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NC CAP posts studies and reports worthy of consideration by those interested in effective afterschool practices. The views expressed are those of the authors and should not be attributed to, nor considered inclusive of, the philosophy of the center, its board or funders.
This page offers you some of the latest thinking, trends and research in effective afterschool practices. New articles and reports are posted regularly.
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Please select from one of the following categories.
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Starting a Program |
| Nonprofit Expert.com - Afterschool Programs |
| Before your vision of happy children clustered around a craft table or little ones curled up with a good book becomes a reality, there are several basic questions that must be answered
Copy and paste the following URL into your Internet browser: http://nonprofitexpert.com/after%20school.htm |
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| How to Start a 501 (c)(3) Nonprofit Organization |
| The NC Center for Nonprofits has compiled this information packet as a complimentary service for visitors. The Center does not provide consulting services or assistance in filing documents for nonprofit status. They recommend you contact an attorney for help with the legal process. Members of the NC Center for Nonprofits have access to many additional services for help in managing their organizations. Please cut and paste this address into your internet browser, www.ncnonprofits.org, for more information. |
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| Online Resources for Identifying Evidence-Based, Out-of-School Time Programs: A User's Guide |
| In the current economic and political climate, knowing how to identify and select evidence-based programs adds value to any organization seeking to improve outcomes for children and youth. This new Child Trends brief can help funders, administrators, and practitioners find evidence-based programs that may be appropriate for their target populations and communities. The Guide provides an overview of 22 resources -- 12 searchable online databases, two online interactive summaries, and eight online documents -- that offer information on a range of evidence-based intervention programs. It also includes recommendations and questions to consider when searching for evidence-based programs, and what level of evaluation evidence or rigor is available -- ranging from evidence-informed programs to experimentally-evaluated programs. |
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| Beyond the Bell - Start-Up Guide |
| Learning Point Associates has a new resource available for those interested in developing afterschool programs. “Beyond the Bell – Start-Up Guide” offers advice for those who are developing an afterschool program. The guide stresses the importance of examining the unique needs of children in the community prior to program launch, explores different program options and offers a timeline of activities. |
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| Resource Guide for Starting an Afterschool Program |
| The Afterschool Investments project has developed a resource guide on starting an afterschool program. This guide presents helpful publications and resources as well as a range of considerations for individuals developing new afterschool programs. |
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| Under One Roof: A Guide to Starting and Strengthening Intergenerational Shared Site Programs |
| Generations United, with the support of MetLife Foundation, has created a how-to guide for individuals and groups interested in the development of intergenerational shared sites. This guide provides general information on program development, highlights tips from different programs, and identifies relevant resources. |
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Staff Development |
| Room To Grow: Tapping the After-School Workforce Potential |
| In this Policy Brief, TASC proposes creating a sequenced, articulated system of professional development for the after-school workforce. The brief documents promising approaches and contains recommendations for leaders in after-school and workforce development. |
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| Out-of-School Time: Leveraging Higher Education for Quality |
| Foundations, Inc., in partnership with The After-School Corporation (TASC), is pleased to announce publication of Out-of-School Time: Leveraging Higher Education for Quality,a white paper that explores why and how partnerships between institutions of higher education and the OST field can strengthen the quality of children’s educational opportunities beyond the school day. The white paper considers the evolving landscape of higher education addressing OST; challenges and promising strategies for serving OST staff; and potential guidance points for developing credit-bearing professional development or similar linkages between higher education and OST providers.
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| Staff Selection: What's Important For Out-Of-School Time Programs |
| Research on successful out-of-school time programs repeatedly has found that the caliber of a program’s staff is a critical feature of high-quality programs that achieve positive outcomes. Therefore, attracting,
selecting, and retaining high-quality staff has become a major objective of out-of-school time programs. This is Part 1 in a series of 6 on implementing evidence-based practices in out-of-school time programs-the role of frontline staff. |
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| Training Out-Of-School Time Staff |
| A skilled and sustainable workforce is one of the most important markers of high-quality out-of-school time programs. Given the links between skilled staff, high-quality programs, and better youth outcomes, staff training has become an essential part of program implementation. This is Part 2 in a series of 6 on implementing evidence-based practices in out-of-school time programs-the role of frontline staff. |
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| Using Coaching to Provide Ongoing Support and Supervision to Out-Of-School Time Staff |
| Although skills needed by out-of-school time practitioners can be introduced during training, many skills can only really be learned on the job with ongoing support and supervision provided by a “coach.” Research from both the education and out-of-school time fields supports the value of staff coaching as a professional development tool, and staff coaching has been found to be a component of high-performing
out-of-school time programs. This is Part 3 in a series of 6 on implementing evidence-based practices in out-of-school time programs-the role of frontline staff. |
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| How Program Administrators Can Support Out-of-School Time Staff |
| Implementing high-quality out-of-school time programs requires well-trained and well-prepared frontline
staff who are supported by informed, competent, and committed program managers and dministrators.
