After-school programs help to improve student academic achievement, keep children safe after school, keep children out of trouble, and build self confidence. This pamphlet summarizes the benefits of after-school programs, provides suggestions for locating a program, and delineates features of quality programs. The pamphlet also briefly describes…

Many faith communities partner with schools to provide tutoring, safe havens, after-school programs, mentoring, and summer activities; they also inspire their membership to volunteer on behalf of children, youth, and families in the nation's schools. This booklet describes several faith community initiatives in a variety of areas that support…

Currently at least 5 million children--some estimates are as high as 15 million--are left unsupervised before or after school for 3 or more hours a day. In response to the problems of these latchkey children, many public schools are now developing some form of school-based or school-related before- and after-school child care programs. The purpose…

Sustainability is a critical issue for the vast array of community initiatives that promote healthy children, strong families, and safe communities. Noting that sustaining an initiative over time requires maintaining sufficient fiscal resources as well as a combination of nonfiscal resources from the initiative itself and the broader community,…

This report summarizes key findings from a 2001 nationwide poll regarding support and need for after-school programs. Participating in the poll were 800 adults over age 18 who are registered to vote. The findings included the following: (1) 94 percent of respondents agreed that there is a need for some type of organized activity or place where…

This study examined the impact of the Lighthouse program, a school-based, after-school remediation program in the Chicago Public Schools, on student academic achievement. The Lighthouse program included an extra hour of instructional time and an hour of recreational time. Between the two activities, students received a healthy late afternoon meal.…

The Child First Authority (CFA) is a Baltimore (Maryland) community-wide after-school program that seeks to improve the quality of life in low socioeconomic status communities. The CFA, which is funded by local government agencies and coordinated by Baltimoreans United in Leadership Development (BUILD), established after-school programs in 10…

Noting the importance of good nutrition to out-of-school time programs serving children, this strategy brief provides an overview of the major sources of federal food and nutrition funds that can support out-of-school time and community school programs. The brief then highlights five strategies that community leaders and program developers can…

Junior high school students replied to a questionnaire. Data were examined for trends and activities teenagers did alone. Students indicated a strong dislike for remaining alone. Counselors may help students to realize the effect of out-of-school activities on personal development. The relation of out-of-school interests to career choices can be…

Advocates the creation of an "at-home" environment in after-school programs to encourage children to wind down after active days and to make child care a place of security, love, and fun. Suggests that a quiet environment, snacks, homework, puzzles and games, outdoor or gymnasium play comprise an effective after-school program. (KDFB)

Discusses the importance of collaborations between organizations specializing in child care, such as the YMCA and the Boys and Girls Clubs of America, and public schools for enhancing the quality of after-school programs. Describes the collaborative efforts of elementary schools in Georgia with a Boys and Girls Club and state and county…

The principal and vice-principal of a California elementary school describe the eight critical elements that helped them develop a model expanded-day program at their school: identifying needs; sharing a vision; fostering staff ownership; investing in staff development; creating partnerships; linking learning to state standards; measuring and…

Describes three Oregon school-community programs that improve student attitude and behavior: community-service learning projects for previously disruptive students, after-school programs that provide exciting group activities for students who maintain decent grades and stay out of trouble, and adult mentoring and group activities for high-risk…

Studied the conceptualization of the role of the recreation teacher (instructor in leisure time centers in schools) during team planning sessions in two Swedish schools. Recreation instructors were generally viewed as teachers' assistants, a finding that suggests that recreation instructors who want to develop an occupational identity as the…