Analyzes the growing demand for out-of-school programs and activities for children with attention to program approaches, delivery systems, and problems. Provides recommendations for new public investments, community-level planning, and increased knowledge through research. (Contains 66 references.) (SLD)

An evaluation was made of the implementation of New York City's After-School Program in 5 community school districts, involving 82 elementary schools with 7,474 children who were regularly left without direct adult supervision before and after school. After the Chapter I introduction which provides background information, an overview, and a…

Noting that the need for after-school child care will vary considerably by community, this tool kit has been developed to encourage local collaborations of community members to examine the needs and programs for school-age care, with this term including child care before school and during the summer, in their community. The guide provides a…

Sustainability is a critical issue for the vast array of community initiatives that promote healthy children, strong families, and safe communities. Noting that sustaining an initiative over time requires maintaining sufficient fiscal resources as well as a combination of nonfiscal resources from the initiative itself and the broader community,…

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…

This document introduces science center educators to a new partnership model based on lessons learned during a 3-year national pilot project to support collaboration between six urban science centers and over 30 community-based after-school programs. The collaboration tested and refined an innovative curriculum challenging children to build…

This handbook is the fruit of two projects of the University of Minnesota's College of Education: (1) the Dowling Friendship Program, a 3-year project at a public elementary school in Minneapolis in which children with and without disabilities participated in a variety of recreation activities during school, after school, at each other's homes,…

This report examines the state of child care in the communities of Livermore, Pleasanton, and Dublin, California. The report's findings indicate that: (1) the area's population of young children has increased 20 percent in the last 5 years, with nearly one-third of these 20,819 children requiring paid child care; (2) although between 1988 and 1993…

This curriculum, Academia del Pueblo-Math and Science (ADP-MAS), is an outgrowth of the National Council of La Raza's Project EXCEL, a supplemental educational enrichment model for at-risk Latino students to be operated by Latino community-based organizations or public institutions, including schools with substantial Latino populations. ADP-MAS…

Noting that the quality, continuity, and stability of out-of-school time programs depend, in part, on the presence of a well-trained and fairly compensated staff, this paper examines the unique characteristics of the out-of-school time workforce that contribute to inadequate compensation and explores workforce compensation from an economic…

Describes the development, characteristics, and effectiveness of the Everybuddy Program in South Richmond-Chesterfield, Virginia, an integrated after-school care and recreation program for disabled and nondisabled children. (BB)