Research on out-of-school time programs has found that effective program managers promote high-quality implementation in multiple ways: by providing organizational leadership; selecting program staff; ensuring that staff receive training and supervision; and identifying and addressing implementation problems. These activities are critical to achieving intended program outcomes. This is Part 4 in a series of 6 on implementing evidence-based practices in out-of-school time programs-the role of frontline staff. |
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| Issues in Building and Retaining a Workforce |
| This article examines the challenges that the afterschool sector faces, such as high staff turnover and a lack of a unified vision of the field’s identity. It discusses how these challenges affect building a quality workforce. |
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| Emerging Roles in the Field of AfterSchool |
| This article identifies successful strategies for finding and keeping good staff. It discusses new career options and features programs that have created innovative positions that help them achieve their mission. Resources may help providers advance the skills of their staff. |
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| Strategic Plan: Building a Skilled and Stable Out-of-School Time Workforce |
| The National Institute on Out-of-School Time's strategic plan for building a skilled and stable out-of-school time workforce includes three recommendations. Programs should determine national standards and create training opportunities and a set of compensation benchmarks; unite stakeholkders to advocate for funding to support the workforce; and build on and replicate successful models. |
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Results |
| Afterschool Matters - Fall 2009 |
| This issue of Afterschool Matters offers us some helpful direction to understanding persistent questions in our field-such as “What do high quality out-of-school-time programs actually do to yield good outcomes?” and features three key articles addressing:
1) Does Your Organization Welcome Participants with Disabilities? A New Assessment Tool
2) Defining Our Terms: Professional Development in Out-of-School Time
3) How Is the Afterschool Field Defining Program Quality? A Review of Effective Program Practices and Definitions of Program Quality |
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| Data-Driven Decision Making in Out-of-School Time Programs |
| Although many program managers look to data to inform decision-making and manage their programs,
high-quality program data may not always be available. Yet such data are necessary for effective program
implementation. The use of high-quality data facilitates program management, reduces reliance on
anecdotal information, and ensures that data are available for decision-making purposes. Both research and program experience have shown that decision-support data systems are effective tools for gathering high-quality data.This is Part 6 in a series of 6 on implementing evidence-based practices in out-of-school time programs-the role of frontline staff. |
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| Getting More From Pilot Programs |
| This brief by the Fiscal Research Division of the NC General Assembly overviews changes needed in pilot program design to produce clear, useful results. |
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| Science in Afterschool - Market Research Study |
| After-school programs and venues are ripe with opportunities for reaching a large number of children with high-quality science learning opportunities, because more than six million children in the United States spend an average of eight hours per week in such programs. The Coalition for Science After School presents a compelling case for inclusion of science in out-of-school venues. |
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| The Study of Promising 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-quality
afterschool programs is linked to significant gains in standardized test scores and work habits as
well 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 six major metropolitan centers and six smaller urban and rural locations. About half of the
young people attended high-quality afterschool programs at their schools or in their communities. |
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| After-School Programs and Academics: Implications for Policy, Practice, and Research |
| This report focuses on the growing program-evaluation literature, observational studies, and commentaries and statements of program standards by practitioners and advocates in the context of this debate. I begin by showing that after-school programs can have positive academic effects, though many do not. To understand the ingredients of an effective program, I examine empirical reviews of program evaluations, observational studies, and practitioner
writings. |
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| Economic Impact of the Hispanic Population on the state of North Carolina |
| Immigrants from Latin America, authorized and unauthorized, are dramatically changing North Carolina’s demographic and economic landscape. This study documents the nature and magnitude of North Carolina’s Hispanic population change and estimates the economic impact of Hispanic residents on individual counties, metropolitan areas, and the state as a whole, along with their associated costs and benefits. |
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| Afterschool Programs in Public Elementary Schools |
| This study provides a national profile of various types of formal after-school programs physically located at public elementary schools in 2008. |
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| After-School Sessions Expanding the Reach of Summer Program |
| The Freedom Schools, sponsored by the Children’s Defense Fund, now offers after-school programs in schools, churches, and public facilities in disadvantaged communities in six states, and is poised to expand to other urban districts. |
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| Learning Around the Clock: Benefits of Expanded Learning Opportunities for Older Youth |
| This report provides evidence that ELOs improve academic performance, college and career preparation, social and emotional development, and health and wellness for youth. It summarizes 22 evaluations of high-quality ELOs to give policymakers and practitioners a quick understanding of the research findings on effective programs, along with a description of why these programs work. The report describes key program elements that lead to successful outcomes, as well as provides recommendations for policymakers to support ELOs. |
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| Older Youth and Afterschool Participation |
| Harvard Family Research Project and Public/Private Ventures are partnering on a Wallace Foundation-funded research study of youth participation in out-of-school time. This study will investigate innovative efforts to recruit and retain middle and high school youth in after school programs. The goal is to identify effective strategies for engagement and the different factors that influence participation.
For more information, please visit http://www.hfrp.org/out-of-school-time/projects/older-youth-and-after-school-participation |
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| The Forum Report, Summer 2006 |
| The Summer 2006 Forum Report features the Young Scholars Program. Please also refer to the Young Scholars Program Case Study. |
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| Helping Youth Succeed Through Out-of-School-Time Programs |
| Researchers found a positive correlation between OST activities and positive outcomes, including improved academic achievement, school attendance and student behavior. The report, released by the American Youth Policy Forum, provides information on out-of-school-time programs and older youth, funding, and staffing issues using examples of successful programs. It also gives recommendations for policy makers and practitioners. |
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| NC CAP Issue Brief One |
| NC CAP's Scientific Research in Afterschool Issue Brief explores the policy implications of scientific research in assessing the effects of afterschool programs. NC CAP examines findings of The Search Institute, The Urban Institute, and Harvard Family Research Project. |
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| Extended Learning Opportunities in Fostering Student Achievement |
| This report on successful afterschool programs was prepared by the Council of Chief State School Officers in an Extended Learning and Development Project funded by the Mott Foundation. The article discusses the Council's case study of five exemplary extended learning opportunities and their influence on student academic achievement and development. The document provides a website link to the case studies and further information. |
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| A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement |
| The Key Findings of this 241-page report published by Southwest Educational Development Laboratory’s National Center for Family and Community Connections with Schools overview the report’s reviews of 51 studies that examine family and community connections with schools. The studies find that community and family partnerships improve student achievement. |
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| Should Middle Grades Students Be Left Alone After School? |
| This research article recently published in Middle School Journal focuses on the need for afterschool programming for young adolescents aged 10 to 15 years old. High quality afterschool programs can prevent drug use, teen pregnancy, alcohol problems, and other unhealthy or dangerous behaviors. |
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| Outcomes and Research in Out-of-School Time Program Design |
| This paper published by The Best Practices Institute provides background information on out-of-school time (OST) programs, promotes the integration of research into program development, provides examples of best practices, links specific best practices to research and student outcomes, and explains how these practices can be used in program design. |
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| Afterschool Alliance Backgrounder: Formal Evaluations of Afterschool Programs |
| This report by Afterschool Alliance summarizes several formal evaluations of afterschool programs that show they help kids achieve in school, keep children safe, and help working parents. Among others, programs such as LA’s Best, The Afterschool Corporation, and San Diego’s “6 to 6’ are featured. |
