Outcomes. (2003). SERVE. This is a synthesis of evaluations and research on after-school programs. The report looks at what impact the programs have on student outcomes, the methods used to study these programs, and recommendations for improving the data collection. Challenges and Opportunities in After-School Programs: Lessons for Policymakers and Funders. (2001). Private/Public Ventures. This brief report utilizes findings from a multi-year evaluation of the Extended Service Schools (ESS) Adaptation Initiative to discuss three key challenges that have emerged in the expansion of afterschool programs; program access to space, particularly in school buildings, transportation to and from programs, and providing services to those most in need. Building Quality and Supporting Expansion of After-school Projects: Summary of Findings. (2001). Policy Studies Associates, Inc. Report summarizes evaluation of The After School Corporation (TASC) program's second year. The report details the program's efforts promote quality by focusing on student retention, recruiting and retaining qualified staff, establishing positive relationships with schools and communities, and using available resources to improve program operations and quality. Evaluation of the MOST (Making the Most of Out-of-School Time) Initiative: Final Report Summary of Findings. (2001). The Chapin Hall Center for Children at the University of Chicago. Summary report of the first phase of the MOST initiative which discusses the effectiveness of MOST strategies in three key areas: building supply, fostering program quality and financing afterschool initiatives. Increasing and Improving After-School Opportunities: Evaluation Results from the TASC After-School Program's First Year. Executive Summary. (2000). Policy Studies Associates, Inc. Report provides an overview of the TASC initiative and summarizes findings from its first year of operation. A Decade of Results: The Impact of LA's Best After-School Enrichment Program on Subsequent Student Achievement and Performance. (2000). UCLA Center for the Study of Evaluation (CSE) Graduate School of Education and Information Studies. An independent longitudinal evaluation of the impact of LA's Best Program on student achievement, attendance rates and English proficiency levels. Organizations and Centers Assistance This list represents a sample of some the resources available to educators, program providers and other youth serving organizations which can be helpful in initiating, enhancing or expanding afterschool programs. Note: It is not exhaustive nor does the list imply endorsement by the Council of Chief State School Officers. Academy for Educational Development Center for Youth Development & Policy Research. Organization which focuses on public education, research, policy formation and technical assistance aimed creating infrastructure in support of positive youth development. The Center's recent activities include a Youth Mapping Project and the development of a Promising Practices Bank of Afterschool Programs. Afterschool Alliance. An alliance of public, private and non-profit groups committed to raising awareness and expanding resources for after-school programs. The Afterschool Corporation (TASC). TASC began with a grant from the Open Society Institute to start 25 afterschool programs in New York City and has grown to 300 afterschool programs across the state. The web site contains many helpful reports, newsletters and documents on best practices, evaluation and sustainability. Afterschool for All: Project 2010. This web site highlights the work and best practices of its 1000 member partnership of hundreds of other prominent leaders, national organizations, colleges and universities, regional, state and city organizations, and local afterschool providers. Afterschool.gov. A clearinghouse of federal resources that support out-of-school time providers, programs and advocates. American Youth Policy Forum. A non-profit professional development association which hosts policy forums and field trips for policymakers focused on education and youth development issues at the local, state and national levels. AYPF also publishes a variety of reports on issues in youth development. ASPIRA Association, Inc. A non-profit organization established in order to promote the positive development of Puerto Rican/Latino and other minority youth through community-based programming. Aspira organizations are located in New York, New Jersey, Illinois, Pennsylvania, Florida and Puerto Rico. http://www.aspira.org/ Big Brothers/Big Sisters of America. Is the nation's oldest and largest youth-mentoring organization which has over 500 programs in all fifty states. The organization pairs adult volunteers with children who are primarily from single-parent homes. Boys and Girls Clubs of America. Organization offers numerous programs and services in order to promote and enhance the development of boys and girls. Project Learn is an after-school program established by the Boys and Girls Club in collaboration with JC Penney and the After-School CAN DO Initiative, which focuses on reinforcing the skills and knowledge learned during the school day through high-yield learning activities. California Tomorrow. Organization which researches issues of access and equity in afterschool programming. Their goal is to provide promising practices regarding effective policies and strategies in the after-school field related to improving access to after-school programs for low-income youth and minorities. The Finance Project. The Finance Project is a non-profit organization established in order to improve outcomes for children, families and communities by developing and disseminating information, knowledge, tools