The Assessment of Afterschool Program Practices Tool (APT): Findings from the APT Validation Study

ERIC Educational Resources Information Center

Tracy, Allison; Surr, Wendy; Richer, Amanda

2012-01-01

The Assessment of Afterschool Program Practices Tool ("APT"), developed by the National Institute of Out-of-School Time (NIOST), is an observational instrument designed to measure the aspects of afterschool program quality that research suggests contribute to the 21st century skills, attitudes, and behaviors youth need to be successful…

Fidelity of After-School Program Implementation Targeting Adolescent Youth: Identifying Successful Curricular and Programmatic Characteristics

ERIC Educational Resources Information Center

Rajan, Sonali; Basch, Charles E.

2012-01-01

Background: This study consisted of a formative evaluation of an after-school health education program designed for adolescent females, entitled Girls on Track. Evidence-based after-school programs have potential to supplement the traditional school day, encourage social and emotional skill development, improve the quality of student health, and…

The Child First Authority After-School Program: A Descriptive Evaluation. Report No. 38.

ERIC Educational Resources Information Center

Fashola, Olatokunbo S.

The Child First Authority (CFA) is a Baltimore (Maryland) community-wide after-school program that seeks to improve the quality of life in low socioeconomic status communities. The CFA, which is funded by local government agencies and coordinated by Baltimoreans United in Leadership Development (BUILD), established after-school programs in 10…

Building Citywide Systems for Quality: A Guide and Case Studies for Afterschool Leaders

ERIC Educational Resources Information Center

Yohalem, Nicole; Devaney, Elizabeth; Smith, Charles; Wilson-Ahlstrom, Alicia

2012-01-01

A quality improvement system (QIS) is an intentional effort to raise the quality of afterschool programming in an ongoing, organized fashion. There are a number of reasons the QIS is gaining popularity. The main reasons community leaders are drawn to improving quality is that they know that 1) higher quality programs will mean better experiences…

Identification of Key Indicators of Quality in Afterschool Programs. CRESST Report 748

ERIC Educational Resources Information Center

Huang, Denise; La Torre, Deborah; Harven, Aletha; Huber, Lindsay Perez; Jiang, Lu; Leon, Seth; Oh, Christine

2008-01-01

Researchers and policymakers are increasingly interested in the issue of school accountability. Despite this, program standards for afterschool programs are not as fully developed as they are in other fields. This study bridges that gap and presents the results from a study that identifies benchmarks and indicators for high quality afterschool…

Translating policies into practice: a framework to prevent childhood obesity in afterschool programs.

PubMed

Beets, Michael W; Webster, Collin; Saunders, Ruth; Huberty, Jennifer L

2013-03-01

Afterschool programs (3-6 p.m.) are positioned to play a critical role in combating childhood obesity. To this end, state and national organizations have developed policies related to promoting physical activity and guiding the nutritional quality of snacks served in afterschool programs. No conceptual frameworks, however, are available that describe the process of how afterschool programs will translate such policies into daily practice to reach eventual outcomes. Drawing from complex systems theory, this article describes the development of a framework that identifies critical modifiable levers within afterschool programs that can be altered and/or strengthened to reach policy goals. These include the policy environment at the national, state, and local levels; individual site, afterschool program leader, staff, and child characteristics; and existing outside organizational partnerships. Use of this framework and recognition of its constituent elements have the potential to lead to the successful and sustainable adoption and implementation of physical activity and nutrition policies in afterschool programs nationwide.

The Healthy Afterschool Activity and Nutrition Documentation Instrument

PubMed Central

Ajja, Rahma; Beets, Michael W.; Huberty, Jennifer; Kaczynski, Andrew T.; Ward, Dianne S.

2012-01-01

Background Policies call on afterschool programs to improve the physical activity and nutrition habits of youth attending. No tool exists to assess the extent to which the afterschool program environment meets physical activity and nutrition policies. Purpose To describe the development of the Healthy Afterschool Activity and Nutrition Documentation (HAAND) instrument, which consists of two subscales: Healthy Afterschool Program Index for Physical Activity (HAPI-PA) and the HAPI-Nutrition (HAPI-N). Methods Thirty-nine afterschool programs took part in the HAAND evaluation during fall/spring 2010–2011. Inter-rater reliability data were collected at 20 afterschool programs during a single site visit via direct observation, personal interview and written document review. Validity of the HAPI-PA was established by comparing HAPI-PA scores to pedometer steps collected in a subsample of 934 children attending 25 of the afterschool programs. Validity of the HAPI-N scores was compared against the mean number of times/week that fruits/vegetables (FV) and whole grains were served in the program. Results Data were analyzed in June/July 2011. Inter-rater percent agreement was 85%–100% across all items. Increased pedometer steps were associated with the presence of a written policy related to physical activity, amount/quality of staff training, use of a physical activity curriculum, and offering activities that appeal to both genders. Higher servings of FV and whole grains per week were associated with the presence of a written policy regarding the nutritional quality of snacks. Conclusions The HAAND instrument is a reliable and valid measurement tool that can be used to assess the physical activity and nutritional environment of afterschool programs. PMID:22898119

The healthy afterschool activity and nutrition documentation instrument.

PubMed

Ajja, Rahma; Beets, Michael W; Huberty, Jennifer; Kaczynski, Andrew T; Ward, Dianne S

2012-09-01

Policies call on afterschool programs to improve the physical activity and nutrition habits of youth attending. No tool exists to assess the extent to which the afterschool program environment meets physical activity and nutrition policies. To describe the development of the Healthy Afterschool Activity and Nutrition Documentation (HAAND) instrument, which consists of two subscales: Healthy Afterschool Program Index for Physical Activity (HAPI-PA) and the HAPI-Nutrition (HAPI-N). Thirty-nine afterschool programs took part in the HAAND evaluation during fall/spring 2010-2011. Inter-rater reliability data were collected at 20 afterschool programs during a single site visit via direct observation, personal interview, and written document review. Validity of the HAPI-PA was established by comparing HAPI-PA scores to pedometer steps collected in a subsample of 934 children attending 25 of the afterschool programs. Validity of the HAPI-N scores was compared against the mean number of times/week that fruits and vegetables (FV) and whole grains were served in the program. Data were analyzed in June/July 2011. Inter-rater percent agreement was 85%-100% across all items. Increased pedometer steps were associated with the presence of a written policy related to physical activity, amount/quality of staff training, use of a physical activity curriculum, and offering activities that appeal to both genders. Higher servings of FV and whole grains per week were associated with the presence of a written policy regarding the nutritional quality of snacks. The HAAND instrument is a reliable and valid measurement tool that can be used to assess the physical activity and nutritional environment of afterschool programs. Copyright © 2012 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

Roadmap to Afterschool for All: Examining Current Investments and Mapping Future Needs

ERIC Educational Resources Information Center

Earle, Alison

2009-01-01

Quality afterschool programs are improving and transforming the lives of children and youth across the nation. Research shows that afterschool programs keep kids safe, inspire them to learn and help working parents. They give children opportunities to see new worlds, put school lessons into practice, discover their talents and explore career…

Community Partnership to Address Snack Quality and Cost in After-School Programs

ERIC Educational Resources Information Center

Beets, Michael W.; Tilley, Falon; Turner-McGrievy, Gabrielle; Weaver, Robert G.; Jones, Sonya

2014-01-01

Background: Policies call on after-school programs (ASPs) to serve more nutritious snacks. A major barrier for improving snack quality is cost. This study describes the impact on snack quality and expenditures from a community partnership between ASPs and local grocery stores. Methods: Four large-scale ASPs (serving ~500 children, aged 6-12?years,…

Advancing Achievement: Findings from an Independent Evaluation of a Major After-School Initiative

ERIC Educational Resources Information Center

Arbreton, Amy; Sheldon, Jessica; Bradshaw, Molly; Goldsmith, Julie

2008-01-01

This report presents outcomes from Public/Private Ventures research on CORAL, an eight-year, $58 million after-school initiative of The James Irvine Foundation. Findings described in the report demonstrate the relationship between high-quality literacy programming and academic gains and underscore the potential role that quality programs may play…

The Quest for Quality in Afterschool Science: The Development and Application of a New Tool

ERIC Educational Resources Information Center

Papazian, Anahit Evoyan; Noam, Gil Gabriel; Shah, Ashima Mathur; Rufo-McCormick, Caitlin

2013-01-01

Growing evidence shows that participation in out-of-school time (OST) activities positively supports youth development in general. However, simply participating in a self-identified STEM program is not sufficient. Youth will benefit more if they participate in "quality" afterschool programs. Therefore, a common understanding of quality…

Survey of Afterschool Programs Suggests Most Offer Fruit and Vegetables Daily

PubMed Central

Wiecha, Jean L.; Giombi, Kristen C.; Richer, Amanda; Hall, Georgia

2018-01-01

Introduction Most children underconsume fruit and vegetables. This study estimated the frequency and quality of fruit and vegetables offered during snack in US afterschool programs and examined program-level factors associated with offering them, including awareness and use of the National AfterSchool Association Healthy Eating and Physical Activity standards. Methods We conducted descriptive analyses and regression modeling by using data collected from 684 National AfterSchool Association members and their colleagues via a 2015 online survey. Results At the previous snack, 63% of respondents offered fruit, a vegetable, or both, with 42% offering only fruit, 18% offering fruit and vegetables, and 3% offering only vegetables. The quality of the items offered showed that most respondents selected the healthiest options, such as fresh fruit and vegetables. Controlling for other factors, we found that factors independently associated with offering fruit, vegetables, or both were membership in the National AfterSchool Association, using the standards for menu planning, and training staff members in healthy eating more than once a year. Programs run by school districts were less likely to offer fruit than programs run by other organizations. Conclusion Membership in the National AfterSchool Association and use of its Healthy Eating and Physical Activity standards are associated with offering fruit and vegetables during snack at afterschool programs staffed by National AfterSchool Association members and their colleagues across the United States. With over a third of sites surveyed offering neither a fruit nor a vegetable at the previous snack, additional implementation of the standards is still needed. PMID:29862963

When the School Bell Rings... Juvenile Crime or Constructive Time? After-School Programs Are the Answer.

ERIC Educational Resources Information Center

Carpenter, Tim; Cornelius, Aisha; Francis, Ann Potter; Parsons, Lena

Noting that the after-school hours are peak hours for Illinois juveniles to be either victims of crime or involved in criminal activity, this report provides evidence that making quality after-school programs available to all youth who need them will reduce crime and provide constructive activities for youth. The report details statistics on…

Putting It All Together: Guiding Principles for Quality After-School Programs Serving Preteens

ERIC Educational Resources Information Center

Metz, Rachel A.; Goldsmith, Julie; Arbreton, Amy J. A.

2008-01-01

Successfully navigating early adolescence depends, in large part, on the availability of safe and engaging activities and supportive relationships with adults, yet many preteens have limited access to positive supports and opportunities such as high-quality after-school programs that could put them on a path to success. Funders, policymakers and…

Factors Influencing the Implementation of Organized Physical Activity and Fruit and Vegetable Snacks in the HOP'N After-School Obesity Prevention Program

ERIC Educational Resources Information Center

Hastmann, Tanis J.; Bopp, Melissa; Fallon, Elizabeth A.; Rosenkranz, Richard R.; Dzewaltowski, David A.

2013-01-01

Objective: To identify barriers and facilitators for improving the after-school organized physical activity (PA) and snack quality. Methods: After-school staff (Year 1, n = 20; Year 2, n = 17) participated in qualitative, semistructured interviews about the implementation of an after-school obesity prevention intervention. Interviews were…

A New Approach to Accountability: Creating Effective Learning Environments for Programs

ERIC Educational Resources Information Center

Surr, Wendy

2012-01-01

This article describes a new paradigm for accountability that envisions afterschool programs as learning organizations continually engaged in improving quality. Nearly 20 years into the era of results-based accountability, a new generation of afterschool accountability systems is emerging. Rather than aiming to test whether programs have produced…

Prevalence and Psychosocial Correlates of After-School Activities among Chinese Adolescents in Hong Kong

PubMed Central

Ma, Cecilia M. S.; Shek, Daniel Tan Lei

2014-01-01

Using a cross-sectional design, this study (a) explores the prevalence of after-school activities among Chinese early adolescents and (b) assesses the relationships between participation in after-school activities, personal well-being, and family functioning. A total of 3,328 Grade 7 students (mean age = 12.59 years, SD = 0.74) completed a self-administered questionnaire. Results showed that the majority of adolescents returned home under adult supervision. Further analyses showed the associations between after-school activities, positive youth development qualities, academic and school competence, family functioning, and risky behavior. Implications regarding efforts aimed at designing high quality and structured after-school youth programs are discussed. PMID:25309895

Top 10 States for Afterschool in 2009

ERIC Educational Resources Information Center

Afterschool Alliance, 2009

2009-01-01

Each day in America, millions of kids go home to an empty house after school. In recent years, the growth of quality, affordable afterschool programs has begun to offer positive alternatives to the parents of these children. In 2009, the Afterschool Alliance contracted with RTi, a market research firm, to conduct a household survey of nearly…

Positive Change through a Credential Process

ERIC Educational Resources Information Center

Williams, Tinnycua

2018-01-01

Studies have demonstrated the significance of afterschool staff development and have attempted to show the impacts of staff training on program quality and youth outcomes. Professional development, though necessary, wasn't always a priority for the author, especially if training hours conflicted with the author's afterschool program schedule.…

Financing After-School Programs.

ERIC Educational Resources Information Center

Halpern, Robert; Deich, Sharon; Cohen, Carol

The growing demands for afterschool programming for children is accompanied by an increasing understanding of the importance of quality care and activities to children's healthy development. Among the many challenges faced by the growing number of out-of-school time initiatives are developing financing plans and finding funding that will support…

Designing Culturally Responsive Organized After-School Activities

ERIC Educational Resources Information Center

Simpkins, Sandra D.; Riggs, Nathaniel R.; Ngo, Bic; Vest Ettekal, Andrea; Okamoto, Dina

2017-01-01

Organized after-school activities promote positive youth development across a range of outcomes. To be most effective, organized activities need to meet high-quality standards. The eight features of quality developed by the National Research Council's Committee on Community-Level Programs for Youth have helped guide the field in this regard.…

Defining Standards and Policies for Promoting Physical Activity in Afterschool Programs

ERIC Educational Resources Information Center

Beets, Michael W.; Wallner, Megan; Beighle, Aaron

2010-01-01

Background: National guidelines exist that define "quality" afterschool programs (3-6 pm, ASP). No widely adopted national standards/policies exist, however, for ASP providers for the promotion of physical activity (PA). To address this gap, state-level ASP organizations have developed or adopted standards/policies related to PA. The extent to…

Identifying sources of children's consumption of junk food in Boston after-school programs, April-May 2011.

PubMed

Kenney, Erica L; Austin, S Bryn; Cradock, Angie L; Giles, Catherine M; Lee, Rebekka M; Davison, Kirsten K; Gortmaker, Steven L

2014-11-20

Little is known about how the nutrition environment in after-school settings may affect children's dietary intake. We measured the nutritional quality of after-school snacks provided by programs participating in the National School Lunch Program or the Child and Adult Care Food Program and compared them with snacks brought from home or purchased elsewhere (nonprogram snacks). We quantified the effect of nonprogram snacks on the dietary intake of children who also received program-provided snacks during after-school time. Our study objective was to determine how different sources of snacks affect children's snack consumption in after-school settings. We recorded snacks served to and brought in by 298 children in 18 after-school programs in Boston, Massachusetts, on 5 program days in April and May 2011. We measured children's snack consumption on 2 program days using a validated observation protocol. We then calculated within-child change-in-change models to estimate the effect of nonprogram snacks on children's dietary intake after school. Nonprogram snacks contained more sugary beverages and candy than program-provided snacks. Having a nonprogram snack was associated with significantly higher consumption of total calories (+114.7 kcal, P < .001), sugar-sweetened beverages (+0.5 oz, P = .01), desserts (+0.3 servings, P < .001), and foods with added sugars (+0.5 servings; P < .001) during the snack period. On days when children brought their own after-school snack, they consumed more salty and sugary foods and nearly twice as many calories than on days when they consumed only program-provided snacks. Policy strategies limiting nonprogram snacks or setting nutritional standards for them in after-school settings should be explored further as a way to promote child health.

Identifying Sources of Children’s Consumption of Junk Food in Boston After-School Programs, April–May 2011

PubMed Central

Austin, S. Bryn; Cradock, Angie L.; Giles, Catherine M.; Lee, Rebekka M.; Davison, Kirsten K.; Gortmaker, Steven L.

2014-01-01

Introduction Little is known about how the nutrition environment in after-school settings may affect children’s dietary intake. We measured the nutritional quality of after-school snacks provided by programs participating in the National School Lunch Program or the Child and Adult Care Food Program and compared them with snacks brought from home or purchased elsewhere (nonprogram snacks). We quantified the effect of nonprogram snacks on the dietary intake of children who also received program-provided snacks during after-school time. Our study objective was to determine how different sources of snacks affect children’s snack consumption in after-school settings. Methods We recorded snacks served to and brought in by 298 children in 18 after-school programs in Boston, Massachusetts, on 5 program days in April and May 2011. We measured children’s snack consumption on 2 program days using a validated observation protocol. We then calculated within-child change-in-change models to estimate the effect of nonprogram snacks on children’s dietary intake after school. Results Nonprogram snacks contained more sugary beverages and candy than program-provided snacks. Having a nonprogram snack was associated with significantly higher consumption of total calories (+114.7 kcal, P < .001), sugar-sweetened beverages (+0.5 oz, P = .01), desserts (+0.3 servings, P < .001), and foods with added sugars (+0.5 servings; P < .001) during the snack period. Conclusion On days when children brought their own after-school snack, they consumed more salty and sugary foods and nearly twice as many calories than on days when they consumed only program-provided snacks. Policy strategies limiting nonprogram snacks or setting nutritional standards for them in after-school settings should be explored further as a way to promote child health. PMID:25412028

Specific features of after-school program quality: associations with children's functioning in middle childhood.

PubMed

Pierce, Kim M; Bolt, Daniel M; Vandell, Deborah Lowe

2010-06-01

This longitudinal study examined associations between three after-school program quality features (positive staff-child relations, available activities, programming flexibility) and child developmental outcomes (reading and math grades, work habits, and social skills with peers) in Grade 2 and then Grade 3. Participants (n = 120 in Grade 2, n = 91 in Grade 3) attended after-school programs more than 4 days per week, on average. Controlling for child and family background factors and children's prior functioning on the developmental outcomes, positive staff-child relations in the programs were positively associated with children's reading grades in both Grades 2 and 3, and math grades in Grade 2. Positive staff-child relations also were positively associated with social skills in Grade 2, for boys only. The availability of a diverse array of age-appropriate activities at the programs was positively associated with children's math grades and classroom work habits in Grade 3. Programming flexibility (child choice of activities) was not associated with child outcomes.

Salty or Sweet? Nutritional Quality, Consumption, and Cost of Snacks Served in Afterschool Programs

ERIC Educational Resources Information Center

Beets, Michael W.; Weaver, Robert G.; Tilley, Falon; Turner-McGrievy, Gabrielle; Huberty, Jennifer; Ward, Dianne S.; Freedman, Darcy A.

2015-01-01

Background: Snacks served in afterschool programs (ASPs, 3-6?pm) represent an important opportunity to promote healthy eating. ASP policies suggest a fruit/vegetable is served daily, while sugar-sweetened foods/beverages and artificially flavored snacks are eliminated. Limited information exists on the types of snacks served in ASPs, if snacks…

Students' Attitudes toward Science as Predictors of Gains on Student Content Knowledge: Benefits of an After-School Program

ERIC Educational Resources Information Center

Newell, Alana D.; Zientek, Linda R.; Tharp, Barbara Z.; Vogt, Gregory L.; Moreno, Nancy P.

2015-01-01

High-quality after-school programs devoted to science have the potential to enhance students' science knowledge and attitudes, which may impact their decisions about pursuing science-related careers. Because of the unique nature of these informal learning environments, an understanding of the relationships among aspects of students' content…

Examining Practices of Staff Recruitment and Retention in Four High-Functioning Afterschool Programs: Extended Study from the National Afterschool Partnership Report. CRESST Report 769

ERIC Educational Resources Information Center

Huang, Denise; Cho, Jamie; Nam, Hannah H.; La Torre, Deborah; Oh, Christine; Harven, Aletha; Huber, Lindsay Perez; Rudo, Zena; Caverly, Sarah

2010-01-01

This study describes how staff qualifications, decisions on staffing procedures, and professional development opportunities support the recruitment and retention of quality staff members. Four high-functioning programs were identified. Qualitative procedures and instruments were designed to capture staff and parents' academic perspectives about…

Physical Activity Intensity, Lesson Context, and Teacher Interactions During an Unstructured Afterschool Physical Activity Program.

PubMed

Behrens, Timothy K; Miller, Daniel J; Schuna, John M; Liebert, Mina L

2015-12-01

Afterschool programs are promising arenas to improve youth physical activity (PA) levels. During the school year for 2012-2013, 5 elementary schools from a low-socioeconomic status (SES) school district in southern Colorado participated in evaluation of the afterschool program entitled Keep It Moving! (KIM). In this cross-sectional analysis we sought to evaluate the relationships among participant PA, teacher interaction, and lesson context during an unstructured afterschool PA program. Participants were third-fifth grade students enrolled in the KIM program at the 5 participating elementary schools and were assessed utilizing accelerometers and direct observation with the System for Observing Fitness Instruction Time (SOFIT). Program participants wore the accelerometer 37.1 ± 5.4 min session(-1). Approximately half of the time was spent in light PA (LPA) and 15.7 ± 5.3 min session(-1) in moderate to vigorous PA (MVPA). Game play was positively associated with LPA and negatively associated with MVPA. When teachers did not promote PA with students there was a positive association with sedentary activity (SA) and a negative association with MVPA. Lesson context and teacher interactions may be important factors associated with PA intensity of afterschool PA programming. Future research should address whether structured PA curricula may improve quality of afterschool PA programming. © 2015, American School Health Association.

Supporting Social and Emotional Development through Quality Afterschool Programs. Beyond the Bell: Research to Practice in the Afterschool and Expanded Learning Field

ERIC Educational Resources Information Center

Devaney, Elizabeth

2015-01-01

During the past 20 years, the afterschool field has been held accountable in varying ways--first, on the ability to provide safe places for young people to spend time while their parents work; then, on success in helping to improve participants' academic achievement as a supplement to the school day. Today, measuring success in afterschool…

Fiscal Fitness for Non-Profits: Project Puts Chicago After-School Programs and Funders through a Financial Workout. Stories from the Field

ERIC Educational Resources Information Center

Field, Anne

2011-01-01

Strengthening after-school programming for city youngsters has long been an objective of The Wallace Foundation, a national philanthropy based in New York City. In its work over the years, Wallace has found that weak financial management of the nonprofits running many high-quality programs hampers their ability to improve and expand. In 2009,…

Reaching for the Stars: Examining YoungStar and Its Effect on the Quality of Milwaukee County's Afterschool Workforce

ERIC Educational Resources Information Center

Peterangelo, Joe; Carlson, Virginia; Henken, Rob

2014-01-01

The authors' recent research has revealed that most afterschool programs in Milwaukee County have received relatively low ratings, and that their biggest hurdle to improving their scores often involved the educational qualifications of program staff. In light of the potential consequences of that finding--which include the possibility that the…

A Conceptual Model for Training After-School Program Staffers to Promote Physical Activity and Nutrition

ERIC Educational Resources Information Center

Weaver, Robert Glenn; Beets, Michael W.; Webster, Collin; Beighle, Aaron; Huberty, Jennifer

2012-01-01

Background: After-school programs (ASPs, 3 pm to 6 pm) have been called upon to increase the amount of daily physical activity children accumulate and improve the nutritional quality of the snacks served. To this end, state and national physical activity and nutrition (PAaN) policies have been proposed. Frontline staff who directly interact with…

City Strategies to Engage Older Youth in Afterschool Programs. Strategy Guide

ERIC Educational Resources Information Center

Russell, Lane; Deich, Sharon; Padgette, Heather Clapp; Cox, Amy

2012-01-01

A wide body of research shows that consistent participation in high-quality afterschool and summer programs, also called out-of-school time or OST, provides substantial benefits to children and youth and their communities. Youth are more prone to engage in juvenile delinquency, substance abuse and other risky behaviors after 3:00 p.m. if there are…

Specific Features of After-School Program Quality: Associations with Children’s Functioning in Middle Childhood

PubMed Central

Bolt, Daniel M.; Vandell, Deborah Lowe

2010-01-01

This longitudinal study examined associations between three after-school program quality features (positive staff–child relations, available activities, programming flexibility) and child developmental outcomes (reading and math grades, work habits, and social skills with peers) in Grade 2 and then Grade 3. Participants (n = 120 in Grade 2, n = 91 in Grade 3) attended after-school programs more than 4 days per week, on average. Controlling for child and family background factors and children’s prior functioning on the developmental outcomes, positive staff–child relations in the programs were positively associated with children’s reading grades in both Grades 2 and 3, and math grades in Grade 2. Positive staff–child relations also were positively associated with social skills in Grade 2, for boys only. The availability of a diverse array of age-appropriate activities at the programs was positively associated with children’s math grades and classroom work habits in Grade 3. Programming flexibility (child choice of activities) was not associated with child outcomes. PMID:20336364

Whatcha Doin' after School? A Review of the Literature on the Influence of After-School Programs on Young Black Males

ERIC Educational Resources Information Center

Woodland, Malcolm H.

2008-01-01

Basic quality-of-life indicators including employment, access to health care, and involvement with the criminal justice system paint a grim picture for the lives of urban Black males; thus, it is increasingly important to identify prevention and intervention strategies that can improve outcomes for this group. After-school programs have been…

School's Out, Let's Eat: FRAC's Guide to Using the Child and Adult Care Food Program (CACFP) to Expand Afterschool Opportunities for Children. The Building Blocks Project. Promoting Education and Child Development with Nutrition Resources.

ERIC Educational Resources Information Center

Wierwille, Jennifer; Parker, Lynn; Henchy, Geraldine; Driscoll, Christin M.; Tingling-Clemmons, Michele

The provision of quality before- and after-school child care is a major challenge facing educators. This guide from the Food Research and Action Center's Building Blocks Project provides information to providers of before and after school programs on using the federal Child and Adult Care Food Program (CACFP) to provide snacks and meals. Following…

Building an Afterschool Workforce: Regulations and beyond

ERIC Educational Resources Information Center

Cole, Patricia

2011-01-01

In the space of an afternoon, an afterschool worker may perform many roles--homework tutor, mentor, athletic director, games master, role model, reading coach, top chef, bridge to parents, and, above all, an adult who develops positive relationships that can change children's lives. Program staff is a critical ingredient of the quality of…

A Qualitative Study of Elementary Afterschool Teachers' Perceptions of the Impact of Afterschool Programs on Students Receiving Special Education Services

ERIC Educational Resources Information Center

Legaspi, Margareth

2013-01-01

The purpose of this study, "A Qualitative Study of Elementary Afterschool Teachers' Perceptions of the Impact of Afterschool Programs on Students Receiving Special Education Services," was to assess elementary afterschool teachers' perceptions of the impact of afterschool programs on students receiving special education…

Understanding the "How" of Quality Improvement: Lessons from the Rhode Island Program Quality Intervention

ERIC Educational Resources Information Center

Devaney, Elizabeth; Smith, Charles; Wong, Kenneth

2012-01-01

Over the past 10 years, afterschool and youth development programming has moved from providing childcare for working parents to being an integral component of the learning day, supporting the academic, social, and emotional development of young people. An important part of that transition has been a growing emphasis on improving program quality.…

Not just a walk in the park: efficacy to effectiveness for after school programs in communities of concentrated urban poverty.

PubMed

Frazier, Stacy L; Mehta, Tara G; Atkins, Marc S; Hur, Kwan; Rusch, Dana

2013-09-01

This study examined a model for mental health consultation, training and support designed to enhance the benefits of publicly-funded recreational after-school programs in communities of concentrated urban poverty for children's academic, social, and behavioral functioning. We assessed children's mental health needs and examined the feasibility and impact of intervention on program quality and children's psychosocial outcomes in three after-school sites (n = 15 staff, 89 children), compared to three demographically-matched sites that received no intervention (n = 12 staff, 38 children). Findings revealed high staff satisfaction and feasibility of intervention, and modest improvements in observed program quality and staff-reported children's outcomes. Data are considered with a public health lens of mental health promotion for children in urban poverty.

Afterschool Essentials: Research and Polling

ERIC Educational Resources Information Center

Afterschool Alliance, 2013

2013-01-01

This 2-page resource summarizes statistical findings highlighting the need and demand for more afterschool programs for children and youth. Focal points include: (1) The Afterschool Hours in America; (2) Afterschool Offers a Range of Benefits to Youth and their Families; (3) Afterschool Supports Student Success; (4) Afterschool Programs Are Seen…

The Cost of Quality Out-of-School-Time Programs

ERIC Educational Resources Information Center

Grossman, Jean Baldwin; Lind, Christianne; Hayes, Cheryl; McMaken, Jennifer; Gersick, Andrew

2009-01-01

Funders and program planners want to know: What does it cost to operate a high-quality after-school or summer program? This study answers that question, discovering that there is no "right" number. Cost varies substantially, depending on the characteristics of the participants, the goals of the program, who operates it and where it is located.…

Supporting Success: Why and How to Improve Quality in After-School Programs

ERIC Educational Resources Information Center

Sheldon, Jessica; Hopkins, Leigh

2008-01-01

This report examines the program improvement strategies, step-by-step, that allowed The James Irvine Foundation's Communities Organizing to Advance Learning (CORAL) initiative to achieve the levels of quality needed to boost the academic success of participating students, and makes policy and funding suggestions for improving program performance.…

Building Effective Afterschool Programs.

ERIC Educational Resources Information Center

Fashola, Olatokunbo S.

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…

78 FR 47274 - National School Lunch, Special Milk, and School Breakfast Programs, National Average Payments...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-08-05

... following correction: On page 45181, the Table titled ``AFTERSCHOOL SNACKS SERVED IN AFTERSCHOOL CARE PROGRAMS'' is corrected to read as set forth below: Afterschool Snacks Served in Afterschool Care Programs...

Uncertain Times 2012: Afterschool Programs Still Struggling in Today's Economy

ERIC Educational Resources Information Center

Afterschool Alliance, 2012

2012-01-01

"Uncertain Times 2012," conducted by the Afterschool Alliance between April 25 and June 8, 2012, assesses the impact of economic conditions on afterschool programs. While many studies have evaluated the impact of programs, "Uncertain Times" is the only research to examine the fiscal health of afterschool programs and their…

Evaluations Backgrounder: A Summary of Formal Evaluations of the Academic Impact of Afterschool Programs

ERIC Educational Resources Information Center

Afterschool Alliance, 2008

2008-01-01

Although afterschool programs for children have been operating for decades in some communities, the afterschool movement--the great national awakening to the opportunity afterschool offers--is just a few years old. As public demand for afterschool has grown, so has the demand for accountability. That is particularly true in afterschool programs…

Evaluations Backgrounder: A Summary of Formal Evaluations of Afterschool Programs' Impact on Academics, Behavior, Safety and Family Life

ERIC Educational Resources Information Center

Afterschool Alliance, 2011

2011-01-01

Afterschool programs have been operating for decades in communities across the country, and federal investment in afterschool has increased dramatically since the mid-1990s. However, even more investment in the field of afterschool, which includes before school, afterschool and summer learning programs, is needed to keep up with the growing…

Evaluations Backgrounder: A Summary of Formal Evaluations of Afterschool Programs' Impact on Academics, Behavior, Safety and Family Life

ERIC Educational Resources Information Center

Afterschool Alliance, 2014

2014-01-01

Afterschool programs have been operating for decades in communities across the country, and federal investment in afterschool has increased dramatically since the mid-1990s. However, even more investment in the field of afterschool, which includes before-school, afterschool and summer learning programs, is needed to keep up with the growing…

Evaluations Backgrounder: A Summary of Formal Evaluations of Afterschool Programs' Impact on Academics, Behavior, Safety and Family Life

ERIC Educational Resources Information Center

Afterschool Alliance, 2015

2015-01-01

Afterschool programs have been operating for decades in communities across the country, and federal investment in afterschool has increased dramatically since the mid-1990s. However, even more investment in the field of afterschool, which includes before school, afterschool and summer learning programs, is needed to keep up with the growing…

Evaluations Backgrounder: "A Summary of Formal Evaluations of Afterschool Programs' Impact on Academics, Behavior, Safety and Family Life"

ERIC Educational Resources Information Center

Afterschool Alliance, 2013

2013-01-01

Afterschool programs have been operating for decades in communities across the country, and federal investment in afterschool has increased dramatically since the mid-1990s. However, even more investment in the field of afterschool, which includes before-school, afterschool and summer learning programs, is needed to keep up with the growing…

The Role of the School in Children's Out-of-School Time.

ERIC Educational Resources Information Center

Dryfoos, Joy G.

1999-01-01

Reports the prevalence of school-based after-school programs and discusses extracurricular activities, child care, extended-day programs, enrichment programs, and efforts to make the schools community hubs. Outlines implementation challenges to program expansion: governance, space, program quality, funding, and accountability. (SLD)

Utilizing Wisconsin Afterschool Programs to Increase Physical Activity in Youth.

PubMed

Cavanagh, Bradley D; Meinen, Amy

2015-10-01

Approximately 31.7% of children in the United States are overweight or obese. Interventions in the afterschool setting may help combat childhood obesity. Research exists on interventions in school settings, but a few data exist for interventions about afterschool programs. This study investigates increasing physical activity (PA) in Wisconsin afterschool programs. A literature review was used to develop key informant interviews. Utilizing a constant comparative method, interview data were coded and themes were identified. The themes, literature review, and expert opinions were used to formulate recommendations for improving PA in afterschool programs. Programs had success in utilizing different resources to improve PA. Key barriers to improving PA included grant-imposed academic restrictions, the need for provider education, fears of conflict and competitiveness, and a lack of understanding between health and sedentariness. There is a clear need for additional exploration into improving PA in Wisconsin afterschool programs. This study resulted in specific recommendations to increase PA in afterschool programming, including utilizing school wellness policies and staff professional development to improve PA in afterschool programs. © 2015, American School Health Association.

Measuring Program Quality, Part 2: Addressing Potential Cultural Bias in a Rater Reliability Exam

ERIC Educational Resources Information Center

Richer, Amanda; Charmaraman, Linda; Ceder, Ineke

2018-01-01

Like instruments used in afterschool programs to assess children's social and emotional growth or to evaluate staff members' performance, instruments used to evaluate program quality should be free from bias. Practitioners and researchers alike want to know that assessment instruments, whatever their type or intent, treat all people fairly and do…

After-School Programs and Academic Impact: A Study of Chicago's After School Matters

ERIC Educational Resources Information Center

Goerge, Robert; Cusick, Gretchen R.; Wasserman, Miriam; Gladden, Matthew

2007-01-01

After-school programs for adolescents may be a way to promote positive youth development, and thus, it is important to understand what impact after-school programs can have on the educational achievement of high school students. Chicago's After School Matters (ASM) program offers an exceptional opportunity to study whether an after-school program…

After-School Academic Enrichment Programs. Information Capsule. Volume 1509

ERIC Educational Resources Information Center

Blazer, Christie

2016-01-01

The number of U.S. children attending after-school programs has been steadily increasing. In 2014, the most recent year for which data were available, approximately 10.2 million students, representing about 23 percent of U.S. families, were enrolled in an after-school program. Of the students attending after-school programs, the majority do so at…

Recruiting Youth for After-School Health Intervention Programming: Parent and Student Perceptions

ERIC Educational Resources Information Center

Wanless, Elizabeth; Judge, Lawrence W.; Dieringer, Shannon T.; Johnson, James E.

2017-01-01

In an effort to increase physical activity (PA) in children, some schools are utilizing after-school PA programs. For after-school PA programs to attract children and their parents more effectively, it is important to understand participant perceptions. With input from parents and children, after-school PA programs will be better equipped to…

After-School Youth Development Programs: A Developmental-Ecological Model of Current Research

ERIC Educational Resources Information Center

Riggs, Nathaniel R.; Greenberg, Mark T.

2004-01-01

Although there has been a rapid increase in funding and attention to after-school programs, there is little understanding of how after-school programs impact children's developmental trajectories. The heterogeneity of American children makes it very unlikely that all children need after-school programming or that there is but one brand of…

Afterschool Alliance Backgrounder: Formal Evaluations of Afterschool Programs.

ERIC Educational Resources Information Center

Afterschool Alliance, Washington, DC.

Noting that various types of evaluations of after-school programming conducted over the last several years have provided useful information to providers and to policymakers, this report summarizes the lessons learned from independent evaluations of after-school programs. The following overall findings are supported with a delineation of findings…

Pathways to Youth Empowerment and Community Connectedness: A Study of Youth-Adult Partnership in Malaysian After-School, Co-Curricular Programs.

PubMed

Zeldin, Shepherd; Krauss, Steven Eric; Kim, Taehan; Collura, Jessica; Abdullah, Haslinda

2016-08-01

After-school programs are prevalent across the world, but there is a paucity of research that examines quality within the "black box" of programs at the point of service. Grounded in current theory, this research examined hypothesized pathways between the experience of youth-adult partnership (youth voice in decision-making; supportive adult relationships), the mediators of program safety and engagement, and the developmental outcomes of youth empowerment (leadership competence, policy control) and community connectedness (community connections, school attachment). Surveys were administered to 207 ethnically diverse (47.3 % female; 63.3 % Malay) youth, age 15-16, attending after-school co-curricular programs in Kuala Lumpur, Malaysia. Results showed that youth voice in program decision-making predicted both indicators of youth empowerment. Neither youth voice nor supportive adult relationships was directly associated with community connectedness, however. Program engagement mediated the associations between youth-adult partnership and empowerment. In contrast, program safety mediated the associations between youth-adult partnership and community connectedness. The findings indicate that the two core components of youth-adult partnership-youth voice and supportive adult relationships-may operate through different, yet complementary, pathways of program quality to predict developmental outcomes. Implications for future research are highlighted. For reasons of youth development and youth rights, the immediate challenge is to create opportunities for youth to speak on issues of program concern and to elevate those adults who are able and willing to help youth exercise their voice.

