KEY READINGS

The History of Afterschool Programs for Low-Income Children, Dr. Robert Halpern, Erikson Institute, University of Chicago. A review of the historical development of afterschool programs serving low-income youth since the early 1900’s. Provides a critical perspective on the roots of afterschool programs and an understanding of how the challenges we face today are not new.

Critical Issues in After-School Programming, Dr. Robert Halpern, Erikson Institute, University of Chicago. Through four studies, including one commissioned by PASE, Halpern examines four issues central to the future of afterschool programs: their role in supporting literacy development, fostering children’s physical well-being, the challenge of system building, and the question of appropriate expectations. Obtain a copy of the monograph, or contact the Institute at (312) 755-2250.

Improving After-School Program Quality, Robert C. Granger, William T. Grant Foundation; Joseph Durlak, Loyola University Chicago; Nicole Yohalem, The Forum for Youth Investment; Elizabeth Reisner, Policy Studies Associates, Inc. Summary of findings from two recent reports (Durlak and Weissberg and Yohalem and Wilson-Ahlstrom) relevant to policy and practice questions. One shows after-school programs attempting to enhance youth’s personal and social skills can improve outcomes important to both school and non-school audiences; The second describes instruments that measure the quality of youth program practices at the point of service.

The Impact of After-School Programs That Promote Personal and Social Skills, Joseph A. Durlak of Loyola University Chicago; Roger P. Weissberg, University of Illinois Chicago Collaborative for Academic, Social, and Emotional Learning (CASEL). Previous reviews have concentrated on the academic benefits of programs that offer tutoring or other forms of academic assistance to youth, and the results have been mixed. However, the personal and social benefits of after-school programs have been somewhat overlooked, at least in terms of formal evaluation.

Developing Resiliency in Children, Richard Roberts, Los Angeles Unified School District’s Beyond the Bell. With Prop 49 starting in California, afterschool services are growing quickly throughout Los Angeles and the state.  Now is the time for afterschool and school staff to improve their work together in promoting children’s success.  This success is not specific to academics, and includes positive social, emotional and academic development.

On The Clock: Rethinking the Way Schools Use Time, Elena Silva, Education Sector Reports. As schools across the country struggle to meet the demands of the federal No Child Left Behind Act and their state accountability systems, educators are searching for ways to raise student achievement. Increasing numbers of school and district leaders are turning to one of the most fundamental features of the public education system: the amount of time students spend in school.

Improving the Quality of After-School Programs, Robert C. Granger, William T. Grant Foundation; Thomas Kane, University of California, Los Angeles. A must read, this article created a stir when released and has resulted in a number of important conversations at national afterschool meetings.

Bringing Yourself to Work: A Guide to Successful Staff Development in After-School Programs, Michelle Seligson, Ed.M. this groundbreaking professional-development book helps directors and staff create healthier learning environments for children and youth in after-school programs. The authors outline the support and skills staff need to increase selfawareness, sustain healthy relationships, and improve group dynamics.

The Impact of After-School Programs Interpreting the Results of Four Recent Evaluations, Thomas Kane, University of California, Los Angeles. This review summarizes the results of four recent evaluations and attempts to identify unanswered questions. Evaluations should concentrate resources on measuring intermediate outcomes such as homework completion or parental participation—for which impacts may be more readily discernible.

The Promise and Pitfalls of Using Imprecise School Accountability Measures, Thomas Kane, University of California, Los Angeles; Douglas Staiger, Dartmouth College. An academic article examining the limitations of using current standardized test scores to gauge progress by schools.

Getting the Most From Afterschool: The Role of Afterschool Programs in a High-Stakes Learning Environment, Sam Piha and Beth Miller, The Cross-Cities Network for Leaders of Citywide After-School Initiatives. A review of the unique opportunities offered by afterschool programs that includes but goes well beyond providing academic supports.

After-School Programs Expanding Access and Ensuring Quality, Chrisanne L. Gayl, Progressive Policy Institute. A policy report examining the federal government's role in afterschool programs, including an overview of current research and recommendations to expand access and improve quality.

What Gets Measured, Gets Done, Karen Pittman, Forum for Youth Investment. This issue of Forum Focus scans a number of important efforts gaining momentum over the past several years to develop and use positive indicators of child and youth well being.

America After 3 PM: A Household Survey on Afterschool in America Key Findings, The Afterschool Alliance. Study shows that, “…Parents of children not currently in afterschool programs believe their children would benefit most from afterschool programs in the following ways: fun/personal enjoyment, staying safe and out of trouble, providing academic enrichment, improving social skills and improving physical health and fitness.”

Summary of Findings from the 2003 National Voters Poll, The Afterschool Alliance. Study shows that,  “…Voters do not want to see afterschool programs become an extension of the school day and do not believe that improving test scores should be the primary goal of the afterschool programs.”

After School Summit: Summary Report, The Mott Foundation. Article summarizes two days of discussion among researchers and evaluators, program and policy experts, and educators and government officials at the After School Summit resulting in a wealth of ideas on ways to improve and measure the performance of afterschool programs that have improving academic achievement as their core mission.

Getting the Most From Afterschool: The Role of Afterschool Programs in a High-Stakes Learning Environment, Sam Piha and Beth Miller, The Cross-Cities Network for Leaders of Citywide After-School Initiatives. A summary of the Getting the Most article authored by the National Institute of Out-of-School-Time. Read full report.