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| Comparison of Mathematica's and Policy Studies Associates' Evaluation of After-School Programs |
| An in-depth comparison of Mathematica's National Evaluation of the 21st Century Community Learning Centers and Policy Studies Associates' Evaluation of the TASC after-school program. |
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| Critical Hours: Afterschool Programs and Educational Success |
| The Nellie May Education Foundation has commissioned a new report, “Critical Hours: Afterschool Programs and Educational Success,” which concludes that afterschool programs play a valuable role in improving students’ academic performance. |
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| Does Youth Participation in Out-of-School Time Activities Make a Difference? |
| There is increasing evidence that high quality OST programs impact youth's current academic and social outcomes, which, in turn, impact economic and occupational outcomes into adulthood. However, documenting associations between youth outcomes and activity participation is difficult because of the great diversity of OST programs and youth's experiences in the programs. This article demonstrates some key indicators of program quality and offers strategies to create quality program activities. |
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| America's After-School Choice: The Prime Time for Juvenile Crime, Or Youth Enrichment and Achievement |
| This Fight Crime: Invest in Kids report asserts that afterschool programs are proven to cut crime and reduce risky behavior. |
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| A Snapshot of Head Start Children, Families, Teachers, and Programs |
| This policy brief by the Center for Law and Social Policy (CLASP) compares Head Start in 1997 and 2001. CLASP finds that the demand for child care services has increased. More parents report a need for full-day, full-year child care for their children. |
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| A Good Time: After-School Programs to Reduce Teen Pregnancy |
| The National Campaign to Prevent Teen Pregnancy provides detailed descriptions of afterschool programs that have been shown through careful research to have a positive impact on adolescent sexual behavior. In addition to providing results from program evaluations, the report contains practical information on the costs and availability of program curriculum, and lengthy descriptions of what is covered in each curriculum. |
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Program Design |
| Guiding Principles for Quality After-School Programs Serving Preteens |
| Successfully navigating early adolescence depends, in large part, on the availability of safe and engaging activities and supportive relationships with adults, yet many preteens have limited access to positive supports and opportunitiessuch as high-quality after-school programsthat could put them on a path to success. Funders, policymakers and practitioners share the common goal of supporting strategies that will have the most long-lasting positive effects on young people. Recognizing this, the Lucile Packard Foundation for Childrens Health commissioned P/PV to identify the characteristics of quality after-school programs that are linked to positive outcomes for preteens. Based on the latest research and experience in the field, P/PV developed the publication, Putting It All Together: Guiding Principles for Quality After-School Programs Serving Preteens, along with a companion Resource Guide that includes links to research and tools to strengthen programs. http://www.ppv.org/ppv/publication.asp?search_id=20&publication_id=234§ion_id=0 |
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| Characteristics of Effective Summer Learning Programs for Low-Income Youth |
| Effective summer programs can reduce summer learning loss among low-income youth, a leading cause of the achievement gap between low-income and more affluent students. A new Child Trends review of the limited number of summer learning programs that have been rigorously evaluated suggests that these programs are likely to have positive impacts when they engage students in activities that are hands-on, enjoyable, and have real-world applications. |
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| Engaging Older Youth: Program and City-level Strategies to Support Sustained Participation in Out-of-School Time |
| There is growing recognition among educators and policymakers that out-of-school time (OST) programs are important not just for elementary school students, who need supervision when they are not in school, but also for middle and high school youth, whose participation in OST programs can help keep them engaged in their education at a time when many students are beginning to disengage from school. To better understand how to promote sustained participation among older youth in OST programs, Harvard Family Research Project and Private/Public Ventures, with support from The Wallace Foundation, examined programs with high participation and retention rates to identify the program characteristics found to be the most successful in retaining older youth, as well as the strategies that cities are using to support participation. This new report, Engaging Older Youth, examines the program practices and structural features of almost 200 OST programs located across six diverse cities—Chicago, Cincinnati, New York, Providence, San Francisco, and Washington, DC—and primarily serving low-income youth. |
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| Strengthening Out-Of-School Time Nonprofits: The Role of Foundations in Building Organizational Capacity |
| "Modestly funded and often stretched to their limits, the organizations that provide out-of-school time (OST) programming face mounting demands to deliver higher quality services to more children. The Wallace Foundation recently asked several experts in the OST field to identify what they think are the key organizational, administrative and management obstacles impeding OST providers from lifting the quality of their programs and discuss how those might be overcome." "Strengthening Out-of-School Time Nonprofits: The Role of Foundations in Building Organizational Capacity," by Heather B. Weiss and Priscilla D. Little of the Harvard Family Research Project is available here. For other white papers on this topic, visit the Wallace Foundation website at www.wallacefoundation.org. |
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| Meeting the High School Challenge: Making After-School Work for Older Students |
| This paper, prepared by TASC, provides a description and lessons learned from one of the nation’s largest, longest-running efforts to offer teens high quality, structured after-school programs, filling more than 40,000 seats over nine years in New York City public high school after-school programs. Older students who participate in after-school programs significantly improve their chances for success, yet serving them effectively is one of the greatest challenges for the after-school field. The paper describes promising programmatic models; examines the situations in which they work best; and warns of possible pitfalls. |
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| Supporting Student Outcomes through Expanded Learning Opportunities |
| This brief shines a spotlight on the role of afterschool and summer learning programs in supporting student success and to help bridge the divide between afterschool and summer programs and schools by offering some research-derived principles for effective expanded learning partnership efforts. |
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| Creating Engaging Thematic Units for Summer Programs |
| This presentation outlines a number of strategies for providers wishing to improve summer programming. |
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| NC CAP Afterschool Provider Survey Results |
| The results of this statewide survey provide comprehensive information about afterschool programs in North Carolina. Included in this report, NC CAP found that 50% of afterschool programs are located in rural areas, 72% of staff jobs require only a high school diploma or GED and 49% of programs serve academically at-risk students. NC CAP mailed this survey to 2,500 afterschool providers and had a 16% response rate (403 North Carolina afterschool providers representing 431 program sites serving over 34,400 children returned the survey). |
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| Learning Science in Informal Environments |
| Learning Science in Informal Environments draws together literature, synthesizes the state of knowledge, and articulates a common framework for the next generation of research on learning science in informal environments. Contributors include recognized experts in a range of disciplines--research and evaluation, exhibit designers, program developers, and educators. They also have experience in a range of settings--museums, after-school programs, science and technology centers, media enterprises, aquariums, zoos, state parks, and botanical gardens. Learning Science in Informal Environments is an invaluable guide for program and exhibit designers, evaluators, staff of science-rich informal learning institutions and community-based organizations, scientists interested in educational outreach, federal science agency education staff, and K-12 science educators. |
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| NCBCE Partner Survey |
| Fundamental skills, cooperation and personal ethics emerge as the most important qualities that potential employees in the workplaces of the 21st century should get from their high school experience, according to North Carolina Business Committee for Education (NCBCE) members who participated in an online survey conducted by NCBCE. Respondents said ALL of the skills and qualities surveyed were ‘at least at or above average’ in importance. View this article to learn more. |
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| 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. |
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| Guiding Principles for Afterschool Programs Serving Preteens |
| "Successfully navigating early adolescence depends largely on access to safe and engaging activities and supportive relationships with adults. Public/Private Ventures offers this research and guidance on what works to create quality after-school programs and spark positive outcomes for young teens." Commissioned by the Lucile Packard Foundation for Children's Health, P/PV developed this publication, "Putting It All Together: Guiding Principles for Quality After-School Programs Serving Preteens," along with a companion Resource Guide that includes tools and links to research.