After-school setting, physical activity, and sedentary behavior in 5th grade boys and girls.

PubMed

Taverno Ross, S E; Dowda, M; Colabianchi, N; Saunders, R; Pate, R R

2012-09-01

After-school hours are considered critical for children's physical activity (PA) and sedentary behaviors (SB); however, whether the after-school setting influences children's activity patterns is unknown. This study examined the influence of after-school setting (i.e., parent report of the child's usual after-school setting) on 5th grade children's PA and SB, and differences by race/ethnicity. Boys whose parents reported they usually attended an after-school program had higher PA than boys who usually went home after school. A significant interaction between race/ethnicity and after-school setting showed that minority girls whose parents reported they usually attended an after-school program had higher PA and engaged in less SB compared with those who usually went home, whereas the activity patterns of white girls did not differ by after-school setting. Children's usual after-school setting affects their activity patterns; after-school programs may potentially increase PA in boys and minority girls. Copyright © 2012 Elsevier Ltd. All rights reserved.

Afterschool Programs: A Wise Public Investment. Afterschool Alert. Issue Brief No.22

ERIC Educational Resources Information Center

Afterschool Alliance, 2005

2005-01-01

After-school advocates and practitioners face a seemingly continual struggle for adequate funding. While there have been successes, budgets have tightened at all levels of government, and advocates must be prepared to demonstrate that after-school programs are a worthy investment. This report highlights benefits of these programs by pointing out…

Hours of Opportunity, Volume 2: The Power of Data to Improve After-School Programs Citywide. Monograph

ERIC Educational Resources Information Center

McCombs, Jennifer Sloan; Orr, Nate; Bodilly, Susan J.; Naftel, Scott; Constant, Louay; Scherer, Ethan; Gershwin, Daniel

2010-01-01

High-quality out-of-school-time (OST) programs have a positive effect on youth development, but many cities have found it difficult to address the challenges of expanding and improving the quality of programs offered to underserved and high-need students. In response, The Wallace Foundation sponsored an initiative to help five cities increase…

Afterschool Quality

ERIC Educational Resources Information Center

Smith, Charles; Akiva, Tom; McGovern, Gina; Peck, Stephen C.

2014-01-01

This chapter discusses efforts to define and improve the quality of afterschool services, highlighting areas of agreement and identifying leading-edge issues. We conclude that the afterschool field is especially well positioned to deliver high-quality services and demonstrate effectiveness at scale because a strong foundation has been built for…

Evaluations Backgrounder: A Summary of Formal Evaluations of Afterschool Programs' Impact on Behavior, Safety and Family Life

ERIC Educational Resources Information Center

Afterschool Alliance, 2007

2007-01-01

Although afterschool programs for children have been operating for many years in some communities, the afterschool movement--the great national awakening to the opportunity afterschool offers--is just a few years old. As public demand for afterschool has grown, so has the demand for accountability. That is particularly true in afterschool…

SEL-Focused After-School Programs

ERIC Educational Resources Information Center

Hurd, Noelle; Deutsch, Nancy

2017-01-01

After-school programs offer young people opportunities for self-expression, exploring their talents, and forming relationships with supportive adults. That is, after-school programs promote young people's social and emotional learning (SEL) skills--whether the programs use that term or not. Despite these programs' potential, Noelle Hurd and Nancy…

After-school programs for low-income children: promise and challenges.

PubMed

Halpern, R

1999-01-01

Children's out-of-school time, long a low-level source of public concern, has recently emerged as a major social issue. This, in turn, has heightened interest in the heterogeneous field of after-school programs. This article provides a profile of after-school programs for low-income children, focusing on supply and demand, program emphases, and program sponsors and support organizations. It also discusses the major challenges facing the field in the areas of facilities, staffing, and financing. Details and examples are drawn from the ongoing evaluation of a specific after-school program initiative called MOST (Making the Most of Out-of-School Time), which seeks to strengthen after-school programs in Boston, Chicago, and Seattle. Looking ahead, the article highlights the pros and cons of options for increasing coverage to reach more low-income children, strengthening programs, expanding funding, and articulating an appropriate role for after-school programs to fill in the lives of low-income children.

Youth sport as a component of organized afterschool programs.

PubMed

Coatsworth, J Douglas; Conroy, David E

2007-01-01

Organized afterschool programs have received increased attention over the past two decades because of changes in family demographics and in society's structures for supervising and socializing youth. The number of afterschool programs has been rapidly expanding to meet the increased need. However, not all youth in need are being reached, and the programs that are being created are loosely connected. The authors present several advantages of more fully integrating sport and afterschool activities. There are well-documented positive effects of physical activity and sports participation on physical and psychosocial youth outcomes, especially if those programs are implemented with these points in mind. Promoting healthy lifestyles and preventing obesity are also important federal- and state-level policy priorities. Finally, physical activity and fitness and sport participation are linked with improved cognitive functioning and greater academic achievement, two desired outcomes of many afterschool programs. The authors note, however, that many youth sports programs designed to enhance positive youth development will not succeed without more attention focused on improving them, because they do not use best practices and principles of afterschool and youth sports programs. The authors focus on best practice ideas in four areas that are essential to the successful intersection of youth sport and afterschool programming: setting a clear mission, programming with appropriate content, staff training, and research and evaluation or frequent assessments. They illustrate best practices in each of these areas using program descriptions and provide recommendations for strengthening the connections among afterschool programs, sports, and physical activity.

The Changing Landscape of Afterschool Programs

ERIC Educational Resources Information Center

Hynes, Kathryn; Sanders, Felicia

2010-01-01

In the past 15 years, the need for quality school-age child care has combined with concerns about children's academic performance, delinquency, and safety to create tremendous momentum around out-of-school time (OST) programming. Public funding for programs has simultaneously increased, bringing greater demand from policymakers and private funders…

The Use of Refundable Tax Credits to Increase Low-Income Children's After-School Physical Activity Level.

PubMed

Dunton, Genevieve; Ebin, Vicki J; Efrat, Merav W; Efrat, Rafael; Lane, Christianne J; Plunkett, Scott

2015-06-01

The current study investigates the extent to which a refundable tax credit could be used to increase low-income children's after-school physical activity levels. An experimental study was conducted evaluating the effectiveness of an intervention offering a simulated refundable tax credit to parents of elementary-school-age children (n = 130) for enrollment in after-school physical activity programs. A randomized controlled design was used, with data collected at baseline, immediately following the 4-month intervention (postintervention), and 6 weeks after the end of the intervention (follow-up). Evaluation measures included (1) enrollment rate, time spent, weekly participation frequency, duration of enrollment, and long-term enrollment patterns in after-school physical activity programs and (2) moderate to vigorous physical activity. The simulated tax credits did not significantly influence low-income children's rates of enrollment in after-school physical activity programs, frequency of participation, time spent in after-school physical activity programs, and overall moderate-to-vigorous intensity physical activity at postintervention or follow-up. The use of refundable tax credits as incentives to increase participation in after-school physical activity programs in low-income families may have limited effectiveness. Lawmakers might consider other methods of fiscal policy to promote physical activity such as direct payment to after-school physical activity program providers for enrolling and serving a low-income child in a qualified program, or improvements to programming and infrastructure.

Dateline Child Care.

ERIC Educational Resources Information Center

Child Care Information Exchange, 1987

1987-01-01

Discusses developmental trends influencing child care programs. They include growing popularity of flexible benefit plans for employees; American children's quality of life; state and local child care initiatives; children's uses of computers; and lack of after-school programs for low income children. Growth of accredited centers is also…

Improving Participation in After-School Programs

ERIC Educational Resources Information Center

Walker, Karen E.; Arbreton, Amy J. A.

2005-01-01

After-school programs attempt to provide safe havens that keep youth off the streets and offer them a variety of opportunities to enhance their experiences and skills, including educational outcomes such as grades. What the programs actually accomplish has been somewhat different. Major evaluations of after-school programs have shown that they do…

Better Together: Building Local Systems to Improve Afterschool (A Conference Report)

ERIC Educational Resources Information Center

Cummins, H. J.

2013-01-01

What happens when teams from 57 cities building afterschool systems gather to discuss two key system responsibilities--improving afterschool programs and using data for informed decision-making? Lots of rich discussion. This report covers a national afterschool conference held in February 2013. It details what mayors, program providers, system…

Shared Features of High-Performing After-School Programs: A Follow-Up to the TASC Evaluation

ERIC Educational Resources Information Center

Birmingham, Jennifer; Pechman, Ellen M.; Russell, Christina A.; Mielke, Monica

2005-01-01

This study examined high-performing after-school projects funded by The After-School Corporation (TASC), to determine what characteristics, if any, these projects shared. Evaluators reanalyzed student performance data collected during the multi-year evaluation of the TASC initiative to identify projects where the after-school program was…

Connecting the Dots: Data Use in Afterschool Systems

ERIC Educational Resources Information Center

Spielberger, Julie; Axelrod, Jennifer; Dasgupta, Denali; Cerven, Christine; Spain, Angeline; Kohm, Amelia; Mader, Nicholas

2016-01-01

To support the effectiveness of afterschool programs in fostering skills youth need to succeed in school and life, a growing number of cities have invested in afterschool systems to coordinate disparate programs and funding streams. A primary function of most afterschool systems is to develop and maintain a data system to collect, analyze, and…

After-School Programs: A Resource for Young Black Males and Other Urban Youth

ERIC Educational Resources Information Center

Woodland, Malcolm H.

2016-01-01

While after-school programs are plentiful, they are often developed arbitrarily with little attention given to theoretical underpinnings that may inform program interventions. In this article, after-school programs are situated in resilience theory as protective factors, which encourage resilience among young Black males and other urban youth. The…

Connecting the Dots: Data Use in Afterschool Systems. Research Brief

ERIC Educational Resources Information Center

Spielberger, Julie; Axelrod, Jennifer; Dasgupta, Denali; Cerven, Christine; Spain, Angeline; Kohm, Amelia; Mader, Nicholas

2016-01-01

To support the effectiveness of afterschool programs in fostering skills youth need to succeed in school and life, a growing number of cities have invested in afterschool systems to coordinate disparate programs and funding streams. A primary function of most afterschool systems is to develop and maintain a data system to collect, analyze, and…

The Use of Refundable Tax Credits to Increase Low-Income Children's After-School Physical Activity Level

PubMed Central

Dunton, Genevieve; Ebin, Vicki J.; Efrat, Merav W.; Efrat, Rafael; Lane, Christianne J.; Plunkett, Scott

2014-01-01

Objective The present study investigates the extent to which a refundable tax credit could be used to increase low income children's after-school physical activity levels. Methods An experimental study was conducted evaluating the effectiveness of an intervention offering a simulated refundable tax credit to parents of elementary school-age children (n=130) for enrollment in after-school physical activity programs. A randomized-controlled design was used, with data collected at baseline, immediately following the four month intervention (post-intervention), and six-weeks after the end of the intervention (follow-up). Evaluation measures included: (a) enrollment rate, time spent, weekly participation frequency, duration of enrollment and long term enrollment patterns in after-school physical activity programs; and (b) moderate-to-vigorous physical activity (MVPA). Results The simulated tax credits did not significantly influence low- income children's rates of enrollment in after-school physical activity programs, frequency of participation, time spent in after-school physical activity programs, and overall moderate-to-vigorous intensity physical activity at post-intervention or follow-up. Conclusion The use of refundable tax credits as incentives to increase participation in after-school physical activity programs in low-income families may have limited effectiveness. Lawmakers might consider other methods of fiscal policy to promote physical activity such as direct payment to after-school physical activity program providers for enrolling and serving a low- income child in a qualified program, or improvements to programming and infrastructure. PMID:25184738

Something to Say: Success Principles for Afterschool Arts Programs from Urban Youth and Other Experts

ERIC Educational Resources Information Center

Montgomery, Denise; Rogovin, Peter; Persaud, Neromanie

2013-01-01

How can high-quality arts programs attract and retain low-income urban tweens? Drawing on hundreds of interviews with young people, their families, leaders of exemplary programs and others nationwide, this report offers some answers, including 10 principles for developing effective programming. An infographic illustrating key findings, a report…

STEM Learning in Afterschool: An Analysis of Impact and Outcomes

ERIC Educational Resources Information Center

Afterschool Alliance, 2011

2011-01-01

This document summarizes evaluation reports from afterschool science, technology, engineering and math (STEM) programs across the United States and identifies common trends and strengths that afterschool learning brings to STEM education. Like many programs nationwide, several of the programs highlighted in this paper were designed specifically to…

The after-school needs and resources of a low-income urban community: surveying youth and parents for community change.

PubMed

Cornelli Sanderson, Rebecca; Richards, Maryse H

2010-06-01

Using a collaborative research approach, this project describes a partnership between community residents and university researchers to develop a comprehensive survey of the after-school needs of a low-income urban community in a large Midwestern city. Surveying parents and children was considered particularly important because the current literature on after-school does not include much input from them, the key stakeholders in programming. By surveying pre- and young adolescent youth (N = 416) and parents (N = 225) in the community, information was gathered to document the need for after-school programming, tap program preferences, and uncover barriers to participation and enrollment. Survey findings revealed significant differences between youth and parent perspectives. Disagreements between youth and parent survey responses suggest that after-school programs in the community should offer a balance of academic, recreational, and social activities, as well as a tutoring or homework component. Further, in order to increase participation and attendance rates, community after-school programs need to address the following barriers to participation: safety, transportation, family responsibilities (e.g., care for siblings, household chores), and access to information about available programs. These findings guided the planning of future after-school programs. The survey results and comparisons between youth and parent data will be presented.

Can Specialized After-School Programs Impact Delinquent Behavior among African American Youth?

ERIC Educational Resources Information Center

Barker, Narviar Cathcart

This study examined the effect of a specialized after-school program, the Services to Youth Program (STYP), as one method of preventing the reoccurrence of criminal activity among delinquent youth. Seven African American youth who actively participated in the structured, curriculum-based after-school program were compared with a matched group of…

Hours of Opportunity, Volume 1: Lessons from Five Cities on Building Systems to Improve After-School, Summer School, and Other Out-of-School-Time Programs. Monograph

ERIC Educational Resources Information Center

Bodilly, Susan J.; McCombs, Jennifer Sloan; Orr, Nate; Scherer, Ethan; Constant, Louay; Gershwin, Daniel

2010-01-01

High-quality out-of-school-time (OST) programs have a positive effect on youth development, but many cities have found it difficult to address the challenges of expanding and improving the quality of programs offered to underserved and high-need students. In response, The Wallace Foundation sponsored an initiative to help five cities increase…

Expanded Learning (Afterschool) Leaders' Perceptions Regarding Most Important Elements for Program Quality and Use of Self-Assessment Tools for Continuous Improvement

ERIC Educational Resources Information Center

Boesch, Julie Anne

2014-01-01

California allocates $550 million to expanded learning through After School Education and Safety (ASES) state grants, and $140 million of federal money in 21st Century Community Learning Center grants each year; more than all other states combined. Much variability exists in program quality, and research has identified mixed results as to the…

Four Tools for Science Fair Success

ERIC Educational Resources Information Center

Smith, Sherry Weaver; Messmer, Barbara; Storm, Bill; Weaver, Cheryl

2007-01-01

These teacher-tested ideas will guide students in creating true inquiry-based projects. Two of the ideas, the Topic Selection Wizard and Science Project Timeline, are appropriate for all science fair programs, even new ones. For existing programs, the Black Box of Project Improvement and After-School Project Clinic improve project quality and…

Impact of an After-School Physical Activity Program on Youth's Physical Activity Correlates and Behavior

ERIC Educational Resources Information Center

Huang, Chaoqun; Gao, Zan; Hannon, James C.; Schultz, Barry; Newton, Maria; Jenson, William

2012-01-01

The purpose of this investigation was to examine the effect of a sports-based, after-school physical activity (PA) program on youth's physical activity PA levels and PA correlates. After the pretest, 130 youth were assigned to the intervention group (i.e., after-school PA group) or the comparison (i.e., no after-school PA group) group.…

Shared use of school facilities with community organizations and afterschool physical activity program participation: a cost-benefit assessment.

PubMed

Kanters, Michael A; Bocarro, Jason N; Filardo, Mary; Edwards, Michael B; McKenzie, Thomas L; Floyd, Myron F

2014-05-01

Partnerships between school districts and community-based organizations to share school facilities during afterschool hours can be an effective strategy for increasing physical activity. However, the perceived cost of shared use has been noted as an important reason for restricting community access to schools. This study examined shared use of middle school facilities, the amount and type of afterschool physical activity programs provided at middle schools together with the costs of operating the facilities. Afterschool programs were assessed for frequency, duration, and type of structured physical activity programs provided and the number of boys and girls in each program. School operating costs were used to calculate a cost per student and cost per building square foot measure. Data were collected at all 30 middle schools in a large school district over 12 months in 2010-2011. Policies that permitted more use of school facilities for community-sponsored programs increased participation in afterschool programs without a significant increase in operating expenses. These results suggest partnerships between schools and other community agencies to share facilities and create new opportunities for afterschool physical activity programs are a promising health promotion strategy. © 2014, American School Health Association.

Building Management Information Systems to Coordinate Citywide Afterschool Programs: A Toolkit for Cities. Executive Summary

ERIC Educational Resources Information Center

Kingsley, Chris

2012-01-01

This executive summary describes highlights from the report, "Building Management Information Systems to Coordinate Citywide Afterschool Programs: A Toolkit for Cities." City-led efforts to build coordinated systems of afterschool programming are an important strategy for improving the health, safety and academic preparedness of children…

Determinants of After-School Programming for School-Age Immigrant Children

ERIC Educational Resources Information Center

Greenberg, Joy P.

2013-01-01

The purpose of this study was to examine the child and family characteristics that predict enrollment in after-school programming for school-age children of immigrant and nonimmigrant families. Although much is known about the beneficial effects of after-school programming for children and youths, the literature focused on immigrant children--the…

Learning English and beyond: A Holistic Approach to Supporting English Learners in Afterschool

ERIC Educational Resources Information Center

Bhattacharya, Jhumpa; Quiroga, Jimena

2011-01-01

Throughout the nation, afterschool programs are seeing increasing numbers of English learners (ELs) among their participants. Many afterschool program practitioners, recognizing the growth in the EL population in their programs, are hungry for professional development and research to understand how better to educate this population. However,…

STEM Related After-School Program Activities and Associated Outcomes on Student Learning

ERIC Educational Resources Information Center

Sahin, Alpaslan; Ayar, Mehmet C.; Adiguzel, Tufan

2014-01-01

This study explores the characteristics of after-school program activities at a charter school in the Southeast US highlighting students' experiences with and gains from these after-school program activities. A qualitative case study design was employed to understand students' views and opinions regarding the activities and their learning…

Youth Sport as a Component of Organized Afterschool Programs

ERIC Educational Resources Information Center

Coatsworth, J. Douglas; Conroy, David E.

2007-01-01

Organized afterschool programs have received increased attention over the past two decades because of changes in family demographics and in society's structures for supervising and socializing youth. The number of afterschool programs has been rapidly expanding to meet the increased need. However, not all youth in need are being reached, and the…

Afterschool and Healthy Youth. Afterschool Alert. Issue Brief No. 8

ERIC Educational Resources Information Center

Afterschool Alliance, 2004

2004-01-01

Afterschool programs often play an important role in promoting healthy lifestyles for youth. Many programs offer youth opportunities to engage in an array of organized physical activities such as softball, martial arts or ballet. Most programs also serve healthy afternoon snacks while emphasizing the value of a nutritious diet. Physical fitness…

Twenty-first century learning after school: the case of Junior Achievement Worldwide.

PubMed

Box, John M

2006-01-01

Efforts to increase after-school programming indicate the nation's concern about how youth are engaged during out-of-school time. There are clear benefits to extending the learning that goes on during the school day. Research from the U.S. Departments of Education and Justice shows that after-school participants do better in school and have stronger expectations for the future than youth who are not occupied after school. And the need is evident: 14.3 million students return to an empty house after school, yet only 6.5 million children are currently enrolled in after-school programs. If an after-school program were available, parents of 15.3 million would enroll their child. JA Worldwide began in 1919 and has been rooted in the afterschool arena from its origins. Its after-school programs teach students about the free enterprise system through curriculum focusing on business, citizenship, economics, entrepreneurship, ethics and character, financial literacy, and career development. At the same time, JA Worldwide incorporates hands-on learning and engagement with adults as role models, both key elements to a successful after-school program. Now focused on developing curriculum emphasizing skills needed for the twenty-first century, JA adopted the key elements laid out for after-school programs by the Partnership for 21st Century Skills. To ensure that the next generation of students enters the workforce prepared, America's education system must provide the required knowledge, skills, and attitudes. Programs such as JA Worldwide serve as models of how to provide the twenty-first century skills that all students need to succeed.

Estimating Supply and Demand for Afterschool Programs: A Tool for State and Local Policymakers

ERIC Educational Resources Information Center

Wright, Elisabeth; Deich, Sharon; Clarke, Theresa

2004-01-01

In communities all over the country, afterschool programs play an important role in keeping children and youth safe, providing them with important learning opportunities, and helping them become successful adults. Federal, state, local, and private investments in afterschool programs have grown in recent years due both to widespread public support…

"Show Me an Ounce of Respect": Respect and Authority in Adult-Youth Relationships in after-School Programs

ERIC Educational Resources Information Center

Deutsch, Nancy L.; Jones, Jeffrey N.

2008-01-01

Authority is an important component of adult-youth relations. Little work has been done exploring authority outside of families and classrooms. This article consolidates findings from two studies of urban after-school programs. The article examines youths' experiences of authority in after-school programs, compares those with their reports of…

Physical Activity Intensity, Lesson Context, and Teacher Interactions during an Unstructured Afterschool Physical Activity Program

ERIC Educational Resources Information Center

Behrens, Timothy K.; Miller, Daniel J.; Schuna, John M.; Liebert, Mina L.

2015-01-01

Background: Afterschool programs are promising arenas to improve youth physical activity (PA) levels. During the school year for 2012-2013, 5 elementary schools from a low-socioeconomic status (SES) school district in southern Colorado participated in evaluation of the afterschool program entitled Keep It Moving! (KIM). Methods: In this…

Incorporating a Healthy Reimbursable Snack in an Afterschool Homework Program for Middle School Students: A Case Study

ERIC Educational Resources Information Center

Nanney, Marilyn S.; Olaleye, Temitope M.; Wang, Qi

2012-01-01

Background: This study tested the feasibility and acceptability of adding a reimbursable snack that meets the Institute of Medicine nutrition recommendations to an afterschool homework program for middle school students. Methods: Snack menu was developed and administered to students attending an afterschool homework program over 12 weeks. In…

Voices from the Field: "Systems Trump Programs" A Case for Agency Support in Afterschool

ERIC Educational Resources Information Center

Hodgkins, Alexandria

2017-01-01

When Alexandria Hodgkins began her inquiry for the National Institute on Out-of-School Time's Afterschool Matters Practitioner Research Fellowship, she wanted to investigate afterschool programs that had been rated "excellent" by funders. Wanting to understand what excellent programs look like and how they get that way, she writes that…

An Objective Assessment of Children's Physical Activity during the Keep It Moving! After-School Program

ERIC Educational Resources Information Center

Schuna, John M., Jr.; Lauersdorf, Rebekah L.; Behrens, Timothy K.; Liguori, Gary; Liebert, Mina L.

2013-01-01

Background: After-school programs may provide valuable opportunities for children to accumulate healthful physical activity (PA). This study assessed the PA of third-, fourth-, and ?fth-grade children in the Keep It Moving! (KIM) after-school PA program, which was implemented in an ethnically diverse and low socioeconomic status school district in…

Institutional influences on the provision of after-school nature programs

Treesearch

James D. Absher; Anne S. Fege; Leanne Jacobson

2015-01-01

This study examines the institutional factors that affect organizations' decisions to offer after-school nature programs. Data are from interviews of 31 staff and administrators of after-school programs in San Diego, CA. Results show support for the importance of nature education experiences in general, and that such activities are more likely to be offered if...

Democracy in Action: Experiential Civics Learning in Afterschool Advocacy Days

ERIC Educational Resources Information Center

Blank, Susan

2006-01-01

Cosponsored by Coalition for After-School Funding (CASF) and The After-School Corporation (TASC), After-School Advocacy Days have been held annually in Albany, NY since 2000. These events are enormously helpful to the two sponsors' efforts to influence officials who make decisions about funding afterschool programs. The annual event is designed to…

Improving STEM Program Quality in Out-of-School-Time: Tool Development and Validation

ERIC Educational Resources Information Center

Shah, Ashima Mathur; Wylie, Caroline; Gitomer, Drew; Noam, Gil

2018-01-01

In and out-of-school time (OST) experiences are viewed as complementary in contributing to students' interest, engagement, and performance in science, technology, engineering, and mathematics (STEM). While tools exist to measure quality in general afterschool settings and others to measure structured science classroom experiences, there is a need…

Interventions Using Regular Activities to Engage High-Risk School-Age Youth: a Review of After-School Programs in Latin America and the Caribbean.

PubMed

Cid, Alejandro

2017-10-01

In this paper, I review an issue that is an urgent challenge in the development field-the effectiveness of after-school programs for preventing school-age youth violence in vulnerable settings in Latin American and the Caribbean. These programs have proliferated in the region and include sports, recreation, music, tutoring, and other focused activities. Given their popularity and because they target known risk factors for violence (such as drop-out from school, poor academic performance, lack of motivation, too much idle time, low quality and quantity of adult supervision, and social isolation), it is critical to examine empirically whether they can be effective prevention strategies. Unfortunately, most rigorous trials of after-school interventions to prevent youth violence have been conducted in developed countries, with far fewer in Latin America. In this review, a broad range of databases was searched systematically. Only six studies in five Latin American and Caribbean countries were identified. Reported results indicate at least some benefits for youth behavior, although not across all youth. Additional concerns regarding how these programs are implemented and whether specific components can be tied to violence prevention are noted. The need for more rigorous evaluation of these programs is noted.

Keeping Children Safe: Afterschool Staff and Mandated Child Maltreatment Reporting

ERIC Educational Resources Information Center

Gandarilla, Maria; O'Donnell, Julie

2014-01-01

With 8.4 million children in the U.S. spending an average of eight hours a week in afterschool programs, afterschool providers are an important part of the network of caring adults who can help to keep children safe. In addition, afterschool staff are "mandated reporters." Whether or not the laws specifically mention afterschool staff,…

Arts Enrichment in Afterschool. MetLife Foundation Afterschool Alert. Issue Brief No. 56

ERIC Educational Resources Information Center

Afterschool Alliance, 2012

2012-01-01

The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the second in its latest series of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This brief explores afterschool and arts enrichment. The arts have the remarkable…

Impact of an Afterschool Program on Middle School MAP Scale Scores for Math and Communication Arts

ERIC Educational Resources Information Center

Wilson, Chris

2016-01-01

With the ever-increasing demands of Adequate Yearly Progress (AYP) being placed on school districts, many are looking to afterschool programs to help students meet increasing standards. The purpose of this quantitative study was to examine the impact of an afterschool program on Middle School academic achievement. Principally, this study sought to…

A Guide To Choosing an After-School Program. For Parents/about Parents.

ERIC Educational Resources Information Center

Schwartz, Wendy

It is important for children to have a safe way to spend time after school and to have the opportunity to bolster the education they receive during class with extra learning activities. This guide provides information about after-school programs so that parents can choose the best one for their children. There are good after-school programs in…

Peer Networking as Professional Development for Out-of-School Time Staff

ERIC Educational Resources Information Center

Peter, Nancy E.

2012-01-01

Out-of-school time (OST) is a growing field that includes afterschool, evening, weekend, summer, school-age care, childcare, positive youth development, and workforce development programs (NIOST, 2000). Research demonstrates that OST professional development is critical to program quality and student impact (Weiss, 2005/2006). In an effort to…

The Quality Imperative: A State Guide to Achieving the Promise of Extended Learning Opportunities

ERIC Educational Resources Information Center

Princiotta, Daniel; Fortune, Ayeola

2009-01-01

Extended learning opportunities (ELOs) provide safe, structured learning environments for students outside the traditional school day. ELOs include afterschool and summer learning programs as well as before-school, evening, and weekend programs. ELOs come in many forms and can include tutoring, volunteering, academic support, community service,…

An Afterschool Director's Educational Leadership Strategies: A Case Study

ERIC Educational Resources Information Center

Marino, Tammy

2014-01-01

Afterschool programs linked to schools provide opportunities to keep children safe and engage them in enrichment activities that can support their growth and development. Often, these programs are led by afterschool directors with a background in youth development and no experience or education in leading in educational environments. These…

Utilizing Wisconsin Afterschool Programs to Increase Physical Activity in Youth

ERIC Educational Resources Information Center

Cavanagh, Bradley D.; Meinen, Amy

2015-01-01

Background: Approximately 31.7% of children in the United States are overweight or obese. Interventions in the afterschool setting may help combat childhood obesity. Research exists on interventions in school settings, but a few data exist for interventions about afterschool programs. This study investigates increasing physical activity (PA) in…

Serving English Language Learners Afterschool

ERIC Educational Resources Information Center

Holstead, Jenell; Doll, Kathryn

2015-01-01

Over the last several decades, the number of afterschool programs has grown considerably due to the growing employment rates of mothers and concerns regarding at-risk students (James-Burdumy, Dynarski, & Deke, 2007). Afterschool programs impact the lives of nearly 10.2 million children in Kindergarten through 12th grade, an overall increase…

Digital Media & Learning in Afterschool. MetLife Foundation Afterschool Alert. Issue Brief No. 58

ERIC Educational Resources Information Center

Afterschool Alliance, 2013

2013-01-01

The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the final issue brief in its latest series of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This brief explores afterschool and digital learning. At the core of…

Afterschool and the Common Core State Standards. MetLife Foundation Afterschool Alert. Issue Brief No. 63

ERIC Educational Resources Information Center

Afterschool Alliance, 2014

2014-01-01

The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the first in their latest series of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This series explores afterschool and: the Common Core State Standards, students…

Afterschool Supporting Students with Disabilities and Other Special Needs. MetLife Foundation Afterschool Alert. Issue Brief No. 64

ERIC Educational Resources Information Center

Afterschool Alliance, 2014

2014-01-01

The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the second in their latest series of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This series explores afterschool and: the Common Core State Standards, students…

Afterschool: An Ally in Promoting Middle School Improvement. MetLife Foundation Afterschool Alert. Issue Brief No. 55

ERIC Educational Resources Information Center

Afterschool Alliance, 2012

2012-01-01

The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the first in its latest series of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This brief explores afterschool and school improvement. In communities across the…

Afterschool: A Key to Successful Parent Engagement. MetLife Foundation Afterschool Alert. Issue Brief No. 57

ERIC Educational Resources Information Center

Afterschool Alliance, 2012

2012-01-01

The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the third in its latest series of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This brief explores afterschool and parent engagement. There is little dispute…

Science in Afterschool Literature Review

ERIC Educational Resources Information Center

Falkenberg, Karen; McClure, Patricia; McComb, Errin M.

2006-01-01

In considering science in afterschool, research was reviewed and is presented in this document on how students learn science; how science is assessed, particularly inquiry science; recommended practices for afterschool science; and current afterschool science programs. Databases such as ERIC, Wilson Web, and PsychINFO were searched using…

The Evaluation of Enhanced Academic Instruction in After-School Programs: Findings After the First Year of Implementation. NCEE 2008-4021

ERIC Educational Resources Information Center

Black, Alison Rebeck; Doolittle, Fred; Zhu, Pei; Unterman, Rebecca; Grossman, Jean Baldwin

2008-01-01

This report presents findings, after one year of program implementation, from the Evaluation of Enhanced Academic Instruction in After-School Programs--a two-year intervention and random assignment evaluation of adapted models of regular-school-day math and reading instruction in after-school settings for students in grades 2 through 5. This…

Classroom Practices and Academic Outcomes in Urban Afterschool Programs: Alleviating Social-Behavioral Risk

ERIC Educational Resources Information Center

Cappella, Elise; Hwang, Sophia H. J.; Kieffer, Michael J.; Yates, Miranda

2018-01-01

Given the potential of afterschool programs to support youth in urban, low-income communities, we examined the role of afterschool classroom ecology in the academic outcomes of Latino and African American youth with and without social-behavioral risk. Using multireporter methods and multilevel analysis, we find that positive classroom ecology…

Examining the Types, Features, and Use of Instructional Materials in Afterschool Science

ERIC Educational Resources Information Center

D'Angelo, Cynthia M.; Harris, Christopher J.; Lundh, Patrik; House, Ann; Leones, Tiffany; Llorente, Carlin

2017-01-01

Afterschool programs have garnered much attention as promising environments for learning where children can engage in rich science activities. Yet, little is known about the kinds of instructional materials used in typical, large-scale afterschool programs that implement science with diverse populations of children. In this study, we investigated…

Hmong High School Students in Afterschool: Effects on Achievement, Behavior, and Self-Esteem

ERIC Educational Resources Information Center

Boyer, Kimberley A. M.; Tracz, Susan M.

2014-01-01

Afterschool programs can support Asian-American young people by providing academic support and culturally specific programming designed to help them bridge their native and adopted cultures. However, little is known about the effect of afterschool participation on academic and social outcomes for Asian-American students. This causal-comparative…

75 FR 41796 - National School Lunch, Special Milk, and School Breakfast Programs, National Average Payments...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-07-19

..., afterschool snacks and breakfasts served to children participating in the National School Lunch and School... Factors and to the maximum Federal reimbursement rates for lunches and afterschool snacks served to... afterschool snacks served under the National School Lunch Program are rounded down to the nearest whole cent...

What Works? Common Practices in High Functioning Afterschool Programs across the Nation in Math, Reading, Science, Arts, Technology, and Homework--A Study by the National Partnership. The Afterschool Program Assessment Guide. CRESST Report 768

ERIC Educational Resources Information Center

Huang, Denise; Cho, Jamie; Mostafavi, Sima; Nam, Hannah H.; Oh, Christine; Harven, Aletha; Leon, Seth

2010-01-01

In an effort to identify and incorporate exemplary practices into existing and future afterschool programs, the U.S. Department of Education commissioned a large-scale evaluation of the 21st Century Community Learning Center (CCLC) program. The purpose of this evaluation project was to develop resources and professional development that addresses…

Computing and Engineering in Afterschool. Afterschool Alert. Issue Brief No. 62

ERIC Educational Resources Information Center

Afterschool Alliance, 2013

2013-01-01

This Afterschool Alert Issue Brief explores how afterschool programs are offering innovative, hands-on computing and engineering education opportunities. Both these subjects have emerged as priority areas within the "STEM" fields. Computing is one of the fastest growing industries, and yet current rates of college graduation in computer…

Afterschool Education: Approaches to an Emerging Field.

ERIC Educational Resources Information Center

Noam, Gil G.; Biancarosa, Gina; Dechausay, Nadine

Noting that there exists little systematic and conclusive research on after-school education to guide the development of practices in this emerging field, this book contributes to the definition of after-school education by focusing on three essential aspects of such programming: (1) bridging school to after-school (2) homework, or extended…

Effects of after-school programs with at-risk youth on attendance and externalizing behaviors: a systematic review and meta-analysis.

PubMed

Kremer, Kristen P; Maynard, Brandy R; Polanin, Joshua R; Vaughn, Michael G; Sarteschi, Christine M

2015-03-01

The popularity, demand, and increased federal and private funding for after-school programs have resulted in a marked increase in after-school programs over the past two decades. After-school programs are used to prevent adverse outcomes, decrease risks, or improve functioning with at-risk youth in several areas, including academic achievement, crime and behavioral problems, socio-emotional functioning, and school engagement and attendance; however, the evidence of effects of after-school programs remains equivocal. This systematic review and meta-analysis, following Campbell Collaboration guidelines, examined the effects of after-school programs on externalizing behaviors and school attendance with at-risk students. A systematic search for published and unpublished literature resulted in the inclusion of 24 studies. A total of 64 effect sizes (16 for attendance outcomes; 49 for externalizing behavior outcomes) extracted from 31 reports were included in the meta-analysis using robust variance estimation to handle dependencies among effect sizes. Mean effects were small and non-significant for attendance and externalizing behaviors. A moderate to large amount of heterogeneity was present; however, no moderator variable tested explained the variance between studies. Significant methodological shortcomings were identified across the corpus of studies included in this review. Implications for practice, policy and research are discussed.

Effects of After-School Programs with At-Risk Youth on Attendance and Externalizing Behaviors: A Systematic Review and Meta-Analysis

PubMed Central

Maynard, Brandy R.; Polanin, Joshua R.; Vaughn, Michael G.; Sarteschi, Christine M.

