The North Carolina Center for Afterschool Programs (NC CAP) is an organization dedicated to increasing access to high-quality afterschool programs, especially for at-risk youth in North Carolina. In 2010, NC CAP created a roadmap of ten indicators to inform policymakers, funders and citizens of areas where North Carolina should make its largest…

Extending the school day through programs that will supplement core courses, such as offering intensive, after-school tutoring or small-group study sessions in reading and mathematics, is one method districts use to boost school performance and narrow educational achievement gaps between students of different racial and economic backgrounds (Redd…

After school programs offer an important avenue for supplementing educational opportunities. In California, the After School Education and Safety (ASES) program creates incentives for locally driven after school programs to partner with schools and communities in providing academic support and safe, constructive alternatives for elementary and…

This compliance report provides information regarding American Indian students' public school performance and how performance is measured. This information is shared with legislators, educators, tribes, communities and is disseminated at the semiannual government-to-government meetings. The New Mexico Public Education Department (NMPED) is…

This report presents information provided by New Jersey public schools for the 2014-15 school year on incidents of violence; vandalism; weapon offenses; substance offenses; and harassment, intimidation, and bullying (HIB). The information is presented annually by the New Jersey Department of Education (NJDOE) to the Governor and Legislature to…

Historically, afterschool programs have functioned independently with little coordination among provider organizations or agencies, and public and private funders operating in isolation. Research conducted by the National League of Cities for The Wallace Foundation profiled 27 cities that were known to be taking steps to improve coordination among…

In compliance with the Indian Education Act (NMSA1976 Section 22), the purpose of the Tribal Education Status Report (TESR) is to inform stakeholders of the Public Education Department's (PED) current initiatives specific to American Indian students and their educational progress. This report examines both the current conditions and recent trends…

In compliance with the Indian Education Act (NMSA1976 Section 22), the purpose of the Tribal Education Status Report (TESR) is to inform stakeholders of the New Mexico Public Education Department's (PED) current initiatives specific to American Indian students and their educational progress. This report examines both the current conditions and…

This report sets out to estimate the total annual expenditures on children in New York City and to create a "fiscal map" to detail them. This fiscal map describes these expenditures according to a series of classifications, including age of child (early childhood, elementary, and high school); source of funding (public, tax-related, and…

Out-of-school time (OST) programs represent a vital opportunity and resource for learning and development for children and youth. Given the potential of city-level OST initiatives to support participation, and against the national backdrop of inequitable access to quality OST programs for older youth from disadvantaged communities, The Wallace…

This report presents information reported by New Jersey public schools on incidents of violence, vandalism, weapons, and substance abuse offenses. It also includes information on harassment, intimidation, and bullying (HIB) for the 2013-14 school year. The information is presented annually by the New Jersey Department of Education (NJDOE) to the…

The AISD Student Substance Use and Safety Survey, administered annually to a random, representative sample of AISD students, provides self-report data on student knowledge, attitudes, and behavior related to substance use and school safety issues. This report summarizes results for school year 2011-2012 compared with previous years.

The inability of the United States to narrow the achievement gap stems to a large extent from school reform initiatives that neglect the specific conditions in the lives of low-income students that contribute heavily to inadequate school performance. A new consensus is emerging that a more effective approach would be to prevent the achievement gap…

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…

How school-age children spend their time after school is a topic of interest among educators, policymakers, researchers, and parents. Many parents choose to have their children attend after-school programs, which may provide services such as academic instruction, cultural enrichment, safe places to stay, and adult supervision for children. This…