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| Using Incentives to Increase Participation in Out-Of-School Time Programs |
| Research suggests that regular participation in out-of-school time programs can benefit children and youth in many ways. Incentives such as food, prizes, and field trips may promote program attendance, a sense of belonging to a program, and increased academic achievement. A new Child Trends brief, Using Incentives to Increase Participation in Out-of-School Time Programs, provides key strategies for implementing a successful incentive program. |
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| Afterschool Advantage: Powerful New Learning Opportunities |
| This book presents strategies related to building and expanding quality afterschool programs. Authors offer their expertise in the areas of science, technology, arts, entrepreneurship training, global literacy, and college preparation to discuss ways in which afterschool programs may provide students with the skills they need to succeed in today’s globally interconnected society and workforce. The book provides best practices of high-quality programs and describes notable examples of existing programs. |
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| Structuring Out-of-School time to Improve Academic Achievement |
| Out-of-school time programs can enhance academic achievement by helping students learn outside the classroom. The five recommendations in this guide are intended to help district and school administrators, out-of-school program providers, and educators design out-of-school time programs that will increase learning for students. The guide also describes the research supporting each recommendation, how to carry out each recommendation, and how to address roadblocks that might arise in implementing them. |
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| Young Scholars Program: An Overview of the Benefits that Promising Students Gain from Extended Day Programs |
| The Young Scholars Program, funded by the Z. Smith Reynolds Foundation, served nearly 1,000 young people in 19 elementary and middle schools across North Carolina for five years. This case study describes the outcomes of the program, including: In that five year period: Young Scholars participants made significant gains on the state’s ABC tests. • Young Scholars school attendance improved substantially. • Young Scholars failure rates were reduced by 83%. • Young Scholars participation during the regular day increased dramatically, as did their grades. • Young Scholars parents became far more involved in school activities. In short, the five-year results of the program provide educators and policymakers with a cost-effective road map that, if followed, will greatly benefit young people across North Carolina. |
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| Getting It Right: Strategies for Afterschool Success |
| This report examines ten years of findings from Public/Private Ventures, and other research on creating programs that produce specific, policy-relevant outcomes. The report explores effective recruitment strategies, and qualities that make activities engaging and encourage regular attendance, as well as the importance of staffing, management and activity monitoring. It includes information on how program administrators can maximize their budget potential while enhancing services. |
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| Principal's Guide to Effective Afterschool Programs |
| This guide from Learning Point Associates gives principals and administrators information on how to ensure that afterschool programs enhance and complement the school day, rather than duplicate classroom instruction. The guide emphasizes the role principals and administrators play in facilitating quality after school care and offers guidelines for how to begin a program, effective management and financial considerations. |
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| Moving Towards Success: Framework for After-School Programs |
| The Framework is a working document developed by a committee of preeminent researchers, evaluators and program experts with funding from the C.S. Mott Foundation. It describes a theory of change approach to help guide the thinking and implementation of program goals and elements, outlines a broad range of desired participant outcomes to consider, and discusses conditions most suitable for achieving positive results that meet the needs of the afterschool participants. |
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| LA's BEST After School Enrichment Program Replication Manual |
| This manual serves as a blueprint for afterschool providers to adopt the core principles, concepts, and philosophies of LA'S BEST and create a similar community program. |
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| Transformative Work in Programs for Youth and Children |
| This article is an excerpt from the Robert Bowne Foundation's Afterschool Matters journal. It discusses the need for afterschool programs to offer engaging work activities. Meaningful social, physical, artistic, and intellectual activities foster children's academic and social development. |
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| High School After-School: What Is It? What Might It Be? Why Is It Important? |
| This commentary published by The Forum for Youth Investment answers the questions: What do teenagers do after school and what are barriers to engagement? Why promote high school after-school? What do effective programs for high school youth look like? What's the long-term vision? |
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| Making the Most of Out-of-School Time |
| This executive summary of Making the Most of Out-of-School Time (MOST), an evaluation produced for the DeWitt Wallace-Reader’s Digest Fund on its initiative, discusses examples of afterschool programs in low-income communities in Boston, Chicago and Seattle. |
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| Making the Most of After-School Time |
| In this publication, NAESP presents an in-depth study of 10 very different and exciting after-school programs, with a focus on the various roles their principals play in helping to make them successful. The programs are located in urban, rural, and suburban communities across the United States. Some are very large, while others serve only a small number of students. Both elementary and middle school programs are included, and we made a special effort to examine programs that serve diverse student populations. |
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| A Resource Guide for Planning and Operating After-School Programs |
| The Southwest Educational Development Laboratory (SEDL)'s comprehensive guide offers a description of resources to support afterschool programs. Topics include management, communication, programming, integrating K-12 and afterschool programs, community building/collaboration and evaluation. |
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| Shared Features of High-Performing Afterschool Programs: A Follow-Up to the TASC Evaluation |
| This study conducted by Policy Studies Associates for The After-School Corporation (TASC) and the Southwest Educational Development Laboratory (SEDL) finds that afterschool programs can contribute to increased student achievement, and that programs that helped lead to improved achievement do not necessarily focus on academics. Successful programs had a variety of arts, recreation, and literacy activities and allowed the students free time as well. The study focused on 10 high-performing TASC supported after-school programs in New York City. |
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Parental Involvement |
| Harvard Family Research Project Resource Guide on Family Engagement |
| This bibliographic resource builds on the work presented in the Family Involvement Makes a Difference series to provide you with a selected listing of recent publications across the full developmental spectrum. Included are research reports, examples of best practices, and toolkits that show how communities and schools can reach out to families to meaningfully engage them in their children’s educational journey, from readying them for kindergarten through preparing for post-secondary college or training.The resources in this bibliographic guide are grouped into categories that align with the following key components that Harvard Family Research Project has identified as necessary for effective family engagement: Connecting family engagement to student learning; Reaching out and engaging families; Leveraging community resources; Building school capacity; and Creating family engagement pathways. |
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| NIOST 2008 Fact Sheet |
| A 2008 Fact Sheet on Children and Youth In Out-of-School Time |
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NCCAP Event Materials |
| SYNERGY 2009 Flier |
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| July 16 Afterschool and Economic Recovery Conference Call |
| NC CAP hosted an Afterschool and Economic Recovery Conference Call on July 16. The transcript of that call is located here. |
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| Workforce Development Boards |