2015-01-01

The popularity, demand, and increased federal and private funding for after-school programs have resulted in a marked increase in after-school programs over the past two decades. After-school programs are used to prevent adverse outcomes, decrease risks, or improve functioning with at-risk youth in several areas, including academic achievement, crime and behavioral problems, socio-emotional functioning, and school engagement and attendance; however, the evidence of effects of after-school programs remains equivocal. This systematic review and meta-analysis, following Campbell Collaboration guidelines, examined the effects of after-school programs on externalizing behaviors and school attendance with at-risk students. A systematic search for published and unpublished literature resulted in the inclusion of 24 studies. A total of 64 effect sizes (16 for attendance outcomes; 49 for externalizing behavior outcomes) extracted from 31 reports were included in the meta-analysis using robust variance estimation to handle dependencies among effect sizes. Mean effects were small and non-significant for attendance and externalizing behaviors. A moderate to large amount of heterogeneity was present; however, no moderator variable tested explained the variance between studies. Significant methodological shortcomings were identified across the corpus of studies included in this review. Implications for practice, policy and research are discussed. PMID:25416228

"A Perfect Murder": An (Imperfect) School Theater Program Model

ERIC Educational Resources Information Center

Simon, Nicole S.; Grosso, Andrew

2009-01-01

Over the last five years, the Urban Assembly School for Law and Justice (SLJ), a new, small public high school in Brooklyn, and The Essentials, a professional theater company, have joined forces to offer a low-budget, high-quality, in-house afterschool theater program for SLJ students. Both SLJ and The Essentials were in nascent stages when the…

From Pennsylvania's Front Line against Crime: A School and Youth Violence Prevention Plan.

ERIC Educational Resources Information Center

2002

Based on findings that high-quality early care and education, youth development programs for after-school and summer hours, child abuse and neglect prevention, and intervention programs can help to prevent violence crime, this document presents a violence prevention plan for the schools and youth of Pennsylvania. Four actions are proposed to…

From policy to practice: Addressing snack quality, consumption, and price in afterschool programs

PubMed Central

Beets, Michael W.; Tilley, Falon; Weaver, Robert G.; Turner-McGrievy, Brie; Moore, Justin B.; Webster, Collin

2013-01-01

Objective To evaluate a community partnership between afterschool programs (ASPs) and grocery store to provide discounted pricing on snacks to meet the National Afterschool Association Healthy Eating Standards that call for serving a fruit/vegetable (FV) daily, while eliminating sugar-based foods/beverages. Methods A single-group, pre- with multiple post-test design (Spring 2011–2013) in four large-scale ASPs serving 500 children/day was used along with direct observation of snacks served, consumed, and cost. Results At baseline FV, sugar-sweetened beverages (SSB), and desserts were served 0.1±0.5, 1.7±2.0, and 2.0±1.4 days/wk. By Spring 2013, FV increased to 5.0±0.0 days/wk, while SSB and desserts were eliminated. Eighty-four percent of children consumed the fruit; 59% consumed the vegetables. Cost associated with purchasing snacks resulted in a $2,000–$3,000 savings over a standard 180day school year. Conclusions and Implications This partnership can serve as a model for successfully meeting nutrition policies established for ASP snacks. PMID:24268299

SAMHSA Funding Opportunities for Afterschool: Substance Abuse Prevention and Mental Health Services. Funding Note

ERIC Educational Resources Information Center

Dobbins, Dionne

2005-01-01

Many children served in afterschool programs would be left alone in dangerous neighborhoods, potentially engaging in risky sexual and criminal behaviors, if not for their participation in structured programming. In fact, research has shown that students who spend the majority of their afterschool hours in unsupervised activities are more likely to…

Keeping the Faith: How Moving from School to Afterschool Kept Me an Educator

ERIC Educational Resources Information Center

Rabinoff-Goldman, Lily

2007-01-01

Following a difficult two year teaching commitment with Teach for America as a sixth-grade teacher in the Bronx, Lily Rabinoff-Goldman joined the staff of an effective, child-centered after-school program. Ex-teachers and after-school programming have a mutually beneficial relationship. Schoolteachers know how to build curriculum, discipline…

Connecting Kids To The Universe: Partnering With 4-H Youth Development To Pilot 'Afterschool Universe' In New York

NASA Astrophysics Data System (ADS)

Schaff, Nancy

2008-05-01

4-H Youth Development - as the youth program of the Cooperative Extension system associated with the land grant university in every state - is an ideal partner for statewide dissemination of EPO programs. With funding from a Chandra Cycle 9 EPO grant we are piloting `Afterschool Universe’ in five urban locations in New York State. `Afterschool Universe’ is an education/outreach effort sponsored by NASA's Beyond Einstein program and was developed in partnership with the Imagine the Universe EPO program. The program is targeted at middle school students in out-of-school-time settings and explores basic astronomy concepts focused on the Universe beyond the solar system. Consisting of 12 sessions of engaging hands-on activities, the flexibly structured program can be used in a variety of settings, including astronomy days, youth groups, summer camps, and afterschool programs. Partnering with 4-H Youth Development helps us reach large numbers of underserved and underrepresented minority youth and girls in widely dispersed areas of New York and fits ideally with the current national 4-H SET (science, engineering, and technology) initiative and emphasis on 4-H afterschool programming. The pilot program provides teaching kits and workshops for program leaders. Our 4-H county partners recruit afterschool program staff, science center staff, 4-H volunteers, 4-H teens, and other youth group leaders as workshop participants. The 4-H program will house and loan the kit to trained leaders. By providing kits and training in 2008, we are gearing up for International Year of Astronomy programs in 2009 in out-of-school settings. Based on pilot results, we will seek additional funding to expand the program. The poster will discuss kit development, 4-H partnership, workshops, participating organizations, target audiences, successes, and challenges.

The Impact of an After-School Intervention Program on Academic Achievement among Middle School Students

ERIC Educational Resources Information Center

Sebastian, JoAnn

2013-01-01

The United States Department of Education (2005) cited that during 2005-2006 academic school year an estimated 2 million students across the nation were eligible to receive after-school services. The after-school tutoring program is one of the most effective instructional strategies to assist low-performing students to meet criteria mandated by…

The Evaluation of Enhanced Academic Instruction in After-School Programs: Final Report. NCEE 2009-4077

ERIC Educational Resources Information Center

Black, Alison Rebeck; Somers, Marie-Andree; Doolittle, Fred; Unterman, Rebecca; Grossman, Jean Baldwin

2009-01-01

The primary purpose of this study is to determine whether providing structured academic instruction in reading or math to students in grades two to five during their afterschool hours--instead of the less formal academic supports offered in regular after-school programs-- improves their academic performance in the subject. This is the second and…

Connecting Scientists, College Students, Middle School Students & Elementary Students through Intergenerational Afterschool STEM Programming

NASA Astrophysics Data System (ADS)

Ali, N. A.; Paglierani, R.; Raftery, C. L.; Romero, V.; Harper, M. R.; Chilcott, C.; Peticolas, L. M.; Hauck, K.; Yan, D.; Ruderman, I.; Frappier, R.

2015-12-01

The Multiverse education group at UC Berkeley's Space Sciences Lab created the NASA-funded "Five Stars Pathway" model in which five "generations" of girls and women engage in science together in an afterschool setting, with each generation representing one stage in the pathway of pursuing a career in science, technology, engineering, or math (STEM). The five stages are: elementary-age students, middle-school-age students, undergraduate-level college students, graduate-level college students and professional scientists. This model was field-tested at two Girls Inc. afterschool locations in the San Francisco Bay Area and distributed to Girls Inc. affiliates and other afterschool program coordinators nationwide. This presentation will explore some of the challenges and success of implementing a multigenerational STEM model as well as distributing the free curriculum for interested scientists and college students to use with afterschool programs.

Afterschool: Providing a Successful Route to Credit Attainment and Recovery. Afterschool Alert. Issue Brief No.39

ERIC Educational Resources Information Center

Afterschool Alliance, 2009

2009-01-01

Afterschool provides older youth with critical academic supports including credit attainment and recovery opportunities. Many educators are turning to afterschool programs to reach students who fail one or more courses, become disengaged, or want alternatives to the traditional path to graduation. Credit recovery refers to recovering credits that…

Questions and Answers about AFTERSCHOOL CARE: A Sloan Work and Family Research Network Fact Sheet

ERIC Educational Resources Information Center

Sloan Work and Family Research Network, 2008

2008-01-01

The Sloan Work and Family Research Network has prepared Fact Sheets that provide statistical answers to some important questions about work-family and work-life issues. This Fact Sheet includes statistics about Afterschool Care, and answers the following questions about afterschool programs: (1) How does afterschool care help children?; (2) How…

From Research to Practice: The Application of Research Results to Program Improvement across After-School, Camp, and Community Recreation Programs

ERIC Educational Resources Information Center

Bennett, Troy

2016-01-01

Academic researchers dedicated to contributing to quality improvement in professional practice need to find more effective ways to bridge the gap between research and practice. Bridging the gap requires understanding what encourages the use of research findings by practitioners and what discourages it, as well as understanding how practitioners…

Finding Funding: A Guide to Federal Sources for Out-of-School Time and Community School Initiatives.

ERIC Educational Resources Information Center

Reder, Nancy D.

Noting the increasing need for improved access to quality after-school services, this guide to federal funding sources for out-of-school time programs and community schools (OST/CS) is designed to assist program leaders, policymakers, and others in nonprofit, public, and private organizations in taking advantage of federal funding opportunities.…

Science for the People: High School Students Investigate Community Air Quality

ERIC Educational Resources Information Center

Marks-Block, Tony

2011-01-01

Over a year, a small group of high school students risked their afternoons and summer to participate in a science program that was "much different from science class." This was one of several after-school programs in Oakland and Richmond that the author was leading as an instructor with the East Bay Academy for Young Scientists (EBAYS). Students…

Evaluation of New Jersey After 3: Reaching and Engaging New Jersey's Youth through Afterschool Programs, 2005-2008

ERIC Educational Resources Information Center

Walking Eagle, Karen P.; Miller, Tiffany D.; Cooc, North; LaFleur, Jennifer; Reisner, Elizabeth R.

2009-01-01

New Jersey After 3 (NJ After 3) is a private, nonprofit organization whose mission is to expand and improve afterschool opportunities for New Jersey's youth. Using both public and private resources, it supports a network of youth-service providers that deliver afterschool services based on NJ After 3's program model. Under an agreement with NJ…

Service-Learning in Afterschool: Helping Students Grow and Communities Prosper. MetLife Foundation Afterschool Alert. Issue Brief No. 52

ERIC Educational Resources Information Center

Afterschool Alliance, 2011

2011-01-01

The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the third in a series of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This brief focuses on service-learning opportunities for middle schoolers. Pairing service…

STEM in Afterschool: Changing Perspectives. Shaping Lives. The Impact of Afterschool rograms on Young People's Aspirations and Skills in Science, Technology, Engineering and Mathematics (STEM)

ERIC Educational Resources Information Center

Afterschool Alliance, 2014

2014-01-01

After the school bell rings, young people are learning, exploring, making and questioning. Afterschool programs have long influenced students' personal development and supported their social and emotional growth. Today, the afterschool field has enthusiastically embraced STEM as an integral part of their educational offerings. This handout…

Urban High School Students' Experiences in an Afterschool College Readiness Program

ERIC Educational Resources Information Center

Parikh, Sejal B.

2013-01-01

This transcendental phenomenological investigation examined urban students' experiences in Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP), an afterschool college readiness program. The federally funded program provides low-income and minority students information and access to services that lead to increased…

Improving Quality at the Point of Service

ERIC Educational Resources Information Center

Smith, Charles; Akiva, Tom; Arrieux, Dominique; Jones, Monica M.

2006-01-01

The journey into middle childhood frequently involves a journey into the community of an after-school program, weekend club, or summer camp. Although out-of-school-time settings are less formal than school in academic requirements, they have the potential to provide key developmental experiences: relationship building, learning, and self- and…

The Importance of Afterschool and Summer Learning Programs in African-American and Latino Communities. Afterschool Alert. Issue Brief No. 59

ERIC Educational Resources Information Center

Afterschool Alliance, 2013

2013-01-01

In classrooms across the country, when students hear the bell ring at 3 p.m., it signals the end of the school day and, for many, the start of an afternoon without supervision, without productive activities and without direction. Afterschool and summer learning programs are filling the invaluable role of providing essential services--such as a…

Strengthening Connections between Schools and Afterschool Programs. Revised Edition

ERIC Educational Resources Information Center

Caplan, Judith G.; Calfee, Carol S.

2006-01-01

Afterschool programs are rich with educational opportunities. Programs can make what is learned during the traditional day vibrant and relevant to the lives of children. Comprehensive programs that are integrated into the regular school program and draw on resources within the community can yield positive outcomes for children. Key to this…

Afterschool: A Strategy for Addressing and Preventing Middle School Bullying. MetLife Foundation Afterschool Alert. Issue Brief No. 51

ERIC Educational Resources Information Center

Afterschool Alliance, 2011

2011-01-01

The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the second in a series of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This brief focuses on bullying awareness and prevention. Bullying is a dangerous behavior…

Literacy in Afterschool: An Essential Building Block for Learning and Development. MetLife Foundation Afterschool Alert. Issue Brief No. 53

ERIC Educational Resources Information Center

Afterschool Alliance, 2011

2011-01-01

The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the fourth in a series of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This brief focuses on literacy education. While literacy's definition continues to expand to…

Keeping Kids Safe and Supported in the Hours After School. MetLife Foundation Afterschool Alert. Issue Brief No. 65

ERIC Educational Resources Information Center

Afterschool Alliance, 2014

2014-01-01

The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the third issue brief in their latest series of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This series explores afterschool and: the Common Core State Standards,…

Physical Activity and Healthy Eating in the After-School Environment

ERIC Educational Resources Information Center

Coleman, Karen J.; Geller, Karly S.; Rosenkranz, Richard R.; Dzewaltowski, David A.

2008-01-01

Background: No research to date has extensively described moderate and vigorous physical activity (MVPA) and healthful eating (HE) opportunities in the after-school environment. The current study described the quality of the after-school environment for its impact on children's MVPA and HE. Methods: An alliance of 7 elementary schools and Boys and…

From policy to practice: addressing snack quality, consumption, and price in after-school programs.

PubMed

Beets, Michael W; Tilley, Falon; Weaver, Robert G; Turner-McGrievy, Gabrielle; Moore, Justin B; Webster, Collin

2014-01-01

To evaluate a community partnership between after-school programs (ASPs) and grocery stores to provide discounted pricing on snacks to meet the National Afterschool Association Healthy Eating Standards that call for serving a fruit or vegetable (FV) daily while eliminating sugar-based foods and beverages. A single-group, pretest with multiple posttest design (spring, 2011-2013) in 4 large-scale ASPs serving 500 children/d was used, along with direct observation of snacks served, consumed, and cost. At baseline, FV, sugar-sweetened beverages, and desserts were served 0.1 ± 0.5, 1.7 ± 2.0, and 2.0 ± 1.4 d/wk. By spring, 2013, FV increased to 5.0 ± 0.0 d/wk, whereas sugar-sweetened beverages and desserts were eliminated. A total of 84% of children consumed the fruit; 59% consumed the vegetables. Cost associated with purchasing snacks resulted in a $2,000-$3,000 savings over a standard 180-day school year. This partnership can serve as a model for successfully meeting nutrition policies established for ASP snacks. Copyright © 2014 Society for Nutrition Education and Behavior. All rights reserved.

Life lessons after classes: investigating the influence of an afterschool sport program on adolescents' life skills development.

PubMed

Lee, Okseon; Park, Mirim; Jang, Kyunghwan; Park, Yongnam

2017-12-01

The purpose of this study was to investigate the influence of an afterschool sport program on adolescents' life skills development and to identify which characteristics of the program would have an influence on their life skills acquisition. The participants were six children (4 boys, 2 girls) who participated in a 12-week afterschool program implemented in two elementary schools, as well as the two program instructors who implemented the afterschool sport program. Data were collected from individual interviews with program participants and instructors. The inductive analysis of data revealed four categories of life skills developed through program participation: (1) playing well and being more active, (2) connecting well and having better social skills, (3) coping well and becoming a better problem solver, and (4) dreaming well and having a better sense of purpose. Regarding the characteristics of the program that influenced life skills development, three themes emerged: (1) having a clear goal and building consensus with stakeholders, (2) establishing a firm yet flexible structure, and (3) instructors' use of effective strategies for teaching life skills.

Life lessons after classes: investigating the influence of an afterschool sport program on adolescents’ life skills development

PubMed Central

Lee, Okseon; Park, Mirim; Jang, Kyunghwan; Park, Yongnam

2017-01-01

ABSTRACT The purpose of this study was to investigate the influence of an afterschool sport program on adolescents’ life skills development and to identify which characteristics of the program would have an influence on their life skills acquisition. The participants were six children (4 boys, 2 girls) who participated in a 12-week afterschool program implemented in two elementary schools, as well as the two program instructors who implemented the afterschool sport program. Data were collected from individual interviews with program participants and instructors. The inductive analysis of data revealed four categories of life skills developed through program participation: (1) playing well and being more active, (2) connecting well and having better social skills, (3) coping well and becoming a better problem solver, and (4) dreaming well and having a better sense of purpose. Regarding the characteristics of the program that influenced life skills development, three themes emerged: (1) having a clear goal and building consensus with stakeholders, (2) establishing a firm yet flexible structure, and (3) instructors’ use of effective strategies for teaching life skills. PMID:28367697

Evaluating Afterschool Programs

ERIC Educational Resources Information Center

Little, Priscilla M.

2014-01-01

Well-implemented afterschool programs can promote a range of positive learning and developmental outcomes. However, not all research and evaluation studies have shown the benefits of participation, in part because programs and their evaluation were out of sync. This chapter provides practical guidance on how to foster that alignment between…

An Outcome Evaluation of the Success for Kids Program. Technical Report

ERIC Educational Resources Information Center

Maestas, Nicole; Gaillot, Sarah

2010-01-01

This report presents results from a multisite, quantitative evaluation of the international Success for Kids (SFK) after-school program. The program seeks to build resilience in children by teaching them to access inner resources and build positive connections with others. The SFK program is unlike most after-school programs both in its focus on…

After-school enrichment and the activity theory: How can a management service organization assist schools with reducing the achievement gap among minority and non-minority students in science, technology, engineering, and mathematics (STEM) during the after-school hours?

NASA Astrophysics Data System (ADS)

Flowers, Reagan D.

The primary purpose of this study was to investigate how a management service organization can assist schools with reducing the achievement gap between minority and non-minority students in science, technology, engineering, and mathematics (STEM) during the after-school hours. Developing a strategic plan through creating a program that provides support services for the implementation of hands-on activities in STEM for children during the after-school hours was central to this purpose. This Project Demonstrating Excellence (PDE), a social action project, also presents historical and current after-school program developments in the nation. The study is quantitative and qualitative in nature. Surveys were utilized to quantitatively capture the opinions of participants in the social action project on three specific education related issues: (1) disparity in academic motivation of students to participate in after-school STEM enrichment programs; (2) whether teachers and school administrators saw a need for STEM after-school enrichment; and (3) developing STEM after-school programs that were centered on problem-solving and higher-order thinking skills to develop students' interest in STEM careers. The sample consisted of 50 participants comprised of students, teachers, and administrators. The focus groups and interviews provided the qualitative data for the study. The qualitative sample consisted of 14 participants comprised of students, parents and teachers, administrators, an education consultant, and a corporate sponsor. The empirical data obtained from the study survey, focus groups, and interviews provided a comprehensive profile on the current views and future expectations of STEM after-school enrichment, student and school needs, and community partnerships with STEM companies. Results of the study and review of the implementation of the social action project, C-STEM (communication, science, technology, engineering, and mathematics) Teacher and Student Support Services, Inc., revealed the need and focus for STEM after-school enrichment programs in Houston, Texas. This result, along with requirements of STEM Research and Special Programs Administrations and a multiyear and multilevel strategic plan inspired by this study, led to the conceptualization, development, and implementation of C-STEM Teacher and Student Support Services, Inc. at multiple schools in Houston, Texas. The purpose of C-STEM Teacher and Student Support Services, Inc. is to provide hands-on support services that encourage schools, organizations and families to improve academic achievement and socioemotional development through project-based learning in communication, science, technology, engineering, and mathematics (CSTEM) in grades 4-12.

A Day at FIRST Lego League

ERIC Educational Resources Information Center

McIntyre, Nancy

2012-01-01

This article features an after-school FIRST Lego League (FLL) program at Chaminade Middle School in Chatsworth, California, USA. The after-school FLL program feeds into the high school FIRST Robotics Competition (FRC) program wherein aspiring young engineers come to the high school team with several years of FLL experience. Through the FLL…

A Roadmap to Afterschool for All

ERIC Educational Resources Information Center

Rinehart, Jennifer

2009-01-01

During the past 20 years, afterschool programs have become an increasingly vital part of most American communities. Today, some 6.5 million children across the nation participate in these programs. Another 15 million children would participate if a program were available to them, according to their parents. These numbers tell at least two…

Television in the After School Hours. A Study of Programming and Advertising for Children on Independent Stations Across the United States.

ERIC Educational Resources Information Center

Barcus, F. Earle

A study analyzed the programing and advertising matter in the after-school hours on independent commercial television stations unaffiliated with the major networks. These stations, primarily UHF, relied almost entirely on syndicated programing that is often reruns of former network programs. These programs draw large after-school audiences. By…

Effects of Participation in after-School Programs for Middle School Students: A Randomized Trial

ERIC Educational Resources Information Center

Gottfredson, Denise; Cross, Amanda Brown; Wilson, Denise; Rorie, Melissa; Connell, Nadine

2010-01-01

This study assessed the effects of attending an after-school program (ASP) on a range of outcomes for middle school youths. The program operated for 9 hr per week for 30 weeks and included attendance monitoring and reinforcement, academic assistance, a prevention curriculum, and recreational programming. Participants were 447 students randomly…

"We Only Speak English Here": English Dominance in Language Diverse, Immigrant After-School Programs

ERIC Educational Resources Information Center

Gast, Melanie Jones; Okamoto, Dina G.; Feldman, Valerie

2017-01-01

Past research suggests that community after-school programs (ASPs) are crucial sites for culturally relevant programming for minority and immigrant youth; yet, we know little about how ASPs address language in their programming. Using an ethnographic fieldwork approach, we examine the goals and practices of ASP workers serving immigrant youth with…

Latch Key: Developing Child Care Programs Through Community Education.

ERIC Educational Resources Information Center

Cramer, James P.; And Others

This guide to the Latch Key program for after-school day care explores rationale and methods for developing Latch Key programs in the public schools to provide low cost after-school care for children (grades 1-6) of working or student parents. (Some programs have been provided for kindergarten children and some have been expanded to full time…

Responsibility Development Transfers across Contexts: Reciprocal Pathways between Home and Afterschool Programs

ERIC Educational Resources Information Center

Raffaelli, Marcela; Simpkins, Sandra D.; Tran, Steve P.; Larson, Reed W.

2018-01-01

We investigated adolescent responsibility across 2 developmental contexts, home and an afterschool program. Longitudinal data were collected from 355 ethnically diverse 11-20-year-old adolescents (M = 15.49; 55.9% female) in 14 project-based programs. Youth rated their responsibility in the program and at home at 4 time points; parents and leaders…

Family, school, and community partnerships: practical strategies for afterschool programs.

PubMed

Finn-Stevenson, Matia

2014-12-01

Much attention is given today to the importance of forging family, school, and community partnerships. Growing numbers of schools, many of them with afterschool programs, are dedicating resources to support and sustain relationships with families and community-based organizations. And, among government agencies and the philanthropic sector, there is widespread recognition that schools cannot be successful if they function alone in their quest to educate our nation's children, but must work with families and in the context of the community. Although the field is enjoying unprecedented popularity and many more schools and afterschool programs are partnering with community agencies and organizations, the notion of engaging parents and the community has not yet become an integral part of school reform, and in the afterschool field, practitioners who work at the program level directly with students often struggle with how they can make partnerships a reality. This chapter draws upon lessons learned from the School of the 21st Century (21C) to provide practical strategies for reaching out to and working with families and the community. The School of the 21st Century includes an afterschool component and is one of several national initiatives that use a community school strategy. © 2014 WILEY PERIODICALS, INC.

Positive Youth Development among Diverse Racial-Ethnic Children: Quality Afterschool Contexts as Developmental Assets

ERIC Educational Resources Information Center

Smith, Emilie Phillips; Witherspoon, Dawn P.; Osgood, D. Wayne

2017-01-01

Positive youth development (PYD) deserves more empirical attention, particularly among children of diverse racial-ethnic backgrounds. Given the need among families for monitoring and supervision during out-of-school time, community-based afterschool is a potentially promotive ecological setting. This study explores the quality of afterschool…

Explore Locally, Excel Digitally: A Participatory Learning After-School Program for Enriching Citizenship On- and Offline

ERIC Educational Resources Information Center

Felt, Laurel J.; Vartabedian, Vanessa; Literat, Ioana; Mehta, Ritesh

2012-01-01

This paper discusses the design and implementation of a participatory culture pedagogy in the context of a pilot after-school program at LAUSD's Robert F. Kennedy Community Schools. Ethnographic fieldnotes, instructor and student reflections, photographs, video recordings, and student work illustrate the program's culture of participatory…

Collaborating in the Community: Fostering Identity and Creative Expression in an Afterschool Program

ERIC Educational Resources Information Center

Cavendish, Leslie M.; Vess, Sarah F.; Li-Barber, Kirsten

2016-01-01

Nationwide budget cuts have forced many public school systems to significantly reduce opportunities for engaging in creative arts in the classroom despite the fact that such programs are associated with positive child outcomes. To address this deficit, we developed and executed the "Afterschool Creative Expression Program" (ASCEP) and…

Moving beyond Attendance: Lessons Learned from Assessing Engagement in Afterschool Contexts

ERIC Educational Resources Information Center

Fredricks, Jennifer A.; Bohnert, Amy M.; Burdette, Kimberly

2014-01-01

Youth engagement is the least researched, but potentially most important, aspect of participation in afterschool programs. The level of youth engagement can vary across programs, across youth within a program, and within individual youth over time. Engagement is important for both recruiting and retaining participants, and has been associated with…

Emerging Youth Leaders in an After-School Civic Leadership Program

ERIC Educational Resources Information Center

Monkman, Karen; Proweller, Amira

2016-01-01

This qualitative study examines the notion of youth leadership in an after-school program focused on teaching leadership skills and instilling habits of civic engagement within a long-term support program that prioritizes college readiness for low-income minority students. Through activities designed to help youth discover their passions, envision…

Students Create Art: Expanding an After-School Program

ERIC Educational Resources Information Center

Schwartz, Diane C.; Pace, Darra

2008-01-01

For the past 4 years the special education program at History University has partnered with a Long Island, New York school district in an after-school tutorial program for eighth grade students receiving special education services or considered "at risk." This partnership emerged as a result of a state improvement grant offered to…

A Community-Based Volunteer After-School Activity Program Created for Middle School Students.

ERIC Educational Resources Information Center

Greaser, Thomas C., Jr.

This practicum was designed to provide an after-school activity program to middle school students not engaged in interscholastic sports. Utilizing community volunteers, an enrichment-prevention program that featured 19 different activities in 2 class sessions per week over a 10-week period was developed and implemented. Activities included…

An Unexpected Outcome: Afterschool STEM Enrichment Empowers Facilitators, Too!

ERIC Educational Resources Information Center

Masarik, Michelle

2017-01-01

One of the goals of afterschool programming is to empower students by increasing their sense of autonomy and giving them room to chart their own course of discovery. Long before STEM (science, technology, engineering, and math) became part of the educational vernacular, afterschool practitioners were using science content and scientific practices…

Creating Holistic Partnerships between School and Afterschool

ERIC Educational Resources Information Center

Anthony, Kenneth; Morra, Joseph

2016-01-01

To identify what stands between schools and afterschool programs and what can connect them, the lead author, Ken Anthony, conducted an exploratory study in three schools in a southern New England city. In all, 18 interviews were conducted with school and afterschool staff. Following a framework proposed by Tracy Bennett (2015), this exploratory…

Fostering Arts Education through a University-Afterschool Partnership

ERIC Educational Resources Information Center

Leonard, Alison E.; Fleming, David S.; Lewis, Melanie; Durham, Sheliah

2017-01-01

Regardless of the type of arts activity, the importance of the arts in afterschool programs cannot be overestimated. As the arts are increasingly marginalized in public school systems, afterschool arts education can be an alternative way to integrate the arts into children's academic experiences or build on their in-school arts experiences (Briggs…

Arts and Afterschool: A Powerful Combination. Afterschool Alert. Issue Brief No. 21

ERIC Educational Resources Information Center

Afterschool Alliance, 2005

2005-01-01

In an increasingly competitive information age and creative economy, knowledge and skills in the arts and music are important in their own right. Additionally, the integration of the arts into after-school programs helps build and reinforce important student learning. It helps strengthen teamwork, responsibility, persistence, self-discipline, and…

Tryon Trekkers: An Evaluation of a STEM Based Afterschool Program for At-Risk Youth

NASA Astrophysics Data System (ADS)

Eckels Anderson, Chessa

This study contributed to the body of research that supports a holistic model of afterschool learning through the design of an afterschool intervention that benefits elementary school students of low socioeconomic status. This qualitative study evaluated a science focused afterschool curriculum that was designed using principles from Risk and Resiliency Theory, academic motivation theories, science core ideas from the Next Generation Science Standards, and used environmental education philosophy. The research question of this study is: how does an outdoor and STEM based afterschool program impact at-risk students' self-efficacy, belonging and engagement and ability to apply conceptual knowledge of environmental science topics? The study collected information about the participants' affective experiences during the intervention using structured and ethnographic observations and semi-structured interviews. Observations and interviews were coded and analyzed to find patterns in participants' responses. Three participant profiles were developed using the structured observations and ethnographic observations to provide an in depth understanding of the participant experience. The study also assessed the participants' abilities to apply conceptual understanding of the program's science topics by integrating an application of conceptual knowledge task into the curriculum. This task in the form of a participant project was assessed using an adapted version of the Portland Metro STEM Partnership's Application of Conceptual Knowledge Rubric. Results in the study showed that participants demonstrated self-efficacy, a sense of belonging and engagement during the program. Over half of the participants in the study demonstrated a proficient understanding of program concepts. Overall, this holistic afterschool program demonstrated that specific instructional practices and a multi-modal science curriculum helped to support the social and emotional needs of at-risk children.

A Pilot Evaluation of Small Group Challenging Horizons Program (CHP): A Randomized Trial

ERIC Educational Resources Information Center

Langberg, Joshua M.; Smith, Bradley H.; Bogle, Kristin E.; Schmidt, Jonathan D.; Cole, Wesley R.; Pender, Carolyn A. S.

2007-01-01

This study examined the efficacy of an after-school program, the Challenging Horizons Program (CHP), that met four days a week and focused on improving organization, academic skills, and classroom behavior. The CHP was compared with a community control that included involvement in a district-run after-school program that met one to three days a…

Out-of-school settings as a developmental context for children and youth.

PubMed

Vandell, Deborah Lowe; Pierce, Kim M; Dadisman, Kimberly

2005-01-01

Since the 1990s, there has been a growing recognition of the importance of the out-of-school context for children and adolescents. Fueled in part by family demographics that include substantial numbers of employed mothers and single mothers, in part by concerns about poor academic performance and problem behaviors, and in part by intensified efforts to find ways to promote positive youth development, researchers and practitioners have focused their attention on two particular out-of-school settings: after-school programs and structured activities. The research findings pertaining to full-time (i.e., 5 days a week) after-school programs are mixed, which may reflect the substantial heterogeneity of the programs in terms of children being served, the types of activities offered, and the training and background of the staff. The federal funding of the 21st Century CLCs and various state and local initiatives has increased the numbers of low-income and English-learning students participating in after-school programs. A substantial number of programs are becoming more school-like. The available research suggests that (under some conditions) attending after-school programs is linked to improved social and academic outcomes. Children are more likely to show academic and social benefits when staff-child relationships are positive and nonconflictual, when programs offer a variety of age-appropriate activities from which children can select those of interest, and when children attend on a regular basis. The research findings about voluntary structured activities are more straightforward. Participation in these activities has been consistently linked to positive academic and social developmental outcomes in numerous studies. What appears to be key is that the activities are voluntary, are characterized by sustained engagement and effort, and provide opportunities to build or develop skills. Although the available research has begun to inform our understanding of the out-of-school context, further research is sorely needed. First, there is a need for research to identify the social, cognitive, and linguistic processes by which participation in programs and structured activities influences child and youth developmental outcomes. For example, researchers need to consider the competitiveness of sport activities in relation to children's social and emotional functioning. Researchers also might examine after-school experiences as settings in which complex thought processes can develop. Heath (1999) has conducted initial work in the area of language development by obtaining language samples during voluntary structured activities and analyzing their content. In the initial samples, students engaged in few sustained conversations on a topic and they frequently changed topics. After 3-4 weeks at the program, however, Heath noted substantial changes in the students' conversations and language. The use of conditionals (should, would, could) increased. She also noted increases in strategies to obtain clarifications from others and increases in the use of shifted registers and genres. Heath's (1999) linguistic analyses in conjunction with research that considers social and motivational processes underscore the broader point that the out-of-school context is complex and multi-layered and likely to be of substantial importance in the lives of children and youth. Research is needed to identify other important developmental processes in programs and structured activities. A promising procedure for identifying these processes is experience sampling (Csikszentmihalyi & Larson, 1987; Larson, 1989). Experience sampling methodology allows researchers to collect systematic data about an individual's activities, thoughts, and affective states by obtaining reports from participants at multiple randomly sampled points in time. Participants are signaled to provide a report in a variety of ways, such as with beepers or alarm watches. This record of experiences is not usually captured by other data collection methods. For example, program observations provide data on observed activities, interactions, and program climate, but do not offer insights into students' feelings and experiences within the after-school environment. Questionnaire and survey data are retrospective, asking respondents to recall past experiences and feelings regarding their after-school activities. Experience sampling could be used to examine any number of processes in after-school programs and structured activities. A better understanding of the effects of program content also is needed. Whether after-school programs should focus exclusively on enrichment activities or exclusively on academic activities, or include both enrichment and academic components, is the subject of heated debate. Some after-school scholars (Halpern, 1999; Heath, 1999; Eccles, in press) have argued forcefully that a focus on academics undermines the unique strengths and role of programs, and that programs should emphasize extracurricular enrichment activities. Others (Noam, 2004) have supported the move by policy makers and educators to make programs more academic, with an emphasis on homework help, tutoring, and preparation for academic achievement tests. The effects of different approaches to after-school programming have not been evaluated systematically. Research that describes, compares, and then tests effects of different program content models is needed to determine which types of programs are successful in attracting and keeping students (a necessary condition for programs to effect change), and to determine whether different types of programs are differentially associated with improvements in student outcomes such as school attendance, academic achievement, social competencies, and behavioral adjustment. A related question is whether structured activities that are obligatory or required have the same effects as voluntary structured activities do. Researchers also should further examine the impact of different attendance patterns on child developmental outcomes. We do not have solid information about optimal intensity and duration of attendance in terms of outcomes. There are suggestions in the literature that long-term, frequent attendance at programs is associated with positive outcomes for low-income children. Research needs to examine whether these results hold for middle-income children and youth as well. Finally, experimental studies should be conducted in which children and adolescents are randomly assigned to after-school programs and structured activities. All of the research to date on structured activities, and most of the research on after-school programs, has been nonexperimental, so questions about selection bias remain. Experimental studies in which children and adolescents are randomly assigned to participation in programs and activities would be a valuable next step in understanding relations between participation and child and youth outcomes. Such research should not be conducted until we have more information about the components of high-quality programming in terms of program content and developmental processes, however.

Structure and Deviancy Training in After-School Programs

ERIC Educational Resources Information Center

Rorie, Melissa; Gottfredson, Denise C.; Cross, Amanda; Wilson, Denise; Connell, Nadine M.

2011-01-01

Evidence regarding the effectiveness of after-school programs (ASPs) for reducing problem behaviors is mixed. Unstructured ASPs may increase antisocial behavior by increasing "deviancy training" opportunities, when peers reinforce deviant attitudes and behaviors. This research analyses approximately 3000 five-minute intervals from 398 observations…

Art All Day: Distinction and Interrelation of School-Based and Out-of-School Arts Learning

ERIC Educational Resources Information Center

Green, Joshua; Kindseth, Anne

2011-01-01

Quality arts learning can be a vehicle for personal transformation. For more than 40 years, an unwavering belief in the possibility of such transformation has sustained the nationally recognized after-school Apprenticeship Training Program (ATP) at Manchester Craftsmen's Guild (MCG). Within school walls, academic standards position the arts as a…

Physical Activity and Energy Expenditure during an After-School Running Club: Laps versus Game Play

ERIC Educational Resources Information Center

Kahan, David; McKenzie, Thomas L.

2018-01-01

Background: After-school programs (ASPs) have the potential to contribute to student physical activity (PA), but there is limited empirical evidence to guide program development and implementation. Methods: We used pedometry to assess the overall effectiveness of an elementary school ASP running program relative to national and state PA…

It Takes a Village: An Indigenous Atayal After-School Tutoring Program in Taiwan

ERIC Educational Resources Information Center

Pai, Hui-Ju; Ho, Hsiu-Zu; Lam, Yeana W.

2017-01-01

The Boyo After-School Tutoring Program in Hsinchu County, Taiwan, is a unique training program developed by the Boyo Social Welfare Foundation. The primary focus of this nonprofit foundation, established in 2008, is providing tutoring and support to indigenous youths. The Boyo Foundation also serves to build the capacity of unemployed village…

Evaluating the Effectiveness of the Kids Living Fit[TM] Program: A Comparative Study

ERIC Educational Resources Information Center

Speroni, Karen Gabel; Earley, Cynthia; Atherton, Martin

2007-01-01

After-school programs can be implemented by school nurses to facilitate healthy lifestyle choices in children with the goal of decreasing obesity. Kids Living Fit[TM] (KLF), an after-school program designed by community hospital nurses, was implemented in elementary schools and focused on best lifestyle choices regarding foods consumed and…

Youth Sport Development through Soccer: An Evaluation of an After-School Program Using the TPSR Model

ERIC Educational Resources Information Center

Cryan, Mark; Martinek, Thomas

2017-01-01

The Soccer Coaching Club program used the Teaching Personal and Social Responsibility (TPSR) model in an after-school soccer program for sixth grade boys between 11 and 12 years old in a local middle school. Soccer, as the featured physical activity, provided the "hook" for regular attendance. Desired outcomes included improved…

Youth-Led Participatory Action Research: Promoting Youth Voice and Adult Support in Afterschool Programs

ERIC Educational Resources Information Center

Anyon, Yolanda; Kennedy, Heather; Durbahn, Rebecca; Jenson, Jeffrey M.

