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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 |
| 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 |
| SYNERGY 2008 8-page flier |
| Program staff can gain valuable skills by attending SYNERGY 2008, which will take place March 3-5 in Greensboro, NC. This flier contains more information about the conference. |
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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 |
| 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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| 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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| 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 |
| 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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| 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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| 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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| 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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| 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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| 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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NCCAP Event Materials |
| The Reason Behind the Behavior |
| PowerPoint presentation on mental illnesses in youth, used by Linda Swann, M.Ed. during her presentation, "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 created by Devonya Govan-Hunt, M.Ed. 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. |
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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 |
| "Building Family & Community Involvement (FCI) that Enhances Sustainability" PowerPoint presentation by Bricca Prestridge Sweet, Ed.D. |
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| SYNERGY 2008 Agenda |
| This is the agenda that was given out at SYNERGY 2008: Welcome to the World of Afterschool. |
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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 |
| 2007-2008 Governor’s One-on-One Volunteer Program |
| The Department of Juvenile Justice & Delinquency Prevention (DJJDP) is soliciting applications through the competitive Request for Proposal (RFP) process for 2007-2008 Governor’s One-on-One Volunteer Program funding. This document contains the details. |
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| RFP Workshop Registration Form |
| The Department of Juvenile Justice and Delinquency Prevention Governor’s One-on-One Volunteer Program will be hosting Request for Proposal workshops in the month of November for eligible 2007-2008 applicants. The training sessions will educate applicants on the requirements and processes involved in completing the RFP application. Attendees will receive grant writing tips and insightful research based resource materials. This document contains the details and registration form. |
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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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| 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 |
| 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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| 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 |
| 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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| 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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| 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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| 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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| 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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| SYNERGY 2008 Registration form, .doc |
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| SYNERGY 2008 Registration Form, .pdf |
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| SYNERGY Scholarship Criteria |
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| SYNERGY Scholarship Application |
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| SYNERGY Special Registration |
| For scholarship applicants only! |
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| SYNERGY 2008 Vendor Application |
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| SYNERGY Schedule |
| A schedule of events for the 2008 SYNERGY conference. |
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