| NC's workforce investment system provides services through a network of twenty-four local workforce development areas, each having a local Workforce Development Board that is responsible for establishing program policy, conducting oversight and chartering JobLink Career Centers in their communities. This document is a handout from the Afterschool and Economic Recovery conference call on July 16, 2009. |
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| Youth Programs through the Workforce Investment Act |
| This document is a listing of Youth Programs offered through the Workforce Investment Act, headed by the NC Department of Commerce. A handout from the Afterschool and Economic Recovery conference call on July 16, 2009. |
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| Accessing ARRA funds to support summer learning programs |
| This document was provided by the National Center for Summer Learning for the Afterschool and Economic Recovery conference call held July 16, 2009. It lists the different funding streams of the ARRA and how summer learning programs can tap into the funds of each. |
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| Maximizing Education Reform in the Stimulus Bill: Enhancing Summer Learning Programs |
| As states and districts prepare for the disbursement of billions of dollars from the federal stimulus bill, there is a tremendous opportunity to both create jobs quickly and take a major step towards closing the achievement gap through innovative programming. Extensive research shows that lack of access to high-quality summer learning programs negatively impacts the academic achievement, health and social development of children in high-poverty communities. This document is a handout from the Afterschool and Economic Recovery conference call held July 16, 2009. |
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| What is Title I? |
| This document provides an overview of the federal Title I program. It was a handout for the Afterschool and Economic Recovery conference call held July 16, 2009. |
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| Title I - Stimulus Package Updates |
| The US Department of Educaiton is allowing waivers for more flexibility when using Title I stimulus dollars. This is a handout from the Afterschool and Economic Recovery conference call held on July 16, 2009. |
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| SYNERGY 2009 Summary |
| Over 350 afterschool providers, community leaders, and elected officials attended NC CAP’s annual statewide SYNERGY conference in Greensboro from April 29 – May 1. The event highlighted the release of new statewide standards for physical activity in afterschool programs, which were developed by the Move More Afterschool Collaborative led by the NC Division of Public Health. |
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| Nominate Out-of-School Programs for the Federal Doing What Works Website |
| This is the nomination form for the new program where the US Department of Education is looking for sites implementing after-school programs or supplemental educational services successfully. Selected sites will be recognized for their success on the Federal Doing What Works website. For the full story, visit NC CAP's home page - the story will be at the bottom of the page. |
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| SYNERGY 2009 Summit Schedule |
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| SYNERGY 2009 Youth Forum |
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| SYNERGY 2009 RFP.pdf |
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| Growing Greene |
| Fun activities for helping your afterschoolers learn how to live and grow in a rural, agricultural environment and learn ways to contribute to "living green". Courtesy of Lynn Davenport, Greene County Schools (SYNERGY 2009 panel session, What Works: How after-school programs are including healthy eating and physical activity in their programs) |
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| Building Sustainability |
| This is the power point slides from a presentation on learning the skills necessary to successfully seeking sustainability grant funding. Courtesy of Dr. Bricca Sweet (SYNERGY 2009 session, Achieving Sustainability: Successful Grant Seeking for Everybody!) |
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| Sustainability of Child Care Services for Families |
| If you offer a sliding (graduated) fee scale or scholarship, you must file certain information with the local purchasing agency. This form can be used or you can submit your own written policies as long as the information indicated on this template is included in them. Courtesy of Sherry Young, Division of Child Development (SYNERGY 2009 session, Today's Economy: Providers Can Help Families on the Waiting List Access and Maintain Child Care). For more information, contact Sherry at sherry.young@ncmail.net |
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| When We Play, We Learn! |
| Power point slides from a presentation that teaches participants that playing games that promote academic proficiencies can create successful students before, during, and after school. See two handouts that accompany. Courtesy of Jennifer Andrus, Kaplan Early Learning Company (SYNERGY 2009 session, When We Play, We Learn!) |
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| When We Play, We Learn (Handout 1) |
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| When We Play, We Learn! (Handout 2) |
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| The Reason Behind the Behavior |
| PowerPoint presentation on mental illnesses in youth. Courtesy of Linda Swann, M.Ed. (SYNERGY 2008 session,"The Reason Behind the Behavior: Mental Illness in Children and Adolescents.") |
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| Rites of Passage and Expression Through the Arts |
| PowerPoint presentation. Through this program African-American students are taught the importance of knowing one’s self, community, and positive expression. This must be opened as Read-Only. Courtesy of Devonya Govan-Hunt, M.Ed. (SYNERGY 2008 session, Rites of Passage and Expression Through the Arts) |
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| Rites of Passage Rational |
| Rational for why the Rites of Passage Curriculum should be implemented in schools. |
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| Building Family & Community Involvement |
| PowerPoint presentation. Building Family & Community Involvement (FCI) that Enhances Sustainability. Courtesy of Dr. Bricca Sweet (SYNERGY 2008 session) |
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| SYNERGY 2008 Flier |
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International Education |
| Afterschool for the Global Age |
| This report by the Asia Society and The George Lucas Foundation discusses the importance and growth of international education in afterschool. It is based on the findings from a convening of national experts to explore strategies for internationally themed programmin in afterschool and summer learning initiatives. |
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| Increasing International and Cultural Understanding: A Resource Guide for Afterschool Providers |
| Across North Carolina, business and community leaders are encouraging students and teachers to increase their understanding of the wider world. The afterschool hours are an excellent time for activities that increase international and cultural understanding. The state has a wealth of resources that afterschool programs can take advantage of to increase student connections to the world around them. NC CAP's resource guide outlines some of the available resources for increasing international and cultural understanding.
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| American Forum for Global Education: Global Education Checklist |
| Teachers, curriculum developers, school administrators, and state education agency staff can use this self assessment tool to gauge the success of international understanding and cultural awareness in curriculum. Find out how your school or afterschool program is doing in the field of international education. |
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Funding and Sustainability |
| NC Afterschool Funders Standards |
| The NC Center for Afterschool Programs' Funders Group has created standards for all entities that provide funding for afterschool programs to follow and incorporate into their RFPs. Afterschool programs will be asked to follow these standards to be eligible for funding. For questions, please contact your funding agency. A Standards Manual also accompanies this document with further information. |
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| NC Afterschool Funders Standards Manual |
| This manual accompanies the NC Center for Afterschool Programs' Funders Group Standards. For questions, contact your funding agency. |
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| Preliminary Estimates of ESEA Title I LEA Allocations — FY 2009 Supplemental Awards Under the American Recovery and Reinvestment Act |
| Title I, the largest elementary and secondary education program, supplements State and local funding for low-achieving children, especially in high-poverty schools. The program finances the additional academic support and learning opportunities that are often required to help disadvantaged students progress along with their classmates.