2018-01-01

How can afterschool programs engage middle school students of color as they enter their teenage years? The authors asked this question while working with the Bridge Project, a drop-in community-based academic enrichment program serving low-income children and adolescents of color living in public housing in Denver, Colorado. Faced with dwindling…

Incorporating Environmental Education into an Urban After-School Program in New York City

ERIC Educational Resources Information Center

Bruyere, Brett L.; Wesson, Mark; Teel, Tara

2012-01-01

This study examines the integration of environmental education (EE) into an after-school program in the Bronx borough of New York City. In this qualitative case study, focus group interviews were conducted to first determine parent and educator interest in and barriers to participation in nature programs and incorporation of EE into curriculum.…

Accountability for After-School Care: Devising Standards and Measuring Adherence to Them.

ERIC Educational Resources Information Center

Beckett, Megan; Hawken, Angela; Jacknowitz, Alison

As the number of after-school programs has expanded, states are increasingly interested in information that helps in the design, selection, and management of such programs. With the sponsorship of Stone Soup Child Care Programs in California, the RAND Child Policy Project and the Promising Practices Network was commissioned to measure adherence of…

Identifying Strategies Programs Adopt to Meet Healthy Eating and Physical Activity Standards in Afterschool Programs

ERIC Educational Resources Information Center

Weaver, Robert G.; Moore, Justin B.; Turner-McGrievy, Brie; Saunders, Ruth; Beighle, Aaron; Khan, M. Mahmud; Chandler, Jessica; Brazendale, Keith; Randell, Allison; Webster, Collin; Beets, Michael W.

2017-01-01

Background: The YMCA of USA has adopted Healthy Eating and Physical Activity (HEPA) Standards for its afterschool programs (ASPs). Little is known about strategies YMCA ASPs are implementing to achieve Standards and these strategies' effectiveness. Aims: (1) Identify strategies implemented in YMCA ASPs and (2) evaluate the relationship between…

Afterschool Programs: Keeping Kids -- and Communities -- Safe. Afterschool Alert. Issue Brief No. 27

ERIC Educational Resources Information Center

Afterschool Alliance, 2007

2007-01-01

After 14 years of decline, cities across the nation are reporting spikes in crime rates, which many law enforcement officials attribute to decreased federal spending on crime prevention and more juveniles becoming involved in violent crimes. This report highlights the "after-school" gap: 20-25 hours per week that children are out of…

"Active Science": Integrating Physical Activity and Science Learning into the Afterschool Environment

ERIC Educational Resources Information Center

Finn, Kevin E.; Yan, Zi; McInnis, Kyle J.

2015-01-01

Background: Afterschool programs offer significant opportunities to increase physical activity levels and improve academic performance of children. Purpose: This study assessed an innovative approach to embed physical activity into science lessons in an afterschool community setting. Methods: Participants were 47 boys and girls (age = 10.8 ± 0.7…

Embedding Positive Behavior Intervention and Supports in Afterschool Programs

ERIC Educational Resources Information Center

Farrell, Anne F.; Collier-Meek, Melissa A.; Pons, Shelby R.

2013-01-01

There is growing recognition that after-school programs (ASPs) provide opportunities for positive youth development. Many ASPs focus on behavior and socio-emotional challenges, provide evidence-based interventions to improve homework completion and academic skills, and offer physical activities and nutritious foods. Generally speaking, ASPs offer…

Cultural Competence in Afterschool Programs

ERIC Educational Resources Information Center

Simpkins, Sandra D.; Riggs, Nathaniel R.

2014-01-01

Increasing ethnic diversity among American youth, in combination with funding priorities often targeting underserved populations, has increased the number of diverse youth attending afterschool programs (ASPs). At present, there is little guidance on how to best design ASPs and prepare staff to support the development of these diverse youth. The…

Rec and Read Mentor Programs

ERIC Educational Resources Information Center

Johnson, Amy Carpenter; Halas, Joannie

2011-01-01

For the past six years in Winnipeg, Canada, young people from diverse Aboriginal backgrounds have been volunteering their time, energy, and talents to develop and deliver after-school physical activity, nutrition, and education programs for children in their school's neighbourhood. Known as "Rec and Read," the after-school activities are…

Networks Analysis of a Regional Ecosystem of Afterschool Programs

ERIC Educational Resources Information Center

Russell, Martha G.; Smith, Marc A.

2011-01-01

Case studies have documented the impact of family-school-community collaboration in afterschool programs on increasing awareness about the problems of at-risk youth, initiating dialogue among leaders and community representatives, developing rich school-based information systems, and demonstrating how to build strong relationships between public…

Shifting Expectations: Bringing STEM to Scale through Expanded Learning Systems

ERIC Educational Resources Information Center

Donner, Jessica; Wang, Yvonne

2013-01-01

Expanded learning opportunities, such as afterschool and summer programs, are particularly well positioned to help address science, technology, engineering, and mathematics (STEM) education crisis. A large percentage of youth participating in afterschool programs are members of groups traditionally underrepresented in STEM fields. Additionally,…

Benefits, Challenges, Characteristics and Instructional Approaches in an El Sistema Inspired After-School String Program Developed as a University-School Partnership in the United States

ERIC Educational Resources Information Center

Hopkins, Michael; Provenzano, Anthony M.; Spencer, Michael S.

2017-01-01

The purpose of this study was to examine the benefits, challenges, program characteristics and instructional approaches of an El Sistema inspired (ESI) after-school string program developed as a university-school partnership. Case study methodology was used to examine the program. Fifth-grade students received 75 minutes of after-school…

Social and Emotional Learning through a Teaching Personal and Social Responsibility Based After-School Program for Disengaged Middle-School Boys

ERIC Educational Resources Information Center

Gordon, Barrie; Jacobs, Jenn M.; Wright, Paul M.

2016-01-01

This study examined a long-term afterschool leadership program situated in a Midwestern university town in the US. The activity-based program for boys considered to be disengaged with school and at risk for dropping out of education, was based on the Teaching Personal and Social Responsibility (TPSR) model. The program curriculum was strongly…

The After-School Program for School-Age Children. A Descriptive Report. Report No. 13, Vol. 25.

ERIC Educational Resources Information Center

Popwell, Emma P.

This report describes the administrative structure and program design for an after-school program for school age children (aged between 5 and 13 years) in the 1990-91 school year in the Atlanta (Georgia) Public Schools (APS). The program took policy and regulations from the pertinent Board of Education policy and guidelines and was administered by…

Comparative Effectiveness of After-School Programs to Increase Physical Activity

PubMed Central

Gesell, Sabina B.; Sommer, Evan C.; Lambert, E. Warren; Vides de Andrade, Ana Regina; Davis, Lauren; Beech, Bettina M.; Mitchell, Stephanie J.; Neloms, Stevon; Ryan, Colleen K.

2013-01-01

Background. We conducted a comparative effectiveness analysis to evaluate the difference in the amount of physical activity children engaged in when enrolled in a physical activity-enhanced after-school program based in a community recreation center versus a standard school-based after-school program. Methods. The study was a natural experiment with 54 elementary school children attending the community ASP and 37 attending the school-based ASP. Accelerometry was used to measure physical activity. Data were collected at baseline, 6 weeks, and 12 weeks, with 91% retention. Results. At baseline, 43% of the multiethnic sample was overweight/obese, and the mean age was 7.9 years (SD = 1.7). Linear latent growth models suggested that the average difference between the two groups of children at Week 12 was 14.7 percentage points in moderate-vigorous physical activity (P < .001). Cost analysis suggested that children attending traditional school-based ASPs—at an average cost of $17.67 per day—would need an additional daily investment of $1.59 per child for 12 weeks to increase their moderate-vigorous physical activity by a model-implied 14.7 percentage points. Conclusions. A low-cost, alternative after-school program featuring adult-led physical activities in a community recreation center was associated with increased physical activity compared to standard-of-care school-based after-school program. PMID:23984052

STEM after school programming: The effect on student achievement and attitude

NASA Astrophysics Data System (ADS)

Ashford, Vanessa Dale

Science, technology, engineering and math (STEM) curriculum has become a major component in to 21st century teaching and learning. STEM skills and STEM careers are in demand globally. Disadvantaged and minority students continue to have an achievement gap in STEM classes. They do not perform well in elementary and middle school and frequently do not pursue STEM-based studies in high school or careers in the field. One innovation in STEM education is after-school programming to increase student interest, attitudes, and achievement. This mixed-methods study examines the Discovery Place After-School STEM Program to compare the achievement levels of participants to non-participants in the program and provides recommendations for STEM after-school programming across the district. As part of the study, teachers were interviewed to examine attitudes and perceptions about the program. This study was conducted at an elementary school in a large urban school district in the southeastern United States which has a unique STEM-based after-school program. Student performance data indicated a significant difference in achievement between participants and non-participants in the program as measured by fifth grade science End-of-Grade test. Data from the seven units of study in the program showed significant achievement for three of the seven units.

Community partnership to address snack quality and cost in after-school programs.

PubMed

Beets, Michael W; Tilley, Falon; Turner-McGrievy, Gabrielle; Weaver, Robert G; Jones, Sonya

2014-08-01

Policies call on after-school programs (ASPs) to serve more nutritious snacks. A major barrier for improving snack quality is cost. This study describes the impact on snack quality and expenditures from a community partnership between ASPs and local grocery stores. Four large-scale ASPs (serving ˜500 children, aged 6-12 years, each day) and a single local grocery store chain participated in this study. The nutritional quality of snacks served was recorded preintervention (18 weeks spring/fall 2011) and postintervention (7 weeks spring 2012) via direct observation, along with cost/child/snack/day. Preintervention snacks were low-nutrient-density salty snacks (eg, chips, 3.0 servings/week), sugar-sweetened beverages (eg, powdered-lemonade, 1.9 servings/week), and desserts (eg, cookies, 2.1 servings/week), with only 0.4 servings/week of fruits and no vegetables. By postintervention, fruits (3.5 servings/week) and vegetables (1.2 servings/week) were increased, whereas sugar-sweetened beverages and desserts were eliminated. Snack expenditures were $0.26 versus $0.24 from preintervention to postintervention. Partnership savings versus purchasing snacks at full retail cost was 24.5% or $0.25/serving versus $0.34/serving. This innovative partnership can serve as a model in communities where ASPs seek to identify low-cost alternatives to providing nutritious snacks. © 2014, American School Health Association.

Community Partnership to Address Snack Quality and Cost in Afterschool Programs

PubMed Central

Tilley, Falon; Turner-McGrievy, Gabrielle; Weaver, Robert Glenn; Jones, Sonya

2014-01-01

Background Policies call on afterschool programs (ASPs) to serve more nutritious snacks. A major barrier for improving snack quality is cost. This study describes the impact on snack quality and expenditures from a community-partnership between ASPs and local grocery stores. Methods Four large-scale ASPs (serving ∼500 children aged 6-12 years each day) and a single local grocery store chain participated in the study. The nutritional quality of snacks served was recorded pre-intervention (18 weeks spring/fall 2011) and post-intervention (7 weeks spring 2012) via direct observation, along with cost/child/snack/day. Results Pre-intervention snacks were low-nutrient-density salty snacks (eg, chips, 3.0 servings/week), sugar-sweetened beverages (eg, powdered-lemonade, 1.9 servings/week), and desserts (eg, cookies, 2.1servings/week), with only 0.4 servings/week of fruits and no vegetables. By post-intervention, fruits (3.5 servings/week) and vegetables (1.2 servings/week) increased, while sugar-sweetened beverages and desserts were eliminated. Snack expenditures were $0.26 versus $0.24 from pre-intervention to post-intervention. Partnership savings versus purchasing snacks at full retail cost was 24.5% or $0.25/serving versus $0.34/serving. Conclusions This innovative partnership can serve as a model in communities where ASPs seek to identify low-cost alternatives to providing nutritious snacks. PMID:25040123

Fidelity in After-School Program Intervention Research: A Systematic Review

ERIC Educational Resources Information Center

Maynard, Brandy R.; Peters, Kristen E.; Vaughn, Michael G.; Sarteschi, Christine M.

2013-01-01

Objective: This study examined whether and to what extent researchers addressed intervention fidelity in research of after-school programs serving at-risk students. Method: Systematic review procedures were used to search, retrieve, select, and analyze studies for this review. Fifty-five intervention studies were assessed on the following…

Afterschool Programs: Inspiring Students with a Connected Learning Approach

ERIC Educational Resources Information Center

Afterschool Alliance, 2015

2015-01-01

Afterschool programs have been among the pioneers in applying a connected learning approach-creating a learning environment for students that builds on their interests; introduces them to new passions; provides mentors and a supportive peer network; and links this engagement to academics, careers and civic participation. This report, discusses the…

Physical Activity and Psychological Correlates during an After-School Running Club

ERIC Educational Resources Information Center

Kahan, David; McKenzie, Thomas L.

2018-01-01

Background: After-school programs (ASPs) have the potential to contribute to moderate-to-vigorous physical activity (MVPA), but there is limited empirical evidence to guide their development and implementation. Purpose: This study assessed the replication of an elementary school running program and identified psychological correlates of children's…

Fidelity in After-School Program Intervention Research: A Systematic Review

ERIC Educational Resources Information Center

Maynard, Brandy R.; Peters, Kristen E.; Vaughn, Michael G.; Sarteschi, Christine M.

2014-01-01

Over the past 2 decades, the number of after-school programs (ASP) and the number of students attending ASPs has markedly increased. Although several reviews and meta-analyses have examined the outcomes of ASPs, ASP intervention study reviews have not specifically examined intervention fidelity. Establishing intervention fidelity is critically…

Effectiveness of an Afterschool-Based Aggression Management Program for Elementary Students

ERIC Educational Resources Information Center

Staecker, Emma; Puett, Eli; Afrassiab, Shayda; Ketcherside, Miranda; Azim, Sabiya; Rhodes, Darson; Wang, Anna

2016-01-01

A school-community partnership team implemented an aggression management curriculum in an afterschool program as an early-intervention strategy at the upper elementary level. Although statistically significant differences in physical or psychological aggression were not found, the partnership team gained a better understanding of evidence-based…

Examining the Impact of Afterschool STEM Programs

ERIC Educational Resources Information Center

Krishnamurthi, Anita; Ballard, Melissa; Noam, Gil G.

2014-01-01

Afterschool programs that provide strong science, technology, engineering and math (STEM) learning experiences are making an impact on participating youth not only become excited and engaged in these fields but develop STEM skills and proficiencies, come to value these fields and their contributions to society, and--significantly--begin to see…

Family, School, and Community Partnerships: Practical Strategies for Afterschool Programs

ERIC Educational Resources Information Center

Finn-Stevenson, Matia

2014-01-01

Much attention is given today to the importance of forging family, school, and community partnerships. Growing numbers of schools, many of them with afterschool programs, are dedicating resources to support and sustain relationships with families and community-based organizations. And, among government agencies and the philanthropic sector, there…

An after-school exercise program improves fitness, and body composition in elementary school children.

PubMed

Carrel, Aaron L; Logue, Julie; Deininger, Heidi; Clark, R Randall; Curtis, Vanessa; Montague, Paul; Baldwin, Sharon

2011-07-01

Reduced cardiovascular fitness (CVF) is a risk factor for obesity and cardiovascular disease. It has previously shown that a school-based fitness curriculum can improve CVF, and other health indicators in middle school aged children. Whether an afterschool program improves CVF and other health markers in elementary-school children is unresolved. The objective of this study was therefore to determine whether an on-site afterschool-based fitness program improves body composition, cardiovascular fitness level, in elementary school children. 80 elementary school children were evaluated in a "fitness-oriented" afterschool program managed by the local YMCA. Children underwent evaluation of cardiovascular fitness by maximal VO 2 treadmill testing and body composition by dual x-ray absorptiometry (DXA), at baseline (prior to the school-year) and again at end of the school year. Findings revealed that, at baseline, children had a mean age of 8.8 years, BMI of 18.7± 3, with a maximal VO 2 of 40.03 ± 7.6 ml/kg/min, and percent body fat of 28.7 ± 7%. After a 9-month intervention, children maximal VO 2 increased to 44.8 ± 7.5 ml/kg/min (p=0.04) and percent body fat decreased to 25.8 ± 6.2% (p=0.033). The study concluded that on-site afterschool programming focusing on fitness improved body composition and cardiovascular fitness, in elementary school children. Combined with prior studies, these data demonstrate that afterschool-based fitness curricula can benefit both obese and non-obese children. It was therefore recommended that, partnerships with schools to promote fitness even outside of school time should be a part of a school approach to improving children's health.

Analysis of the Dynamics among Tutors in an After-School Tutoring Program in a Homeless Shelter for Families

ERIC Educational Resources Information Center

MacGillivray, Laurie; Goode, Gretchen S.

2016-01-01

Researchers of after-school tutoring primarily focus on educational outcomes with little attention to the social dynamics of such programs. In our qualitative case study, we examined the nature of interactions among tutors in a tutoring program at a homeless shelter for families. Employing Bourdieu's concepts of "social capital" and…

New Partners in Jewish Education: Independent Afterschool Jewish Education Programs and Their Relationships with Congregational Supplementary Schools

ERIC Educational Resources Information Center

Novak Winer, Laura

2017-01-01

In recent years the Jewish community has witnessed a growth in the development of Jewish afterschool programs that provide childcare as well as Jewish educational programming to elementary age children. This possible trend may represent a diversification of options for families seeking to provide Jewish education and Jewish experiences for their…

Don't You Want to Do Better? Implementing a Goal-Setting Intervention in an Afterschool Program

ERIC Educational Resources Information Center

Hallenbeck, Amy; Fleming, David

2011-01-01

Goal setting is not an innate skill. Adults who are successful at reaching their goals have learned to set realistic goals and to plan to attain them. Afterschool programs, because they have latitude in their curricular offerings and program elements, can provide strong backdrops for goal-setting initiatives. While studies have shown that goal…

Youth Empowerment Solutions: Evaluation of an After-School Program to Engage Middle School Students in Community Change

ERIC Educational Resources Information Center

Zimmerman, Marc A.; Eisman, Andria B.; Reischl, Thomas M.; Morrel-Samuels, Susan; Stoddard, Sarah; Miller, Alison L.; Hutchison, Pete; Franzen, Susan; Rupp, Laney

2018-01-01

We report on an effectiveness evaluation of the Youth Empowerment Solutions (YES) program. YES applies empowerment theory to an after-school program for middle school students. YES is an active learning curriculum designed to help youth gain confidence in themselves, think critically about their community, and work with adults to create positive…

Youth Historians in Harlem: An After-School Blueprint for History Engagement through the Historical Process

ERIC Educational Resources Information Center

Goldenberg, Barry M.

2016-01-01

This manuscript, written with the educator in mind, describes the Youth Historians in Harlem (YHH) program, a twenty-week after-school history program that engaged urban students in history by immersing them in aspects of the historical process. Throughout the program, a group of Black male high school students were apprenticed as historical…

A Snapshot of After-School Program Research Literature. Research Watch. D&A Report No. 13.10

ERIC Educational Resources Information Center

Rhea, Anisa

2013-01-01

After-school programs, also commonly referred to as out-of-school time and expanded learning opportunities, are typically described as safe, structured programs that offer an array of adult supervised activities to promote the learning and development of kindergarten through high school students outside of the school day (Beckett et al., 2009;…

The Barefoot Hours: Out-of-School Programs Offer To Make the Most of Kids' Free Time, Turning Potentially Risky Afternoons into Golden Hours of Opportunity.

ERIC Educational Resources Information Center

Boss, Suzie

2002-01-01

Research suggests that after-school programs reduce juvenile crime and risky behavior; increase confidence, academic performance, and social skills; and build positive adult-child and home-school relationships. The need for supervised after-school activities, especially in poor neighborhoods; the characteristics of successful programs; and the…

Parents' and Children's Perceptions of the Keep It Moving! After-School Physical Activity Program

ERIC Educational Resources Information Center

Behrens, Timothy K.; Wegner, Rebekah L.; Miller, Daniel J.; Liebert, Mina L.; Smith, Jennifer Howard

2015-01-01

After-school PA programs have been used as an outlet to help children increase PA levels. To attract children and their parents, it is important to understand perceptions about programs. With child and parent input, researchers and practitioners will better be able to increase PA with activities the children enjoy and encourage increased PA. A…

To Play or Not to Play: Equitable Access to Afterschool Programs for Students with Disabilities

ERIC Educational Resources Information Center

Meade, Whitney W.; O'Brien, Jason

2018-01-01

In this case, a child with a spinal cord injury was denied access to an afterschool care program that her nondisabled siblings were allowed to attend because she did not meet "eligibility requirements." Specifically, the independent contractor who ran the program mandated that students be able to function in an environment with a student…

75 FR 16325 - Child and Adult Care Food Program: At-Risk Afterschool Meals in Eligible States

Federal Register 2010, 2011, 2012, 2013, 2014

2010-04-01

... impose limits on the duration of meal services and the time between meal services. The proposed rule did... seven States eligible at that time ranged from 2 to 8 percent higher than afterschool meals served by...)(1), (c)(2), or (c)(3). (m) Time periods for snack and meal services--(1) At-risk afterschool snacks...

The Effects of a Traditional and Technology-Based After-School Program on 6th Grade Student's Mathematics Skills

ERIC Educational Resources Information Center

Hu, Xiangen; Craig, Scotty D.; Bargagliotti, Anna E.; Graesser, Arthur C.; Okwumabua, Theresa; Anderson, Celia; Cheney, Kyle R.; Sterbinsky, Allan

2012-01-01

This study investigated the effectiveness of the Assessment and LEarning in Knowledge Spaces (ALEKS) system as a method of strategic intervention in after-school settings to improve the mathematical skills of struggling 6th grade students. Students were randomly assigned to after-school classrooms in which they either worked with ALEKS to improve…

Afterschool: Key to Health and Wellness for Pre-Teens and Teens. MetLife Foundation Afterschool Alert. Issue Brief No. 45

ERIC Educational Resources Information Center

Afterschool Alliance, 2010

2010-01-01

With a growing number of school hours devoted to increased instructional time and physical education programs being scaled back in many schools, the afterschool hours are becoming increasingly crucial to ensuring the healthy development of the nation's youth. Additionally, with students spending the majority of their waking hours and consuming the…

Afterschool: A Natural Platform for Career Development. Afterschool Alert. Issue Brief No. 19

ERIC Educational Resources Information Center

Afterschool Alliance, 2004

2004-01-01

As technology evolves and the economy changes, greater demands will be placed on the workforce of the future. Myriad opportunities are and will be available to those who have the knowledge and the skills to meet those challenges. Afterschool programs offer a key opportunity to expose students to ideas and teach them skills that can unlock doors to…

Bringing in the Tech: Using Outside Expertise to Enhance Technology Learning in Youth Programs

ERIC Educational Resources Information Center

Akiva, Thomas; Povis, Kaleen Tison; Martinez, Ani

2015-01-01

Afterschool continues to be promoted as a complementary setting to school for strengthening science, technology, engineering, and math (STEM) education (for example, Krishnamurthi, Bevan, Rinehart, & Coulon, 2013). This is a reasonable idea: 10.2 million children and youth in the U.S. participate in structured afterschool programs (Afterschool…

Seven Steps for Implementing Afterschool Programs: Strategies for Physical Educators

ERIC Educational Resources Information Center

Price-Shingles, June N.; Place, Greg

2016-01-01

After-school programs (ASP) are a long-standing activity historically facilitated by organizations such as the YMCA, Boys and Girls Club, social service/community centers and, in the past decade, an increasing number of municipal park districts. Staffing usually consist of recreation professionals, social and youth workers, and volunteers. In…

After-School Program Implementation in Urban Environments: Increasing Engagement among Adolescent Youth

ERIC Educational Resources Information Center

Pelcher, Allison; Rajan, Sonali

2016-01-01

Background: After-school programs (ASPs) play a crucial role in supplementing the present school day. However, implementing ASPs in the urban environment and among adolescents (grades 6-12) poses unique challenges. The purpose of this study was to conduct a systematic literature review to identify evidence-based barriers and facilitators to…

Impact of Policy Environment Characteristics on Physical Activity and Sedentary Behaviors of Children Attending Afterschool Programs

ERIC Educational Resources Information Center

Beets, Michael W.; Huberty, Jennifer; Beighle, Aaron; Moore, Justin B.; Webster, Collin; Ajja, Rahma; Weaver, Glenn

2013-01-01

State and national organizations recently developed policies focused on increasing physical activity (PA) in afterschool programs (ASPs). These policies emphasize "activity friendly" environment characteristics that, when present, should lead to higher levels of PA and reduce the amount of time children spend sedentary during an ASP.…

Afterschool Program Participation and the Development of Child Obesity and Peer Acceptance

ERIC Educational Resources Information Center

Mahoney, Joseph L.; Lord, Heather; Carryl, Erica

2005-01-01

This longitudinal study assessed the role of afterschool program (ASP) participation in the development of child obesity and peer acceptance in a sample of 439 children. Most participants lived in poverty and were Hispanic or African American. Measurements of height and weight determined obesity status and peer acceptance was assessed through…

Learning as Community Service: Thinking with New Media

ERIC Educational Resources Information Center

Hughes, Janette; Gadanidis, George

2010-01-01

This paper is exploratory in nature and our research goal is to develop a conceptualization of "learning as community service" in a new media context. The setting for the study is an after-school program involving middle school children in a First Nations community. In the after-school program, children developed knowledge about (1) their…

Build IT: Scaling and Sustaining an Afterschool Computer Science Program for Girls

ERIC Educational Resources Information Center

Koch, Melissa; Gorges, Torie; Penuel, William R.

2012-01-01

"Co-design"--including youth development staff along with curriculum designers--is the key to developing an effective program that is both scalable and sustainable. This article describes Build IT, a two-year afterschool and summer curriculum designed to help middle school girls develop fluency in information technology (IT), interest in…

Growth-Promoting Relationships with Children and Youth

ERIC Educational Resources Information Center

Spencer, Renée; Rhodes, Jean E.

2014-01-01

At the heart of afterschool programs are the relationships that form between the children and youth who participate in these programs and the adults who lead them. To be effective, adults working in afterschool settings must be able to engage youth in growth-promoting relationships. This article identifies and describes four foundational ways of…

Can We Talk? Creating Effective Partnerships between School and Afterschool Programs

ERIC Educational Resources Information Center

Dilles, Lisa Sweet

2010-01-01

Changing demographics and the No Child Left Behind Act have increased the need for instructional support for students. This need entails a change in the relationship between afterschool programs and schools. School districts, nonprofit organizations, and funders now require a focus on education support. The older recreational model of afterschool…

After-School Programs as a Prosocial Setting for Bonding between Peers

ERIC Educational Resources Information Center

Wright, Robin; John, Lindsay; Duku, Eric; Burgos, Giovani; Krygsman, Amanda; Esposto, Charlene

2009-01-01

This study reports on the longitudinal analysis of a structured after-school arts program for Canadian youth, ages 9 to 15 years, from low-income communities where the relationship of peer social support, family interactions, and psychosocial outcomes is evaluated. Multi-level growth curve analyses suggest an increase in prosocial development with…

An After-School Counseling Program for High-Risk Middle School Students

ERIC Educational Resources Information Center

Kruczek, Theresa; Alexander, Charlene M.; Harris, Kevin

2005-01-01

There are a number of middle school students who experience difficulty making the transition from childhood to early adolescence and may be described as high-risk. This article describes an after-school program designed to promote healthy identity and adaptive personal choice behaviors in a high-risk group of middle school students.

The Role of Afterschool and Community Science Programs in the Lives of Urban Youth

ERIC Educational Resources Information Center

Rahm, Jrene; Moore, John C.; Martel-Reny, Marie-Paule

2005-01-01

Afterschool and community science programs have become widely recognized as important sanctuaries for science learning for low-income urban youth and as offering them with "missing opportunities." Yet, more needs to be known about how youth, themselves, perceive such opportunities. What motivates youth to seek out such opportunities in…

What Matters, What Works: Advancing Achievement after School

ERIC Educational Resources Information Center

Public/Private Ventures, 2008

2008-01-01

This brief provides highlights from "Advancing Achievement: Findings from an Independent Evaluation of a Major After-School Initiative." The brief underscores the potential of after-school programs in the ongoing drive to advance children's academic achievement. It shines a light on some of the issues that matter most for programs striving to…

Competing Language Ideologies in a Bilingual/Bicultural After-School Program in Southern California

ERIC Educational Resources Information Center

Pastor, Ana Maria Relano

2008-01-01

This article looks at the competing language ideologies that preschool children negotiate in "Mi Clase Magica" (MCM), a Spanish-English bilingual/bicultural after-school program in San Diego. It examines children's language choice in interactions with peers and adults taking place at computer and "tareas" (homework) activities.…

Ethnic Afterschool Programs and Language Schools in Diverse Asian American Communities: Varying Resources, Opportunities, and Educational Experiences (Part 2: How They Differ)

ERIC Educational Resources Information Center

Paik, Susan J.; Rahman, Zaynah; Kula, Stacy M.; Saito, L. Erika; Witenstein, Matthew A.

2017-01-01

Based on 135 ethnic afterschool programs and language schools, this descriptive study (Part 2 of 2 in this issue) revealed differences in the types of programs housed within East, South, and Southeast Asian coethnic communities (strong, weak, or dispersed) in the U.S. The article applies a combined cultural-structural framework to understand…

De aquí y de allá: Changing Perceptions of Literacy through Food Pedagogy, Asset-Based Narratives, and Hybrid Spaces

ERIC Educational Resources Information Center

Durá, Lucía; Salas, Consuelo; Medina-Jerez, William; Hill, Virginia

2015-01-01

In this article we describe La Escuelita Afterschool Program, an interdisciplinary, inter-institutional, after-school literacy partnership on the U.S.-Mexico border. The Escuelita Program used food pedagogy to tap into funds of knowledge, bridging home and school literacies. In doing so, the program challenged deficit thinking and enhanced K-6…

Kids on the Move: Afterschool Programs Promoting Healthy Eating and Physical Activity. America After 3PM Special Report. Executive Summary

ERIC Educational Resources Information Center

Afterschool Alliance, 2015

2015-01-01

Afterschool programs continue to make advances when it comes to providing students with nutritious foods, keeping them physically fit and promoting health. Such programs have great potential to help prevent obesity and instill lifelong healthy habits, serving more than 10 million children and youth across America, with more than 19 million more…

After-School All-Stars: Providing Structured Health and Physical Activity Programs in Urban Environments

ERIC Educational Resources Information Center

Thompson, Walter R.

2009-01-01

Physical education time has been reduced or even eliminated in middle and high schools in favor of more time for standardized test preparation, especially in urban schools and inner cities. One way to replace the time lost is by providing it after school as part of a comprehensive program. After-School All-Stars (ASAS) is such a program, networked…

Hui Malama O Ke Kai: A Positive Prevention-Based Youth Development Program Based on Native Hawaiian Values and Activities

ERIC Educational Resources Information Center

Hishinuma, Earl S.; Chang, Janice Y.; Sy, Angela; Greaney, Malia F.; Morris, Katherine A.; Scronce, Ami C.; Rehuher, Davis; Nishimura, Stephanie T.

2009-01-01

Evaluation of after-school programs that are culturally and place-based and promote positive youth development among minority and indigenous youths has not been widely published. The present evaluation is the first of its kind of an after-school, youth-risk prevention program called Hui Malama O Ke Kai (HMK), that emphasizes Native Hawaiian values…

Opportunities for Policy Leadership on Afterschool Care. Policy Briefing Series. Issue 5

ERIC Educational Resources Information Center

Kang, Andrew; Weber, Julie

2010-01-01

For most full-time employed parents, the gap between the end of the school day and the time they arrive home from work adds up to about 20 to 25 hours per week. Thus, many parents look to afterschool programs to satisfy their desire for safe, enriching experiences for their children while they are working. "Afterschool" is the general term used to…

Twenty-first century skills for students: hands-on learning after school builds school and life success.

PubMed

Cabral, Leide

2006-01-01

At the core of the movement for twenty-first century skills are students. The growing efforts to increase programs leveraging out-of-school time are focused on giving American youth everything they need to compete in this increasingly complex world. The author is one of many students who have been well served by initiatives imparting twenty-first century skills during after-school hours. Now a senior at Boston Latin School, the author has been helped along the way by Citizen Schools, an after-school education program focused on hands-on learning apprenticeships and homework help. While enrolled in the program as a middle school student, the author took part in projects that exemplified hands-on, inquiry-based learning that helped her develop twenty-first century skills. For example, along with dozens of other students, she advanced her data analysis skills by analyzing statistics about Boston Public high schools, which also helped her select and enroll in one of the city's premier exam schools. Also, she and her peers worked with corporate attorneys who served as writing coaches and whose expertise the author drew from in producing a published essay and greatly improving her writing skills. The author now finds that the public speaking, leadership, organizational, social, and management abilities she built through her participation in Citizen Schools are a great asset to her in high school. The confidence with which she tackles her responsibilities can also be traced back to her experiences in the program. As she looks toward college, the author reflects and realizes that being actively involved in a quality after-school program put her on track for a successful future.

Increasing water availability during afterschool snack: evidence, strategies, and partnerships from a group randomized trial.

PubMed

Giles, Catherine M; Kenney, Erica L; Gortmaker, Steven L; Lee, Rebekka M; Thayer, Julie C; Mont-Ferguson, Helen; Cradock, Angie L

2012-09-01

Providing drinking water to U.S. children during school meals is a recommended health promotion strategy and part of national nutrition policy. Urban school systems have struggled with providing drinking water to children, and little is known about how to ensure that water is served, particularly in afterschool settings. To assess the effectiveness of an intervention designed to promote water as the beverage of choice in afterschool programs. The Out of School Nutrition and Physical Activity Initiative (OSNAP) used a community-based collaboration and low-cost strategies to provide water after school. A group RCT was used to evaluate the intervention. Data were collected in 2010-2011 and analyzed in 2011. Twenty afterschool programs in Boston were randomized to intervention or control (delayed intervention). Intervention sites participated in learning collaboratives focused on policy and environmental changes to increase healthy eating, drinking, and physical activity opportunities during afterschool time (materials available at www.osnap.org). Collaboration between Boston Public Schools Food and Nutrition Services, afterschool staff, and researchers established water-delivery systems to ensure children were served water during snack time. Average ounces of water served to children per day was recorded by direct observation at each program at baseline and 6-month follow-up over 5 consecutive school days. Secondary measures directly observed included ounces of other beverages served, other snack components, and water-delivery system. Participation in the intervention was associated with an increased average volume of water served (+3.6 ounces/day; p=0.01) during snack. On average, the intervention led to a daily decrease of 60.9 kcals from beverages served during snack (p=0.03). This study indicates the OSNAP intervention, including strategies to overcome structural barriers and collaboration with key actors, can increase offerings of water during afterschool snack. OSNAP appears to be an effective strategy to provide water in afterschool settings that can be helpful in implementing new U.S. Department of Agriculture guidelines regarding water availability during lunch and afterschool snack. Copyright © 2012 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

Association of environment and policy characteristics on children's moderate-to-vigorous physical activity and time spent sedentary in afterschool programs.

PubMed

Ajja, Rahma; Clennin, Morgan N; Weaver, R Glenn; Moore, Justin B; Huberty, Jennifer L; Ward, Dianne S; Pate, Russell R; Beets, Michael W

2014-12-01

Afterschool programs are an important setting in which to promote children's physical activity. This study examines the association of environmental and policy characteristics on the moderate-to-vigorous physical activity and sedentary behavior of children attending afterschool programs. A total of 1302 children attending 20 afterschool programs across South Carolina wore accelerometers (ActiGraph GT3X+) for up to 4non-consecutive days. Policy-level characteristics were evaluated using the Healthy Afterschool Program Index-Physical Activity scale. Physical activity space was measured using a measuring wheel (indoor, ft(2)) and Geographical Information Systems software (outdoor, acres). The structure (free-play or organized) of activity opportunities was evaluated via direct observation. Time spent in moderate-to-vigorous physical activity and sedentary, both indoors and outdoors, was estimated using accelerometry. For every 5000 ft(2) of utilized indoor activity space an additional 2.4 and 3.3 min/day of sedentary behavior was observed among boys and girls, respectively. A higher ratio of free-play to organized play was associated with higher indoor sedentary behavior among boys and girls (3.9 min/day and 10.0 min/day, respectively). For every 1 acre of outdoor activity space used, an additional 2.7 min/day of moderate-to-vigorous physical activity was observed for boys. A higher free-play to organized play ratio was associated with higher outdoor moderate-to-vigorous physical activity for boys and girls (4.4 and 3.4 min/day increase, respectively). Policy characteristics were unrelated to moderate-to-vigorous physical activity levels and time spent sedentary. Findings indicate that policies and size of activity space had limited influence on moderate-to-vigorous physical activity and sedentary behavior, suggesting that a programmatic structure may be a more effective option to improve moderate-to-vigorous physical activity levels of children attending afterschool programs. Copyright © 2014 Elsevier Inc. All rights reserved.

Attrition from after school programs: characteristics of students who drop out.

