This document presents 17 philosophical statements regarding school-age care programs, staff, and challenges. The essence of school-age care is to understand childhood and to facilitate positive development. Because these programs provide a place where children have significant contact with adults within a multi-age peer group, they can teach…

Presenting a year-by-year account, this paper describes the origin and 10-year development of the Howard Street Tutoring Program, an after-school volunteer-staffed tutoring program in a poor Chicago, Illinois, neighborhood. The paper presents a selective history of the program, designed to assist second- and third-grade children who needed help in…

Due to the number of children who are left unsupervised after school, schools are becoming involved in day care. A school may allow a day care center to function on its premises, form a partnership with another organization to run a day care center jointly, or run a day care program by itself. Although principals, teachers, or parents may…

This program assessment package is for those providing after-school services for young adolescents. Introductory material discusses why the focus is on 10- to 15-year-olds, the need for program evaluation, and assessment criteria. The package includes the following items: (1) "3:00 to 6:00 P.M.; Programs for Young Adolescents," by Joan…

IN OCTOBER, 1962, 250 STUDENTS IN 14 SEMINAR GROUPS, FIFTH GRADERS THROUGH HIGH SCHOOL SENIORS, BECAME SATURDAY "APPRENTICES" TO PROFESSIONAL RESOURCE PERSONS FROM THE COMMUNITY. STUDENTS WITH HIGH INTEREST AND POTENTIAL ATTENDED THE SEMINARS FOR 8 WEEKS IN THE FALL SEMESTER. A SECOND 8-WEEK SERIES WAS PRESENTED IN THE SPRING. THE…

This manual is designed to provide educators with information, procedures, and materials for complying with Title IX of the Education Amendments of 1972 and promoting sex equity in extracurricular programs. The manual is comprised of four major sections. The first section presents the legal and educational context for complying with Title IX and…

This proposal to use nonprofessional aides in school and afterschool programs in Newark, N.J., delineates five program objectives: (1) to develop the two new positions of nonprofessional teacher aide and assistant teacher; (2) to develop, in cooperation with Newark State College and Montclair State College, training programs to move…

The social studies labs described in this profile are non-classrooms where kids come during study halls or after school. There are no teacher assignments and no required content. Faculty people serve the labs as participants and advisors. Students develop lab carts, work in the Living History Center, review curriculum materials in the Materials…

This booklet is one of a series of reports addressing the most critical issues confronting state boards of education throughout the United States. Each report attempts to present a concise, informative review and analysis of the best and most current information available on one of these critical topics. This booklet focuses on community education…

This paper examines the issue of parental supervision of after school time, documents levels of participation in after school activities among 11 and 12 year olds, and summarizes parental attitudes and behaviors concerning after school services. Also discussed is the impact a reduction in these services would have. (EB)

Both school year and summer activities of Oregon vocational agriculture teachers were identified and the number of working hours spent on each activity was tabulated. The study indicated that over half the teachers' professional work time was spent in activities outside the classroom, including project supervision, placement development, and work…

Suggestions for helping agricultural instructors organize and plan their activities are presented by identifying and prioritizing these activities in the following order: of equal importance are classroom instruction, supervised occupational experience, and Future Farmers of America (FFA) activities; second in priority is office management; and…

Describes the "Master Classes in Physics for Young People" Saturday program offered for students in schools in Sussex, England. Explains the program format, topics addressed, and level of student involvement. (ML)

After-school activity programs to alleviate the worries of working parents with school-age children and to provide these children with directed play are proposed. A budget for such a program; how to locate volunteers; and a sample schedule are suggested. (JL)

Describes the Henrico County (VA) Public School System's astronomy program, identified as an outstanding program by the National Science Teachers Association's Search for Excellence in Science Education project. Unique aspects of the astronomy program, instructional strategies used, and program activities are discussed. (BC)