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resource research Public Programs
African-American adolescent girls who expressed little interest in literacy activities nevertheless enthusiastically engaged in reading and writing around a topic that mattered to them—doing hair—particularly when they were allowed to determine the format of the literacy activities. The program aimed to carve out free spaces for self-directed learning.
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TEAM MEMBERS: Daneel Edwards
resource research Public Programs
Afterschool staff need to be able to supervise young participants so they can engage safely in a variety of activities. Afterschool programs should create a strong procedural plan to protect young people from harm and the program from liability.
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TEAM MEMBERS: Heather Olsen Chris Kowalski
resource research Public Programs
Annual trips to the state capital to advocate for afterschool funding not only allow young people to participate in the democratic process but also foster youth development by focusing on educational goals.
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TEAM MEMBERS: Susan Blank Lucy Friedman Kathleen Carlson
resource research Public Programs
English learners are a diverse group with diverse experiences and needs. While schools focus on teaching them English, afterschool programs can build on their strengths to address their social and emotional needs.
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TEAM MEMBERS: Jhumpa Bhattacharya Jimena Quiroga
resource research Public Programs
A three-day art project in an afterschool program with no specific arts component illustrates the potential—and the challenges—of engaging children in creating art using recycled materials.
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TEAM MEMBERS: Angela Eckhoff Amy Hallenbeck Mindy Spearman
resource research Public Programs
This article explores the partnership between the Baltimore County 4-H program and the Baltimore County Public Library, which forged a partnership to offer structured experiential programming opportunities to meet the afterschool needs of youth who visit their local library. Their experience suggests that libraries and youth development organizations can fruitfully collaborate to create sustainable quality afterschool programming.
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TEAM MEMBERS: Nia Fields Elizabeth Rafferty
resource research Public Programs
If the schools can provide the instructional boost and afterschool can offer the engaging enrichment, students will have what they deserve: the best of both worlds.
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TEAM MEMBERS: Lisa Dilles
resource research Public Programs
Situating community-based afterschool programs on school grounds has its risks, but there can be significant rewards as well.
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TEAM MEMBERS: Joseph Polman
resource research Public Programs
This paper outlines the need for sustainable, scalable afterschool computer science programs targeting girls and describes the development of one such curriculum. Evaluation research on girls’ learning of computer science and on the capacity of afterschool staff and organizations to provide computer science programming leads to our description of a research-based approach to sustaining and scaling the program nationally—an approach that other programs might use to expand their reach and impact.
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TEAM MEMBERS: Melissa Koch Torie Gorges Bill Penuel
resource research Public Programs
Drugs and alcohol, free time and empty houses are readily available in affluent communities. But positive role models and meaningful activities are often in short supply.
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TEAM MEMBERS: Elizabeth Knight
resource research Public Programs
Pairing age-appropriate novels with thematic units on the civil rights movement and the presidential election allows one afterschool practitioner to bring democracy to life for inner-city middle school students.
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TEAM MEMBERS: Mary Cipollone
resource research Public Programs
Adult facilitators in afterschool programs can work with LGBTQ youth to construct a safe space in which the youth can validate their identities in the process of doing literacy work.
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TEAM MEMBERS: Mollie Blackburn