PubMed

Weisman, S A; Gottfredson, D C

2001-09-01

A goal of many after-school programs is to provide supervision to youths who might potentially engage in delinquent activities during the afternoon hours. By comparing students who remained in a sample of Maryland after-school programs to students who withdrew prior to the end of the school year, this study provides evidence that after-school programs are serving a lower-risk population than intended. Findings indicate that prior to dropping out of the programs, dropouts scored in the more at-risk direction on 11 out of 12 indicators examined in this study and had significantly more peer drug models and days absent from school than students who stayed in the programs. Census data indicate that dropouts came from neighborhoods characterized by higher levels of social disorganization than students who stayed in the programs. Program attendance is also related to several of the risk-factors examined. The results suggest the need for improved communication with parents and further creativity in program planning as a means of retaining high-risk students.

Top-down, bottom-up, and around the jungle gym: a social exchange and networks approach to engaging afterschool programs in implementing evidence-based practices.

PubMed

Smith, Emilie Phillips; Wise, Eileen; Rosen, Howard; Rosen, Alison; Childs, Sharon; McManus, Margaret

2014-06-01

This paper uses concepts from social networks and social exchange theories to describe the implementation of evidence-based practices in afterschool programs. The members of the LEGACY Together Afterschool Project team have been involved in conducting collaborative research to migrate a behavioral strategy that has been documented to reduce disruptive behaviors in classroom settings to a new setting-that of afterschool programs. We adapted the Paxis Institute's version of the Good Behavior Game to afterschool settings which differ from in-school settings, including more fluid attendance, multiple age groupings, diverse activities that may take place simultaneously, and differences in staff training and experience (Barrish et al. in J Appl Behav Anal 2(2):119-124, 1969; Embry et al. in The Pax Good Behavior Game. Hazelden, Center City, 2003; Hynes et al. in J Child Serv 4(3):4-20, 2009; Kellam et al. in Drug Alcohol Depend 95:S5-S28, 2008; Tingstrom et al. in Behav Modif 30(2):225-253, 2006). This paper presents the experiences of the three adult groups involved in the implementation process who give first-person accounts of implementation: (1) university-based scientist-practitioners, (2) community partners who trained and provided technical assistance/coaching, and (3) an afterschool program administrator. We introduce here the AIMS model used to frame the implementation process conceptualized by this town-gown collaborative team. AIMS builds upon previous work in implementation science using four phases in which the three collaborators have overlapping roles: approach/engagement, implementation, monitoring, and sustainability. Within all four phases principles of Social Exchange Theory and Social Network Theory are highlighted.

Whole Grains and Food Fun in an After-School Program

ERIC Educational Resources Information Center

Gilboy, Mary Beth

2009-01-01

Programs in community-based, after-school settings are ideal to teach children about healthy eating. Objectives: After completing this Whole Grains & Food Fun lesson, children will be able to: (1) list at least two benefits of eating more whole grains, (2) demonstrate skills involved in child-friendly, basic food preparation, and (3) choose a…

The Effects of an After-School Tutoring Program on the Pennsylvania System of School Assessment

ERIC Educational Resources Information Center

Carbone, Peter M.

2010-01-01

Due to the challenges of the No Child Left Behind Act of 2001, many schools and school districts are implementing after-school tutoring programs to provide students additional instruction to score proficient or better in reading and mathematics. This doctoral study analyzed the effects of the ABC Middle School Educational Assistance Program…

Predicting Social Responsibility and Belonging in Urban After-School Physical Activity Programs with Underserved Children

ERIC Educational Resources Information Center

Martin, Jeffrey J.; Byrd, Brigid; Garn, Alex; McCaughtry, Nate; Kulik, Noel; Centeio, Erin

2016-01-01

The purpose of this cross sectional study was to predict feelings of belonging and social responsibility based on the motivational climate perceptions and contingent self-worth of children participating in urban after-school physical activity programs. Three-hundred and four elementary school students from a major Midwestern city participated.…

Emotional Engagement, Social Interactions, and the Development of an Afterschool Game Design Curriculum

ERIC Educational Resources Information Center

Kwah, Helen; Milne, Catherine; Tsai, Tzuchi; Goldman, Ricki; Plass, Jan L.

2016-01-01

This formative design study examines how a program curriculum and implementation was emergently (re)designed in dynamic relation to the expressed emotions of teachers and students. The context was a yearlong afterschool game design program for STEM learning at an urban and public all-girls middle school. Using Randall Collins' (Interaction ritual…

The Effects of an After-School Science Program on Middle School Female Students' Attitudes towards Science, Mathematics and Engineering.

ERIC Educational Resources Information Center

Ferreira, Maria M.

This study examined the impact of an after-school science program that incorporated cooperative learning, hands-on activities, mentoring, and role models on a group of minority female students' attitudes toward science, engineering, and mathematics. Eighteen African American middle school students participated in the study. Seven female engineers…

Suicide Ideation among Participants in an After-School Program: A Convenience Sample

ERIC Educational Resources Information Center

Yang, Raymond K.; Burrola, Kimberly S.; Bryan, Carey H.

2009-01-01

This exploratory study examined differences between elementary-age youth who have considered suicide and their peers using a data set that was collected from elementary school-age children (N = 51) who participated in an after-school program. Data were collected using a standardized survey assessing daily activities, social support, self-esteem,…

Physical and Social-Motivational Contextual Correlates of Youth Physical Activity in Underresourced Afterschool Programs

ERIC Educational Resources Information Center

Zarrett, Nicole; Sorensen, Carl; Cook, Brittany Skiles

2015-01-01

Afterschool programs (ASPs) have become increasingly recognized as a key context to support youth daily physical activity (PA) accrual. The purpose of the present study was to assess the physical and social-motivational climate characteristics of ASPs associated with youth PA, and variations in contextual correlates of PA by youth sex. Systematic…

Going Global and Getting Graphic: Critical Multicultural Citizenship Education in an Afterschool Program for Immigrant and Refugee Girls

ERIC Educational Resources Information Center

Park, Jie Y.

2016-01-01

This qualitative case study reports on the experiences of six recent-arrival immigrant and refugee girls as they participated in an afterschool program designed to promote critical multicultural citizenship through graphic novels. Analysis of discourse data revealed how the girls explored the interdependence among nation-states and wrestled with…

Three High School After-School Initiatives: Lessons Learned

ERIC Educational Resources Information Center

Barr, Sarah; Birmingham, Jennifer; Fornal, Jennifer; Klein, Rachel; Piha, Sam

2006-01-01

Little attention has been paid to older youth in the recent expansion of school-based after-school programs. High school clubs and community-based programs have existed for years, but many have struggled to sustain the participation of teens. Alarmed by the large numbers of high school-age youth who are disengaged at school and leaving high school…

Diverging Experiences during Out-of-School Time: The Race Gap in Exposure to After-School Programs

ERIC Educational Resources Information Center

Hynes, Kathryn; Sanders, Felicia

2011-01-01

There is considerable interest in identifying ways to close the Black-White achievement gap. This study examines race differences in children's participation in after-school programs, an out-of-school time experience that may influence children's achievement. Using nationally representative data spanning 1995-2005, the authors find that African…

The Effect of Regular Participation in an After-School Program on Student Achievement, Attendance, and Behavior

ERIC Educational Resources Information Center

Pastchal-Temple, Andrea Sheree

2012-01-01

Many school districts are using research-based strategies to increase student achievement. The "No Child Left Behind Act" of 2001 was created and implemented to assist all students becoming proficient in reading and mathematics by 2014. One strategy many school districts implemented includes an after-school program. One school district…

Translanguaging Practices as Mobilization of Linguistic Resources in a Spanish/English Bilingual After-School Program: An Analysis of Contradictions

ERIC Educational Resources Information Center

Martínez-Roldán, Carmen María

2015-01-01

This article discusses the results of an empirical study that examined the translanguaging practices of primary-grade, bilingual Latino students, as mediated by bilingual teacher candidates (TCs), in an after-school program in the southwestern United States. Expansive Learning theory, within the cultural-historical activity tradition, guided the…

Implementing a Structured Reading Program in an Afterschool Setting: Problems and Potential Solutions

ERIC Educational Resources Information Center

Hartry, Ardice; Fitzgerald, Robert; Porter, Kristie

2008-01-01

In this article, Ardice Hartry, Robert Fitzgerald, and Kristie Porter present results from their implementation study of a structured reading program for fourth, fifth, and sixth graders in an afterschool setting. As the authors explain, schools and districts often view an extended school day as a promising way to address the literacy needs of…

Creating Healthier Afterschool Environments in the Healthy Eating Active Communities Program

ERIC Educational Resources Information Center

Hinkle, Arnell J.; Yoshida, Sallie

2014-01-01

Afterschool programs in California have the potential to play a major role in obesity prevention given that they serve close to a million low-income children. A five-year initiative called the Healthy Eating Active Communities (HEAC) was funded in 2005 by the California Endowment to demonstrate that disparities related to childhood obesity and…

Making Healthy Eating and Physical Activity Policy Practice: Process Evaluation of a Group Randomized Controlled Intervention in Afterschool Programs

ERIC Educational Resources Information Center

Weaver, R. Glenn; Beets, Michael W.; Hutto, Brent; Saunders, Ruth P.; Moore, Justin B.; Turner-McGrievy, Gabrielle; Huberty, Jennifer L.; Ward, Dianne S.; Pate, Russell R.; Beighle, Aaron; Freedman, Darcy

2015-01-01

This study describes the link between level of implementation and outcomes from an intervention to increase afterschool programs' (ASPs) achievement of healthy eating and physical activity (HE-PA) Standards. Ten intervention ASPs implemented the Strategies-To-Enhance-Practice (STEPs), a multi-component, adaptive intervention framework identifying…

Evaluation of Urban After-School Programs: Effective Methodologies for a Diverse and Political Environment.

ERIC Educational Resources Information Center

Frank, Martina W.; Walker-Moffat, Wendy

This study considered how 25 highly diverse after-school programs with funding of $5.6 million were evaluated during a 10-month period. The paper describes the evaluation methodologies used and determined which methodologies were most effective within a diverse and political context. The Bayview Fund for Youth Development (name assumed for…

Time Well Spent: Designing Dynamic and Profitable After-School Programs

ERIC Educational Resources Information Center

Neiva, Betsy MacIver; Pepe, Diane

2012-01-01

Dawn Walsh, who has worked with the after-school program at The Foote School (Connecticut) for over 20 years, has seen firsthand how dramatically childcare needs have changed. The Foote School is not the only independent school trying to determine how best to help meet families' complex childcare needs. According to a 2009 Bureau of Labor…

Advice to an Inexperienced School Age Child Care Teacher from an Expert.

ERIC Educational Resources Information Center

Heath, Frances

1996-01-01

Advocates the creation of an "at-home" environment in after-school programs to encourage children to wind down after active days and to make child care a place of security, love, and fun. Suggests that a quiet environment, snacks, homework, puzzles and games, outdoor or gymnasium play comprise an effective after-school program. (KDFB)

Advantages of Gardening as a Form of Physical Activity in an After-School Program

ERIC Educational Resources Information Center

Phelps, Joshua; Hermann, Janice R.; Parker, Stephany P.; Denney, Barbara

2010-01-01

Children who normally abstain from physical activity may view gardening as a viable non-competitive alternative. The study reported here evaluated the effect of an Oklahoma Cooperative Extension Service after-school gardening program on self-reported physical activity level of children in 3rd through 5th grade using the ACTIVITY self-report…

Grantmakers and Thought Leaders on Out-of-School Time: Survey & Interview Report

ERIC Educational Resources Information Center

Traphagen, Kathleen

2014-01-01

It is often noted that children spend most of their waking hours out of school. What they do during non-school hours is important, because access to high-quality learning, both in and out-of-school, is key to cognitive, social-emotional, and physical development. In the United States today, demand for after-school programs outstrips supply: 8.4…

Providing Child Care to Military Families: The Role of the Demand Formula in Defining Need and Informing Policy

ERIC Educational Resources Information Center

Moini, Joy S.; Zellman, Gail L.; Gates, Susan M.

2006-01-01

The Department of Defense (DoD) is committed to meeting the need for child care among military families. DoD supports the largest employer-sponsored system of high-quality child care in the country. Through accredited child development centers (CDCs), family child care (FCC) homes, youth centers, and other after-school programs, DoD currently…

Enfoque en las horas despues del dia en escuela para la prevencion de violencia (Focus on After-School Time for Violence Prevention). ERIC Digest.

ERIC Educational Resources Information Center

Patten, Peggy; Robertson, Anne S.

Perhaps 8 million children spend the after-school hours at home alone. In the absence of adult supervision, many of these youth are likely to engage in delinquent or other high-risk activities. This Spanish-language digest reveals research that suggests after-school programs can help to prevent youths from engaging in these activities in two ways:…

Intensity vs. Duration: Comparing the Effects of a Fluency-Based Reading Intervention Program, in After-School vs. Summer School Settings

ERIC Educational Resources Information Center

Katzir, Tami; Goldberg, Alyssa; Aryeh, Terry Joffe Ben; Donnelley, Katharine; Wolf, Maryanne

2013-01-01

Two versions of RAVE-O, a fluency-based reading intervention were examined over a 2-intervention period: a 9-month, 44-hour afterschool intervention program, and a month long, 44-hour summer intervention program. 80 children in grades 1-3 were tested on the two subtests of the Test of Word-Reading Efficiency and were assigned to one of 6 groups…

An Ecological Analysis of After-School Program Participation and the Development of Academic Performance and Motivational Attributes for Disadvantaged Children

ERIC Educational Resources Information Center

Mahoney, Joseph L.; Lord, Heather; Carryl, Erica

2005-01-01

This longitudinal study evaluated after-school program (ASP) participation and the development of academic performance (school grades, reading achievement) and teacher-rated motivational attributes (expectancy of success, effectance motivation) over a school year. Participants were 599 boys and girls (6.3 to 10.6 years) from an urban,…

Bodily Play in the After-School Program: Fulfillment of Intentionality in Interaction between Body and Place

ERIC Educational Resources Information Center

Londal, Knut

2011-01-01

This article investigates the relationship between children in an after-school program (ASP) and the places where they play. It focuses on the kind of bodily play the children themselves choose and control. The author applies a life-world approach to this study, and his theoretical perspective is based on phenomenological philosophy. The…

Influence of a Science-Focused After-School Program on Underrepresented High-School Students' Science Attitudes and Trajectory: A Survey Validation Study

ERIC Educational Resources Information Center

Puvirajah, Anton; Verma, Geeta; Li, Hongli; Martin-Hansen, Lisa

2015-01-01

As engagement with science, technology, engineering, and mathematics (STEM) increases in after-school programs (ASPs), it is important to examine the impact of this engagement on students' academic achievement, STEM participation, and affinity toward STEM. Results of these examinations can offer insights into both best practices that could be…

Self-Efficacy, Intrinsic Motivation, and Academic Outcomes among Latino Middle School Students Participating in an After-School Program

ERIC Educational Resources Information Center

Niehaus, Kate; Rudasill, Kathleen Moritz; Adelson, Jill L.

2012-01-01

This longitudinal study examined how academic self-efficacy, intrinsic motivation, and participation in an after-school program contributed to the academic achievement of Latino middle school students over the course of one school year. Participants were 47 Latino students in sixth through eighth grades who attended two public middle schools in…

After School: Young Adolescents on Their Own.

ERIC Educational Resources Information Center

Lipsitz, Joan

This report on young adolescents 10 to l5 years old, who are on their own from 3:00 to 6:00 p.m. discusses after-school programs, barriers to providing a broader array of programs, and strategies for decision making about after-school opportunities for latchkey children. Explored are the nature and extent of the problem, its multiple causes and…

Robotic Literacy Learning Companions: Exploring Student Engagement with a Humanoid Robot in an Afterschool Literacy Program

ERIC Educational Resources Information Center

Levchak, Sofia

2016-01-01

This study was an investigation of the use of a NAO humanoid robot as an effective tool for engaging readers in an afterschool program as well as to find if increasing engagement using a humanoid robot would affect students' reading comprehension when compared to traditional forms of instruction. The targeted population of this study was…

Promoting Physical Activity within Under-Resourced Afterschool Programs: A Qualitative Investigation of Staff Experiences and Motivational Strategies for Engaging Youth

ERIC Educational Resources Information Center

Zarrett, Nicole; Abraczinskas, Michelle; Skiles Cook, Brittany; Wilson, Dawn K.; Ragaban, Faten

2018-01-01

Afterschool programs (ASPs) have become increasingly recognized as a key context to support youth daily physical activity (PA) accrual. Using Self-Determination Theory (SDT) as a framework, this study examined staff perspectives on the strengths and barriers within under-resourced ASPs for establishing a social-motivational climate for encouraging…

A Pilot Study Exploring After-School Care Providers' Response to the Incredible Years Classroom Management Program

ERIC Educational Resources Information Center

Hicks-Hoste, Taylor B.; Carlson, John S.; Tiret, Holly B.

2015-01-01

The need for and importance of bringing evidence-based interventions into school settings has been firmly established. Adapting and adjusting intervention programs to meet the unique needs of a school district requires personnel to use a data-based approach to implementation. This pilot study is the first to report on after-school care providers'…

Using Culture as a Resource in Mathematics: The Case of Four Mexican-American Prospective Teachers in a Bilingual After-School Program

ERIC Educational Resources Information Center

Vomvoridi-Ivanovic, Eugenia

2012-01-01

This paper explores Mexican-American prospective teachers' use of culture--defined as social practices and shared experiences--as an instructional resource in mathematics. The setting is an after-school mathematics program for the children of Mexican heritage. Qualitative analysis of the prospective teachers' and children's interactions reveals…

Youth Afterschool Programs and the Role of Law Enforcement. NIJ Research in Progress [videotape].

ERIC Educational Resources Information Center

Chaiken, Marcia

Recent findings show that children and teens are most vulnerable either to committing or being a victim of crime between 2:30 p.m. and 8:30 p.m. Community organizations with afterschool programs are particularly well positioned to counter some of the hazards that threaten children, especially urban adolescents: drug abuse, gang activity, and…

Park-based afterschool program to improve cardiovascular health and physical fitness in children with disabilities.

PubMed

Haney, Kanathy; Messiah, Sarah E; Arheart, Kristopher L; Hanson, Eric; Diego, Allison; Kardys, Jack; Kirwin, Kevin; Nottage, Renae; Ramirez, Shawn; Somarriba, Gabriel; Binhack, Lucy

2014-07-01

Children with disabilities are more likely to be overweight or obese and less likely to engage in physical activities versus their peers without disabilities. The effect of a structured afterschool program housed in a large county parks system on several obesity-related health outcomes among children with disabilities was examined. Children/adolescents with a developmental and/or intellectual disability ages 6-22 (N = 52, mean age 13.7 years) who participated in an afterschool (either 2010-2011 or 2011-2012 school year) health and wellness program called Fit-2-Play™ were assessed. Pre-post comparison of outcome variables (mean height, weight, waist/hip/midarm circumference, fitness tests, and a 9-item health and wellness knowledge assessment) via general linear mixed models analysis was conducted to evaluate the effectiveness of the program for normal and overweight/obese participants. Normal weight participants significantly improved pre-post mean number of push-ups (9.69-14.23, p = 0.01) and laps on the PACER test (8.54-11.38, p < 0.01) and the overweight/obese group significantly improved the number of sit ups (7.51-9.84, p < 0.01) and push ups (4.77-9.89, p < 0.001). Pre-post mean health and wellness knowledge composite scores significantly improved for all participants (p < 0.01). Parks-based afterschool programs can be effective community resources for instilling physical health in both normal weight and overweight/obese children with disabilities. More studies are needed to ascertain whether community-based afterschool health and wellness programs can be implemented and sustained across this population. Copyright © 2014 Elsevier Inc. All rights reserved.

Supporting the goals and ideals of "Lights On Afterschool!", a national celebration of after-school programs.

THOMAS, 111th Congress

Rep. Lowey, Nita M. [D-NY-18

2010-09-16

House - 11/18/2010 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Supporting the goals and ideals of "Lights On Afterschool!", a national celebration of after-school programs.

THOMAS, 111th Congress

Rep. Lowey, Nita M. [D-NY-18

2009-10-06

House - 11/16/2009 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

Can After-School Programs and Private Tutoring Help Improve Students' Achievement? Revisiting the Effects in Korean Secondary Schools

ERIC Educational Resources Information Center

Ha, Yeojin; Park, Hyun-Jeong

2017-01-01

The purpose of this study is to examine the causal effects of after-school programs (ASPs) and private tutoring on Korean secondary school students' academic achievement. The students' data from the Gyeonggi Education Panel Study were used in this study for the actual data analysis. The study attempted to adjust for possible selection bias toward…

A Randomized Controlled Trial Evaluation of an After-School Prosocial Behavior Program in an Area of Socioeconomic Disadvantage

ERIC Educational Resources Information Center

O'Hare, Liam; Biggart, Andy; Kerr, Karen; Connolly, Paul

2015-01-01

A randomized controlled trial was used to evaluate the effects of a prosocial behavior after-school program called Mate-Tricks for 9- and 10-year-old children and their parents living in an area of significant socioeconomic disadvantage. The children were randomly assigned to an intervention (n = 220) or a control group (n = 198). Children were…

Bringing Up Girls in Science (BUGS): The Effectiveness of an Afterschool Environmental Science Program for Increasing Female Students' Interest in Science Careers

ERIC Educational Resources Information Center

Tyler-Wood, Tandra; Ellison, Amber; Lim, Okyoung; Periathiruvadi, Sita

2012-01-01

Bringing Up Girls in Science (BUGS) was an afterschool program for 4th and 5th grade girls that provided authentic learning experiences in environmental science as well as valuable female mentoring opportunities in an effort to increase participants' academic achievement in science. BUGS participants demonstrated significantly greater amounts of…

An Investigation of after School Supports: An After-School Program and Its Impact on African American Males Aged 5-13

ERIC Educational Resources Information Center

Brock, Leonard M.

2009-01-01

Evidence indicates that after-school programs are beneficial to children in the elementary school years, especially when they target more than just problem behaviors, but also focus on a wide range of positive developmental outcomes such as critical thinking, self-awareness and self-confidence (Catalano et al., 2002). The most effective programs…

Engaging learners outside the classroom walls: Preliminary evaluation of three informal STEM education programs at NASA Goddard Space Flight Center, Greenbelt, MD USA 20771

NASA Astrophysics Data System (ADS)

Robbins, G.; Delaney, M.; Conaty, C.; Gabrys, R.

2012-04-01

Tomorrow's classroom may not be a classroom. In fact, it may not be a room at all. With a recent focus on summer learning and the understanding that much of the achievement gap may be directly related to "unequal access to summer learning opportunities" (National Summer Learning Association, 2011 & Russo, 2011), educators are targeting after-school and summer-times to fill the gap. For those students who "don't get it" during the day, a longer school day may not be the solution. More of the same is not always better. Different, on the other hand, may well be the key to improved learning and may drive the model of education in the future. The nature of this investigation was to identify those informal education programs at NASA Goddard Space Flight Center (Greenbelt, Maryland USA) that instilled inspiration and engagement in participants. During 2011, NASA Goddard Space Flight Center hosted two such programs and supported a third: an open house event for the general public, a museum educators' workshop, and NASA's BEST Students (NBS) educator professional development at the Los Angeles, California Unified School District (LAUSD) "Beyond the Bell" after-school program. Each was a unique experience. The open house drew approximately 15,000 with over 4,000 taking part in structured informal educational programs, the workshop supported 30 informal educators from museums across the United States, and NBS hosted 33 after-school coach-educators from LAUSD. Formative evaluation of these programs was carried out and preliminary results indicate high levels of engagement, desire for follow-on learning, and interest in additional hands-on and partnership opportunities. Each event enjoyed positive reviews and each served to further deploy high-quality NASA STEM content to learners. This work was first presented at the American Geophysical Union 2011 Fall Meeting in San Francisco, California. Since then, additional museum educators' workshop data has been collected and NBS has been added.

What Influences Physical Activity Provision in After-School Childcare in the Absence of Policy Guidance? A Qualitative Exploration

ERIC Educational Resources Information Center

MacFarlane, Kendra; Wharf Higgins, Joan; Naylor, Patti-Jean

2018-01-01

Objective: This study explored factors affecting the implementation of good-quality physical activity provision in after-school childcare delivered in a Canadian jurisdiction without specific policy, standards or active interventions aimed at increasing physical activity underway. Design: Case study design theoretically guided by the…

A resolution supporting "Lights on Afterschool", a national celebration of afterschool programs.

THOMAS, 112th Congress

Sen. Boxer, Barbara [D-CA

2012-09-22

Senate - 09/22/2012 Submitted in the Senate, considered, and agreed to without amendment and with a preamble by Unanimous Consent. (All Actions) Tracker: This bill has the status Agreed to in SenateHere are the steps for Status of Legislation:

A resolution supporting "Lights on Afterschool", a national celebration of afterschool programs.

THOMAS, 112th Congress

Sen. Boxer, Barbara [D-CA

2011-10-20

Senate - 10/21/2011 Submitted in the Senate, considered, and agreed to without amendment and with a preamble by Unanimous Consent. (All Actions) Tracker: This bill has the status Agreed to in SenateHere are the steps for Status of Legislation:

A resolution supporting "Lights On Afterschool", a national celebration of afterschool programs.

THOMAS, 111th Congress

Sen. Dodd, Christopher J. [D-CT

2009-10-21

Senate - 10/21/2009 Submitted in the Senate, considered, and agreed to without amendment and with a preamble by Unanimous Consent. (All Actions) Tracker: This bill has the status Agreed to in SenateHere are the steps for Status of Legislation:

A resolution supporting "Lights on Afterschool", a national celebration of afterschool programs.

THOMAS, 111th Congress

Sen. Dodd, Christopher J. [D-CT

2010-09-28

Senate - 09/28/2010 Submitted in the Senate, considered, and agreed to without amendment and with a preamble by Unanimous Consent. (All Actions) Tracker: This bill has the status Agreed to in SenateHere are the steps for Status of Legislation:

The Relationship between Intensity and Breadth of After-School Program Participation and Academic Achievement: Evidence from a Short-Term Longitudinal Study

ERIC Educational Resources Information Center

Springer, Ken; Diffily, Deborah

2012-01-01

We explored the extent to which intensity and breadth of participation in an after-school program (ASP) predicted academic achievement, as measured by changes in grades and attendance. The sample comprised 719 2nd-grade through 8th-grade Boys and Girls Clubs of Greater Dallas members during the 2009-2010 academic year. With respect to intensity,…

Effects of After-School Programs on Attendance and Externalizing Behaviors with Primary and Secondary School Students: A Systematic Review and Meta-Analysis

ERIC Educational Resources Information Center

Maynard, Brandy R.; Kremer, Kristen P.; Polanin, Joshua R.; Vaughn, Michael G.; Sarteschi, Christine M.

2015-01-01

Over the past two decades, the number and types of after-school programs (ASPs) have increased substantially as a result of increased federal and private spending and because ASPs are perceived to provide wide-ranging and far-reaching benefits to students, families, schools and the public. The purpose of this systematic review and meta-analysis is…

The New Extended Family at School: A Report of Provision of After-School Care/Education/Recreation and Playgroup Programs in South Australian and Queensland Schools.

ERIC Educational Resources Information Center

Piscitelli, Barbara; Mobbs, Jenny

This report documents the results of a comprehensive survey of State, Catholic, and independent primary schools in Queensland and South Australia conducted in 1986 to identify the extent to which after-school care, recreation, education programs, and playgroup activities operated in school venues. A total of 1,927 schools were surveyed by mail;…

21st Century Community Learning Centers: Stable Funding for Innovation and Continuous Improvement. Research Update: Highlights from the Out-of-School Time Database. Number 8

ERIC Educational Resources Information Center

Wimer, Christopher; Harris, Erin

2012-01-01

As the only federal funding stream that provides dedicated funds for afterschool programs across the country, the 21st Century Community Learning Centers (21st CCLC) initiative plays an important role in supporting the innovation that takes place in afterschool programs. Social innovation has been defined as "a novel solution to a social…

Learning Environments at the Margin: Case Studies of Disenfranchised Youth Doing Science in an Aquarium and an After-School Program

ERIC Educational Resources Information Center

Rahm, Jrene; Ash, Doris

2008-01-01

In this article, we explore how two informal educational contexts--an aquarium and an after-school science program--enabled disenfranchised learners to adopt an identity as insiders to the world of science. We tell the stories of four youth, relating what doing science meant to them and how they positioned themselves in relation to science. We…

Exploring the Influence of Efficacy Beliefs and Homework Help in Predicting Reading Achievement among Underserved Children in an Afterschool Program

ERIC Educational Resources Information Center

Lee, Diane Sookyoung; Dang, Tina G.; Ulibas-Pascual, Jennifer; Gordon Biddle, Kimberly A.; Heller de Leon, Brian; Elliott, Deborah; Gorter, Josiah

2017-01-01

The purpose of this study was to determine the effectiveness of a local afterschool program in helping underserved elementary school students improve their reading achievement. The study followed a cohort of students with 28 participants who were low-income, ethnic minority children in the 1st-6th grades between the ages of 6 and 12. Data on…

Strategies to Increase After-School Program Staff Skills to Promote Healthy Eating and Physical Activity.

PubMed

Weaver, R Glenn; Beets, Michael W; Beighle, Aaron; Webster, Collin; Huberty, Jennifer; Moore, Justin B

2016-01-01

Standards targeting children's healthy eating and physical activity (HEPA) in after-school programs call for staff to display or refrain from HEPA-promoting or -discouraging behaviors that are linked to children's HEPA. This study evaluated strategies to align staff behaviors with HEPA Standards. Staff at four after-school programs serving approximately 500 children participated in professional development training from January 2012 to May 2013. Site leaders also attended workshops and received technical support during the same time frame. Changes in staff behaviors were evaluated using the System for Observing Staff Promotion of Activity and Nutrition in a pre- (fall 2011) multiple-post (spring 2012, fall 2012, and spring 2013), no-control group study design. A total of 8,949 scans were completed across the four measurement periods. Of the 19 behaviors measured, 14 changed in the appropriate direction. For example, staff engaging in physical activity with children increased from 27% to 40% of scans and staff eating unhealthy foods decreased from 56% to 14% of days. Ongoing training and technical assistance can have a measureable impact on staff behaviors linked to child-level HEPA outcomes. Future research should explore the feasibility of disseminating ongoing trainings to after-school program staff on a large scale. © 2015 Society for Public Health Education.

Improving Nutrition and Physical Activity Policies in Afterschool Programs: Results from a Group-Randomized Controlled Trial

PubMed Central

Kenney, Erica L.; Giles, Catherine M.; deBlois, Madeleine E.; Gortmaker, Steven L.; Chinfatt, Sherene; Cradock, Angie L.

2017-01-01

OBJECTIVE Afterschool programs can be health-promoting environments for children. Written policies positively influence nutrition and physical activity (PA) environments, but effective strategies for building staff capacity to write such policies have not been evaluated. This study measures the comprehensiveness of written nutrition, PA, and screen time policies in afterschool programs and assesses impact of the Out of School Nutrition and Physical Activity (OSNAP) intervention on key policies. METHODS Twenty afterschool programs in Boston, MA participated in a group-randomized, controlled trial from September 2010 to June 2011. Intervention program staff attended learning collaboratives focused on practice and policy change. The Out-of-School Time (OST) Policy Assessment Index evaluated written policies. Inter-rater reliability and construct validity of the measure and impact of the intervention on written policies were assessed. RESULTS The measure demonstrated moderate to excellent inter-rater reliability (Spearman’s r=0.53 to 0.97) and construct validity. OSNAP was associated with significant increases in standards-based policy statements surrounding snacks (+2.6, p=0.003), beverages (+2.3, p=0.008), screen time (+0.8, p=0.046), family communication (+2.2, p=0.002), and a summary index of OSNAP goals (+3.3, p=0.02). CONCLUSIONS OSNAP demonstrated success in building staff capacity to write health-promoting policy statements. Future research should focus on determining policy change impact on practices. PMID:24941286

The After-School Alternatives.

ERIC Educational Resources Information Center

Pekow, Charles

1998-01-01

Three companies (Voyager Expanded Learning, Mindsurf, and EXPLORE) have introduced after-school programs that emphasize stress-free academic enrichment activities. The companies differ, but share a fun-learning concept, maintain low staff-child ratios of about 1:8, and serve grades K-8. The operative words are flexibility and affordability. Some…

Science, Gender, and Afterschool: A Research-Action Agenda

ERIC Educational Resources Information Center

Froschl, Merle; Sprung, Barbara; Archer, Elayne; Fancsali, Cheri

2003-01-01

This report presents a research-action agenda to enhance the role of afterschool education in increasing girls' participation in science, technology, engineering, and mathematics (STEM) courses, majors, and careers. The research-action agenda was developed for three areas: access, recruitment, and persistence; program content, approaches, and…

The Impact of Length of Engagement in After-School STEM Programs on Middle School Girls

NASA Astrophysics Data System (ADS)

Cupp, Garth Meichel

An underrepresentation of females exists in the STEM fields. In order to tackle this issue, work begins early in the education of young women to ensure they are interested and have the confidence to gain a career in the STEM fields. It is important to engage girls in STEM opportunities in and out of school to ignite their interest and build their confidence. Brigid Barron's learning ecology perspective shows that girls pursuing STEM outside of the classroom is critical to their achievement in the STEM pipeline. This study investigated the impact after-school STEM learning opportunities have on middle school girls by investigating (a) how the length of engagement in after-school programs can affect the confidence of female students in their science and math abilities; (b) how length of engagement in after-school programs can affect the interest of female students in attaining a career in STEM; (c) how length of engagement in after-school programs can affect interest in science and math classes; and (d) how length of engagement can affect how female students' view gender parity in the STEM workforce. The major findings revealed no statistical significance when comparing confidence in math or science abilities or the perception that gender plays a role in attaining a career in STEM. The findings revealed statistical significance in the areas when comparing length of engagement in the girls' interest in their math class and attaining a career in three of the four STEM fields: science, technology, and engineering. The findings showed that multiple terms of engagement in the after-school STEM programs appear to be an effective catalyst to maintain the interest of girls pursuing STEM-related careers, in addition to allowing their interest in a topic to provide a new lens for the way they see their math work during the school day. The implications of this study show that schools must engage middle school girls who are interested in STEM in a multitude of settings, including outside of the classroom in order to maintain engagement in the STEM pipeline.

Acceptability and Potential Efficacy of Single-Sex After-School Activity Programs for Overweight and At-Risk Children: The Wollongong SPORT RCT.

PubMed

Jones, Rachel A; Kelly, Jacque; Cliff, Dylan P; Batterham, Marijka; Okely, Anthony D

2015-11-01

Single sex after-school physical activity programs show potential to prevent unhealthy weight gain. The aim of this study was to assess the acceptability and potential efficacy of single-sex after-school physical activity programs for overweight and at-risk children from low-income communities. 7-month, 2-arm parallel-group, RCT, conducted at an elementary school in a disadvantaged area in Wollongong, Australia (March-November 2010). 20 boys and 17 girls were randomized to intervention (PA) or active comparison groups (HL). Primary outcomes included implementation, acceptability, percentage body fat and BMI z-score. The PA programs were acceptable with high implementation and enjoyment rates. At 7 months postintervention girls in the PA group displayed greater changes in percentage body fat (adjust diff. = -1.70, [95% CI -3.25, -0.14]; d = -0.83) and BMI z-score (-0.19 [-0.36, -0.03]; d= -1.00). At 7 months boys in the PA group showed greater changes in waist circumference (-3.87 cm [-7.80, 0.15]; d= -0.90) and waist circumference z-score (-0.33 [-0.64, -0.03]; d= -0.98). For both boys' and girls' PA groups, changes in adiposity were not maintained at 12-month follow-up. Single-sex after-school physical activity programs are acceptable and potentially efficacious in preventing unhealthy weight gain among overweight and at-risk children. However improvements are hard to sustain once programs finish operating.

The Role of Participant Responsiveness on a Socio-Emotional Learning Program.

PubMed

Pereira, Nádia Salgado; Marques-Pinto, Alexandra

2017-01-19

The present study set out to evaluate participant responsiveness, one of the main dimensions of implementation quality, in a Socio-Emotional Learning after-school program using Educational Dance activities, Experiencing Emotions, and also to understand its influence on program outcomes. The sample involved 98 middle-school Portuguese pupils, 53 of whom participated in the program and 45 in after-school control sessions. Outcome measures included pre-test and post-test questionnaires of pupils' socio-emotional skills, well-being and school engagement. A self-report item measured pupils' satisfaction at the end of the program, and a checklist measuring attendance and homework completion was filled in by the facilitator at each session of the program and control condition. Results revealed (1) high levels of pupils' satisfaction and attendance, and a medium-high level of homework completion towards the program; (2) that pupils' higher attendance rate in the program predicted higher results in the self-management (p = .04, d = .57; p = .003, d = .87) and social awareness (p = .04, d = .59) SEL domains, emotional (p = .02, d = .67) and psychological (p = .009, d = .76) well-being and school engagement (p = .04, d = .56); (3) that pupils' higher rate of homework completion in the program predicted higher results in the relationship skills SEL area (p = .04, d = .59) and in school engagement (p = .005, d = 1.50); (4) that pupils' from the control condition higher rates of homework completion also predicted better school engagement (p = .006, d = .88). Implications for research and practice are discussed.

Salty or Sweet? Nutritional quality, consumption, and cost of snacks served in afterschool programs

PubMed Central

Beets, Michael W.; Weaver, R. Glenn; Tilley, Falon; Turner-McGrievy, Brie; Huberty, Jennifer; Ward, Dianne S.; Freedman, Darcy A.

