The use and scope of after-school programs (ASPs) have always varied with the local context. Historically, affluent families used ASPs to provide enrichment for their children. During the Civil Rights and Black Nationalist movements, African Americans used ASPs for cultural and educational activities. In recent times, ASPs have been used for…

The National Science Education Leadership Association (NSELA) was formed in 1959 to meet a need to develop science education leadership for K-16 school systems. "Navigator" is published by NSELA to provide the latest NSELA events. This issue of "Navigator" contains the following reports: (1) A Message from the President: Creating Networks of…

Funders and program planners want to know: What does it cost to operate a high-quality after-school or summer program? This study answers that question, discovering that there is no "right" number. Cost varies substantially, depending on the characteristics of the participants, the goals of the program, who operates it and where it is located.…

This report makes a research-based case for federal provision of out-of-school complementary learning supports from birth through high school, particularly for poor children, so that all students gain the skills that economists, educators, and employers agree are necessary for success in the 21st century. Four decades of consistent research…

The links between youth's daily activities and adjustment and the role of cultural practices and values in these links were studied in 469 youth from 237 Mexican American families. In home interviews, data on mothers', fathers', and two adolescent-age siblings' cultural practices (language use, social contacts) and values (for familism, for…

From the nefarious achievement gaps, to the racial isolation in increasingly segregated schools; from the digital divide that results in kids not having access to computers, to the poverty gulf that results in kids not having homes; from boys' reading difficulties and girls' problems with math, to the disparities among rural, suburban, and urban…

This study represents an attempt to understand the roles and discourse of preservice teachers engaged in literature discussion with elementary students through e-mail exchanges. After local fourth graders chose books from a list appropriate for their reading ability, they were paired with a preservice teacher for an online experience involving…

The "Closing the Achievement Gap" series explores the Casey Foundation's education investments and presents stories, results, and lessons learned. This publication presents stories about two successful charter efforts and Foundation contributions. Contributions include: (1) Supporting a variety of activities and programs; (2) Financial…

In this article, Ardice Hartry, Robert Fitzgerald, and Kristie Porter present results from their implementation study of a structured reading program for fourth, fifth, and sixth graders in an afterschool setting. As the authors explain, schools and districts often view an extended school day as a promising way to address the literacy needs of…

In this article, the author talks about "Safe Space," an after school program created by a parent-teacher advisory board which maintained that students needed a safe in-school environment where they could openly talk about their out-of-school lives. Being that the school's curriculum heavily focused on academic standards, students' affective…

The review of current research presented here describes literature dealing either directly or indirectly with school-age latchkey children. Implications of this research are suggested as they relate to the following questions: Are latchkey children at risk? If so, at how much risk and in which areas? Are there factors that mitigate or lead to…

THIS STUDY IS A REVIEW OF THE PRACTICES OF NINE REPRESENTATIVE SCHOOL DISTRICTS WHICH HAVE EXTENDED SCHOOL DAY PROGRAMS. IT ALSO REVIEWS THE PRACTICES OF FACILITY UTILIZATION BEYOND THE STANDARD SCHOOL SCHEDULE BY SCHOOL GROUPS AND BY NON-SCHOOL GROUPS. IT PRESENTS THE CONCEPTS OF THE EXTENDED SCHOOL DAY, WEEK, AND YEAR, AND THE PURPOSES FOR THE…

Reviews several voluntary extended school day programs for elementary school children. (JB)

Children left alone to take care of themselves before and after school are called children in "self-care." Solutions to problems occurring in this situation are discussed, including steps that parent-teacher associations and schools can take. (CB)

This double issue of "The Evaluation Exchange" focuses on creating and evaluating connections between out-of-school time (OST) programs and the other settings in which children and youth live, learn, and play. One goal of this issue is to highlight promising evaluation approaches within the OST arena and build the knowledge base and agenda for new…