Enhancing Program Content and Effective Practices
Meeting the High School Challenge: Making
After-School Work for Older Students (pdf)
July 2007
This paper prepared by the After School Corporation (TASC), provides
a description and lessons learned from one of the nation's largest,
longest-running efforts to offer teens high quality, structured
afterschool programs, filling more than 40,000 seats over nine years
in New York City public high school afterschool programs.
A New Day for Learning
Expanding Our Notions of Time, Textbook, and Classroom
(pdf)
May 1, 2007
The learning environments described in the
commentary are examples of how the afterschool approach to learning can
occur throughout the day, year-round, during school, after school, and
in the community. (pdf)
Promising Practices: Youth Services, "Beyond Planting Trees," page 11
Youth Ministries for Peace and Justice (html)
April 2007; Youth Today
Youth Ministries for Peace and Justice (YMPJ) is an urban ministry
program based on the idea that community organizing and activism
promotes youth development. The organization runs after-school
programs that encourage kids to help solve the problems plaguing the
South Bronx.
(Abstract source: Excerpt from within text)
Afterschool Matters (pdf)
Spring 2007; The Robert Bowne Foundation
Afterschool Matters is a national journal developed to promote
professionalism, scholarship, and consciousness in the field of
afterschool education. Two of the five articles in this issue were
submit by RFB Research Fellows; Susan Matloff-Nieves conducted research
on the practice of hiring participants as staff in afterschool programs,
while Jon Gilgoff studied an empowerment program for your inner-city
males of color.
(Abstract source: The Robert Bowne Foundation)
Assessing the Mental Health of Adolescents: A Guide for
Out-of-School Time Practitioners (pdf)
March 2007; Child Trends
This brief offer background information, suggests practical tips
to help youth workers in out-of-school time programs recognize signs
of problems in these areas among program participants, and provides
brief outcome measures that can be used in program evaluations.
Additional resources are also cited.
(Abstract source: Adapted from Child Trends)
Assessing the Diet, Exercise, Body Image and Weight of Adolescents: A
Guide for Out-of-School Time Practitioners (pdf)
March 2007; Child Trends
This brief offers background information, suggests practical tips to
help youth workers in out-of-school time programs, recognize signs of
problem sin these areas among program participants, and provides brief
outcome measures that can be used in program evaluations.
Additional resources are also cited.
(Abstract source; Adapted from Child Trends)
Getting Started with Market Research for Out-of-School Time Planning:
A Resource Guide for Communities (pdf)
March 2007; Wallace Foundation
This practical guide shows community leaders, policymakers and
out-of-school-time practitioners how to use market research to make more
informed decisions.
(Abstract source: Wallace Foundation)
Promising Practices in Afterschool Program and
School Partnerships (pdf)
February 2007; NIOST
The National Institute on Out-of-School
Time (NIOST) investigated partnership strategies between community-based
organizations conducting afterschool programs and schools they serve.
NIOST used in-depth phone interviews and site visits to collect
information on several community-based organization afterschool programs
and their affiliated schools. This publication highlights three
partnership strategies that contribute affiliated schools. This
publication highlights three partnership strategies that contribute
towards meaningful and rewarding collaborations. In bringing the
experiences of program providers, schools and community organizations
together, NIOST can learn and share strategies for strengthening the
afterschool program field.
(Abstract source: Excerpt from within text)
Logic Models in Out-of-School Time Programs:
What are They and Why are They Important? (pdf)
2007; Child Trends
Logic Models can be powerful tools in designing, planning, and evaluating out-of-school-time
programs. This research brief highlights what they are and why they are important.
(Abstract source: CYFERnet)
Discovering Community: Activities for Afterschool Programs (pdf)
2006: NIOST and TASC
Discovering Community, a national initiative created by The
After-School Corporation and MetLife Foundation, was designed to foster
positive attitudes and stronger affiliations between students, teachers,
and the surrounding school community. The project activities
highlighted in this publication were conducted within the framework of
school-based afterschool programs operated by community-based
organizations. It is hoped that by fostering greater collaboration and
mutual respect between schools and communities, the activities will help
create a foundation for positive changes in school culture and
relationships between students, teachers, and community members.
(Abstract source: Excerpt from within text)
Promising Practices in Afterschool
Share and search for promising practices in afterschool from around the country. Categories include community and family involvement, programming, staffing and training, financing, research, management and administration, and policy and advocacy.