and technical assistance for improved policies, programs and financing strategies. The Project's publications include working papers, resources guides, issue notes, reports and strategy briefs. Foundation for Excellent Schools. The Foundation for Excellent School's goal is to improve student performance in low-income schools by helping schools to build the capacity to improve, collaborate with the community and network with other FES schools. FES schools create community learning centers as part of their school improvement plans which offer a variety of after-school, evening and weekend activities to their students. Foundations Inc. Foundations, Inc. operates extended-day enrichment programs and provides technical assistance to schools, school districts and other education and community organizations. Working primarily with children from low-income communities, and those who serve them, Foundations, Inc. seeks to improve program performance and enhance student achievement in school and during non-school hours. Harvard Family Research Project (HFRP), Out-of-School Time Learning and Development project. HFRP works in partnership with other organizations to build the field focusing on out-of-school time for students ages 5-13. The project focuses on using research and evaluation to improve the quality, accessibility and sustainability of out-school-time programs. The Innovation Center for Community and Youth Development. The Innovation Center for Community and Youth Development connects thinkers and leaders of all ages to develop fresh ideas, forge new partnerships, and design strategies that engage young people and their communities. National Association of Elementary School Principals. Association provides a variety of resources for principals on afterschool including research materials, articles, resource guides including the creation of standards for Quality School-Age Childcare in cooperation with the US Department of Education, NSACA and NIOST. National Governors Association (NGA). The Center For Best Practices examines innovative state practices that expand and enhance Extra Learning Opportunities, (ELO), to assist states in mapping out current resources. The NGA has a database on their website in which they list all of the Extended Learning Opportunities currently available in the 50 states. National Institute on Out-of-School Time (NIOST). Located at the Center for Research on Women at Wellesley College, the institute's initiatives are concentrated in primarily three areas: (1) Research, Evaluation and Consultation, (2) Policy Development and Raising Public Awareness and (3) Training and Curriculum Development in order to promote the importance of children's out-of-school time. National League of Cities (NLC). The Institute for Youth, Education and Families, (YEF), was launched in January 2000 within the NLC to focus on strengthening the capacity of municipal leaders to enhance the lives of children, youth and families. The YEF institute is developing the capacity to support the work of municipal leaders in addressing the needs of children and youth primarily by providing technical assistance and training to municipal leaders, conducting research and analysis on related issues, and providing and synthesizing information. National Network for Childcare (NNCC). Shares knowledge about children and childcare from the vast resources of land grant universities with parents, professionals, practitioners and the general public. National Afterschool Association. Formerly known as the National School-Age Child Care Alliance (NSACA) this national membership organization represents the entire array of public, private, school and community-based providers of before and after school programs. The organization has created a nationally recognized system of program accreditation, publishes the School-Age Review, conducts an annual National Conference and has created a Public Policy Network that collects data and provides public policy updates. The National Youth Development Information Center (NYDIC). Provides practice-related information about youth development to national and local youth-serving organizations. School-Age Notes. Develops and provides information, technical assistance and resources for starting and advocating new after-school programs. Out-of-school Time Resource Center (OSTRC). Funded by a grant from the William Penn Foundation, the Out-of-School Time Resource Center (OSTRC) is part of Penn’s School of Social Work and is housed in its Center for Research on Youth and Social Policy (CRYSP). The goal of the OSTRC is to promote out-of-school time student achievement through improved access to staff resources and effective professional development. Schools of the 21st Century (21C). Started in 1987 at the Yale Bush Center. 21C's are school-based or school-linked childcare and family support programs. The programs serve children from birth through age 12. Schools are linked to community resources in order to foster an environment that values children. The Wallace Foundation. The Wallace Foundation seeks to create opportunities for youth to enrich themselves through better schools, community activities and participation in the arts. Dewitt-Wallace supports the adaptation of numerous extended-service schools models in communities across the country including; Beacon schools, Bridges to Success schools and Community Schools. YMCA of USA. The YMCA's goal is to build strong kids, families and communities. YMCA sites offer numerous programs for youth including tutoring, art & humanities programs, alternative schooling, substance abuse prevention programs, etc. |
last updated 8/21/2009
Council of Chief State School
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