2015-01-01

BACKGROUND Snacks served in afterschool programs (ASPs, 3–6pm) represent an important opportunity to promote healthy eating. ASP policies suggest a fruit/vegetable is served daily, while sugar-sweetened foods/beverages and artificially-flavored snacks are eliminated. Limited information exists on the types of snacks served in ASPs, if snacks meet existing nutrition policies, whether children eat the snacks, and their cost. METHODS Direct observation of snacks served and consumed was collected in 20 ASPs serving over 1,700 elementary-age children. The number of days snacks were served/week was evaluated for compliance with nutrition policies. Costs of snacks were collected via receipts. RESULTS Programs served desserts and artificially-flavored salty-snacks on 2.7 and 2.1 days/week. Fruits and vegetables were served 0.6 and 0.1 days/wk, respectively. Sugar-sweetened-beverages were served 1.8 days/wk. Of the children (N=383) observed, 75–100% consumed the snack served, with 95% and 100% of served fruits/vegetables consumed. No ASP served fruit/vegetables daily, 18 served sugar-sweetened foods, 16 served artificially-flavored snacks, and 14 served sugar-sweetened-beverages. Desserts and salty-snacks cost $0.27–$0.32/snack vs. $0.38–$0.40/snack for vegetables/fruits. CONCLUSIONS The quality of snacks failed to meet nutrition policies and consists of predominately high-sugar and artificially-flavored options. Strategies to improve snack offerings in ASPs while addressing price barriers are required. PMID:25564980

Salty or sweet? Nutritional quality, consumption, and cost of snacks served in afterschool programs.

PubMed

Beets, Michael W; Weaver, Robert G; Tilley, Falon; Turner-McGrievy, Gabrielle; Huberty, Jennifer; Ward, Dianne S; Freedman, Darcy A

2015-02-01

Snacks served in afterschool programs (ASPs, 3-6 pm) represent an important opportunity to promote healthy eating. ASP policies suggest a fruit/vegetable is served daily, while sugar-sweetened foods/beverages and artificially flavored snacks are eliminated. Limited information exists on the types of snacks served in ASPs, if snacks meet existing nutrition policies, whether children eat the snacks, and their cost. Direct observation of snacks served and consumed was collected in 20 ASPs serving over 1700 elementary age children. The number of days that snacks were served/week was evaluated for compliance with nutrition policies. Costs of snacks were collected via receipts. Programs served desserts and artificially flavored salty snacks on 2.7 and 2.1 days/week. Fruits and vegetables were served 0.6 and 0.1 days/week, respectively. Sugar-sweetened beverages were served 1.8 days/week. Of the children (N = 383) observed, 75% to 100% consumed the snack served, with 95% and 100% of served fruits/vegetables consumed. No ASP served fruit/vegetables daily, 18 served sugar-sweetened foods, 16 served artificially flavored snacks, and 14 served sugar-sweetened beverages. Desserts and salty snacks cost $0.27-$0.32/snack vs $0.38-$0.40/snack for vegetables/fruits. The quality of snacks failed to meet nutrition policies and consists of predominately high-sugar and artificially flavored options. Strategies to improve snack offerings in ASPs while addressing price barriers are required. © 2015, American School Health Association.

After-School Growth: What Young People Have to Say. A Response to "Democracy and Development: The Role of Outside-of-School Experiences in Preparing Young People to Be Active Citizens"

ERIC Educational Resources Information Center

Gildin, Bonny

2011-01-01

In the context of a conference on after-school programs, sponsored by the nonprofit All Stars Project, youth from the organization's programs discuss their experiences and growth as citizens in a video-captured panel discussion. Their discussion illustrates how outside-of-school social and cultural development helps disenfranchised youth to see…

7 CFR 226.10 - Program payment procedures.

Code of Federal Regulations, 2011 CFR

2011-01-01

... or reduced-price meals or are title XX beneficiaries. However, children who only receive at-risk afterschool snacks and/or at-risk afterschool meals must not be considered in determining this eligibility... less) that documents that at least 25 percent are eligible for free or reduced-price meals or are title...

Making the Science Literacy Connection: After-School Science Clubs

ERIC Educational Resources Information Center

Moore-Hart, Margaret A.; Liggit, Peggy; Daisey, Peggy

2004-01-01

Children make discoveries spontaneously while participating in hands-on science learning experiences. The students in this study were attending an after-school science program that was organized around authentic literacy activities and hands-on science learning experiences related to the theme of wetlands. Literacy connections formed natural…

A resolution supporting Lights on Afterschool, a national celebration of afterschool programs held on October 23, 2014.

THOMAS, 113th Congress

Sen. Boxer, Barbara [D-CA

2014-09-17

Senate - 09/17/2014 Submitted in the Senate, considered, and agreed to without amendment and with a preamble by Unanimous Consent. (All Actions) Tracker: This bill has the status Agreed to in SenateHere are the steps for Status of Legislation:

A resolution supporting Lights On Afterschool, a national celebration of afterschool programs held on October 17, 2013.

THOMAS, 113th Congress

Sen. Boxer, Barbara [D-CA

2013-10-16

Senate - 10/16/2013 Submitted in the Senate, considered, and agreed to without amendment and with a preamble by Unanimous Consent. (All Actions) Tracker: This bill has the status Agreed to in SenateHere are the steps for Status of Legislation:

Gaining Ground: Supporting English Learners through After-School Literacy Programming

ERIC Educational Resources Information Center

Goldsmith, Julie; Jucovy, Linda; Arbreton, Amy

2008-01-01

This brief presents findings that demonstrate a relationship between key approaches in Communities Organizing to Advance learning (CORAL), an eight-year, $58 million after-school initiative of The James Irvine Foundation, and the academic progress of English learners. Reported findings include: (1) Children who participated in CORAL fit the…

Environmental Assessment for Youth Center and Recreational Vehicle Parking Lot Expansion Project, Buckley Air Force Base, Colorado

DTIC Science & Technology

2005-12-01

accessible may range from 18 percent to 27 percent in Colorado ( Afterschool Alliance, 2004). (1) Information is not all-inclusive and may not provide...a complete picture of afterschool programs provided by all formal or informal school clubs, groups or community based programs in the area. (2...December 2005 Report Documentation Page Form ApprovedOMB No. 0704-0188 Public reporting burden for the collection of information is

Promoting healthful diets and exercise: efficacy of a 12-week after-school program in urban African Americans.

PubMed

Engels, Hermann-J; Gretebeck, Randall J; Gretebeck, Kimberlee A; Jiménez, Linda

2005-03-01

This study examined the effectiveness of a unique extracurricular after-school initiative designed to promote healthy diets and exercise in urban African Americans. The Students and Parents Actively Involved in Being Fit after-school program was offered for 12 weeks to students and their parents/guardians at an urban middle school. Specific aims of the intervention were to increase participants' vegetable and fruit intake by using established 5 A Day for Better Health educational resource materials/activities and to affect their health-related fitness through dance, games, and fitness activities. Fifty-six children and 25 parents/guardians completed a standard battery of evaluations before and after the program. Pre-post pairwise t test revealed that both children and their parents/guardians showed an increase in fruit consumption and a reduction in diastolic blood pressure (P <.05). Moreover, children showed improvements in systolic blood pressure and fruit juice, salad, and nonfried potato consumption while parents/guardians showed a decrease in body fat, body mass index, and endurance walk/run time (P <.05). Overall, findings indicate that children tended to gain more diet-related benefits while parents/guardians tended to derive more fitness-related benefits. After-school programs like the Students and Parents Actively Involved in Being Fit initiative can potentially contribute to improved health levels in urban African Americans.

Staff's perceptions of the use of evidence-based physical activity promotion strategies for promoting girls' physical activity at afterschool programs: a qualitative study.

PubMed

Dinkel, Danae; Huberty, Jennifer; Beets, Michael; Tibbits, Melissa

2014-08-01

There is a need to improve girls' physical activity (PA) in afterschool programs as girls' PA levels are consistently lower than boys'. An evidence-based professional development framework, the 5 Ms, has been effective in helping staff to improve PA in both girls and boys but further improvements in girls' PA are needed. Little is known about staff's perceptions of using PA promotion strategies to promote girls' PA. Therefore, the purpose of this study was to explore staff perceptions of the use of evidence-based PA promotion strategies for promoting PA in girls. Semi-structured interviews were conducted with staff from three community-based afterschool programs located within a school setting (n=18). Data were analyzed using the process of immersion/crystallization. A majority of staff had some knowledge of PA promotion strategies but few staff consistently utilized these strategies and a majority felt several strategies were unnecessary (i.e., having a PA policy). Newer staff reported depending on senior staff to promote PA in girls. Overall, findings suggest that staff's perceptions may impact their use of PA promotions strategies. The results of this study will contribute to the enhancement of an existing staff training framework (the 5 Ms) to improve girls' PA in afterschool programs. Copyright © 2014 Elsevier Ltd. All rights reserved.

Human Resources Task Group. Task 4: Public School Improvement to Enhance Quality of Life around Military Bases

DTIC Science & Technology

2002-12-18

care centers, Head Start, the community hospital, and the University’s School of Education -- to share information and training. 2. Early...centers can "talk, II share childcare information , arrange field trips, get information from the health center and the School of Education . When not...the educational component for the new center, the Chelsea Public Schools expanded Project Excellence to include an afterschool progr,am at the site

Who Gets the Better Educators in Afterschool? An Analysis of Teaching and Learning Interactions and Student Economic Status

ERIC Educational Resources Information Center

St. Clair, Lisa; Stone, Terry

2016-01-01

The purpose of this study was to identify whether the quality of afterschool educators varies across economic groups of students. This article describes a statewide study of the relationship of ratings on CLASS--a validated measure for teaching and learning interactions--and student economic status. In essence, what is the distribution of…

Building and Sustaining Citywide Afterschool Initiatives: Experiences of the Cross-Cities Network Citywide Afterschool Initiatives.

ERIC Educational Resources Information Center

Hall, Georgia; Harvey, Brooke

This paper highlights the experiences of several citywide after school initiatives from the Cross-Cities Network, describing activities and strategies that contributed to building operational and sustainable citywide delivery of out-of-school time programs. The paper presents evidence of success and notes lessons learned, identifying key elements…

The Afterschool Hours: A New Focus for America's Cities

ERIC Educational Resources Information Center

Ouellette, Mark; Hutchinson, Audrey M.; Frant, Nina

2005-01-01

During a typical week, as many as 14 million children and youth across the United States lack adult supervision during non-school hours. According to the Federal Bureau of Investigation (FBI), the lack of structured and supervised afterschool programs in American communities contributes to a higher incidence of drug and alcohol use and delinquent…

Developing Competent Youth and Strong Communities through After-School Programming.

ERIC Educational Resources Information Center

Danish, Steven J., Ed.; Gullotta, Thomas P., Ed.

Noting the renewed attention given to community efforts supporting after-school activities to promote social competence in its youth, this book examines the concepts of play and rites of passage for youth. The book also discusses the contributions of various types of activities on youth social competency, presents a variety of perspectives for…

After-School Math PLUS (ASM+) Final Evaluation Report

ERIC Educational Resources Information Center

Academy for Educational Development, 2007

2007-01-01

This report summarizes findings from the Academy for Educational Development's (AED's) evaluation of After-School Math PLUS (ASM+). This program was designed to help students find the math in everyday experiences and create awareness about the importance of math skills for future career options. The evaluation was conducted by AED's Center for…

In Addition Afterschool Mathematics Program: Principles, Practice, and Pitfalls

ERIC Educational Resources Information Center

McVarish, Judith; Birkmeier, Patricia

2004-01-01

Afterschool math hours are most often spent on homework help, tutoring, drill, and test-preparation with instructors who may not be certified teachers or mathematics educators. While such "extra math help" may be of value, it is unreasonable to expect students to enjoy learning experiences based on workbook-style exercises. The In…

Successful University & School Partnerships: Social Studies Clubs in Elementary Afterschool Programs

ERIC Educational Resources Information Center

Gieselmann, Sharon

2008-01-01

The University of Evansville (UE) is a small liberal arts college in southern Indiana. Through a unique four-year partnership between UE's School of Education and Dexter Elementary School, powerful social studies activities are delivered by preservice teachers to inner-city schoolchildren. The purpose of the afterschool social studies club…

Afterschool Mathematics Practices: A Review of Supporting Literature

ERIC Educational Resources Information Center

Briggs-Hale, Chris; Judd, April; Martindill, Heather; Parsley, Danette

2006-01-01

Given the current emphasis on providing evidence of increased student achievement, many afterschool programs are expanding their focus to include support for students' academic growth. One of the tools the National Partnership, of which the Mid-continent Research for Education and Learning (McREL) is a part, has been charged by the Department of…

Proof Positive

ERIC Educational Resources Information Center

Harac, Lani

2005-01-01

After figuring out why many kids hate math, these longtime educators Bob and Ellen Kaplan created an after-school program in which children as young as 5 formulate equations of their own--and actually enjoy doing it. This paper discusses the experiences of the Kaplan couple, Bob and Ellen, on their Math Circle class during after-school sessions…

R.E.A.C.H.: An After-School Approach to Physical Education

ERIC Educational Resources Information Center

Marttinen, Risto; Fredrick, Ray N., III.

2017-01-01

After-school physical activity programs are great opportunities to increase daily physical activity for adolescent youth in urban environments who often do not get the recommended amounts of physical activity needed for health benefits. Black and Hispanic youth in urban environments are particularly under-resourced in not just facilities but…

Making Afterschool Count: Communities & Schools Working Together, 1998.

ERIC Educational Resources Information Center

Beachum-Bilby, Sheila; Seymour, Liz; Krajewski, Fran

1998-01-01

This document consists of the first two issues of a brief (usually 6-page) serial publication highlighting the Making After-School Count initiative, programs across the country wherein communities and schools cooperate to serve children after school hours. The June 1998 issue discusses a teleconference discussion with Vice President Al Gore to…

Nutritional quality of foods marketed to children in Honduras.

PubMed

Gunderson, Matthew D; Clements, Dennis; Benjamin Neelon, Sara E

2014-02-01

Evidence suggests that exposure to advertising of unhealthy foods may contribute to increased rates of obesity in children. This study examined the extent to which television stations marketed unhealthy foods to children during after-school programming aired over one week in La Ceiba, Honduras. Content analysis was performed on four television stations, including one broadcast station and three cable networks. Eighty hours of programming were recorded and analyzed. Advertised products were categorized as food or non-food items, with food items further classified as healthy or unhealthy. Advertisements were coded as those aimed at children, adults, or both, and chi-square tests were used to compare the proportion of unhealthy advertisements by target audience. A total of 2271 advertisements aired during the observation period, with 1120 marketing products (49.3%). Of those, 397 (35.4%) promoted foods-30.2% were for healthy foods and 69.8% for unhealthy foods. The unhealthy foods were all advertised on cable networks and not the broadcast station. Children appeared to be targeted more than adults in advertisements for unhealthy foods (92.1%, p<0.001). Cable television programming during after-school hours advertised primarily unhealthy foods. Exposure to these advertisements may promote consumption of unhealthy foods by children, increasing their risk of obesity. Copyright © 2013 Elsevier Ltd. All rights reserved.

Benefits of Structured After-School Literacy Tutoring by University Students for Struggling Elementary Readers

ERIC Educational Resources Information Center

Lindo, Endia J.; Weiser, Beverly; Cheatham, Jennifer P.; Allor, Jill H.

2018-01-01

This study examines the effectiveness of minimally trained tutors providing a highly structured tutoring intervention for struggling readers. We screened students in Grades K-6 for participation in an after-school tutoring program. We randomly assigned those students not meeting the benchmark on a reading screening measure to either a tutoring…

Should Rey Mysterio Drink Gatorade? Cultural Competence in Afterschool STEM Programming

ERIC Educational Resources Information Center

Ciechanowski, Kathryn; Bottoms, SueAnn; Fonseca, Ana Lucia; St. Clair, Tyler

2015-01-01

Creating a space for learning science outside the traditional classroom shifts the expectations for both educators and children. In the classroom, both groups have preconceived notions of their roles and of what classroom science looks like. In the hybrid space of afterschool, students and educators are free to explore alternative ways of teaching…

Hanging Out: Community-Based After-School Programs for Children.

ERIC Educational Resources Information Center

Garner, Ruth, Ed.

Noting the major changes in mothers' work lives and the significance that out-of-home care arrangements take on in children's lives, this book is a collection of accounts of what children do after school, both outside and inside after-school centers. The centers described are in differing communities, with differing values and differing ways of…

4-H and Forestry Afterschool Clubs: A Collaboration to Foster Stewardship Attitudes and Behaviors in Youth

ERIC Educational Resources Information Center

Gupta, Angela S.; Grant, Samantha; Strauss, Andrea Lorek

2012-01-01

The University of Minnesota Extension's 4-H and Forestry Afterschool program combined the 4-H structure and various forestry curricula to foster positive attitudes towards the environment and stewardship-related behaviors as these may serve as precursors to later choices that benefit the environment. Evaluation of third through fifth grade club…

Shared Use of School Facilities with Community Organizations and Afterschool Physical Activity Program Participation: A Cost-Benefit Assessment

ERIC Educational Resources Information Center

Kanters, Michael A.; Bocarro, Jason N.; Filardo, Mary; Edwards, Michael B.; McKenzie, Thomas L.; Floyd, Myron F.

2014-01-01

Background: Partnerships between school districts and community-based organizations to share school facilities during afterschool hours can be an effective strategy for increasing physical activity. However, the perceived cost of shared use has been noted as an important reason for restricting community access to schools. This study examined…

Youth As Community Science Experts in Green Energy Technology

ERIC Educational Resources Information Center

Calabrese Barton, Angela; Birmingham, Daniel; Sato, Takumi; Tan, Edna; Calabrese Barton, Scott

2013-01-01

In this paper, the authors examine what it means to become a community science expert (CSE) and why this goal is important for youth in afterschool environments. Using "Green Energy Technology in the City" (GET City) as a case study, they describe how this afterschool program nurtures youth as CSEs. They draw on data gathered in…

Active Hours Afterschool: Childhood Obesity Prevention & Afterschool Programs. Issue Brief No. 24

ERIC Educational Resources Information Center

Afterschool Alliance, 2006

2006-01-01

The obesity crisis in America is ubiquitous and irrefutable, and it's hitting youth so hard that health experts warn that this generation of children will be the first to have a shorter life expectancy than their parents. Tackling and reversing this epidemic will require a comprehensive and sustained effort in every community in America. The…

The Intersection of Afterschool and Competency-Based Learning: Emerging Trends, Policy Considerations, and Questions for the Future. AYPF White Paper

ERIC Educational Resources Information Center

Lerner, Jennifer Brown; Tomasello, Jenna; Brand, Betsy; Knowles, George

2016-01-01

Afterschool and competency-based learning are increasingly emerging as student-centered, supportive learning models to prepare students for college and career. This white paper explores the intersection and relationship between these two fields, recommends ideal policy environments for implementing successful programs, provides real-world…

Beyond the Classroom: Involving Students with Disabilities in Extracurricular Activities at Levy Middle School.

ERIC Educational Resources Information Center

Walker, Pam; And Others

Six students in a special education classroom at Levy Middle School (Syracuse, New York) became involved in a variety of after-school activities with nondisabled students. The students participated in the school computer club, cross-country skiing, volleyball, stage crew, intramural basketball, the Spanish Club, and after-school programs at two…

After-School Tutoring for Reading Achievement and Urban Middle School Students

ERIC Educational Resources Information Center

Nelson-Royes, Andrea M.; Reglin, Gary L.

2011-01-01

This research study's purpose or theme was to qualitatively investigate the reading component of a private after-school tutoring program that offered academic assistance to eighth-grade students. The problem with reading is many urban middle school students have poor reading skills and do not perform well on reading standardized tests. Relative to…

The evolution of optics education at the U.S. National Optical Astronomy Observatory

NASA Astrophysics Data System (ADS)

Pompea, Stephen M.; Walker, Constance E.; Sparks, Robert T.

2014-07-01

The last decade of optics education at the U.S. National Optical Astronomy Observatory will be described in terms of program planning, assessment of community needs, identification of networks and strategic partners, the establishment of specific program goals and objectives, and program metrics and evaluation. A number of NOAO's optics education programs for formal and informal audiences will be described, including our Hands-On Optics program, illumination engineering/dark skies energy education programs, afterschool programs, adaptive optics education program, student outreach, and Galileoscope program. Particular emphasis will be placed on techniques for funding and sustaining high-quality programs. The use of educational gap analysis to identify the key needs of the formal and informal educational systems will be emphasized as a technique that has helped us to maximize our educational program effectiveness locally, regionally, nationally, and in Chile.

Ocean Literacy After-School

NASA Astrophysics Data System (ADS)

Hlinka, Lisa

2016-04-01

Ocean Literacy is a topic that is often underrepresented in secondary school science curriculum. To combat this deficit, our School has partnered up with Hudson River Community Sailing (HRCS), a local organization in New York City that offers an after-school program to high-need high school students in the surrounding community. This organization has developed a 9th grade Sail Academy which allows students from participating public high schools to increase their proficiency in math and science by learning basic sailing, navigation, and boat building. Upon successfully completing the 9th grade Sail Academy curriculum, students enter the "First Mates Program" which offers a scaffolded set of youth development experiences that prepare students for college, career, leadership, and stewardship. This program is built in the context of a new Ocean Literacy Curriculum focused around 3 major topics within Ocean Literacy: Marine Debris, Meteorology, and Ecology (specifically water quality). The learning experiences include weekly data collection of marine debris, weather conditions, and water quality testing in the Hudson River adjacent to the HRCS Boathouse. Additionally there are weekly lessons engaging students in the fundamentals of each of the 3 topics and how they are also important in the lens of sailing. During the marine debris portion of the curriculum students identify sources of marine debris, impacts on the local environment, and study how debris can travel along the ocean currents leading in to larger garbage gyres. To supplement the curriculum, students embarked on a day trip to the Newtown Creek Wastewater Treatment Facility in Brooklyn, NY to learn how and where NYC receives its drinking water, how wastewater is treated, and how water quality in the local area can be easily influenced. While on the trip, students did their data collection of marine debris, weather conditions, and water quality testing at Newtown Creek, and then they compared their results that same day to data collected at the HRCS Boathouse along the Hudson River.

Advancing Global Citizens: Afterschool and Out-of-School Time as Common Ground for Civil Society

ERIC Educational Resources Information Center

Schneider-Munoz, Andrew; Politz, Bonnie

2007-01-01

The key importance of after-school and out-of-school time in a democratic society is the experience of activities and programs providing a common ground that extends the play of childhood into leadership opportunities for youthful learning and exploration of the world. The authors hypothesize that by focusing civic attention on the developmental…

21st Century Community Learning Centers: Providing Afterschool and Summer Learning Support to Communities Nationwide

ERIC Educational Resources Information Center

Afterschool Alliance, 2014

2014-01-01

The 21st Century Community Learning Centers (21st CCLC) initiative is the only federal funding source dedicated exclusively to before-school, afterschool, and summer learning programs. Each state education agency receives funds based on its share of Title I funding for low-income students at high-poverty, low performing schools. Funds are also…

Exciting Young Students in Grades K-8 about STEM through an Afterschool Robotics Challenge

ERIC Educational Resources Information Center

Karp, Tanja; Maloney, Patricia

2013-01-01

In this paper, we describe the successful implementation of an afterschool LEGO robotics program for elementary and middle school students that is annually offered by the Whitacre College of Engineering at Texas Tech University. Three events are held on campus: the kickoff, a trial run, and the competition, spread over a period of eight weeks. In…

"Mao Might Cheat": The Interactional Construction of the Imaginary Situation in a Fifth Dimension After-School Setting

ERIC Educational Resources Information Center

Poole, Deborah

2011-01-01

This article explores Vygtosky's (1978) notion of the imaginary situation through analysis of interaction and activity in a Fifth Dimension after-school setting, one of a network of programs designed with an aim to realize developmental concepts proposed by Vygotsky and others in the cultural-historical tradition (see, e.g., Cole & the…

Afterschool Programs Help Working Families. Afterschool Alert. Issue Brief No. 16

ERIC Educational Resources Information Center

Afterschool Alliance, 2003

2003-01-01

Changing family structures place extra burdens on children, parents and employers. The image of 21st century families is vastly different from that of previous centuries, or even the family image of 50 years ago. While women are still the primary caregivers, either as single mothers or part of a two-parent family, they are entering the workforce…

High School After-School: What Is It? What Might It Be? Why Is It Important? Out-of-School Time Policy Commentary #2

ERIC Educational Resources Information Center

Pittman, Karen; Yohalem, Nicole; Wilson-Ahlstrom, Alicia; Ferber, Thaddeus

2003-01-01

High school is becoming the next frontier for after-school advocates. The conceptual and practical leaps from programming for elementary and middle school students to high school students are significant, with huge marketing challenges. Arguing persuasively for investments in this population requires revisiting almost every strategic decision,…

The Impact of Afterschool Tutoring on Reading Achievement of Elementary Students in a Mississippi Rural School Setting

ERIC Educational Resources Information Center

Lacy, Sharone Sanders

2011-01-01

The purpose of this study was to determine what impact a No Child Left Behind (NCLB)-related afterschool tutoring program had on reading achievement of elementary students in a Mississippi rural school setting. The research questions that guided this study were (1) Is there a significant difference between the 2008 and 2009 Mississippi Curriculum…

The impact of a 3-year after-school obesity prevention program in elementary school children.

PubMed

Yin, Zenong; Moore, Justin B; Johnson, Maribeth H; Vernon, Marlo M; Gutin, Bernard

2012-02-01

Children tend to be sedentary during the after-school hours, and this has deleterious effects on their health. The objective of the present study was to determine the effects of a 3-year after-school physical activity (PA) program, without restriction of dietary energy intake, on percent body fat (%BF), cardiorespiratory fitness (CRF), and cardiometabolic markers in children. A cluster randomization design was employed. A total of 574 3rd grade children from 18 elementary schools in the southeastern United States participated. The intervention consisted of 80 minutes of age-appropriate moderate-to-vigorous PA each school day. The main outcomes of interest were %BF measured by dual-energy X-ray absorptiometry; CRF measured by heart rate in response to a submaximal step test; nonfasting total and high-density lipoprotein cholesterol (HDL-C); and resting blood pressure (BP). Intent-to-treat analyses showed significant treatment by time interactions for %BF (p = 0.009) and CRF (p = 0.0003). The change pattern of the means suggested that %BF and CRF in intervention children improved relative to control children during the school months, rebounding to the levels of control children over the summers following years 1 and 2. Year-by-year analyses of what occurred during the months when the program was offered revealed dose–response relations for %BF and CRF, such that the clearest beneficial effects were seen for those youth who attended at least 60% of the after-school sessions. No significant intervention effects were seen for cholesterol or BP. An after-school PA program was effective in reducing adiposity and improving CRF, especially in the children who attended the sessions at least 3 days/week. However, the favorable effects on %BF and CRF were lost over the summer. Thus, it is critical to incorporate strategies that attract and retain the children to receive an adequate dose of PA year-round.

The Power of Policy: A Case Study of Healthy Eating Among Children

PubMed Central

Cassady, Diana; Vogt, Rainbow; Oto-Kent, Debbie; Mosley, Ramona; Lincoln, Richard

2006-01-01

We used a case study approach to examine the nutritional effect of a policy to increase fruit and vegetable consumption in the Students Today Achieving Results for Tomorrow after-school program. The snack menu was changed in 44 after-school programs serving 8000 low-income and ethnically diverse elementary-school students. A comparison of previous and current snack menus identified a significant increase in fruit servings (83%) and no change in vegetable servings. We discuss the unintended consequences resulting from the menu changes. PMID:16873746

The Community-based Organizations Working Group of the Space Science Education Support Network

NASA Astrophysics Data System (ADS)

Lutz, J. H.; Lowes, L. L.; Asplund, S.

2004-12-01

The NASA Space Science Support Network Community-based Organizations Working Group (CBOWG) has been working for the past two years on issues surrounding afterschool programs and programs for youth (e.g., Girl Scouts, Boy Scouts, Boys and Girls Clubs, 4-H, summer camps, afterschool and weekend programs for various ages, programs with emphases on minority youth). In this session the co-leaders of the CBOWG will discuss the challenges of working with community-based organizations on a regional or national level. We will highlight some ties that we have forged with the National Institute for Out of School Time (NIOST) and the National Afterschool Association (NAA). We will also talk about efforts to coordinate how various entities within NASA cooperate with community-based organizations to serve the best interests of these groups. We will give a couple of examples of how NASA space science organizations have partnered with community-based organizations. The session will include some handouts of information and resources that the CBOWG has found useful in developing an understanding of this segment of informal education groups. We would like to thank NASA for providing resources to support the work of the CBOWG.

An after-school dance and lifestyle education program reduces risk factors for heart disease and diabetes in elementary school children

PubMed Central

Hogg, Jeannette; Diaz, Alejandro; Cid, Margareth Del; Mueller, Charles; Lipman, Elizabeth Grace; Cheruvu, Sunita; Chiu, Ya-lin; Vogiatzi, Maria; Nimkarn, Saroj

2013-01-01

Background Forty-three percent of New York City's (NYC) school-age children are overweight or obese, placing them at risk for heart disease and type 2 diabetes mellitus (T2DM). Objective The objective of this study was to determine if an intensive after-school dance and lifestyle education program would reduce risk factors for heart disease, T2DM, and improve lifestyle choices. Subjects Subject include 64 fourth- and fifth-grade students at an elementary school in NYC. Methods Students received freestyle dance and lifestyle classes for 16 weeks and were evaluated for changes in body composition, endurance, biochemical measurements, and lifestyle choices. Results Significant improvements in BMI percentiles were found among children in the overweight and obese categories as well as in endurance and biochemical measurements that reflect heart disease and diabetes risk. Improvement was also reported in lifestyle choices. Conclusion An intensive after-school dance and lifestyle education program can reduce risk factors for heart disease and T2DM and improve lifestyle choices among elementary school children. PMID:22876547

Evidence-based fitness promotion in an afterschool setting: implementation fidelity and its policy implications.

PubMed

Thaw, Jean M; Villa, Manuela; Reitman, David; DeLucia, Christian; Gonzalez, Vanessa; Hanson, K Lori

2014-01-01

Little is known about how the adoption of evidence-based physical activity (PA) curricula by out-of-school time (OST) programs affects children's physical fitness, and there are no clear guidelines of what constitutes reasonable gains given the types of PA instruction currently offered in these programs. Using a three-wave, quasi-experimental, naturalistic observation design, this study evaluated the implementation of an evidence-based PA instruction curriculum (Sports, Play, and Active Recreation for Kids [SPARK]) and examined whether the potential health benefits of evidence-based PA instruction can be replicated in this context when compared to OST programs that do not use evidence-based PA curricula. Quality of PA instruction and SPARK implementation fidelity were also assessed. Results indicated that children in the non-evidence-based/standard PA instruction programs engaged in higher levels of moderate-to-vigorous PA (MVPA) and showed greater improvements in fitness levels over time. The findings from this chapter suggest that while it is generally accepted that evidence-based approaches yield higher levels of PA when implemented by researchers under controlled conditions, findings are inconsistent when evidence-based PA instruction is implemented in the field, under presumably less controlled conditions. It appears that when it comes to PA instruction in afterschool, either less structured activities or well-implemented evidence-based practices could be the key to promoting higher PA levels and greater health and fitness for school-aged children. © 2014 WILEY PERIODICALS, INC.

Academics After-School Style: Informal, Experiential Approaches to Learning, with Flexibility Built in, Are Ideal

ERIC Educational Resources Information Center

Weisburd, Claudia

2005-01-01

Many adults today consider the hours after school to be an opportunity for students to squeeze in a little more help with schoolwork. For most children, though, that final bell rings freedom. The last thing they want is more school, and faced with an after-school program that looks like an extension of their school day, they'll opt out.…

The First Avenue After-School Day Care Center: A Program for Low Income Families in New York City.

ERIC Educational Resources Information Center

Jarm, Charles

This paper provides a very brief overview of an after-school day care center in New York City which cares for a maximum of 65 immigrant children 6 through 12 years of age. The population served consists of families from Hong Kong, China, Latin America, India, Pakistan, Puerto Rico, Korea and Nigeria. As most families served know little English,…

Growth-promoting relationships with children and youth.

PubMed

Spencer, Renée; Rhodes, Jean E

2014-12-01

At the heart of afterschool programs are the relationships that form between the children and youth who participate in these programs and the adults who lead them. To be effective, adults working in afterschool settings must be able to engage youth in growth-promoting relationships. This article identifies and describes four foundational ways of interacting with youth that foster the development of such relationships-engaging in warm and emotionally supportive connections, providing developmentally appropriate structure and support, cultivating and responding to youth initiative, and scaffolding and propelling youth learning and skill development. © 2014 WILEY PERIODICALS, INC.

Exploring Art and Science Integration in an Afterschool Program

NASA Astrophysics Data System (ADS)

Bolotta, Alanna

Science, technology, engineering, arts and math (STEAM) education integrates science with art, presenting a unique and interesting opportunity to increase accessibility in science for learners. This case study examines an afterschool program grounded in art and science integration. Specifically, I studied the goals of the program, it's implementation and the student experience (thinking, feeling and doing) as they participated in the program. My findings suggest that these programs can be powerful methods to nurture scientific literacy, creativity and emotional development in learners. To do so, this program made connections between disciplines and beyond, integrated holistic teaching and learning practices, and continually adapted programming while also responding to challenges. The program is therefore specially suited to engage the heads, hands and hearts of learners, and can make an important contribution to their learning and development. To conclude, I provide some recommendations for STEAM implementation in both formal and informal learning settings.

Enlarging the STEM pipeline working with youth-serving organizations

NASA Astrophysics Data System (ADS)

Porro, I.

2005-12-01

The After-School Astronomy Project (ASAP) is a comprehensive initiative to promote the pursuit of science learning among underrepresented youth. To this end ASAP specifically aims at building the capacity of urban community-based centers to deliver innovative science out-of-school programming to their youth. ASAP makes use of a modular curriculum consisting of a combination of hands-on activities and youth-led explorations of the night sky using MicroObservatory. Through project-based investigations students reinforce learning in astronomy and develop an understanding of science as inquiry, while also develop communication and computer skills. Through MicroObservatory students gain access to a network of educational telescopes, that they control over the Internet, software analysis tools and an online community of users. An integral part of ASAP is to provide professional development opportunities for after-school workers. This promotes a self-sustainable implementation of ASAP long-term and fosters the creation of a cadre of after-school professionals dedicated to facilitating science-based programs.

Effect of a park-based after-school program on participant obesity-related health outcomes.

PubMed

Messiah, Sarah E; Diego, Allison; Kardys, Jack; Kirwin, Kevin; Hanson, Eric; Nottage, Renae; Ramirez, Shawn; Arheart, Kristopher L

2015-01-01

The objective of this study was to examine the effect of a structured after-school program housed in a large county parks system on participant health and wellness outcomes. Longitudinal cohort study over one school year (fall 2011-spring 2012). A total of 23 county parks in Florida. Children ages 5 to 16 (N = 349, 55% non-Hispanic black, 40% Hispanic, mean age 8.9 years). An after-school program called Fit-2-Play that integrates daily standardized physical activity and health and wellness education components. Preintervention (August/September 2011) and postintervention (May/June 2012) anthropometric, systolic/diastolic blood pressure, fitness, and health and wellness knowledge measurements were collected. Comparison of pre-post outcome measure means were assessed via general linear mixed models for normal-weight (body mass index [BMI] <85th percentile for age and sex) and overweight/obese (BMI ≥85th percentile for age and sex) participants. The overweight/obese group significantly decreased their mean (1) BMI z score (2.0 to 1.8, p < .01) and (2) subscapular skinfold measurements (19.4 to 17.5 mm, p < .01) and increased (1) mean laps on the Progressive Aerobic Cardiovascular Endurance Run test (10.8 to 12.5, p = .04) and (2) percentage with normal systolic blood pressure (58.1% to 71.0%, p = .03) from pretest to posttest. On average, participants significantly improved their health and wellness knowledge over the school year (p < .01). Normal-weight participants maintained healthy BMI ranges and significantly increased fitness levels. Findings suggest that the Fit-2-Play after-school programs can be a significant resource for combating childhood obesity and instilling positive physical health in children, particularly among ethnic and socioeconomically diverse communities.

So You Want to Be a Superhero? How the Art of Making Comics in an Afterschool Setting Can Develop Young People's Creativity, Literacy, and Identity

ERIC Educational Resources Information Center

Khurana, Sarita

2005-01-01

Comic art is one of the most popular storytelling media around the globe. From classic American comic strips to Japanese Manga, comics cover subjects ranging from humorous teen angst to social commentary. Comics class in an afterschool program is a natural draw for many young people. Older youth, in particular, vote with their feet when it comes…

How Afterschool Programs Can Support Employability through Social and Emotional Learning: A Planning Tool. Beyond the Bell: Research to Practice in the Afterschool and Expanded Learning Field

ERIC Educational Resources Information Center

American Institutes for Research, 2015

2015-01-01

For educators and employers, understanding the knowledge, attitudes, and skills that ultimately contribute to success in school, work, and life is a priority. Although young people need many skills to be successful in the workplace, one aspect of employability has gained attention in recent years--the need for workers to have strong social and…

Ready for Work? How Afterschool Programs Can Support Employability through Social and Emotional Learning. Beyond the Bell: Research to Practice in the Afterschool and Expanded Learning Field

ERIC Educational Resources Information Center

Devaney, Elizabeth; Moroney, Deborah

2015-01-01

Understanding the knowledge, attitudes, and skills that ultimately contribute to success in school, work, and life is a priority for educators and employers. Young people need a variety of important skills to be ready to work, including understanding key work habits and having a strong work ethic. But another aspect of employability has gained…

Spreading the word: A process evaluation of a voluntary AOD prevention program.

