In communities where infrastructure and resources are limited, afterschool programs may offer the only opportunity for academic, recreational, and creative enrichment. This brief explores how afterschool programs in several rural communities are successfully serving their children, families and communities with vital resources.
Equipping today's youth with the skills necessary to compete in the 21st Century workforce is a top priority of our nation's schools, communities, policy makers and businesses. This issue brief examines how afterschool provides kids with the opportunity to develop skills to help them succeed in an increasingly competitive labor market.
Children have a wonderful curiosity about nature and the environment, which, if encouraged through afterschool activities can have a profound impact on their health and well-being. Children also take readily to concepts of conservation which will make them excellent stewards of the future of our environment. This issue brief explores the relationship between children's health, academic enrichment and community awareness through developing a relationship with the wonders of their natural environment.
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Afterschool Alliance
resourceresearchProfessional Development, Conferences, and Networks
Presentation of a summary of the Finding FOCIS project, including research results and conceptual framework. This presentation was given at the Virginia Science Coordinators Meeting in May 2014. These slides have also been used for other professional development workshops.
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University of Virginia Main CampusRobert Tai
English Language Learners (ELLs), a diverse group of individuals from across the world who are learning English for the first time, make up the fastest growing segment of the student population in United States public schools. This issue brief displays how the extra time and hands-on learning experiences provided by quality afterschool programs can allow for a specialized, less-formal learning environment in which ELLs can develop language and social skills that otherwise could not be addressed through the less flexible schedule of the regular school day.
Based on the Department of Education's National Center for Education Statistics' most recent report, 13 percent of public school students approximately 6.4 million students were identified as having a disability or other special need and served by a federally supported special education program. Research shows that, compared to students without disabilities, students with disabilities and other special needs face additional challenges as they move through school and into adulthood. However, inclusive learning environments where students of all abilities can take part in meaningful learning
Children's museums represent one of the fastest growing segments of the museum community; however, the evidence base to demonstrate the learning value of these institutions has not kept pace. With funding from the Institute of Museums and Library Services (IMLS), the Association of Children’s Museums (ACM) and the University of Washington’s Museology Graduate Program (UW Museology) are partnering to generate a field-wide research agenda for children’s museums, an agenda that will identify and prioritize the most pressing evidence needed by the field to articulate and demonstrate the distinct
The Coalition for Science After School (CSAS) was established in 2004 in response to the growing need for more STEM (science, technology, engineering, and mathematics) learning opportunities in out-of-school time. CSAS sought to build this field by uniting STEM education goals with out-of-school time opportunities and a focus on youth development. Over a decade of work, CSAS Steering Committee members, staff and partners advocated for STEM in out-of-school-time settings, convened leaders, and created resources to support this work. CSAS leadership decided to conclude CSAS operations in 2014, as the STEM in out-of-school time movement had experienced tremendous growth of programming and attention to science-related out-of-school time opportunities on a national level. In its ten-year strategic plan, CSAS took as its vision the full integration of the STEM education and out-of-school time communities to ensure that quality out-of-school time STEM opportunities became prevalent and available to learners nationwide. Key CSAS activities included: (1) Setting and advancing a collective agenda by working with members to identify gaps in the field, organizing others to create solutions that meet the needs, identifying policy needs in the field and supporting advocates to advance them; (2) Developing and linking committed communities by providing opportunities for focused networking and learning through conferences, webinars, and other outreach activities; and (3) Identifying, collecting, capturing, and sharing information and available research and resources in the field. The leadership of the Coalition for Science After School is deeply grateful to the funders, partners, supporters, and constituents that worked together to advance STEM in out-of-school time during the last decade, and that make up today's rich and varied STEM in out-of-school time landscape. We have much to be proud of, but as a movement there is much more work to be done. As this work continues to expand and deepen, it is appropriate for the Coalition for Science After School to step down as the many other organizations that have emerged over the last decade take on leadership for the critical work that remains to be done. A timeline and summary of CSAS activities, products, and accomplishments is available for download on this page. All resources noted in the narrative are also available for download below.
The Coalition for Science After School (CSAS) was established in 2004 in response to the growing recognition of the need for more opportunities for STEM in out-of-school time, and the increasing attention being paid to out-of-school time programs. CSAS sought to build the field of STEM in out-of-school time by uniting science education goals with out-of-school time opportunities and a focus on youth development. Over a decade of work, CSAS Steering Committee members, staff and partners advocated for STEM in out-of-school-time settings, convened STEM in out-of-school time leaders, and created
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The Coalition for Science After SchoolLeah Reisman
In 2006 the Coalition for Science After School, under a subcontract from SEDL as part of their U.S. Department of Education grant, began an investigation of the potential of out-of-school time programs as a network of early support for advanced STEM coursework, including Advanced Placement courses and their prerequisites. This undertaking responded to research findings that math and science are "critical filters," that continuation in STEM education and careers depends on opting for sequential and rigorous courses, and that young people need messages and preparation that encouraged them to
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The Coalition for Science After SchoolPatricia McClureAlberto RodriguezFrancena CummingsKaren FalkenbergErrin M. McComb
In 2006 the Coalition for Science After School, under a subcontract from SEDL as part of their U.S. Department of Education grant, began an investigation of the potential of out-of-school time programs as a network of early support for advanced STEM coursework, including Advanced Placement courses and their prerequisites. This undertaking responded to research findings that math and science are "critical filters," that continuation in STEM education and careers depends on opting for sequential and rigorous courses, and that young people need messages and preparation that encouraged them to
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TEAM MEMBERS:
The Coalition for Science After SchoolLynn Dierking
In 2006 the Coalition for Science After School, under a subcontract from SEDL as part of their U.S. Department of Education grant, began an investigation of the potential of out-of-school time programs as a network of early support for advanced STEM coursework, including Advanced Placement courses and their prerequisites. This undertaking responded to research findings that math and science are "critical filters," that continuation in STEM education and careers depends on opting for sequential and rigorous courses, and that young people need messages and preparation that encouraged them to
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TEAM MEMBERS:
The Coalition for Science After SchoolYolanda S. George