The table for North Carolina shows preliminary local educational agency (LEA) allocations of FY 2009 supplemental awards funded under the American Recovery and Reinvestment Act. Actual amounts received by LEAs will be smaller than shown here due to State-level adjustments to Federal Title I allocations.
For more information and to see other States' breakdowns, visit: http://www.ed.gov/about/overview/budget/titlei/fy09recovery/index.html.
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| American Recovery and Reinvestment Act - Opportunities for Afterschool |
| This document outlines different funding opportunities for afterschool through the American Recovery and Reinvestment Act. |
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| American Recovery and Reinvestment Act PowerPoint |
| Talking Points on the ARRA. This PowerPoint is great for ideas when creating your own presentations for funding requests. |
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| The Cost of Quality Out-of-School-Time Programs |
| Out-of-school time (OST) programs are increasingly expected to be of high enough quality to produce real benefits for children, but until now there has been little information on what such quality programming costs. This groundbreaking report fills that gap, providing a data-filled examination of the costs of 111 diverse, quality OST programs in six cities. The report finds that costs vary widely depending on a range of factors from program goals to times of operation and the ages of the children served. The report is also distinctive because it looks at the full costs of programming, including in-kind or non-cash contributions. |
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| Preparing to Take Advantage of New Programs in the Economic Stimulus Package: Considerations for Out-of-School Time Providers and Stakeholders |
| This funding brief offers a summary of key opportunities for funding afterschool programs in the recently passed American Recovery and Reinvestment Act and offers advice for afterschool program leaders and directors on how to best position their organization so it is poised to take advantage of opportunities as they arise. |
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| Maximizing Education Reform in the Stimulus Bill: Enhancing Summer Learning Programs |
| States have an unprecedented opportunity to use ARRA funds to develop, enhance and expand innovative summer learning programs that help close the achievement gap. |
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| A Guide To Effective Investments In Positive Youth Development |
| The Finance Project's new report, A Guide To Effective Investments In Positive Youth Development: Implications of Research for Financing and Sustaining Programs and Services for Youth, reviews the research on “what works” to promote positive youth development and explores the effects of various program- and system-level strategies on key outcomes for youth. It addresses the importance of using a strategic financing approach to ensure programs and services supporting youth development can be sustained over time. Three promising strategies for financing and sustaining a comprehensive and seamless system that supports positive youth development are highlighted: using data to target and track investment decisions; accessing flexible funding to maximize coordination; and building and strengthening partnerships. |
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| 21st Century Community Learning Center Technical Assistance Workshop Registration Form |
| The NC Department of Public Instruction is pleased to announce the technical assistance workshops for the 2009 21st Century Community Learning Center (21st CCLC) Request for Proposals (RFP). The workshops are provided to disseminate information that will assist in the completion of the 21st CCLC grant application. |
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| Financing Guide for Afterschool Program Providers |
| The Afterschool Investments project has developed a resource guide on financing an afterschool program. This guide presents helpful publications and resources as well as a range of considerations for individuals seeking to sustain existing programs. |
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| 10 Reasons to Draw on Disadvantaged Student and Low Wealth Supplemental Funds for Afterschool Programs |
| Afterschool programs keep kids safe, help working families and improve academic achievement. This document lists ten reasons why your school or district should use Disadvantaged Student and Low Wealth Supplemental funds to provide your students with afterschool programs |
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| The Road to Sustainability |
| This workbook guides afterschool programs on how to achieve sustainability through building collaboration, advocating for support, and finding funding. |
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| Survivors' Test For Successful After School Initiatives |
| The Afterschool and Community Learning Network developed this brief test for afterschool programs to check their sustainability. |
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| TANF Request for Application |
| The Request for Application document describes the program service requirements, eligible applicants and the application requirements. Agencies must submit separate applications to apply for both after-school programs. All applicants must use the required documents and format stipulated in the Request for Application General Guidelines. This is a competitive process and each application will be reviewed separately. Applications will be evaluated according to completeness, content, experience with similar projects, and ability and capacity of the organization to implement the project. An applicant may be funded for one, both, or none of its application(s). |
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Evaluation and Standards |
| Implementation Evaluation of the Expanded Learning Time Initiative |
| In this evaluation report, Abt Associates analyzed the planning and execution of expanded learning time programs in the funded districts and schools during the third year of implementation (2008-09) in Massachusetts. The evaluation showed that nearly all schools implemented each component of expanded learning time to some degree: more instructional time in core subjects, more staff time for planning, professional development, and student data analysis, and increased enrichment opportunities for students. Differences arose in the fidelity of implementation across schools. |
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| Outcomes Evaluation of the Expanded Learning Time Initiative |
| In this evaluation report (2nd in a series from Massachusetts - see Implementation Evaluation), Abt Associates analyzed the effects of expanded learning time programs on outcomes for schools, students, and teachers. The evaluation suggested that there are few differences in outcomes in school, students, and teachers between expanded learning time schools and non-expanded learning time schools. |
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| Measurement Tools for Evaluating Out-of-School Time Programs: An Evaluation Resource |
| Harvard Family Research Project developed this evaluation tool as part of a continuing effort to help practitioners and evaluators choose appropriate evaluation methods. This updated Snapshot describes instruments and tools for on-the-ground program evaluation. |
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| NC Afterschool Profile |
| The Afterschool Investments project has developed profiles for each state to provide a snapshot of the "state of afterschool," as well as an opportunity to compare afterschool activities across the country. This profile provides key data and descriptions of the afterschool landscape, which includes a range of out-of-school time programming that can occur before and after school, on weekends, and during summer months. It is designed to serve as a resource for policymakers, administrators, and providers. |
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| Measuring Youth Program Quality: A Guide to Assessment Tools |
| The Forum for Youth Investment Published this document, which serves as a guide for practitioners who are looking to select evaluation tools and standards for their programs. The study gives a basic overview of a number of tools currently being used in the field. |
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| Toward a Systemic Evidence-Base for Science in Out-of-School Time: The Role of Assessment |
| Evaluating afterschool science programming is essential for ensuring and improving the quality of informal science experiences for youth. Sites that assess science programming are also better positioned to gain additional resources and are more attractive to funders and potential partners. The Noyce Foundation, a leading strategic funder in the afterschool science field, requisitioned a yearlong study on the current state and needs of the informal science assessment world. The design for the PEAR study is based on an evaluative framework developed in a recent National Science Foundation report by Alan J. Friedman, David A. Ucko and committee. This document is from the PEAR study, that yielded an in-depth, analytical review of existing evaluation tools. |
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| Sunset Neighborhood Beacon Center's Afterschool Guide |
