This report covers the third year of Chapin Hall's process evaluation of the Prime Time Initiative of Palm Beach County, Florida, a system-building effort to strengthen the quality of after-school programs in the county. During the past two decades, the after-school field has expanded enormously, partly in response to increasing concern about…

This document is comprised of two papers providing resources for after-school programs and additional information available from the Harvard Family Research Project (HFRP). The first paper, "Organizations in Out-of-School Time: An Introduction," reviews the national, state, and local organizations active in the field of out-of-school time, grouped…

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 also has the demand for accountability. That is particularly true in programs…

Tested the effectiveness of a community-based intervention designed to promote physical activity among rural fifth graders. Data on students who participated in after-school and summer programs and home, school, and community interventions indicated that the after-school and summer interventions were implemented as planned, but the home, school,…

The effectiveness of 21st Century Community Learning Centers, an after school program in St. Louis, Missouri, public schools, compared 61 participants (not randomly selected) with 217 nonparticipants. Program participants performed better in math. (JOW)

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…

This article presents evidence from a national evaluation of the effects of 21st Century Community Learning Center after-school programs. The study was conducted in 12 school districts and 26 after-school centers, at which 2,308 elementary school students who were interested in attending a center were randomly assigned either to the treatment or…

Two schools in Maryland received ARRA SIG (American Recovery and Reinvestment Act School Improvement Grants) funds to enable them to implement their turnaround efforts. This paper describes the outcomes of these two ARRA SIG recipient schools: (1) G. James Gholson Middle School; and (2) Commodore John Rodgers Elementary School. The experiences of…

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…

THE MOST SUCCESSFUL AREA OF THE PROGRAM WAS READING. THE BOOK LEVELS INCREASED FOR THE CHILDREN. THE LONGER A CHILD WAS INVOLVED WITH THE PROJECT, THE GREATER WAS HIS RATE OF PROGRESS. IN EVALUATING THE ROLE OF THE LANGUAGE LABORATORY, IT WAS EVIDENT THAT A MEDIAN INCREASE OF SLIGHTLY MORE THAN THREE READING LEVELS WAS ACHIEVED. THROUGH THE…

This bibliography was prepared with five groups in mind: school principals and administrators of student activity programs; faculty members, particularly sponsors; student leaders; instructors in teacher preparation institutions; and those interested in research in extraclass activities. The bibliography contains some 450 references relating to…

Harvard Family Research Project's series of "Out-of-School Time Evaluation Snapshots" distills the wealth of information compiled in the Out-of-School Time (OST) Program Evaluation Database into a single report. Each "Snapshot" examines a specific aspect of out-of-school time evaluation. This "Snapshot" describes instruments used by current OST…

From its founding, The After-School Corporation (TASC) has worked to advance two interrelated goals: (1) Increase the availability of after-school opportunities by providing resources and approaches for establishing new projects and expanding existing projects; and (2) Enhance the quality of after-school services by incorporating research-based…

In September 2005, the New York City Department of Youth and Community Development (DYCD) launched the Out-of-School Time Programs for Youth (OST) initiative to provide young people throughout New York City with access to high-quality programming after school, on holidays, and during the summer at no cost to their families. Working closely with…

In September 2005, the New York City Department of Youth and Community Development (DYCD) launched the Out-of-School Time Programs for Youth (OST) initiative to provide young people throughout New York City with access to high-quality programming after school, on holidays, and during the summer at no cost to their families. Working closely with…