In Washington, D.C. in September 1968, because there were no after-school programs where the staff took responsibility for the children, the National Capital Area Child Day Care Association set up a demonstration program. This report provides an anecdotal record of the program's development. Two rooms were secured in the basement of a school, 50…

Markham Elementary School of Pompano Beach, Florida, proposes a program utilizing its facilities for after-school activities for the children of migrant workers unable to be at home when the children are normally released from school. The purpose is to bring about a significant improvement in pupil attitude toward school and an improvement in…

This bibliography was prepared with five groups in mind: school principals and administrators of student activity programs; faculty members, particularly sponsors; student leaders; instructors in teacher preparation institutions; and those interested in research in extraclass activities. The bibliography contains some 450 references relating to…

The issues of greatest current interest in the field of gifted education are reviewed, including comprehensive curriculum planning, enhancing development of both academic and creative dimensions of giftedness, and use of non-school resources. Also discussed is nurturing future leaders among the gifted to address the world's social and scientific…

Due to working parents, unsafe home conditions, and mass-media pressures, schools are becoming increasingly involved with providing child care for school-age children. While afterschool care poses a number of design, funding, and equity problems, schools and communities can resolve them to the great benefit of the children served. (MLH)

Examines adolescents' susceptibility to peer pressure in after-school experiences in a large sample of fifth, sixth, eighth, and ninth graders. Shows that adolescents who report home after school are not significantly different from those who are supervised by their parents at home during after-school hours. (HOD)

Sociometric and activity questionnaires were administered using a sample of 28 learning disabled (LD) boys (ages 6-13) enrolled in private school. Results suggested that the LD population is sociometrically heterogeneous. Popularity was found to be significantly related to informal get-togethers with friends, but not to levels of participation in…

Explains the need and the disincentives for after-school child care for children aged 5-11. Describes the history of child care in Tennessee. Notes child care models in Tennessee communities with after-school programs in the schools, describes program curriculum and implementation, and answers frequent questions about such programs. (SB)

Almost half of the 13 million children aged 13 and under are estimated to have no supervision after school hours. Communities and schools must develop responses to the problem tailored to local needs. (MD)

Discusses information garnered by the Center for Early Adolescence (North Carolina) from parent surveys, visits to programs, and conversations with youth workers, program directors, and young people concerning successful after-school programing for young adolescents. Adolescent needs (diversity, self-exploration, participation, physical activity)…

Boys & Girls Clubs in New York City and Boston participated in a 3-year initiative to provide and enhance services to underserved teens. Researchers collected data via surveys of club members and staff; cost surveys of club administrators; interviews, focus groups, and observations at each club; and attendance information. Results indicated…

Harvard Family Research Project's series of "Out-of-School Time Evaluation Snapshots" distills the wealth of information compiled in the Out-of-School Time (OST) Program Evaluation Database into a single report. Each "Snapshot" examines a specific aspect of out-of-school time evaluation. This "Snapshot" describes instruments used by current OST…

This paper describes one after-school program at the Cambridge Chinese School, dedicated to teaching Chinese literacy to Chinese K-12 students in the Boston, Massachusetts area. In 1998, the school initiated the "Chinese as a Foreign Language" program to cater to the needs of U.S. families with an interest in the Chinese language and culture…

This applied dissertation reports on an intervention to develop the social skills of six cognitively gifted fourth and fifth grade students. The twice-weekly, after-school intervention was intended to address the asynchronous development of these children who experienced functional disability in social settings due to social dissonance, a…

This digest presents a description of three innovative interventions designed to support student literacy acquisition outside the classroom in low resource communities. It begins with a discussion of literacy related issues in low resource environments, noting that an increasing number of children who are not acquiring a basic education live in…