The Richland Northeast High School in Columbia, South Carolina, finds an after-school detention program and a student supreme court to be successful in handling discipline problems. (JM)

Describes successful strategies used by school superintendents in Sauk City, Wisconsin; Beaverton, Oregon; and Vancouver, Washington to overcome barriers to implementing after-school programs. Provides brief summary of Mott Foundation-funded study of after-school programs conducted by the American Association of School Administrators (AASA). (PKP)

Describes Youth Speaks NY Fifth Annual Teen Poetry Slam. Considers how Youth Speaks offers free after school writing workshops for teens. Notes that this nonprofit spoken word program Youth Speaks plays host to an auditorium of teen poets who "bust at the seams with verse." (SG)

Describes a service learning course for which students participated in a seminar on literacy and an after-school tutoring program for children. Shows how undergraduate representations of literacy share common features with conversations among well-known writers (such as Walter Ong and David Olson) and also implicitly critique them. (TB)

Discusses the Before and After School Clubs program at Vine Street School in Bangor, Maine, which allows students to come to school 30 minutes early or stay 30 minutes late on alternate days to participate in learning activities of their own choice. (MDM)

Discusses approximately 25 instructional materials to give ideas for after school enrichment programs. Lists 10 resources for finding such literature. (SG)

What happens when university curriculum developers are mixed with motivated elementary teachers? ? An awesome learning collaboration that benefits researchers, teachers, and students! That's what the authors discovered when they--university researchers involved in the Physics for Elementary Teachers (PET) project--teamed up with local elementary…

In this article, the author argues that as a school district, it is the educators duty to do whatever it takes to help their students succeed. Every project an educator undertakes is designed to meet their needs. He also states that a program's success depends on the support and input of administrators, the board of education, teachers and the…

This article presents a New York city after-school program started by MOUSE (Making Opportunities for Upgrading Schools and Education), a national nonprofit group that teaches students how to fix computers, and equips them with the communication and problem-solving skills to help them in the working world. The MOUSE program is part of a trend…

Pairing dynamic out-of-school-time (OST) programs with zoos can encourage young people's relationships with and sense of responsibility for animals and the environment. The project presented in this article, Animal Rescuers, gave the authors the opportunity to examine how such a pairing can work. OST programs enable learning in settings that are…

The Exploratorium is home to XTech, a science education program which began in 2006 and was primarily funded by a three-year National Science Foundation grant (Award # 05-25217) through its ITEST (Innovative Technology Experiences for Students and Teachers) initiative. XTech provided project-based afterschool activities in science, engineering,…

Peer relations during middle childhood and adolescence are an important part of children's social and emotional development. Children and adolescents pick up essential social and communication skills from their peers as they move into late adolescence and early adulthood. Peer conflict is not necessarily a bad thing; disagreement and conflict are…

Afterschool provides older youth with critical academic supports including credit attainment and recovery opportunities. Many educators are turning to afterschool programs to reach students who fail one or more courses, become disengaged, or want alternatives to the traditional path to graduation. Credit recovery refers to recovering credits that…

During the past 20 years, afterschool programs have become an increasingly vital part of most American communities. Today, some 6.5 million children across the nation participate in these programs. Another 15 million children would participate if a program were available to them, according to their parents. These numbers tell at least two…

Background/Context: Research on after-school programs has traditionally focused on those programs serving students in younger grades but found positive correlations between student participation in enriching after-school activities and school engagement. For older students, particularly teenagers, there tends to be lower participation. Research…