PubMed

Edelen, Maria Orlando; Tucker, Joan; D'Amico, Elizabeth

2015-06-01

Research on voluntary after-school alcohol and other drug (AOD) prevention programs is limited. It is important to increase understanding of students' motivation to attend these types of programs and their tendency to transfer program information to peers. This paper summarizes efforts to evaluate process information for CHOICE, a voluntary after-school AOD prevention program for middle-school youth. A survey administered to 1899 students aged 10-16 in seven schools assessed: (1) why students choose to attend CHOICE (2) barriers to attendance; and (3) how program information is disseminated to non-participants. Frequencies of responses from participants and non-participants were compared. Participants were motivated by several features, most notably, the demeanor of the group leaders and enjoyable curriculum content. Barriers to attendance were primarily logistic, but results also suggest that the promotion message should more effectively emphasize that CHOICE is appropriate for everyone. The majority of students knew about CHOICE, both through advertising and conversations with friends. Non-participants' detailed reports of what they heard from friends corresponded closely with what participants reported sharing. The use of dynamic group leaders is critical to engaging students in voluntary programs. Offering the program on different days of the week or at different times (e.g., before school) may improve attendance rates. Peer networks represent a critical pathway for prevention information that can help increase program impact. These results can be used to inform modifications to existing voluntary after-school AOD prevention programs to obtain higher attendance rates and more widespread dissemination of the intervention message. © American Academy of Addiction Psychiatry.

An optics education program designed around experiments with small telescopes

NASA Astrophysics Data System (ADS)

Pompea, Stephen M.; Sparks, Robert T.; Walker, Constance E.; Dokter, Erin F. C.

2010-08-01

The National Optical Astronomy Observatory has led the development of a new telescope kit for kids as part of a strategic plan to interest young children in science. This telescope has been assembled by tens of thousands of children nationwide, who are now using this high-quality telescope to conduct optics experiments and to make astronomical observations. The Galileoscope telescope kit and its associated educational program are an outgrowth of the NSF sponsored "Hands-On Optics" (HOO) project, a collaboration of the SPIE, the Optical Society of America, and NOAO. This project developed optics kits and activities for upper elementary students and has reached over 20,000 middle school kids in afterschool programs. HOO is a highly flexible educational program and was featured as an exemplary informal science program by the National Science Teachers Association. Our new "Teaching with Telescopes" program builds on HOO, the Galileoscope and other successful optical education projects.

Outside school time: an examination of science achievement and non-cognitive characteristics of 15-year olds in several countries

NASA Astrophysics Data System (ADS)

Suter, Larry E.

2016-03-01

Elementary and secondary students spend more hours outside of class than in formal school and thus have more time for interaction with everyday science. However, evidence from a large international survey, Program of International Student Assessment (PISA) (OECD 2012), found a negative relationship between number of hours attending after-school science and science assessment scores in many countries, raising questions about why. The secondary analysis of the 2006, 2009, and 2012 PISA surveys found that in most Western countries the longer students attended after-school science programs (in a typical week), the lower their PISA standardized science test score, but the higher their positive attitudes toward future science careers, interest in science, and self-confidence in science. Several potential hypotheses for this relationship are examined and rejected. Further analysis of a causal relationship between frequent attendance in after-school programs and student achievement and attitudes should clearly identify the content of the program so that the analysis could distinguish experiences closely related to regular school curricula from the informal science activities that are not. A new analysis also should include carefully designed longitudinal surveys to test the effectiveness of informal experiences on later life choices in career and study. Revision of a Paper prepared for AERA meetings in Chicago, 19 April 2015.

An Outcome Evaluation of the Success for Kids Program

PubMed Central

Maestas, Nicole; Gaillot, Sarah J.

2012-01-01

Abstract This article presents results from a multisite, quantitative evaluation of the international Success for Kids (SFK) after-school program. The program seeks to build resilience in children by teaching them to access inner resources and build positive connections with others. The SFK program is unlike most after-school programs both in its focus on spiritual development and in its emphasis on outcomes related to resilience rather than academics. The authors found that the program had beneficial effects on adaptive skills, behavioral problems, overexternalization of problems, and school problems, and the effects persisted at 12-week follow-up. Interestingly, the program positively affected school-related outcomes, even though SFK is not an academic intervention. Specifically, it improved reported study skills and reduced reported learning problems and attention problems. Overall, a major strength of the program appears to be its careful attention to uniformity of program delivery—in particular, its standardized curriculum, use of experienced teachers, and formal teacher-training program. PMID:28083226

An Outcome Evaluation of the Success for Kids Program.

PubMed

Maestas, Nicole; Gaillot, Sarah J

2012-01-01

This article presents results from a multisite, quantitative evaluation of the international Success for Kids (SFK) after-school program. The program seeks to build resilience in children by teaching them to access inner resources and build positive connections with others. The SFK program is unlike most after-school programs both in its focus on spiritual development and in its emphasis on outcomes related to resilience rather than academics. The authors found that the program had beneficial effects on adaptive skills, behavioral problems, overexternalization of problems, and school problems, and the effects persisted at 12-week follow-up. Interestingly, the program positively affected school-related outcomes, even though SFK is not an academic intervention. Specifically, it improved reported study skills and reduced reported learning problems and attention problems. Overall, a major strength of the program appears to be its careful attention to uniformity of program delivery-in particular, its standardized curriculum, use of experienced teachers, and formal teacher-training program.

A Cascade of Champions: A Qualitative Study about the MA-CORD Media Competition Implementation

PubMed Central

Criss, Shaniece; Tran, Alvin; Ganter, Claudia; Aftosmes-Tobio, Alyssa; Gortmaker, Steven; Viswanath, Kasisomayajula; Kwass, Jo-Ann; Davison, Kirsten K.

2016-01-01

A media competition was part of the Massachusetts Childhood Obesity Research Demonstration (MA-CORD) Study. Criss et al., previously outlined the development and implementation of the competition, including variation in reach and adoption of the intervention across schools and afterschool programs. In this qualitative study, we examine community, provider, and organizational factors that explain the variation of media competition reach in school and afterschool programs, and describe the awareness of the media competition across other community sectors. Durlak and DuPre’s ecological framework for understanding effective implementation provided the theoretical underpinnings for this study. Fifty-four key informant interviews were conducted, transcribed, and analyzed. Organizational capacity of committed teachers/staff and adaptability of the media competition seemed to be drivers for higher reach within school and afterschool programs. Salient themes that emerged as facilitators of effective implementation were having a cascade of champions and providing opportunity to participate in the media competition outside traditional class time. Clinics and coalitions were identified as additional sectors aware of the media competition. Specifically, our findings offer a new perspective on intervention design and a recommended direction for further study. PMID:27058550

The journey of a science teacher: Preparing female students in the Training Future Scientists after school program

NASA Astrophysics Data System (ADS)

Robinson-Hill, Rona M.

What affect does female participation in the Training Future Scientist (TFS) program based on Vygotsky's sociocultural theory and Maslow's Hierarchies of Needs have on female adolescents' achievement levels in science and their attitude toward science and interest in science-based careers? The theoretical framework for this study was developed through a constructivist perspective, using dialogic engagement, coinciding with Lev Vygotsky's sociocultural learning theory. This action research project used mixed methods research design, targeted urban adolescent females who were members of Boys & Girls Club of Greater St. Louis (BGCGSTL) after-school program. The data collection measures were three qualitative instruments (semi-structured interviews, reflective journal entries and attitudinal survey open-ended responses) and two quantitative instruments (pre-test and posttests over the content from the Buckle-down Curriculum and attitudinal survey scaled responses). The goal was to describe the impact the Training Future Scientist (TFS) after-school program has on the girls' scientific content knowledge, attitude toward choosing a science career, and self-perception in science. Through the TFS after-school program participants had access to a secondary science teacher-researcher, peer leaders that were in the 9th--12th grade, and Science, Technology, Engineering and Math (STEM) role models from Washington University Medical School Young Scientist Program (YSP) graduate and medical students and fellows as volunteers. The program utilized the Buckle-down Curriculum as guided, peer-led cooperative learning groups, hands-on labs and demonstrations facilitated by the researcher, trained peer leaders and/or role models that used constructivist science pedagogy to improve test-taking strategies. The outcomes for the TFS study were an increase in science content knowledge, a positive trend in attitude change, and a negative trend in choosing a science career. Keywords: informal science programs, urban girls, self-efficacy, cooperative learning, peer learning, female adolescents, and after-school urban education This dissertation study was funded by two grants, the 2013 spring dissertation grant from the University of Missouri St. Louis and a philanthropic grant from Dr. Courtney Crim.

Non-School Hours: Mobilizing School and Community Resources. Hearing on Examining Certain Initiatives To Mobilize School and Community Resources To Provide Quality Programs To Address the Needs of Students during Non-School Hours, Including the Administration's Proposed Expansion of the 21st Century Community Learning Centers Program Designed To Provide Funds to School-Community Partnerships To Start Up or Expand After-School, Extended Learning Programs for Schoolage Children of the Committee on Labor and Human Resources, United States Senate, One Hundred Fifth Congress, Second Session.

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. Senate Committee on Labor and Human Resources.

This hearing explored ways in which to meet children's and families' needs during nonschool hours. It examined the nature of those needs, the barriers that various segments of the community face, how the Federal Government can help build coordinated school and community networks, and how to make nonschool hours safe for children. Testimony was…

Using community-based participatory research to develop the PARTNERS youth violence prevention program.

PubMed

Leff, Stephen S; Thomas, Duane E; Vaughn, Nicole A; Thomas, Nicole A; MacEvoy, Julie Paquette; Freedman, Melanie A; Abdul-Kabir, Saburah; Woodlock, Joseph; Guerra, Terry; Bradshaw, Ayana S; Woodburn, Elizabeth M; Myers, Rachel K; Fein, Joel A

2010-01-01

School-based violence prevention programs have shown promise for reducing aggression and increasing children's prosocial behaviors. Prevention interventions within the context of urban after-school programs provide a unique opportunity for academic researchers and community stakeholders to collaborate in the creation of meaningful and sustainable violence prevention initiatives. This paper describes the development of a collaborative between academic researchers and community leaders to design a youth violence prevention/leadership promotion program (PARTNERS Program) for urban adolescents. Employing a community-based participatory research (CBPR) model, this project addresses the needs of urban youth, their families, and their community. Multiple strategies were used to engage community members in the development and implementation of the PARTNERS Program. These included focus groups, pilot testing the program in an after-school venue, and conducting organizational assessments of after-school sites as potential locations for the intervention. Community members and academic researchers successfully worked together in all stages of the project development. Community feedback helped the PARTNERS team redesign the proposed implementation and evaluation of the PARTNERS Program such that the revised study design allows for all sites to obtain the intervention over time and increases the possibility of building community capacity and sustainability of programs. Despite several challenges inherent to CBPR, the current study provides a number of lessons learned for the continued development of relationships and trust among researchers and community members, with particular attention to balancing the demand for systematic implementation of community-based interventions while being responsive to the immediate needs of the community.

School-Age Ideas and Activities for After School Programs.

ERIC Educational Resources Information Center

Haas-Foletta, Karen; Cogley, Michele

This guide describes activities for school-age children in after-school day care programs. These activities may also be used in other settings. An introductory section discusses program philosophy, room arrangement, multicultural curriculum, program scheduling, summer programs and holiday care, field trips and special programs, age grouping,…

Quality Time after School: What Instructors Can Do To Enhance Learning

ERIC Educational Resources Information Center

Grossman, Jean; Campbell, Margo; Raley, Becca

2007-01-01

Improving the quality of out-of-school time activities and creating effective learning environments is of keen interest to practitioners, funders and policymakers. Funded by The William Penn Foundation, "Quality Time After School" identifies characteristics of after-school activities that are linked to youth engagement and learning…

Facilitators, barriers, and components of a culturally tailored afterschool physical activity program in preadolescent African American girls and their mothers.

PubMed

Alhassan, Sofiya; Greever, Cory; Nwaokelemeh, Ogechi; Mendoza, Albert; Barr-Anderson, Daheia J

2014-01-01

Traditional physical activity (PA) programs have not been effective in increasing PA in African American girls. Currently, there is limited information regarding the components of PA programs that drive participation in African American girls. The purpose of our investigation was to describe the facilitators, barriers, and components of a culturally tailored afterschool PA program that will potentially inspire the participation of African American mother-daughter dyads. Six focus groups (n=12 mother-daughter dyads; daughters, 7-10 yrs in age) were conducted between March and May 2012. Focus group semi-structured interviews were transcribed, coded, and systematically analyzed using NVivo. Mothers reported a preference for non-traditional (dancing, household chores) types of PA. While daughters preferred to participate in both dance-based and traditional types (walking, riding bikes) of PA. Participants felt that the use of a culturally tailored dance program would be appealing because it highlights the cultural and historical legacy of the African American culture. Mothers wanted programs that would allow them time to spend with their daughters. Top three dance styles that mothers wanted to participate in were African, hip-hop, and Salsa/samba, while daughters reported that they would enjoy participating in hip-hop, African, and jazz. The most common responses given for resources needed for participating in a culturally tailored afterschool dance program were the location of the program, transportation, and childcare for siblings. Our investigation highlights some cultural factors related to facilitators and barriers of PA that should be addressed in designing PA studies for African American girls and their mothers.

A System That Works: Highlights of Effective Intervention Strategies in a Quality Improvement System

ERIC Educational Resources Information Center

Sinisterra, Diana; Baker, Stephen

2010-01-01

This paper describes one approach to quality improvement efforts: the Quality Improvement System (QIS) implemented by Prime Time Palm Beach County (Prime Time) in Palm Beach County, Florida. Prime Time's QIS is recognized as one promising systemic effort to improve quality in the afterschool field (Yohalem, Granger, & Pittman, 2009). As a…

Easier Said than Done: Intervention Sustainability in an Urban After-School Program

PubMed Central

Frazier, Stacy L.; Mehta, Tara; Atkins, Marc S.; Weisbach, Jessica

2011-01-01

Although sustainability is frequently described as a project goal in community-based programs, concentrated efforts to sustain interventions beyond the conclusion of research funding have only recently emerged as a focus of implementation research. The current paper describes a study of behavioral consultation to after-school program staff in low-SES, urban communities. Following consultation, staff use of four recommended tools and strategies was examined, emphasizing facilitators and barriers to sustainability. Results indicated high perceived utility and intention to use intervention components, but low sustainability at two follow-up time points within 1 year after the initial consultation concluded. Findings suggest that ongoing implementation support in community settings may be necessary to ensure the sustainability of interventions and meet the mental health needs of participating high-risk youth. PMID:21416160

Impact of Informal Science Education on Children's Attitudes About Science

NASA Astrophysics Data System (ADS)

Wulf, Rosemary; Mayhew, Laurel M.; Finkelstein, Noah D.

2010-10-01

The JILA Physics Frontier Center Partnerships for Informal Science Education in the Community (PISEC) provides informal afterschool inquiry-based science teaching opportunities for university participants with children typically underrepresented in science. We focus on the potential for this program to help increase children's interest in science, mathematics, and engineering and their understanding of the nature of science by validating the Children's Attitude Survey, which is based on the Colorado Learning Attitudes about Science Survey [1] and designed to measure shifts in children's attitudes about science and the nature of science. We present pre- and post-semester results for several semesters of the PISEC program, and demonstrate that, unlike most introductory physics courses in college, our after-school informal science programs support and promote positive attitudes about science.

45 CFR 2522.900 - What definitions apply to this subpart?

Code of Federal Regulations, 2010 CFR

2010-10-01

... safe place for children is not tutoring, even if some of the program activities focus on homework help. ... NATIONAL AND COMMUNITY SERVICE AMERICORPS PARTICIPANTS, PROGRAMS, AND APPLICANTS Program Management... someone engaged in other academic support activities, such as mentoring and after-school program support...

Can Organized Youth Activities Protect Against Internalizing Problems Among Adolescents Living in Violent Homes?

PubMed Central

Gardner, Margo; Browning, Christopher; Brooks-Gunn, Jeanne

2012-01-01

Using longitudinal data from a subsample of Hispanic, African American, and white youth enrolled in the Project on Human Development in Chicago Neighborhoods (N = 1,419), we examined the effects of both parental involvement in domestic violence and youth participation in organized out-of-school-time activities on internalizing symptoms during adolescence. We also examined the extent to which participation in organized activities protected youth against the internalizing consequences of domestic violence. We found that intensive participation in either afterschool programs or extracurricular activities was inversely associated with youth internalizing problems. Moreover, we found that intensive participation in afterschool programs weakened the association between parents’ domestic violence and youths’ internalizing problems. PMID:23162370

Prevention-Related Research Targeting African American Alternative Education Program Students

ERIC Educational Resources Information Center

Carswell, Steven B.; Hanlon, Thomas E.; Watts, Amy M.; O'Grady, Kevin E.

2014-01-01

This article reports on a program of research that examined the background, planning, implementation, and evaluation of an after-school preventive intervention program within an ongoing urban alternative education program targeting African American students referred to the school because of their problematic behavior in regular schools. The…

Exploring implementation of the 2010 Institute of Medicine’s Child and Adult Food Care Program recommendations for after-school snacks

PubMed Central

Nanney, Marilyn S; Glatt, Carissa

2012-01-01

Objective The aim of the present study was to explore the implementation of nutrition recommendations made in the 2010 Institute of Medicine (IOM) report, Child and Adult Care Food Program: Aligning Dietary Guidance for All, in school-based after-school snack programmes. Design A descriptive study. Setting One large suburban school district in Minneapolis, Minnesota, USA. Subjects None. Results Major challenges to implementation included limited access to product labelling and specifications inconsistent with the IOM’s Child and Adult Care Food Program (CACFP) recommendations, limited access to healthier foods due to current school district buying consortium agreement, and increased costs of wholegrain and lower-sodium foods and pre-packaged fruits and vegetables. Conclusions Opportunities for government and industry policy development and partnerships to support schools in their efforts to promote healthy after-school food environments remain. Several federal, state and industry leadership opportunities are proposed: provide product labelling that makes identifying snacks which comply with the 2010 IOM CACFP recommended standards easy; encourage compliance with recommendations by providing incentives to programmes; prioritize the implementation of paperwork and technology that simplifies enrolment and accountability systems; and provide support for food safety training and/or certification for non-food service personnel. PMID:22050891

Facilitators, barriers, and components of a culturally-tailored afterschool physical activity program in preadolescent African-American girls and their mothers

PubMed Central

Alhassan, Sofiya; Greever, Cory; Nwaokelemeh, Ogechi; Mendoza, Albert; Barr-Anderson, Daheia J.

2013-01-01

Objectives Traditional physical activity (PA) programs have not been effective in increasing PA in African-American girls. Currently, there is limited information regarding the components of PA programs that drive participation in African-American girls. The purpose of this investigation was to describe the facilitators, barriers, and components of a culturally-tailored afterschool PA program that will potentially inspire the participation of African-American mother-daughter dyads. Methods Six focus groups (n=12 mother-daughter dyads; daughters, 7–10 yrs in age) were conducted between March and May 2012. Focus group semi-structured interviews were transcribed, coded, and systematically analyzed using NVivo. Results Mothers reported a preference for non-traditional (dancing, household chores) types of PA. While daughters preferred to participate in both dance-based and traditional types (walking, riding bikes) of PA. Participants felt that the use of a culturally-tailored dance program would be appealing because it highlights the cultural and historical legacy of the African-American culture. Mothers wanted programs that would allow them time to spend with their daughters. Top three dance styles that mothers wanted to participate in were African, Hip-hop, and Salsa/samba. While, daughters reported that they would enjoy participating in Hip-hop, African, and Jazz. The most common responses given for resources needed for participating in a culturally-tailored afterschool dance program were the location of the program, transportation, and childcare for siblings. Conclusions The present investigation highlights some cultural factors related to facilitators and barriers of PA that should be addressed in designing PA studies for African-American girls and their mothers. PMID:24620442

Evaluation of a Music Therapy Social Skills Development Program for Youth with Limited Resources.

PubMed

Pasiali, Varvara; Clark, Cherie

2018-05-21

Children living in low-resource communities are at risk for poorer socio-emotional development and academic performance. Emerging evidence supports use of group music therapy experiences to support social development through community afterschool programming. To examine the potential benefit of a music therapy social skills development program to improve social skills and academic performance of school-aged children with limited resources in an afterschool program. We used a single-group pre/post-test design, and recruited 20 students (11 females, 9 males), ages 5 to 11 years, from an afterschool program. The music therapy social skills program consisted of eight 50-minute sessions, and we measured social competence and antisocial behavior using the Home & Community Social Behavioral Scale (HCSBS; Merrell & Caldarella, 2008), and social skills, problem behaviors, and academic competence using the Social Skills Improvement System (SSIS; Gresham & Elliot, 2008a, 2008b). Only students who attended a minimum of six sessions (N = 14) were included in data analysis. Results showed no significant change in individual HBSC subscale scores; however, the total number of low-performance/high-risk skills significantly decreased. SSIS teacher results indicated significant improvement in communication, significant decrease of hyperactivity, autistic behavioral tendencies and overall problem behaviors, and marginal decreases in internalization. Parent ratings mirrored, in part, those of the teacher. Results indicated that music therapy has the potential of being an effective intervention for promoting social competence of school-aged children with limited resources, particularly in the areas of communication and low-performance/high-risk behaviors. Teaching skills through song lyrics and improvisation emerged as salient interventions.

Myopia and international educational performance.

PubMed

Morgan, Ian G; Rose, Kathryn A

2013-05-01

To analyse the relationship between myopia, educational performance and engagement in after-school tutorial classes. Educational performance data and data on engagement in after-school tutorial classes were taken from the results of the Organisation for Economic Cooperation and Development (OECD) Program in Secondary Assessment (PISA) reports for 2009, which tested educational outcomes in representative samples of 15 year-old school children from 65 jurisdictions. High prevalence of myopia (>70%) and low prevalence of myopia (<40%) locations were identified by systematic literature search. Six locations with a high prevalence of myopia were identified from among the participants in PISA 2009 - Shanghai-China, Hong Kong-China, Taiwan, Singapore, Japan and South Korea. All were ranked in the top quartile on educational performance. Other participants in the top educational performance quartile were identified as locations with a low prevalence of myopia, including Australia and Finland. The locations with a high prevalence of myopia combined high educational performance and high engagement in after-school tutorials, whereas the locations with a low prevalence of myopia combined high educational performance with little engagement in tutorials. These results show that it is possible to achieve high educational outcomes without extensive engagement in after-school tutorials, and that the combination of high educational outcomes with extensive use of tutorials is associated with high prevalence rates of myopia. We suggest that extensive use of after-school tutorials may be a marker of educational environments which impose high educational loads. Further quantification of educational loads to include after- school educational activities, such as homework, tutorials and other after-school classes, as well as formal school classes, is desirable. Policy initiatives to decrease these loads may contribute to the prevention of myopia, perhaps, at least in part, by enabling children to spend more time outdoors. Ophthalmic & Physiological Optics © 2013 The College of Optometrists.

Twenty-first century learning in afterschool.

PubMed

Schwarz, Eric; Stolow, David

2006-01-01

Twenty-first century skills increasingly represent the ticket to the middle class. Yet, the authors argue, in-school learning is simply not enough to help students develop these skills. The authors make the case that after-school (or out-of-school) learning programs are emerging as one of the nation's most promising strategies for preparing young people for the workforce and civic life. Most school systems have significant limitations for teaching twenty-first century skills. They have the limits of time: with only six hours per day there is barely enough time to teach even the basic skills, especially for those students starting already behind. They have the limits of structure: typical school buildings and classrooms are not physically set up for innovative learning. They have the limits of inertia and bureaucracy: school systems are notoriously resistant to change. And perhaps most important, they have the limits of priorities: especially with the onset of the No Child Left Behind Act, schools are laserlike in their focus on teaching the basics and therefore have less incentive to incorporate twenty-first century skills. Meanwhile, the authors argue that after-school programs are an untapped resource with three competitive advantages. First, they enable students to work collaboratively in small groups, a setup on which the modern economy will increasingly rely. Second, they are well suited to project-based learning and the development of mastery. Third, they allow students to learn in the real-world contexts that make sense. Yet the after-school sector is fraught with challenges. It lacks focus-Is it child care, public safety, homework tutoring? And it lacks rigorous results. The authors argue that the teaching of twenty-first century skills should become the new organizing principle for afterschool that will propel the field forward and more effectively bridge in-school and out-of-school learning.

Supplemental Literacy Instruction for Students with Down Syndrome: A Program Evaluation

ERIC Educational Resources Information Center

Regan, Lisa Michelle

2013-01-01

The study utilizes an inductive, qualitative approach to program evaluation to understand the nature of an afterschool literacy tutoring program for students with Down syndrome. Two research questions guide this study: (a) What are the curricular and instructional elements of the Let's Read Now (LRN) literacy tutoring program for students…

Improving the Mentoring Experience for Pre-College Program Participants through Organizational Change and Leadership

ERIC Educational Resources Information Center

McCargo, Donavan D.

2011-01-01

This qualitative action research investigated the experiences of mentors and program participants of a pre-college program designed to assist students in grades 7-12 progress through secondary education and eventually pursue a college degree. The pre-college program afterschool mentoring component played a significant role in keeping program…

ROCKETS: Soar to Success

ERIC Educational Resources Information Center

Brett, Christine E. W.; O'Merle, Mary Jane; White, Gene

2017-01-01

This article describes ROCKETS, an after-school program for at-risk youth, and how the university students became involved in this service-learning project. The article discusses the steps that were taken to start the program, what is being done to continue the program, and the challenges that faculty have faced. This program is an authentic…

An Outcome Evaluation of the Spirituality for Kids Program. Technical Report

ERIC Educational Resources Information Center

Maestas, Nicole; Gaillot, Sarah

2008-01-01

This report presents results from a multisite, quantitative evaluation of the international Spirituality for Kids (SFK) after-school program. Despite its name, SFK is a nonreligious program that seeks to build resilience in children by teaching them to access inner resources and build positive connections with others. The SFK program is unlike…

E.C.I.A. Chapter 1, Part B, Institutionalized Facilities Program, 1989-90. OREA Report.

ERIC Educational Resources Information Center

Miller, Ronald C.

This report evaluates a program funded under the Educational Consolidation and Improvement Act (ECIA), Chapter 1, Part B, in New York (New York). The Program for Neglected and Delinquent Children, District 75/Citywide Institutionalized Facilities Program provides after-school supplementary instruction in prevocational skills, activities of daily…

Leveraging After-School Programs to Minimize Risks for Internalizing Symptoms Among Urban Youth: Weaving Together Music Education and Social Development.

PubMed

Hedemann, Erin R; Frazier, Stacy L

2017-09-01

This study examined a university-community partnership, focusing on mental health promotion within an after-school music program. We pursued two goals: (a) supporting staff around student engagement and behavior management; (b) integrating social-emotional activities into the curriculum. We assessed youth's mental health needs and examined feasibility of social-emotional activities delivered. One-hundred sixty-two youth participated in activities, while a subset of youth (n = 61) and their parents provided information on mental health need. Rates of anxiety and depression symptoms were high, and youth reported high satisfaction with the activities. Results suggest promise of this model for mental health promotion for urban youth.

Exoplanet Research at a Southwestern Urban High School: Lessons Learned from the Tucson High Astronomy Club Research Program

NASA Astrophysics Data System (ADS)

Watson, Zachary T.; Pompea, Stephen M.; Tucson High Astronomy Research Club

2015-01-01

We present the results of introducing talented youth to research astronomy projects related to the study of exoplanets. We present the results of students' development of their identities as scientist, their interest in the STEM field as a career, and their knowledge retention through individual surveys. The design of the student interaction was to have weekly after-school club meetings where basic material would be taught to aid the students addressing the research problems themselves by planning observations, observing, and ultimately reducing the data of observations of their selected exoplanets. The after-school club was composed of 12 students of varying backgrounds attending the urban TucsonMagnet High School. The program is ongoing and began September 2013.

A conceptual model for training after-school program staffers to promote physical activity and nutrition.

PubMed

Weaver, Robert Glenn; Beets, Michael W; Webster, Collin; Beighle, Aaron; Huberty, Jennifer

2012-04-01

After-school programs (ASPs, 3 pm to 6 pm) have been called upon to increase the amount of daily physical activity children accumulate and improve the nutritional quality of the snacks served. To this end, state and national physical activity and nutrition (PAaN) policies have been proposed. Frontline staff who directly interact with children on a daily basis are charged with the responsibility to meet policy goals. Without appropriate skills, staffers' ability to achieve such goals is limited. The gap between policies and improvements in PAaN must be bridged through professional development training. This article describes the development of an ASP staff professional development training program. A systematic review was performed to identify relevant theoretical perspectives, empirical evidence, and recommended best practices relating to promoting PAaN of children. A comprehensive professional development framework was developed that incorporated the key elements identified from the review. These elements were distilled into 5 primary categories and conceptually referred to as the 5 Ms: mission-clearly defined policy/standards for PAaN; motivate-providing choices, developmentally appropriate activities, feedback, and encouragement; manage-structuring and managing the environment for safety, routines, and discipline; monitor-ongoing evaluation of PAaN; and maximize-incorporating all former Ms. The application of this training framework should lead to improved implementation and eventual achievement of policy goals for PAaN in ASPs. These competencies need to be developed in all ASPs if widespread improvements in PAaN within the ASP setting are to be realized. © 2012, American School Health Association.

Methods Document for the CDC and Bridging the Gap Local School Wellness Policy Briefs

ERIC Educational Resources Information Center

Centers for Disease Control and Prevention, 2014

2014-01-01

The Child Nutrition and WIC Reauthorization Act of 2004 and, more recently, the Healthy, Hunger-Free Kids Act of 2010 required all school districts participating in the federal Child Nutrition Programs (e.g., National School Lunch Program, School Breakfast Program, Special Milk Program, Afterschool Snack Program) to adopt and implement a local…

Community-Based Summer Learning Programs for School- Age Children: Research-to-Policy Resources

ERIC Educational Resources Information Center

Stephens, Samuel A.

2016-01-01

Summer learning experiences for school-age children can be provided in a variety of ways and settings, including summer school programs (often remedial), community-based programs (often a continuation of afterschool programs), and home-based programs (in which families are provided with information and resources to encourage reading, often run by…

Rural Schools and Community Education.

ERIC Educational Resources Information Center

De Largy, Paul

1981-01-01

A community education project in Brooks County, Georgia, began in 1977 with five people, developed county-wide support, and now includes a community education county council, federal funding, volunteer programs, after-school programs, agricultural education (especially swine production), and a day-care center. (AN)

Family Night Out: An After School Program.

ERIC Educational Resources Information Center

Boileau, Penny L.

Discovering the value of after-school programs to school improvement initiatives and student achievement, one school district implemented a parent involvement component. Goals identified for the program were: to provide opportunities for parents and school staff to work as partners, and to share information about parent involvement and assets to…

Responding to Accountability Requirements while Promoting Program Improvement

ERIC Educational Resources Information Center

Guillen-Woods, Blanca Flor; Kaiser, Monica A.; Harrington, Maura J.

2008-01-01

The impact of No Child Left Behind (NCLB) is usually understood in relation to schools and districts, but the legislation has also affected community-based organizations that operate school-linked programs. This case study of an after-school program in California demonstrates how educational accountability systems that emphasize students' academic…

Associations between home environment and after-school physical activity and sedentary time among 6th grade children

PubMed Central

Lau, Erica Y; Barr-Anderson, Daheia J; Dowda, Marsha; Forthofer, Melinda; Saunders, Ruth P; Pate, Russell R

2015-01-01

This study examined associations of various elements of the home environment with after-school physical activity and sedentary time in 671 sixth-grade children (Mage = 11.49 ± 0.5 years). Children’s after-school total physical activity (TPA), moderate-to-vigorous physical activity (MVPA) and sedentary time were measured by accelerometry. Parents completed surveys assessing elements of the home social and physical environment. Mixed-model regression analyses were used to examine the associations between each element of the home environment and children’s after-school physical activity and sedentary time. Availability of home physical activity resources was associated positively with after-school TPA and negatively with after-school sedentary time in boys. Parental support was associated positively with after-school TPA and MVPA and negatively with after-school sedentary time in girls. The home physical environment was associated with boys’ after-school physical activity and sedentary time, whereas the home social environment was associated with girls’ after-school physical activity and sedentary time. PMID:25386734

An objective assessment of children's physical activity during the Keep It Moving! after-school program.

PubMed

Schuna, John M; Lauersdorf, Rebekah L; Behrens, Timothy K; Liguori, Gary; Liebert, Mina L

2013-02-01

After-school programs may provide valuable opportunities for children to accumulate healthful physical activity (PA). This study assessed the PA of third-, fourth-, and fifth-grade children in the Keep It Moving! (KIM) after-school PA program, which was implemented in an ethnically diverse and low socioeconomic status school district in Colorado Springs, Colorado. The PA of KIM participating children (N = 116) at 4 elementary schools was objectively assessed using ActiGraph accelerometers and the System for Observing Fitness Instruction Time (SOFIT). Linear mixed-effects models or generalized linear mixed-effects models were used to compare time spent in sedentary (SED) behaviors, light PA (LPA), moderate PA (MPA), vigorous PA (VPA), and moderate-to-vigorous PA (MVPA) between genders and weight status classifications during KIM sessions. Children accumulated 7.6 minutes of SED time, 26.9 minutes of LPA, and 22.2 minutes of MVPA during KIM sessions. Boys accumulated less SED time (p < .05) and LPA (p = .04) than girls, but accumulated more MPA (p = .04), VPA (p = .03), and MVPA (p = .03). Overweight/obese children accumulated more LPA (p = .04) and less VPA (p < .05) than nonoverweight children. SOFIT data indicated that children spent a considerable proportion of KIM sessions being very active (12.4%), walking (36.0%), or standing (40.3%). The KIM program provides opportunities for disadvantaged children to accumulate substantial amounts of MVPA (>20 minutes per session) in an effort to meet current PA guidelines. © 2013, American School Health Association.

L'Ecole Maternelle Belge: Son Histoire, Ses Nouvelles Preoccupations.

ERIC Educational Resources Information Center

Delhaxhe, Arlette

1988-01-01

Notes two new concerns of nursery schools in Belgium: (1) increased numbers of very young children participating in programs not designed for children their age; and (2) the inability of after-school programs to meet the educational needs of the participants. (SKC)

Health and Wellness After School.

ERIC Educational Resources Information Center

Kolbe, Grace C.; Berkin, Beverly

2000-01-01

Although after-school programs offer many activities--from cooking classes to computer technology, homework assistance, and sports--they also provide an effective environment for health education and wellness instruction, especially pregnancy prevention. Exemplary programs for middle- and high-schoolers in Palm Beach County, Florida, are…

Averting the Homework Crisis.

ERIC Educational Resources Information Center

Glazer, Neil T.; Williams, Sharron

2001-01-01

Key ingredients for achieving academic success include being prepared, taking responsibility for one's learning, making an effort, and completing homework every day. At Shaker Heights (Ohio) Middle School, after-school programs (academic sessions, a homework center, a homework hotline, and a university tutorial program) help students complete…

After-school, Activity-based Physical Science in a Low-income, Rural County

NASA Astrophysics Data System (ADS)

Small, Staci; Ryan, Ben; Vann, Nik; Moore, Christopher

2010-02-01

Longwood University's Society of Physics Students conducted a six-week, activity-based after-school program for middle-school students in partnership with a rural low-income school system. Hands-on learning activities were designed and implemented to improve content knowledge in typically low-scoring standardized testing areas in the physical sciences. For example, we used colored yarn of different lengths to help demonstrate visible light in the electromagnetic spectrum along with the relationship between wavelength and frequency. Other topics were explored, such as reflection, refraction, sound and inference. At the end of the six-week program, a science exposition was held where the students came to Longwood and participated in more sophisticated experiments, such as liquid nitrogen demonstrations. After the exposition, Longwood University held a small awards ceremony in which the parents were invited to watch their students receive an award congratulating them on completing the program and welcoming them into the Lancer Discovery Club. )

7 CFR 226.17a - At-risk afterschool care center provisions.

Code of Federal Regulations, 2011 CFR

2011-01-01

...), or (c)(3). (m) Time periods for snack and meal services—(1) At-risk afterschool snacks. When school... reimbursement for at-risk afterschool snacks and at-risk afterschool meals. (1) Eligible organizations. To... (a)(1)(i) through (a)(1)(iv) of this section. To receive reimbursement for at-risk afterschool meals...

Effect on Physical Activity of a Randomized Afterschool Intervention for Inner City Children in 3rd to 5th Grade

PubMed Central

Crouter, Scott E.; de Ferranti, Sarah D.; Whiteley, Jessica; Steltz, Sarah K.; Osganian, Stavroula K.; Feldman, Henry A.; Hayman, Laura L.

