Increasingly, educational researchers and policy-makers are finding that extracurricular programs make a major difference in the lives of disadvantaged youth, helping to reduce the infamous academic attainment gap between white students and their black and Latino peers. Yet studies of these programs typically focus on how they improve the average academic performance of their participants, paying little attention to individual variation. Why Afterschool Matters takes a different approach, closely following ten Mexican American students who attended the same extracurricular program in California, then chronicling its long-term effects on their lives, from eighth grade to early adulthood. Discovering that participation in the program was life-changing for some students, yet had only a minimal impact on others, sociologist Ingrid A. Nelson investigates the factors behind these very different outcomes. Her research reveals that while afterschool initiatives are important, they are only one component in a complex network of school, family, community, and peer interactions that influence the educational achievement of disadvantaged students. Through its detailed case studies of individual students, this book brings to life the challenges marginalized youth en route to college face when navigating the intersections of various home, school, and community spheres. Why Afterschool Matters may focus on a single program, but its findings have major implications for education policy nationwide.

"Exemplifies good teaching that might occur anywhere—not just after school. The author presents sound educational endeavors that respond sensitively and inventively to children′s interests, needs, and predilections but extend their knowledge, skills, and understanding into new domains." —From the Foreword by Glynda A. Hull "Tackles the issue of the place of afterschool programs in raising student achievement and warns that it is unwise to solely create another layer of school. Afterschool programs also have to have an element of FUN." —Paul Young, Executive Director West After School Center, Inc. Create an out-of-school time program that bridges enrichment activities and academics! School leaders and afterschool specialists recognize that successful afterschool programs rely on achieving a balance between academic and enrichment activities. With contributions from researchers and practitioners in the field of out-of-school time, Afterschool Matters provides concrete models that demonstrate how to help youth who are struggling academically and how to support them in their overall development. Editor Sara Hill brings together a range of projects grounded in student interests to enhance multiple student competencies. Embracing the social, artistic, civic, emotional, and intellectual growth of students, this volume: Aligns learning standards with youth development principles Provides quality program models from experts in the field Addresses the challenges and successes in designing and sustaining afterschool activities Supported by The Robert Bowne Foundation, a leading funder of afterschool programs, this guidebook can help you create, revise, or improve your local program.

Through a comprehensive review of various afterschool programs across the United States, this resource provides a practical overview of the research and best practices that can be easily adapted and applied in the development of highly effective afterschool programs. chapters focus on: (1) "Why Afterschool Programs?" (benefits, challenges, and functions, research methodology, types of programs, and program evaluation); (2) "Language Arts Afterschool Programs" (e.g., extended-day tutoring and the Coca-Cola Valued Youth Program); (3) "Enrichment Afterschool Programs" (e.g., Hands On Science Outreach and the Imaginitis Learning System); (4) "Tutoring Programs to Improve Reading and Study Skills Programs" (e.g., Book Buddies and Early Identification Programs); (5) "Community-Based Afterschool Programs" (e.g., Big Brothers Big Sisters of America and Police Athletic League); (6) "How to Create an Afterschool Program: From Conception to Implementation" (e.g., assessing the situation, creating the components, and training the service providers); (7) "Evaluation" (e.g., why evaluation is important, effective evaluations, and creating a solid evaluation infrastructure); and (8) "Conclusions and Implications: What Works" (patterns of success among the programs and barriers to participation). A list of resources is included. (Contains 143 references.) (SM)

Current Issues in Out-of-School Time, is designed with a purpose to disseminate original research and promising practices that further the OST field. This first book sets the foundation on which the series rests upon, by offering an analysis of the progress made since the 2000s, as well as by looking toward the future for areas of considerations.

Measure, Use, Improve! Data Use in Out-of-School Time shares the experience and wisdom from a broad cross-section of out-of-school time professionals, ranging from internal evaluators, to funders, to researchers, to policy advocates. Key themes of the volume include building support for learning and evaluation within out-of-school time programs, creating and sustaining continuous quality improvement efforts, authentically engaging young people and caregivers in evaluation, and securing funder support for learning and evaluation. This volume will be particularly useful to leadership-level staff in out-of-school time organizations that are thinking about deepening their own learning and evaluation systems, yet aren’t sure where to start. Authors share conceptual frameworks that have helped inform their thinking, walk through practical examples of how they use data in out-of-school time, and offer advice to colleagues.

Afterschool education has grown in recent years into a vast and diverse enterprise. In the United States, young people spend almost one-third of their organized time (including school hours) in afterschool and summer programs. Yet there is little clear and conclusive research on afterschool programs--research that would help guide the practice of existing afterschools and establish guidelines for the creation of new afterschool programs. This timely book fills that gap. In straightforward language and analyses, the authors survey the current afterschool landscape and bring to light important issues and practices within the field. They explore the challenges and opportunities facing afterschool educational programs, including their complex relations with public and private schools. In the course of describing the full range of contemporary programs, they also point to future directions for these burgeoning educational ventures. An indisputable guide for practitioners, administrators, policymakers, and parents, Afterschool Education will serve as the cornerstone for all future accounts of--and proposals for--this crucial educational field. "This book deepens the understanding of anyone--policymakers, program administrators, partnering educators, afterschool program leaders--who is invested in the effective use of afterschool resources to support young people's growth and progress." -- Sam Piha, Director, Community Network for Youth Development Gil G. Noam directs the Program in Afterschool Education and Research at the Harvard Graduate School of Education and the Laboratory of Development Psychology at McLean Hospital/Harvard Medical School. Gina Biancarosa is an advanced doctoral student in Language and Literacy at the Harvard Graduate School of Education and a Research Assistant at the Program in Afterschool Education and Research. Nadine Dechaussy served as a Research Assistant and Community Liaison at the Program in Afterschool Education and Research.

Out-of-school time (OST) settings are powerful contexts for youth development when programs and services are intentionally designed. Youth Development Principles and Practices in Out-of-School Time Settings was written to increase the capacity of students and professionals to facilitate youths optimal transition to adulthood through maximizing the developmental benefits accrued by participating in OST programs and experiences. Peter A. Witt and Linda L. Caldwell, two well-respected researchers in the youth development field, have brought together a group of outstanding authors who provide an exceptional blend of theory- and practice-based information critical to anyone seeking to conceptualize, design, and evaluate OST programs. All chapters are based on tenets of positive youth development necessary to enable youth to thrive. The book is divided into five sections: (1) youth development principles and foundational information (e.g., youth today as well as an historical perspective on youth work); (2) developing youths potential (including specific chapters on leisure and recreation, youth sport, nature-based activities and the arts); (3) systematic program planning and evaluation of youth programs. (4) the role of adults and families in the lives of youth; (5) issues of diversity in youth development (e.g., race and ethnicity, immigrant, LGBT, and ability level). A final chapter discusses the knowledge, skills, and behaviors necessary to become a skilled youth professional. Each chapter ends with thought-provoking discussion questions and assignments that encourage application and further exploration of the chapters content. The book is a must read for students and practitioners seeking to understand youth today and support their development through out-of-school time programs.