This article examines an after-school program entitled Silk City Media Workshop. Briefly, the workshop engages youth in digital storytelling as a means of enhancing both their technology and literacy skills. Transcending these goals, this workshop also provides opportunities for youth to reveal multiple aspects of their unfolding identities as…

The present study examines the effects of a culturally relevant school-based intervention in promoting cultural assets (i.e., ethnic identity, collectivist orientation, racism awareness, and liberatory youth activism) among a group of African American adolescent girls. The overall goal of the intervention was to promote cultural factors that can…

Background: Scholars are bringing much-needed attention to the persistent problem of academic underachievement among African American children in the United States, who continue to lag behind White school children in all socioeconomic groups. This is especially true of impoverished African Americans. Although some link these outcomes to poor…

The authors introduce the RALLY (Responsive Advocacy for Life and Learning in Youth) approach. RALLY is a school- and afterschool-based approach addressing academic success, youth development, and mental health for youth. Based on developmental and relational principles, RALLY's main goals are to promote students' resiliency, development, and…

The provision of quality before- and after-school child care is a major challenge facing educators. This guide from the Food Research and Action Center's Building Blocks Project provides information to providers of before and after school programs on using the federal Child and Adult Care Food Program (CACFP) to provide snacks and meals. Following…

Most typical high school programs are not meeting the needs of gifted and talented students. Programs for the gifted are often neither interdisciplinary nor differentiated as encouraged by Texas state guidelines. Gifted students can gain much from well-designed extracurricular activities. Grade weighting schemes in which gifted courses are…

THIS STUDY WAS MADE BY LONG BEACH CITY COLLEGE TO SAMPLE PRACTICES IN FACULTY COMPENSATION FOR EXTRA-INSTRUCTIONAL ASSIGNMENTS. TEN JUNIOR COLLEGES RESPONDED TO A SHORT TELEPHONE QUESTIONNAIRE. A SUMMARY OF THE REPLIES SHOWS THAT (1) 75 PERCENT GRANTED COMPENSATION FOR TEACHING LARGE LECTURE SECTIONS, HALF BY ASSIGNING ADDITIONAL INSTRUCTOR TIME,…

This analysis projects standards and costs for three types of day care situations: (1) care in a center for the full day; (2) care in a foster home for the full day; and (3) care in a center before and after school and during the summer. Standards are given for three levels of quality of day care: minimum (maintains the health and safety of the…

Experimental analysis of the results of an ESEA/Title I remedial reading program utilizing after-school study centers is presented. An experimental group of 1,521 New York city fourth-grade students who were enrolled in the reading program was compared with a matched control group from the same schools and a matched group from schools not having…

The author documents development of the After-School Care Program in the Dade County School System and assesses the extent to which its clients agreed on the goals, staff, program, supplies, and facilities based on a survey of parents. Recommendations are included. (CH)

In 1984, Jefferson County Public Schools (Kentucky) intitiated a preschool program emphasizing before- and after-school care, multi-age grouping, a developmental curriculum, actively involved parents, and integration of special needs children. Other than district support with space, administration, and bookkeeping services, this successful program…

School districts are making after-school day-care programs available for disabled children by expanding existing programs for non-disabled students to include children with disabilities. Project SCOPE (Serving Children of Parents Employed) in Springfield Illinois and school-age child-care programs in Arlington and Fairfax County, Virginia, are…

Reviews existing research on the characteristics and consequences of after-school child care arrangements. Addresses three questions: (1) what effect does adult-supervised versus unsupervised after-school care situations have on children; (2) what factors are associated with working parents' decisions to use such arrangements; (3) and what…

This article addresses the concerns of parents who must arrange after school day care for their school-age children. Various arrangements, such as after school programs and telephone hotlines, are described, as are steps for implementing such plans. (JL)

The sharp increase in double-income families has raised questions about responsibility for before- and after-school care for children of working parents. The role of the school, parental practices, effects of self care, and existing programs and services for latchkey children are reviewed. (MT)