SEDL—Afterschool Training Toolkit
From math and science to literacy and the arts, this toolkit has everything you need to engage students in fun afterschool activities while extending content knowledge across the curriculum. Each subject area is filled with standards-based multi-media resources including research-based practices, sample lessons, interactive activities and video segments taken from afterschool programs across the country. Whether you’re an experienced afterschool program director or a new volunteer, you will find a range of user-friendly practices, sample lessons and research that tells you what works, specific how-to instructions and potential outcomes.
The Afterschool Corporation (TASC)
TASC provides grants, training and technical assistance to more than 130 community-based organizations in New York to provide afterschool programs. The TASC website provides resources and information applicable to all afterschool programs, including an Afterschool Tool Box.
YouthLearn
The YouthLearn Initiative offers youth development professionals and educators comprehensive services and resources for using technology to create exciting learning environments. YouthLearn, created by the Morino Institute and now led by Education Development Center, Inc. (EDC), provides the tools you need to start or strengthen both after-school and in-school programs.
Beyond the Bell Toolkit—Third Edition
This resource offered by Learning Point Associates features a toolkit, CD-ROM, and staff workbook. Managers and site coordinators can plan and implement before-school, summer, and extended-day programs and activities that are practical and easy to use.
Academic Content, After-School Style (ACAS)
This Guide was developed by Foundations, Inc. under a grant from the C.S. Mott Foundation. ACAS provides information, tips, tools and references to help merge academic content with afterschool projects and activities. The 250-page handbook is designed as a user-friendly tool for professional development by individuals or groups.
Academic Enrichment Project
The Learning Point Associates has created the Academic Enrichment Project to help establish a framework for afterschool programs to plan their activities with intentionality. The project encourages program staff to incorporate high-quality components in their activities and to articulate the rationale behind the activities they use. Designing activities with intentionality creates better, more focused programs for children, and allows program staff to explain the value of the activities more fully to parents, administrators and others.
Launching Literacy in After-School Programs: Early Lessons from the CORAL Initiative
This report by Public Private Ventures describes the integration of literacy instruction into the CORAL after-school programs, located in five California cities. It includes early findings in terms of literacy gains and explores the program components likely to have contributed to these gains.
Building Partnerships for Youth
Sponsored by the National 4-H Council and the University of Arizona, this site provides a database of materials appropriate for use in programs for youth ages 9 to 13. Appropriateness is based on 21 “elements of youth development” and is determined by a panel of youth and education experts.
Center for Summer Learning
Johns Hopkins University sponsors this site that highlights resources for creating high-quality summer learning opportunities for all young people.
YouthARTS Toolkit: Arts Programs for Youth at Risk
The YouthARTS Development Project created this guidebook on how to plan, run, provide training and evaluate arts programs for at-risk youth. Successful afterschool programs are highlighted and their contact information is provided.
How the Arts Can Enhance After-School Programs
This report was published by the Arts Endowment and the U.S. Department of Education. It focuses on the role of arts in afterschool activities. Summaries of recent research, key elements of successful programs and highlights of effective partnerships between schools and community-based organizations are provided.
National Partnership for Quality Afterschool Learning
This partnership helps state education agencies and local practitioners develop high-quality, balanced programs that provide a safe and fun environment for academic enrichment as well as youth development activities. The Partnership is part of the Southwest Educational Development Laboratory (SEDL)—a private, nonprofit educational research, development, and dissemination (RD&D) corporation.
The Finance Project
This specialized nonprofit research, consulting, technical assistance and training firm serves public and private sector leaders nationwide. The Finance Project helps leaders make smart investment decisions, develop sound financing strategies and build solid partnerships that benefit children, families and communities.
Learning Point Associates
This group helps schools and districts plan, create, and evaluate strong afterschool programs—with a foundational belief that strong and comprehensive afterschool programs can be critical to providing a strong base for educational success.
Extended Learning and Development Opportunities
As part of its High Poverty Schools Initiative, the Council of Chief State School Officers profiles successful extended learning programs and the policies and practices related to their implementation and maintenance.
Afterschool.Gov
This website offers links and referrals to a variety of afterschool resources, including a database of more than 100 grant and loan programs from the federal government. Program development information and resources can be found by clicking on “Activities.”
Finding a Program
Starting a Program
Enhancing Program Content and Effective Practices
Optimizing Program Quality and Standards
Tutoring and Mentoring
Providing Community Education and Service Learning
Serving Older Youth
Learning About Program Models |
