Out-of-school time (OST) programs can play an important role in fostering the development of literacy skills among children and youth. To investigate the variety of literacy skill-building strategies OST programs use, researchers from the National Institute on Out-of-School Time (NIOST) examined the practices of 31 programs in Massachusetts. This…

The objective of this paper is to examine the perceptions of community elders and parents on their roles regarding support to their children's education. Data come from the qualitative component of a baseline survey conducted in Korogocho and Viwandani, two urban informal settlements in Nairobi, Kenya. Data were collected in April-May 2016 through…

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…

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.…

This document comprises three issues of a newsletter highlighting the MOST Initiative (Making the Most of Out-of-School Time) published by the National Institute on Out-of-School Time. Appearing regularly in the newsletter are updates of after-school programs in Chicago, Seattle, and Boston. The January, 2000 issue features an interview with…

The merger of two successful not-for-profit organizations: Education Extra and the Community Education Development Centre (CEDC) is a defining moment in the afterschool field in the United Kingdom. The momentous occasion offers an opportunity to take stock of the achievements of Education Extra, which for the past ten years has led national…

This report describes an after-school tutorial program in which fifth- and sixth-grade tutors at Public School 61, situated in the heart of the Lower East Side of Manhattan, New York City, tutor third and fourth graders. The Chance To Succeed Program was developed by assistant principal I. Kushner. It begins in November and ends in June, and runs…

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…