Describes Project EXCEL (Excellence in Community Educational Leadership), educational project addressing educational needs of Hispanic community. Identifies six models of Project EXCEL (Academia del Pueblo, Project Success, Project Second Chance, Parents as Partners, Teacher Support Network, and Family Reading) and then discusses the first of…

Explains the need and the disincentives for after-school child care for children aged 5-11. Describes the history of child care in Tennessee. Notes child care models in Tennessee communities with after-school programs in the schools, describes program curriculum and implementation, and answers frequent questions about such programs. (SB)

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…

The purpose of this article is to provide a rationale for a professional development model and to highlight two features of the model which have been designed to address school improvement needs while concurrently providing professional development opportunities for novice and experienced science educators. The two features include summer magnet…

This book profiles extended-care programs in Catholic schools. It features articles submitted by graduates of the National Catholic Educational Association's Elementary/Middle School Principals Academies. Each of the 12 articles details an established extended-care program. Typically, these programs are part educational, part recreational, and…

The Madison Local School District offers guidelines for developing and implementing an independently financed, after-school enrichment program for latchkey children in rural areas. The district, located 40 miles from Cleveland, Ohio, borders on Lake Erie. Sections of the guide concern: (1) program development; (2) establishment of the environment;…

Provided are guidelines for developing and implementing a before- and after-school child care program for elementary school students in suburban areas. Guidelines are based on the experience of Ohio's Groveport-Madison Local School District. Contents concern: (1) the process of establishing need; (2) the process of laying the groundwork; (3) first…

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…

FLAME (Foreign Language Alternative Mastery Example) is a model for foreign language in the elementary school (FLES), conducted after school and focused on development of a broad vocabulary base, especially cognates and terms relevant to the student's everyday environment. In the program, FLES student teachers collaborate with a university-based…