| The Sunset Neighborhood Beacon Center (SNBC) produced The Best of Both Worlds:Aligning Afterschool Programs with Youth Development Principles and Academic Standards to contribute to the growing body of work that is deepening the quality of afterschool programming. This guide documents SNBC’s application of California Department of Education content standards to innovative, project-based learning clubs. In so doing, this publication also demonstrates that youth development principles and standards-based education can coexist. NC providers can learn from and adapt these ideas and practices to their own programs |
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| Move More North Carolina: Recommended Standards for After-School Physical Activity |
| Released during SYNERGY 2009, the Move More After-School Standards outline steps after-school programs can take to provide quality physical activity to the young people they serve. Visit the Eat Smart Move More NC website for more tools and resources: www.eatsmartmovemorenc.com. |
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| Study of Promising Afterschool Programs |
| This research shows that regular participation in high quality afterschool programs is linked to significant gains in standardized test scores and work habits as well as reductions in behavioral problems and substance use. |
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| NC CAP Established Standards of Excellence Self-Assessment Tool: K-12 |
| One of the first steps for the North Carolina Center for Afterschool Programs (NC CAP) has been to examine how programs best support children and youth. Representing the diversity of North Carolina afterschool programs, the NC CAP advisory board has considered the thinking and experience of providers, researchers, and other professionals, in North Carolina and across the country, to determine what high quality programs have in common. |
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| 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. |
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| Documenting Progress and Demonstrating Results: Evaluating Local Out-of-School Time Programs |
| This brief conducted by Harvard Family Research Project and The Finance Project provides out-of-school time programs with the evaluation resources necessary to improve their programs and demonstrate results for sustainability. |
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| Implementing the Web of Support |
| This plan published by Save the Children provides the “how-to” in developing an afterschool program plan and evaluation. It includes sample planning, evaluation and report forms. |
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| "A" Is For Assessment |
| This guide published by The Nellie Mae Educational Foundation and Policy Studies Associates, Inc. was created to help practitioners strengthen programs designed to increase academic achievement. |
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| Quality Standards, Asessments and Supports |
| This brief published by the Forum for Youth Investment examines the challenges and benefits of creating standards for afterschool programs and highlights several states' efforts in this area. |
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| Using Outcome Management to Assess the Effectiveness of Afterschool Programs |
| The Urban Institute’s report is the first in a series on outcome management for nonprofit organizations. Outcome management helps nonprofits develop indicators to measure how well programs and services are leading to the desired results. The report details how to set up the initial organizational tasks to implement outcome management, decide what and how to measure, analyze the data, and use the results to improve services. |
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| Best Practices Criteria |
| These best practices were developed by Promising Practices in Afterschool. They highlight best practices related to staffing and training, community and family involvement, programming, and financing. |
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| Performance Measures in Out-of-School Time Evaluation |
| Harvard Family Research Project outlines the academic, youth development, and prevention performance measures currently being used by afterschool programs to assess their progress, and the corresponding data sources for these measures. |
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Arts |
| Young Children and the Arts: Making Creative Connections |
| This article by the Arts Education Partnership discusses the important role of arts in early childhood development. It provides examples of activities, programs, research, and resources to serve as a framework for developing and implementing arts-based early childhood programs. |
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| YouthARTS Handbook: 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. Selections on best practices highlight successful afterschol programs and provide their contact information. The 217-page guidebook also is available online in an easily navigable format at http://www.americansforthearts.org/youtharts/ |
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| Now More Than Ever: Changing Lives in an After School Theater Program |
| This article was extracted from the Robert Bowne Foundation's Afterschool Matters journal. The article discusses the relationship between afterschool theater activities and the development of self-esteem and empathy in children. Activity ideas are included. |
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| Art + Technology Integration: Developing an After School Curriculum |
| This article was extracted from the Robert Bowne Foundation's Afterschool Matters journal. It describes the Multimedia Arts Education Program (MAEP), an ongoing afterschool computer-mediated art technology program. |
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| 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. It is only available online at http://www.arts.gov/pub/ArtsAfterSchool/artsedpub.html. |
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| NC CAP's YouTube Video Contest |
| The North Carolina Center for Afterschool Programs will hold its first ever video contest, using YouTube. Afterschool participants in middle and high school can win the opportunity to receive professional video training, have their video turned into a PSA that will be distributed statewide, and get their videos on the NC CAP website.
“We want to know what your afterschool program is all about, and why you love it,” said Rachel Chapin, NC CAP Project Coordinator. “You don’t need a lot of technical ability to win this contest, just creativity.” |
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Advocacy and Community Partnerships |
| Apprenticeships for High School Students |
| The latest e-newsletter from The After-School Corporation (TASC) focuses on a new approach to after-school programming for high school students: demanding apprenticeships that go well beyond job placement to offer tangible rewards such as credits or paid work, and the chance to build real world skills. |
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| Data-Based Advocacy |
| With the help of this power point presentation and the following worksheet, you can further your advocacy efforts by using data that you already collect. This will enhance your advocacy efforts, program support, and image in the community. For more information, look to the Center for Evaluation and Education Policy (http://ceep.indiana.edu/). |
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| Data-Based Advocacy Worksheet |
| With the help of this worksheet and the previous Power Point presentation, you can further your advocacy efforts by using data that you already collect. This will enhance your advocacy efforts, program support, and image in the community. For more information, look to the Center for Evaluation and Education Policy (http://ceep.indiana.edu/). |
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| Partnerships for Learning: Promising Practices in Integrating School and Out-of-School Time Program Supports |
| The past 10 years have witnessed tremendous growth in programs and initiatives aimed specifically at developing and sustaining intentional partnerships between out-of-school time programs (OST) and schools in order to support-but not replicate-in-school learning and healthy development. |
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| Young People Advocate For, Plan and Provide Services to Their Communities |
| The Beacons are partnerships between schools and community-based organizations that provide services to youth and families at 80 sites in NYC and in other cities as well. This report describes how the structure and philosophy of the Beacon serves as an excellent support for community improvement efforts by bringing together youth and adults in collaborative projects. |
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| New Strategy Guide on Strengthening Partnerships and Building Public Will for Out-of-School Time Programs |
| With support from The Wallace Foundation, the YEF Institute has developed the third of a series of strategy guides to help municipal leaders build citywide systems of high-quality out-of-school time programs. Strengthening Partnerships and Building Public Will for Out-of-School Time Programs describes three key strategies that mayors and other city leaders can use to generate
