More Research
Partnerships for Learning: Promising Practices in Integrating School and Out-of-School Time Program Supports
This new report from Harvard Family Research Project is aimed to help school and OST program leaders, decision-makers, and funders, to understand and implement effective OST–school partnerships for learning. Specifically, it describes the benefits of OST–school partnerships for children, schools, and OST programs; presents five research-derived principles of promising OST–school partnerships, offering specific strategies and examples for each; profiles three “on-the-ground” partnership efforts based on the in-depth interviews conducted at the three selected sites; and discusses conditions for optimal success in developing sustainable OST–school partnerships. March 2010.
Sustaining 21st Century Community Learning Centers: What Works for Programs and How Policymakers Can Help
This report by The Finance Project looks at sustaining out-of-school time programming after a 21CCLC grant expires. Some common elements identified as important for sustainability include collaborative partnerships, support from school administration, diverse funding resources, and family and community engagement. The brief also explores the impact of policy on sustainability. September 2006.
The Afterschool Hours: A New Focus for America’s Cities
The National League of Cities (NLC) and the Institute for Youth, Education, and Families (YEF Institute) provided a 30-month technical assistance program to assist municipal leaders in their efforts to enhance and increase the availability of after-school programs. Eight cities participated and their stories are presented in this report. Lessons learned about what did and did not work in terms of involving municipal leaders in after-school efforts are also highlighted. 2005.
Beyond Safe Havens: A Synthesis of 20 Years of Research on the Boys & Girls Clubs
This executive summary by the Private/Public Ventures provides results of studies over the past 20 years on the benefits and outcomes of youth participation in Boys and Girls Clubs. There is a general review of the benefits of BGCA participation, an overview of strategies and activities which led to success, challenges, and suggestions for how participation might increase the general well-being of youth. September 2005.
Confronting The Big Lie: The Need to Reframe Expectations of Afterschool Programs
This paper by the Partnership for Afterschool Education examines the expectation that after-school programs contribute to academic achievement. The author proposes that this expectation should be removed and that after-school programs should be charged with handling developmental aspects of a child’s life. There is particular focus on evaluations of these programs and how they play into a shift of expectation. Summer 2004.
A Time Like No Other: Charting the Course of the Next Revolution
This summary of the Boston Indicators Report 2004 – 2006 provides a wealth of information about the Boston area. This report identifies progress on change in 10 sectors: Civic Vitality, Cultural Life and the Arts, the Economy, Education, the Environment, Health, Housing, Public Safety, Technology, and Transportation. June 2007.
Afterschool Programs: Keeping Kids and Communities Safe
This issue brief from the Afterschool Alliance, reports on the crime and safety issues as related to youth. The authors describe the problem and then discuss how participation in after school programs can benefit youth and leads to a decrease in violence and increase child safety. April 2007.
Unmet Need for Summer Programming in Boston: Report of Findings from 2008 Web Survey
Boston Beyond recently released the findings from a web survey of youth program providers following the summer of 2008. Over 100 organizations participated in the survey, and 76% reported that they did not have the capacity to serve every youth that sought summer programming in 2008. January 2009.
The Federal Role in Out-of-School Learning: After-School, Summer Learning, and Family Involvement as Critical Learning Supports
Four decades of research demonstrate that it is necessary to redefine learning—both where and when it takes place—if the country is to achieve the goal of educating all of its children. This report from Harvard Family Research Project makes a research-based case for federal provision of out-of-school complementary learning supports, so that all students gain the skills necessary for success in the 21st century. This report was commissioned by the Center for Education Policy and presented at a forum on Capitol Hill in November 2008. February 2009.