Many elementary school students require and may benefit from supplemental reading support and interventions that can be provided by afterschool programs. The problem addressed in this study was that it was not known if third grade students benefited from an afterschool reading program in one East Tennessee District. The purpose of this…

The problem in the 21st Century Community Learning Center (CCLC) afterschool program was that 40% of the students enrolled performed below the proficiency level in reading on the state assessed exams during the past 3 school years. This was of great concern for the teachers and administrators in this Title I middle school, Grades 6-8. This…

There is an increasing demand for change in mathematics education to combat deficit-based assumptions towards students of color and promote culturally affirming learning environments (Celedon-Pattichis et al., 2018). Equity-centered mathematics research provides a powerful opportunity to resist these deficit constructions towards marginalized…

Human interactions across settings shape young people's learning and development, and building adult expertise in facilitating productive interactions takes deliberate practice and reflective experience. However, relational practices are not consistently part of adult learning for those who work with youth. We describe a 2-year design study to…

This article details the methodology used by a team of researchers at the University of Pittsburgh to develop a set of evidence-based quality standards for pre-college STEM programs that center equity and justice to drive programs to broaden participation of racially/ethnically minoritized groups in STEM. With support from a National Science…

The purpose of this study was to investigate how the benefits described by undergraduate mentors in an afterschool STEM program for elementary students changed over time the longer they served as mentors in the program. We used the afterschool program as a case study and drew on interviews with 30 mentors who served between one and six semesters…

This article highlights how Lotería cards transform classrooms into spaces for counterstorytelling, where students reclaim their narratives, challenge stereotypes, and explore identity through creative and cultural resistance.

Introduction: Out-of-school time (OST) programs can have a positive impact on youth outcomes, including academic achievement and social-emotional development. However, there are vast inequities in program accessibility and quality, with low-income adolescents being particularly underserved. This study synthesizes research on OST programs serving…

This article discusses the literature of writing with the arts with Latinx young writers. The authors drew on two theoretical concepts--placemaking and translanguaging--in order to reimagine writing pedagogy. A multiple case study design was employed with an afterschool program offered once a week for six weeks. Implications for language arts and…

With an increase in the number of enrichment options available in out-of-school time (OST), young people can explore topics generally passed over in a typical school day. Parent perception of afterschool programming is beginning to shift from a simple necessity of the work week to a conscious choice about the daily experiences of their children.…

Using Octavia Butler's prophetic writing, specifically, passages from her "Parable" series, as a conceptual lens, this article will explore the ways one Black girl uses multimodal literacies to imagine new worlds that center and celebrate her Black girlhood. An exploration of her multimodal literacies shows how she simultaneously…

Out-of-school-time (OST) arts programs in historically marginalized communities have much to teach policymakers, funders, and arts program leaders--as well as educators at large. Furthermore, the researchers of a paper in Arts Education Policy Review argue that the arts, and OST arts in particular, can help us reimagine ways to design learning…

Out-of-school-time (OST) programs have long focused on children's social and emotional development as part of their mission of building a culture of connectedness and positive relationships between youth and adults. Research demonstrates that high-quality, evidence-based social and emotional learning (SEL) programs are associated with positive…

This study aimed to develop a parent rating scale (PRSG) for screening children for further identification process in terms of giftedness. The participants of the study were 255 parents of gifted and non-gifted students. The PRSG, consisting of 30 items, was created by consulting parents and reviewing instruments existent in the literature. As…

Science learning takes place not only in the context of science class but also after class. Students' internal forms of motivation, such as curiosity and interest, affect the entire science learning process in both in-class and after-class contexts. In addition, both stable existing learner characteristics, such as science curiosity and interest…