support for access to high-quality out-of-school time activities: Engage a broad set of partners to take full advantage of all community resources; Keep out-of-school time on the public agenda; Lead efforts by city, school and community leaders to establish a common set of outcomes and a shared vision for out-of-school time. |
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| Child Care Resource and Referral in North Carolina - Council and Agency Directory |
| There are approximately 70 CCR&R agencies serving North Carolina’s diverse families, child care
programs, professional workforce and communities. These agencies all provide the “core” CCR&R
services of consumer education and referral, professional development, technical assistance, data collection and analysis and public awareness. |
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| 28,800 Minutes: How much can you learn in a year after school? |
| Through the TASC 2009 Annual Report, we invite you to see the difference an extra 28,800 minutes of learning each year can make in the life of a student. This report takes you inside schools across New York City where The After-School Corporation works with dynamic principals and community partners to expand the learning day to 6 PM. As the clock ticks past 3 in Jamaica, the Bronx and Bedford-Stuyvesant, kids are not just learning and growing into the next generation’s leaders. They’re learning with gusto.Through the TASC 2009 Annual Report, we invite you to see the difference an extra 28,800 minutes of learning each year can make in the life of a student. This report takes you inside schools across New York City where The After-School Corporation works with dynamic principals and community partners to expand the learning day to 6 PM. As the clock ticks past 3 in Jamaica, the Bronx and Bedford-Stuyvesant, kids are not just learning and growing into the next generation’s leaders. They’re learning with gusto. |
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| Local Elected Official Guide |
| As a local elected official, you undoubtedly have a strong desire to respond to your citizens' needs and make a difference in your community. Afterschool programs offer a cost effective opportunity to improve citizens' lives in the present as well as prepare the community for a brighter future and should be at the forefront of any action agenda. |
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| 2007 Data Snapshot of North Carolina's Children |
| Action for Children North Carolina is pleased to present you with our latest tool for understanding and overcoming the challenges faced by North Carolina's children and families. The 2007 Data Snapshot of North Carolina’s Children shows how North Carolina is doing on a number of different indicators of child well-being. This two-pager is meant to give you a more detailed idea of how our state is doing and point out areas in which we need to improve. |
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| Building Systems-Level Partnerships |
| As out-of-school time programs become larger and more complex, they are collaborating more and more with outside individuals, groups, and organizations—in other words, with systems-level partners.
Partnerships among out-of-school time programs, schools, and the community have been recognized as a
feature of high-performing programs. In addition, systems-level partnerships can play critical roles when programs decide to implement new evidence-based practices or activities. This is Part 5 in a series of 6 on implementing evidence-based practices in out-of-school time programs-the role of frontline staff. |
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| Afterschool Programs: Making a Difference in America's Communities |
| A collection of statistics from the Harvard Family Research Project's Evaluation Database. |
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| Business & Afterschool: The Perfect Partnership |
| This New York State Afterschool Network issue brief highlights NC CAP and the business community's involvement in afterschool in North Carolina. |
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| Landmark Study Examines Black Parents' Opinions about Public School- and Community-Based Afterschool Programs |
| In October the Black Alliance for Educational Options (BAEO) released the findings of a year-long independent study, funded by the Charles Stewart Mott Foundation, on the opinions of low-income and working-class Black parents regarding the quality and importance of public school- and community-based afterschool programs. BAEO, a national nonprofit organization whose mission is to actively support parental choice, to empower families, and to increase quality educational options for Black children, compiled data from 46 focus groups in four cities: Detroit, Milwaukee, Washington, D.C., and Philadelphia. |
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| Young Advocates Toolkit |
| The purpose of the Young Advocates Toolkit is to provide youth with the advocacy skills to prepare them to address societal and community issues, as well as to provide them with the tools needed for self-advocacy and leadership. This toolkit provides the practical “how to” information necessary for young people to apply resultant skills to real-life situations. |
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| Making Smart Investments In Afterschool: Policy Primer For State & 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. |
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| Challenges and Opportunities in After-School Programs: Lessons for Policymakers and Funders |
| This report published by Public/Private Ventures discusses the challenges and opportunities of local school district and community-based organizations partnering to create afterschool programs. |
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| Expanding Afterschool Opportunities Action Kit |
| Action kit that provides afterschool ideas, tools, and city examples for municipal leaders from the National League of Cities' Institute for Youth, Education, and Families. The kit focuses on promoting partnerships, building public will, assessing local resources and needs, improving quality, broadening access, and financing a city-wide afterschool system. |
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| Coordination, Collaboration and Networking |
| This task brief examines the advantages of out-of-school networking, relationship building between community organizations and the public, city-school collaborations and neighborhood-based coordination. The article highlights examples from specific cities’ programs, including New York City’s Beacons and out-of-school partnerships in Chicago. |
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| Moving an Out-of-School Agenda: Lessons and Challenges Across Cities |
| This 38-page report published by the Forum for Youth Investment provides information on Greater Resources for After-School Programming (GRASP). GRASP develops community engagement tools and engages selected communities in a planning process for improved opportunities for out-of-school time. The article includes information on community involvement, funding, and program quality and standards. |
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| School Board Strategies to Build and Support Quality After-School Programs and Community Learning Centers |
| This article developed by Dr. Terry K. Peterson for the National School Boards Association (NSBA) discusses how school board members are in a unique position to advocate for afterschool programs in their communities. It offers suggestions for program initiatives. |
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| Strengthening and Sustaining School/Youth Development Organization Relationships |
| This article is a result of a national conversation between education and youth development leaders who examined why youth development organizations and schools tend not to collaborate. This article also features a Collaborations Matrix (created from surveys and interviews within the two fields) that highlights: the components of successful collaborations, obstacles in collaborations, promising practices in collaborations and practical application. |
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| Ten Principles of Advocacy |
| This article by Afterschool Alliance provides practical ways afterschool providers and parents can advocate for the field of afterschool to elected officials. |
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| Youthline Mapping Curriculum |
| Mapping allows participants to document all the places and activities available to young people outside of time spent in formal education. With guidance from trained adults, young people go out into their communities and discover businesses, institutions and other resources, record the relevant information, and compile the data into a system where other young people can access it. |
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| 2008-2009 Alumni Awards Nomination Form |
| Nominate outstanding alumni today and win $1000 for your afterschool program! |
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| Physical Activity Update - August 2009 |
| The Physical Activity and Nutrition Branch of the NC Division of Public Health releases an update every month with news from the PAN Branch, grant opportunities, research and development initiatives, success stories, featured legislation and training and professional development opportunities. |
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