2015-01-01

Background Less than 45% of U.S. children meet the 60 min.d-1 physical activity (PA) guideline. Structured after-school PA programing is one approach to help increase activity levels. This study aimed to evaluate the feasibility and short-term impact of a supervised after-school PA and nutrition education program on activity levels. Methods Forty-two 3rd-5th graders from an inner-city school in Boston, MA were randomly assigned to a 10-wk after-school program of either: 1) weekly nutrition education, or 2) weekly nutrition education plus supervised PA 3 d.wk-1 at a community-based center. At baseline and follow-up, PA was measured using accelerometry and fitness (VO2max) was estimated using the PACER 15-m shuttle run. Additional measures obtained were non-fasting finger stick total cholesterol (TC) and glucose levels, waist circumference (WC), body mass index (BMI), percent body fat (%BF), and blood pressure (BP). Values are presented as mean±SE, unless noted otherwise. Results Thirty-six participants completed the study (mean±SD; age 9.7±0.9 years). Participants attended >80% of the sessions. After adjusting for accelerometer wear time and other design factors, light and moderate-to-vigorous PA (MVPA) increased in the nutrition+PA group (+21.5±14.5 and +8.6±8.0 min.d-1, respectively) and decreased in the nutrition only group (-35.2±16.3 and -16.0±9.0 min.d-1, respectively); mean difference between groups of 56.8±21.7 min.d-1 (light PA, p = 0.01) and 24.5±12.0 min.d-1 (MVPA, p = 0.04). Time spent in sedentary behaviors declined in the nutrition+PA group (-14.8±20.7 min.d-1) and increased in the nutrition only group (+55.4±23.2 min.d-1); mean difference between groups of -70.2±30.9 min.d-1 (p = 0.02). Neither group showed changes in TC, BP, WC, %BF, BMI percentile, or fitness (p>0.05). Conclusions The supervised afterschool community-based nutrition and PA program was well accepted and had high attendance. The changes in light PA and MVPA has potential to promote weight maintenance in inner-city elementary school children, however longer term studies with larger samples are needed. Trial Registration ClinicalTrials.gov NCT01104038 PMID:26510013

45 CFR 2520.25 - What direct service activities may AmeriCorps members perform?

Code of Federal Regulations, 2010 CFR

2010-10-01

... to, the following: (1) Tutoring children in reading; (2) Helping to run an after-school program; (3...) CORPORATION FOR NATIONAL AND COMMUNITY SERVICE GENERAL PROVISIONS: AMERICORPS SUBTITLE C PROGRAMS § 2520.25... under your grant may perform direct service activities that will advance the goals of your program, that...

The All-in-One Human Resource Policy of Taiwan's Hand-in-Hand Program

ERIC Educational Resources Information Center

Ho, Hsuan-fu; Lin, Liang-Ching

2012-01-01

The Taiwan Government launched the Hand-in-Hand After-School Care Program in 2006 with several goals: In addition to providing disadvantaged students with supplemental learning opportunities, this highly ambitious government program hopes to provide increased employment opportunities for substitute teachers and low-income college students, and…

Preparing to Take Advantage of New Programs in the Economic Stimulus Package

ERIC Educational Resources Information Center

Stelow, Shawn

2009-01-01

The proposed federal stimulus package could help to strengthen existing programs with track records of proven performance and strong accountability and administrative systems. This is good news for afterschool programs leaders who can leverage existing relationships and sustainability plans to access new funding opportunities. In these times, a…

Title I Institutionalized Facilities Program. O.E.E. Evaluation Report, 1981-82.

ERIC Educational Resources Information Center

New York City Board of Education, Brooklyn, NY. Office of Educational Evaluation.

This report documents the 1981-82 evaluation of the Elementary and Secondary Education Act, Title I, Part B, Institutional Facilities Program carried out through the Division of Special Education of the New York City public schools. Using a diagnostic-prescriptive methodology, the program provided after-school and pull-out individualized remedial…

Utilizing the Theoretical Framework of Collective Identity to Understand Processes in Youth Programs

ERIC Educational Resources Information Center

Futch, Valerie A.

2016-01-01

This article explores collective identity as a useful theoretical framework for understanding social and developmental processes that occur in youth programs. Through narrative analysis of past participant interviews (n = 21) from an after-school theater program, known as "The SOURCE", it was found that participants very clearly describe…

The California Endowment's Healthy Eating, Active Communities Program: A Midpoint Review

PubMed Central

Craypo, Lisa; Boyle, Maria; Crawford, Patricia B.; Yancey, Antronette; Flores, George

2010-01-01

Objectives. We conducted a midpoint review of The California Endowment's Healthy Eating, Active Communities (HEAC) program, which works in 6 low-income California communities to prevent childhood obesity by changing children's environments. The HEAC program conducts interventions in 5 key childhood environments: schools, after-school programs, neighborhoods, health care, and marketing and advertising. Methods. We measured changes in foods and beverages sold at schools and in neighborhoods in HEAC sites; changes in school and after-school physical activity programming and equipment; individual-level changes in children's attitudes and behaviors related to food and physical activity; and HEAC-related awareness and engagement on the part of community members, stakeholders, and policymakers. Results. Children's environments changed to promote healthier lifestyles across a wide range of domains in all 5 key childhood environments for all 6 HEAC communities. Children in HEAC communities are also engaging in more healthy behaviors than they were before the program's implementation. Conclusions. HEAC sites successfully changed children's food and physical activity environments, making a healthy lifestyle a more viable option for low-income children and their families. PMID:20864700

Emotional engagement, social interactions, and the development of an afterschool game design curriculum

NASA Astrophysics Data System (ADS)

Kwah, Helen; Milne, Catherine; Tsai, Tzuchi; Goldman, Ricki; Plass, Jan L.

2016-09-01

This formative design study examines how a program curriculum and implementation was emergently (re)designed in dynamic relation to the expressed emotions of teachers and students. The context was a yearlong afterschool game design program for STEM learning at an urban and public all-girls middle school. Using Randall Collins' (Interaction ritual chains, Princeton University Press, Princeton, 2004) sociology of emotions framework, our analysis of field notes and video data reveal how the original intended curriculum hindered the generation of positive emotions, mutual foci of attention, and feelings of group solidarity—factors important in the generation of successful group interactions. In response to teacher and student expressed emotions, we took these factors as a guide for redesigning the program curriculum and implementation in order to foster a more positive emotional climate and redirect students' positive emotions toward engagement in learning goals. This study's implications point to the possibilities for designing curricula and program implementations to engender more emotionally responsive environments for STEM learning.

Sleep Duration, Schedule and Quality among Urban Chinese Children and Adolescents: Associations with Routine After-School Activities

PubMed Central

Jiang, Xiaoxiao; Hardy, Louise L.; Baur, Louise A.; Ding, Ding; Wang, Ling; Shi, Huijing

2015-01-01

Background With rapid urbanization accompanied by lifestyle changes, children and adolescents living in metropolitan areas are faced with many time use choices that compete with sleep. This study reports on the sleep hygiene of urban Chinese school students, and investigates the relationship between habitual after-school activities and sleep duration, schedule and quality on a regular school day. Methods Cross-sectional, school-based survey of school children (Grades 4–8) living in Shanghai, China, conducted in 2011. Self-reported data were collected on students’ sleep duration and timing, sleep quality, habitual after-school activities (i.e. homework, leisure-time physical activity, recreational screen time and school commuting time), and potential correlates. Results Mean sleep duration of this sample (mean age: 11.5-years; 48.6% girls) was 9 hours. Nearly 30% of students reported daytime tiredness. On school nights, girls slept less (p<0.001) and went to bed later (p<0.001), a sex difference that was more pronounced in older students. Age by sex interactions were observed for both sleep duration (p=0.005) and bedtime (p=0.002). Prolonged time spent on homework and mobile phone playing was related to shorter sleep duration and later bedtime. Adjusting for all other factors, with each additional hour of mobile phone playing, the odds of daytime tiredness and having difficulty maintaining sleep increased by 30% and 27% among secondary students, respectively. Conclusion There are sex differences in sleep duration, schedule and quality. Habitual activities had small but significant associations with sleep hygiene outcomes especially among secondary school students. Intervention strategies such as limiting children’s use of electronic screen devices after school are implicated. PMID:25611973

Alternative Education in Japan: A Brief Orientation.

ERIC Educational Resources Information Center

Needle, Nat

2000-01-01

In Japan, not attending public school is stigmatized, and alternative education is in its infancy. Reviews free spaces, which are not schools, but places for traumatized students to recover; home schooling networks; government-approved independent alternative schools; alternative after-school programs; and innovative programs within the system.…

Jumpin' Jaguars: Encouraging Physical Activity After School

ERIC Educational Resources Information Center

Erwin, Heather E.; Rose, Stephanie A.; Small, Sarah R.; Perman, Jay

2016-01-01

Many afterschool physical activity programs and curricula are available, but evaluation of their effectiveness is needed. Well-marketed programs such as the Child and Adolescent Trial for Cardiovascular Health (CATCH) Kids Club have shown limited effectiveness in increasing physical activity for participants in comparison to control groups.…

7 CFR 226.17a - At-risk afterschool care center provisions.

Code of Federal Regulations, 2010 CFR

2010-01-01

... Section 226.17a Agriculture Regulations of the Department of Agriculture (Continued) FOOD AND NUTRITION SERVICE, DEPARTMENT OF AGRICULTURE CHILD NUTRITION PROGRAMS CHILD AND ADULT CARE FOOD PROGRAM Operational... activities (i.e., in a structured and supervised environment); (iii) Include education or enrichment...

Afterschool Time: Toward a Theory of Collaborations.

ERIC Educational Resources Information Center

Noam, Gil G.

This paper discusses community collaboration, explaining that the essence of after school care and education is partnering among institutions and individuals, with a new ethos built around program, family, and child needs. It suggests that most partnerships in after school programs create "intermediary environments," which are typically…

Art Partners: Art and the Artist/the Person and the Medium [and] Art Partners: Curriculum Guide.

ERIC Educational Resources Information Center

Cranford Board of Education, NJ.

The program description and curriculum for Art Partners, a Cranford, New Jersey, after-school program to meet the needs of artistically talented children in grades 3-6, are provided. The program description includes information on: a suggested sequence of activities for 38 sessions, program organization, the artist-in-residence component, area art…

STEM after School: How to Design and Run Great Programs and Activities. A Guidebook for Program Leaders, Second Edition

ERIC Educational Resources Information Center

ExpandED Schools, 2014

2014-01-01

This guidebook was prepared by TASC (The After-School Corporation) and their Frontiers in Urban Science Education (FUSE) programs. FUSE is TASC's initiative to help more out-of-school-time programs and expanded learning time schools offer kids engaging, exciting and inspiring activities that promote science inquiry. The guidebook offers a a…

Bringing Carnaval Drum and Dance Traditions into 4-H Programming for Latino Youth

ERIC Educational Resources Information Center

Conklin-Ginop, Evelyn; Braverman, Marc T.; Caruso, Robyn; Bone, Dennis

2011-01-01

4-H Bloco Drum and Dance is an afterschool program that teaches adolescents drumming, dancing, and theater arts in the rich traditions of Brazilian Carnaval. Teens learn to express themselves in a variety of modalities and perform at community events. The program was developed by a community coalition that included 4-H, other youth programs, and…

External Evaluation of the Mississippi Band of Choctaw Indians' OSAP High Risk Youth Demonstration Program.

ERIC Educational Resources Information Center

Fortune, Jim C.; Williams, John

The Mississippi Band of Choctaw Indians' OSAP High Risk Youth Demonstration Program seeks to prevent substance abuse through experiences offered in an after-school program. In 1990-91 the program served 710 students in grades K-8 in 7 of the reservation's 8 schools, each of which tailors the program to its own needs. Five components were common to…

Longitudinal Impact of a Park-Based Afterschool Healthy Weight Program on Modifiable Cardiovascular Disease Risk Factors in Youth.

PubMed

Messiah, Sarah E; D'Agostino, Emily M; Hansen, Eric; Mathew, M Sunil; Okeke, Deidre; Nardi, Maria; Kardys, Jack; Arheart, Kristopher L

2018-02-01

Community-based programs hold significant potential to prevent cardiovascular disease (CVD) risk in youth. We describe here the longitudinal change in several modifiable CVD risk factors after participation in up to 3 years of Fit2Play™, a park-based afterschool program. Children ages 6-15 years old (N = 2261, mean age 9.0 years, 50% Hispanic, 47% non-Hispanic black, 54% male) who participated in Fit2Play™ for either 1-3 school years between 2010 and 2016 had height, weight, 4-site skinfold thicknesses, systolic and diastolic blood pressure, the progressive aerobic cardiovascular endurance run test, and health/wellness knowledge and behavior scores collected at the beginning and end of the school year(s). Effects of length of Fit2Play™ participation on CVD outcomes were assessed via 2-level repeated measures analysis adjusted for child sociodemographics, park, area poverty, and year. Adjusted models showed overweight/obese children who participated in up to 3 years of Fit2Play™ had a mean reduction of 8 mm in skinfold thicknesses; almost 0.5 SD's in BMI z-score; 5 DBP %ile points; 17% reduction in probability of developing hypertension; and a mean increase of 6.4 PACER laps and 17% increase in health/wellness assessment compared to baseline. A dose-response trend was found for years of Fit2Play™ participation and improved CVD risk profile in participating youth. In conclusion, park-based afterschool programs that promote preventive CVD risk strategies can be an equitable, low-cost, high value tool for addressing our national epidemics of obesity, heart disease and diabetes and a rapidly changing healthcare system in need of evidence-based prevention programs.

Using cost-effectiveness analysis to prioritize policy and programmatic approaches to physical activity promotion and obesity prevention in childhood.

PubMed

Cradock, Angie L; Barrett, Jessica L; Kenney, Erica L; Giles, Catherine M; Ward, Zachary J; Long, Michael W; Resch, Stephen C; Pipito, Andrea A; Wei, Emily R; Gortmaker, Steven L

2017-02-01

Participation in recommended levels of physical activity promotes a healthy body weight and reduced chronic disease risk. To inform investment in prevention initiatives, we simulate the national implementation, impact on physical activity and childhood obesity and associated cost-effectiveness (versus the status quo) of six recommended strategies that can be applied throughout childhood to increase physical activity in US school, afterschool and childcare settings. In 2016, the Childhood Obesity Intervention Cost Effectiveness Study (CHOICES) systematic review process identified six interventions for study. A microsimulation model estimated intervention outcomes 2015-2025 including changes in mean MET-hours/day, intervention reach and cost per person, cost per MET-hour change, ten-year net costs to society and cases of childhood obesity prevented. First year reach of the interventions ranged from 90,000 youth attending a Healthy Afterschool Program to 31.3 million youth reached by Active School Day policies. Mean MET-hour/day/person increases ranged from 0.05 MET-hour/day/person for Active PE and Healthy Afterschool to 1.29 MET-hour/day/person for the implementation of New Afterschool Programs. Cost per MET-hour change ranged from cost saving to $3.14. Approximately 2500 to 110,000 cases of children with obesity could be prevented depending on the intervention implemented. All of the six interventions are estimated to increase physical activity levels among children and adolescents in the US population and prevent cases of childhood obesity. Results do not include other impacts of increased physical activity, including cognitive and behavioral effects. Decision-makers can use these methods to inform prioritization of physical activity promotion and obesity prevention on policy agendas. Copyright © 2016. Published by Elsevier Inc.

Family League 2011-12 Out of School Time Programs in Baltimore City

ERIC Educational Resources Information Center

Olson, Linda S.; Connolly, Faith; Kommajesula, Alok H.

2013-01-01

Out of School Time (OST) programs have been shown to promote positive personal, academic and social development (Huang, Gribbons, Kim, Lee, & Baker, 2000; Welsh et al., 2002). The Family League of Baltimore City works with partners to sponsor a range of after-school programs in Baltimore City Public Schools (City Schools) to provide healthy…

Growing Plants and Scientists: Fostering Positive Attitudes toward Science among All Participants in an Afterschool Hydroponics Program

ERIC Educational Resources Information Center

Patchen, Amie K.; Zhang, Lin; Barnett, Michael

2017-01-01

This study examines an out-of-school time program targeting elementary-aged youth from populations that are typically underrepresented in science fields (primarily African-American, Hispanic, and/or English Language Learner participants). The program aimed to foster positive attitudes toward science among youth by engaging them in growing plants…

A Preventive Intervention Program for Urban African American Youth Attending an Alternative Education Program: Background, Implementation, and Feasibility

ERIC Educational Resources Information Center

Carswell, Steven B.; Hanlon, Thomas E.; O'Grady, Kevin E.; Watts, Amy M.; Pothong, Pattarapan

2009-01-01

This paper presents background, implementation, and feasibility findings associated with planning and conducting an after-school intervention program in an alternative education setting designed to prevent the initiation and escalation of violence and substance abuse among urban African American youth at high risk for life-long problem behaviors.…

Positive Youth Development: Minority Male Participation in a Sport-Based Afterschool Program in an Urban Environment

ERIC Educational Resources Information Center

Fuller, Rhema D.; Percy, Vernon E.; Bruening, Jennifer E.; Cotrufo, Raymond J.

2013-01-01

Purpose: As there is little research that investigates the experiences of minority boys participating in youth development programs (Fashola, 2003), the current research focused on a sport-based youth development program for early adolescent Black and Latino boys in Hartford, CT. Specifically, the present study explored (a) what attracted minority…

A Mixed-Methods Study: Motivational Aspects of a Summer Reading Program for Young Adolescents with Low Reading Achievement

ERIC Educational Resources Information Center

Strahler, Brianna R.

2013-01-01

Throughout the United States, school districts are integrating programs into their reading curricula in response to an increased focus on reading achievement. While many school districts are implementing successful remedial and after-school programs, their approach does not include providing literacy instruction for students during summer…

Naming Their World in a Culturally Responsive Space: Experiences of Hmong Adolescents in an After-School Theatre Program

ERIC Educational Resources Information Center

Ngo, Bic

2017-01-01

This article draws on ethnographic research of a youth theatre program within a Hmong arts organization to explore the ways in which a culturally responsive program nurtured critical consciousness among Hmong immigrant youth. Hmong youth "named" struggles with stereotypes and acculturation expectations, and constructed positive ethnic…

Making the Peace. A 15-Session Violence Prevention Curriculum for Young People. First Edition.

ERIC Educational Resources Information Center

Kivel, Paul; Creighton, Allan

The "Making the Peace" curriculum is a complete program offering everything needed to address violence prevention in the classroom, after-school program, residential program for youth, or juvenile justice setting. The curriculum can be adapted to various time frames and parts may be incorporated into social studies, health, or other…

Smart Kids: SMART Connections.

ERIC Educational Resources Information Center

Martin, Jennifer; And Others

1991-01-01

SMART (Science, Math, and Relevant Technology) Connections, an afterschool offshoot of a program addressing the scarcity of women in science, provides low-income children and children of color, both boys and girls, with hands-on science experience. Efforts continue to be made to ensure that the program works equally for boys as for girls. (CJS)

Methods & Strategies: I Wonder...

ERIC Educational Resources Information Center

Stevenson, Anne

2013-01-01

"I Wonder" boards are a teaching strategy that can be used in the classroom, as well as during science learning opportunities in nonformal settings, such as after-school science programs or summer camps.This simple strategy has led to deeper science exploration in 4-H, as young people learn alongside program staff, teachers, or…

Game Design through Mentoring and Collaboration

ERIC Educational Resources Information Center

Clark, Kevin; Sheridan, Kimberly

2010-01-01

The findings from an after-school program entitled Game Design through Mentoring and Collaboration (GDMC) funded by the National Science Foundation's Innovative Technology Experiences for Students and Teachers (ITEST) program. A total of 139 middle and high schools students in the Washington, D.C. metropolitan area to learn the basics of…

Literacy as Social Action in City Debate

ERIC Educational Resources Information Center

Cridland-Hughes, Susan

2012-01-01

This study examines critical literacy and the intersections of oral, aural, written, and performative literate practices in City Debate, an afterschool program dedicated to providing debate instruction to students in a major Southeastern city. Previous research into definitions and beliefs about literacy in an urban debate program over its twenty…

Description of the Lighted Schoolhouse Program (1990-91).

ERIC Educational Resources Information Center

Stevens, Carla J.; And Others

This paper reports on a study of the Houston (Texas) Independent School District's Lighted Schoolhouse Program, which is designed to serve as an intermediary between homeless children and community service agencies, to provide a range of after-school activities for unattended children, and to provide opportunities for participation of families and…

Family Housing and Services.

ERIC Educational Resources Information Center

Murphy-Chadwick, Nancy; And Others

Recognizing the need for a strong family housing program to support a student body composed of many nontraditional students, Texas Woman's University converted a traditional residence hall into a family housing unit with an after-school and summer recreation program. The majority of residents in family housing are single mothers with children who…

Peeling off the Elitist Label: Smart Politics.

ERIC Educational Resources Information Center

Peterson, Jean

1993-01-01

A high school teacher describes efforts to develop a comprehensive gifted education program while recognizing political realities. The program emphasized use of before-school and after-school periods rather than pull-out, addressed the burdens rather than blessings of high capability, focused on the underachieving gifted, and tried to avoid…

The MOUSE Squad

ERIC Educational Resources Information Center

Borja, Rhea R.

2004-01-01

This article presents a New York city after-school program started by MOUSE (Making Opportunities for Upgrading Schools and Education), a national nonprofit group that teaches students how to fix computers, and equips them with the communication and problem-solving skills to help them in the working world. The MOUSE program is part of a trend…

A School-Based Program for Overweight and Obese Adolescents: A Randomized Controlled Trial

ERIC Educational Resources Information Center

Pbert, Lori; Druker, Susan; Barton, Bruce; Schneider, Kristin L.; Olendzki, Barbara; Gapinski, Mary A.; Kurtz, Stephen; Osganian, Stavroula

2016-01-01

Background: Given the dramatic increase in adolescent overweight and obesity, models are needed for implementing weight management treatment through readily accessible venues. We evaluated the acceptability and efficacy of a school-based intervention consisting of school nurse-delivered counseling and an afterschool exercise program in improving…

Through Another's Eyes: Engaging Students in Interdisciplinary Curricula

ERIC Educational Resources Information Center

Witte, Mary

2004-01-01

Curricula, whether presented in public schools, private schools, home schools, enrichment programs, after-school programs, classes for the gifted, or the regular classroom, must withstand the scrutiny of the community, parents, teachers, and the students. Curricula that are not interesting have the potential to consume precious learning time and…

Acknowledging Spanish and English Resources during Mathematical Reasoning

ERIC Educational Resources Information Center

LópezLeiva, Carlos A.; Torres, Zayoni; Khisty, Lena L.

2013-01-01

As English-only efforts continue in the US schooling system, dual-language programs have served as attempts to preserve students' home language. An after-school, dual-language, Spanish-English, mathematics program, Los Rayos was developed in a predominantly Mexican/Mexican-American neighborhood in Chicago. As participant observers with a…

Grooming Great Urban Teachers

ERIC Educational Resources Information Center

Foster, Michele; Lewis, Jeffrey; Onafowora, Laura

2005-01-01

Master teachers working in real urban classrooms have shared their exemplary teaching practices in an After-School Pedagogical Laboratory (L-TAPL), a program for elementary students that aims to improve the achievement of urban students and the competence of their teachers. The L-TAPL enrichment program curriculum includes language arts, math,…

Program Evaluation of Growin' to Win: A Latchkey and Summer Program for At-Risk Youth.

ERIC Educational Resources Information Center

James, William H.; And Others

This document presents an evaluation of the effectiveness of the Growin' to Win Project, an after-school and summer program targeted at elementary and middle school aged youth at high risk of substance abuse and gang involvement. Growin' to Win is an expansion of a model latchkey program piloted at two Tacoma (Washington) schools in 1990. The…

Finding Fortune in Thirteen Out-of-School Time Programs: A Compendium of Education Programs and Practices.

ERIC Educational Resources Information Center

Trammel, Ming

This research compendium summarizes and reviews the evaluations of 13 out-of-school time programs with positive outcomes for young people. The programs are (1) 4-H; (2) 21st Century Community Learning Centers; (3) The After-School Corporation; (4) Beacons; (5) BELL After School Instructional Curriculum; (6) Big Brothers Big Sisters of America; (7)…

Investment in After-School Programs Act of 2009

THOMAS, 111th Congress

Sen. Lincoln, Blanche L. [D-AR

2009-06-17

Senate - 06/17/2009 Read twice and referred to the Committee on Health, Education, Labor, and Pensions. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

People, Parks and Rainforests.

ERIC Educational Resources Information Center

Singer, Judith Y.

1992-01-01

The MLE Learning Center, a publicly funded day care center and after-school program in Brooklyn, New York, helps children develop awareness of a global community by using local resources to teach the children about the rainforest. (LB)

Reinforcing Resistance to Drug and Alcohol Use through Teen Role Models. NERCRD Project Report.

ERIC Educational Resources Information Center

Kims, Amanda

In the Life Skills Training program, teen leaders teach social skills to rural fifth- and sixth-grade children to help them resist drugs and alcohol in high school. Based on a Boys & Girls Clubs of America program, the 9-week after-school program provides youth with accurate information; teaches youth how to handle a range of problem…

Informal Science Education for Girls: Careers in Science and Effective Program Elements

ERIC Educational Resources Information Center

Fadigan, Kathleen A.; Hammrich, Penny L.

2005-01-01

Addressing the need for continued support of after-school and summer science enrichment programs for urban girls and at-risk youth, this paper describes the educational and career paths of a sample of young women who participated in the Women in Natural Sciences (WINS) program during high school. This study also attempts to determine how the…

Promoting Physical Activity With the Out of School Nutrition and Physical Activity (OSNAP) Initiative: A Cluster-Randomized Controlled Trial.

PubMed

Cradock, Angie L; Barrett, Jessica L; Giles, Catherine M; Lee, Rebekka M; Kenney, Erica L; deBlois, Madeleine E; Thayer, Julie C; Gortmaker, Steven L

2016-02-01

Millions of children attend after-school programs in the United States. Increasing physical activity levels of program participants could have a broad effect on children's health. To test the effectiveness of the Out of School Nutrition and Physical Activity (OSNAP) Initiative in increasing children's physical activity levels in existing after-school programs. Cluster-randomized controlled trial with matched program pairs. Baseline data were collected September 27 through November 12, 2010, with follow-up data collected April 25 through May 27, 2011. The dates of our analysis were March 11, 2014, through August 18, 2015. The setting was 20 after-school programs in Boston, Massachusetts. All children 5 to 12 years old in participating programs were eligible for study inclusion. Ten programs participated in a series of three 3-hour learning collaborative workshops, with additional optional opportunities for training and technical assistance. Change in number of minutes and bouts of moderate to vigorous physical activity, vigorous physical activity, and sedentary activity and change in total accelerometer counts between baseline and follow-up. Participants with complete data were 402 racially/ethnically diverse children, with a mean age of 7.7 years. Change in the duration of physical activity opportunities offered to children during program time did not differ between conditions (-1.2 minutes; 95% CI, -14.2 to 12.4 minutes; P = .87). Change in moderate to vigorous physical activity minutes accumulated by children during program time did not differ significantly by intervention status (-1.0; 95% CI, -3.3 to 1.3; P = .40). Total minutes per day of vigorous physical activity (3.2; 95% CI, 1.8-4.7; P < .001), vigorous physical activity minutes in bouts (4.1; 95% CI, 2.7-5.6; P < .001), and total accelerometer counts per day (16,894; 95% CI, 5101-28,686; P = .01) increased significantly during program time among intervention participants compared with control participants. Although programs participating in the OSNAP Initiative did not allot significantly more time for physical activity, they successfully made existing time more vigorously active for children receiving the intervention. clinicaltrials.gov Identifier: NCT01396473.

Integrating Instructional Technologies in a Local Watershed Investigation with Urban Elementary Learners

ERIC Educational Resources Information Center

Bodzin, Alec M.

2008-01-01

The author describes an after-school science club program for urban 4th-grade students that integrated instructional technologies to investigate a pond ecosystem in the local schoolyard. The author conducted a design-based evaluation study to examine the effectiveness of the program in promoting environmental attitudes and understandings of the…

More than Just Being There: Balancing the Participation Equation

ERIC Educational Resources Information Center

Weiss, Heather B.; Little, Priscilla M. D.; Bouffard, Suzanne M.

2005-01-01

The research and evaluation evidence is mounting: out-of-school-time (OST) programs can keep young people safe, support working families, and improve academic achievement and the civic and social development of young people. Indeed, according to recent polling data, 6.5 million children are enrolled in after-school programs nationwide and…

Healthy Pokes: After-School Education and Mentoring to Enhance Child Health

ERIC Educational Resources Information Center

Gaudreault, Karen Lux; Shiver, Victoria; Kinder, Christopher; Guseman, Emily

2016-01-01

Childhood obesity and related health consequences are currently considered some of the most important health challenges in our nation today. Early intervention programs designed to teach healthy lifestyle choices and behaviors are imperative to addressing this issue. Evidence suggests that intervention programs offered at an earlier age may reduce…

Native American Education Program, 1982-83. OEE Evaluation Report.

ERIC Educational Resources Information Center

Inman, Deborah

During 1982-83, the Native American Education Program provided after-school and summer session instruction and supportive services to approximately 450 Native American grade K-12 students scattered throughout New York City. Goals of visiting and interviewing 50% of the target population were realized, with 220 home visits made. Materials and…

After-School Programs for Bilingual Students: Preservice Teachers' Perspectives and Students' Achievement

ERIC Educational Resources Information Center

Falk-Ross, Francine; Dealy, Ann; Porcelli, Justinna; Hammond, Jonna; Evans, Brian

2017-01-01

We studied the process and products of developing effective tutoring programs to support Tier 2 bilingual students with a focus on teachers' perspectives and students' achievement to assess and teach students based on need. With the understanding that young students require individual attention to resolve specific misunderstandings, optimally…

A Broader and Bolder Approach to School Reform: Expanded Partnership Roles for School Counselors

ERIC Educational Resources Information Center

Steen, Sam; Noguera, Pedro A.

2010-01-01

This article describes a broader, bolder approach to education reform aimed at addressing the social and economic disadvantages that hinder student achievement. Central principles of this approach to reform include the provision of supports such as early childhood and preschool programs, after-school and summer enrichment programs, parent…

Citizen Schools: An After-Hours Adventure--Professionals Mentoring Middle-Grades Students

ERIC Educational Resources Information Center

Cavanagh, Sean

2007-01-01

Citizen Schools is an apprenticeship program offered outside school hours that seeks to build students' academic and leadership skills by connecting them with professionals from various fields. Launched in Boston in 1994, the program targets what some say is an underserved population in after-school education--middle school students--through a…

Certified Staffing: A Formula for Success

ERIC Educational Resources Information Center

Thompson, Martina M.

2005-01-01

For the past three years, five Topeka-area schools have participated in the Topeka Academy for Leading Learners program, or TALL. A 21st Century Community Learning Center Project funded by the U.S. Department of Education and the Mott Foundation, TALL serves approximately 300 students through an after-school program in four elementary schools and…

In-Depth Analysis of a Teacher's Experience Implementing Sport Education in an After-School Context

ERIC Educational Resources Information Center

Wahl-Alexander, Zachary; Schwamberger, Ben; Neels, Darren

2017-01-01

The Comprehensive School Physical Activity Program approach has been suggested to provide students with additional opportunities for physical activity (PA) outside of traditional physical education (PE). Although research suggests that this program is successful at increasing children's levels of PA, research on implementing pedagogical models to…

Chapter 7: Engaging Young People--Learning in Informal Contexts

ERIC Educational Resources Information Center

Vadeboncoeur, Jennifer A.

2006-01-01

Over the past decade, "out-of-school time" and "after-school programs" have been identified as objects of research, funding, and policy initiatives across federal and state agencies as well as public, private, and nonprofit foundations. The increasing attention to and funding of programs that engage youth outside of the formal…

Effect of an After-School Garden Club Program on Elementary Students

ERIC Educational Resources Information Center

McGriff, Maggie Caroline

2014-01-01

The purpose of this study was to determine if three elementary school garden club programs influenced students' attitudes and behaviors regarding fruit and vegetable consumption. Both quantitative and qualitative data collection and analysis took place, in the form of pretest and posttest questionnaires as well as participant interviews. Overall,…

Cost-Effectiveness of a School-Based Obesity Prevention Program

ERIC Educational Resources Information Center

Wang, Li Yan; Gutin, Bernard; Barbeau, Paule; Moore, Justin B.; Hanes, John, Jr.; Johnson, Maribeth H.; Cavnar, Marlo; Thornburg, Janet; Yin, Zenong

2008-01-01

Background: A school-based obesity prevention study (Medical College of Georgia FitKid Project) started in the fall of 2003 in 18 elementary schools. Half of the schools were randomized to an after-school program that included moderate-to-vigorous physical activity, healthy snacks, homework assistance, and academic enrichment. All third graders…

Adventures in Peacemaking: A Conflict Resolution Activity Guide for School-Age Programs.

ERIC Educational Resources Information Center

Kreidler, William J.; Furlong, Lisa

This guide includes hundreds of hands-on, engaging activities designed to meet the unique needs of after-school programs, camps, and recreation centers. The activities teach the skills of creative conflict resolution to school-age children through games, cooperative team challenges, drama, crafts, music, and cooking. It includes easy-to-implement…

Price and healthfulness of snacks in 32 YMCA after-school programs in 4 US metropolitan areas, 2006-2008.

PubMed

Mozaffarian, Rebecca S; Andry, Analisa; Lee, Rebekka M; Wiecha, Jean L; Gortmaker, Steven L

2012-01-01

A common perception is that healthful foods are more expensive than less healthful foods. We assessed the cost of beverages and foods served at YMCA after-school programs, determined whether healthful snacks were more expensive, and identified inexpensive, healthful options. We collected daily snack menus from 32 YMCAs nationwide from 2006 to 2008 and derived prices of beverages and foods from the US Department of Agriculture price database. Multiple linear regression was used to assess associations of healthful snacks and of beverage and food groups with price (n = 1,294 snack-days). We identified repeatedly served healthful snacks consistent with Child and Adult Care Food Program guidelines and reimbursement rate ($0.74/snack). On average, healthful snacks were approximately 50% more expensive than less healthful snacks ($0.26/snack; SE, 0.08; P = .003). Compared to water, 100% juice significantly increased average snack price, after controlling for other variables in the model. Similarly, compared to refined grains with trans fats, refined grains without trans fat significantly increased snack price, as did fruit and canned or frozen vegetables. Fresh vegetables (mostly carrots or celery) or whole grains did not alter price. Twenty-two repeatedly served snacks met nutrition guidelines and the reimbursement rate. In this sample of after-school programs, healthful snacks were typically more expensive than less healthful options; however, we identified many healthful snacks served at or below the price of less healthful options. Substituting tap water for 100% juice yielded price savings that could be used toward purchasing more healthful foods (eg, an apple). Our findings have practical implications for selecting snacks that meet health and reimbursement guidelines.

Something Larger than Ourselves: Redefining the Young Artists at Work Program as an Art-as-Activism Residency for Teens

ERIC Educational Resources Information Center

Butler, Laurel

2014-01-01

The Young Artists at Work Program at the Yerba Buena Center for the Arts (YBCA) recently shifted its model from an afterschool arts program to a young artists' residency. This decision arose from a desire to reposition the youth program as a priority within the larger organization, coupled with a commitment to deepening the pedagogical values of…

45 CFR 2522.640 - Under what circumstances may I change my performance measures?

Code of Federal Regulations, 2010 CFR

2010-10-01

... tutoring adults in English, as opposed to operating an after-school program for third-graders; (4... tutoring (increased attendance at school) with another (percentage of students who are promoted to the next...

Impact of after-school nutrition workshops in a public library setting.

PubMed

Freedman, Marjorie R; Nickell, Audrey

2010-01-01

To determine if after-school nutrition workshops conducted in public libraries were related to lasting changes in food choice. "Snack Smart" workshops, based on Social Cognitive Theory, were conducted in 8 branch libraries (49 ethnically diverse children, ages 9 to 14) to assess changes in consumption of targeted food items by pretest, posttest, and follow-up food frequency questionnaires. Results were analyzed using the Friedman test for repeated measures and Wilcoxon signed rank test. Intake of milk, vegetables, and water significantly increased at 3-week posttest (P < .05), but only water intake showed a significant change from pretest to follow-up 3 months later. This low-intensity program did not produce lasting behavior change, as measured by changes in food frequency at 3 months post- intervention. The study supports the need to critically evaluate out-of-school nutrition programs for lasting impact. Copyright 2010 Society for Nutrition Education. Published by Elsevier Inc. All rights reserved.

America after 3PM: Topline Data. Participants and Non-Participants Combined

ERIC Educational Resources Information Center

Afterschool Alliance, 2009

2009-01-01

In 2004, the Afterschool Alliance and the JCPenney Afterschool Fund commissioned the most in-depth study ever to examine how America's kids spend their after school hours--"America After 3PM". In spring 2009, the Afterschool Alliance and the JCPenney Afterschool Fund again worked with RTi to update the study to determine how things have…

The Academic Differences between Students Involved in School-Based Robotics Programs and Students Not Involved in School-Based Robotics Programs

ERIC Educational Resources Information Center

Koumoullos, Michael

2013-01-01

This research study aimed to identify any correlation between participation in afterschool robotics at the high school level and academic performance. Through a sample of N = 121 students, the researcher examined the grades and attendance of students who participated in a robotics program in the 2011-2012 school year. The academic record of these…

After School: Connecting Children at Risk with Responsible Adults to Help Reduce Youth Substance Abuse and Other Health-Compromising Behaviors--An RWJF National Program. Program Results Reports

ERIC Educational Resources Information Center

Robert Wood Johnson Foundation, 2008

2008-01-01

"After School: Connecting Children at Risk With Responsible Adults to Help Reduce Youth Substance Abuse and Other Health-Compromising Behaviors (After School)" helped develop intermediary organizations in Boston, Chicago and the San Francisco Bay Area in order to create citywide systems of after-school programs. The…

Using Multiple Youth Programming Delivery Modes to Drive the Development of Social Capital in 4-H Participants

ERIC Educational Resources Information Center

Kinsey, Sharon

2013-01-01

This article focuses on how 4-H youth participants are building social capital, or connections among individuals and community members, through their 4-H experiences. These experiences can be seen through the lens of such 4-H delivery modes as the traditional 4-H club, after-school programs, and school enrichment programs. In addition, other…

45 CFR 2520.25 - What direct service activities may AmeriCorps members perform?

Code of Federal Regulations, 2014 CFR

2014-10-01

... activities that provide a direct, measurable benefit to an individual, a group, or a community. (d) Examples... to, the following: (1) Tutoring children in reading; (2) Helping to run an after-school program; (3...