Regular participation in out-of-school time activities is associated with benefits for children. However, children cannot reap the benefits of program participation if they do not attend programs in the first place. This brief focuses on ways in which out-of-school time programs can improve the attendance and retention of children and youth in…

Peer tutoring is essentially peers teaching each other. Many teachers already incorporate this idea into their classrooms in other curricular areas and appreciate the benefits that come from this type of teaching. Teachers can implement peer tutoring by teaching a small group of students a subject, or using a group that already understands the…

YOUTH SERVICES IS A SCHOOL-CONNECTED RECREATION PROGRAM WHICH EXTENDS THE EDUCATIONAL PROCESS INTO THE RECREATIONAL SETTING. ACTIVITIES TAKE PLACE AFTER SCHOOL, ON WEEKENDS, AND ON HOLIDAYS. THEY INCLUDE ARTS AND CRAFTS, CAMPING, CIVIC EXPERIENCES, CLUBS, MUSIC, PHYSICAL AND SOCIAL ACTIVITIES, SPECIAL EVENTS, AND SPORTS. THE PROGRAM SERVES ADULTS,…

Outlines service costs, meal planning, and physical arrangements for those in charge of meal functions, whether they be large board dinners or small administrator luncheons, and held at restaurants, hotels, or school cafeterias. (KS)

This issue brief presents the obstacles that a number of youth face in America due to factors such as, failing schools, dangerous neighborhoods, poverty, disproportionate incarceration, poor health and nutrition, lack of employment opportunity, language difficulty and marginalization of their heritage and culture. The heavily structured school day…

This paper provides a summary of a comprehensive evaluation of the Kentucky statewide Extended School Services (ESS) program. The Extended School Services (ESS) program was established in 1990 as part of the Kentucky Education Reform Act (KERA). Designed specifically to address the needs of Kentucky's at-risk student population, ESS is an…

Reports a study of male college freshmen majoring in physical education indicating that as high school students they tended to participate in team activities, but when asked what they were interested in learning as new activities, they preferred the individual activities that could be participated in during later years. (TO)

Describes the Alternative School in the Gwinnett County School System, Lawrenceville, Georgia, as an optional program teaching appropriate behavior and better study habits to chronically disruptive students. (JW)

The Activities Person (AP) may have many different titles, but the responsibility for management of the school's activity program is the primary duty. The responsibilities of this role are identified. (Author/MLF)

Introduces the special issue by providing information on what community learning centers and after-school programs provide, what impact they have on youth and their communities, the outlook for continued funding, and the relationship between after-school programs and community education. (Contains 20 references.) (JOW)

Describes benefits of an after-school mentorship program involving students in a teacher-education course at Minnesota State University and low-income youths between 9 and 13 years of age in the surrounding community of Moorhead, Minnesota. (Contains 17 references.) (PKP)

The effectiveness of study support centers for underachieving youth, established in British professional football clubs, was evaluated with data from 1,257 participants and 219 controls. Multilevel outcomes analysis demonstrated clear gains from participation, a great deal in numeracy and technology skills, somewhat less in reading, study skills,…

Describes work by The After-School Corporation in New York to support community-based organizations to run after-school programs. Provides examples of these programs in P.S. 106 in Bushwick, Brooklyn, that focuses on academic achievement, and the Family Academy in East Harlem that focuses on enrichment. Suggests several ways other urban school…

Discusses the need to improve child care situations and suggests an intergenerational intervention as a solution. Describes successful models such as"Foster Grandparents." (JOW)

Discusses what it means to be a caring stakeholder and a participatory evaluator in the context of public and private domains using the example of a parent who is an evaluator of an afterschool program. Offers a perspective on the capacity of individual evaluators to deal with role strain. (SLD)