Emphasizing the intersection of policy and politics, this paper uses Theda Skocpol’s polity-centered approach (1992) to analyze two key moments in the history of the 21st Century Community Learning Centers (21st CCLC) program: 1998, when the program’s budget grew from $40 million to $200 million, and 2003, when President Bush attempted to cut the program’s budget from $1 billion to $400 million. A thorough understanding of this history can help afterschool advocates successfully respond to President Obama’s recent proposal to dramatically change the 21st CCLC program once again.
The example of two pilot credentials in Massachusetts, The School-Age Youth Development Credential (SAYD) and the Professional Youth Worker Credential (PYWC), can help us to understand the importance of establishing credentials and what we can expect to accomplish in doing so. This knowledge can guide the next steps in establishing a national credential for afterschool and youth workers.
A study of high-quality youth arts programs, supported by the literature on sustainability, suggests strategies out-of-school time (OST) programs can use to build a solid financial foundation.
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.
The amount of OST programming available has increased significantly in the last decade—but are enough programs available in the right places, and are children realizing the potential benefits of participation? This article reviews social and policy changes over the past few decades and the research on program availability and use, program content and duration, and unmet need for programming. It examines implications for research, advocacy, and policy.
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.
Prime Time Palm Beach County has implemented a quality improvement system that is creating a community of afterschool practitioners who value high-quality programming.
Responding to the expressed needs of the field, the U.S. Department of Education is building You for Youth (Y4Y), an online learning community whose modules will enhance the professional development of afterschool practitioners and program managers.
The author’s “Nana” was grandmother to an entire neighborhood of children. Today, her afterschool program fulfills a similar set of needs for 21st century children and their parents.
This paper will provide program leaders and staff with a brief overview of what is known about physical activity in afterschool programs. Then, by integrating experience in afterschool programming with expertise in health promotion, physical education, physical activity promotion, public health, and the social psychology of sport and physical activity, we will present strategies and recommendations for promoting physical activity in afterschool settings.
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TEAM MEMBERS:
Aaron BeighleMichael BeetsHeather ErwinJennifer HubertyJustin MooreMegan Stellino
Afterschool Matters talked with Sylvia Lyles, Ph.D., program director of the Academic Improvement Programs Group in the Office of Elementary and Secondary Education at the U.S. Department of Education in Washington, DC., about providing high-quality learning experiences for children and youth.