Noting that the past decade has seen a rapid increase in the number of out-of-school time and community school initiatives and that finding funding for these initiatives remains a challenge to their success, this strategy brief discusses the Child Care and Development Fund (CCDF) as an important long-term source of funding. The brief provides an…

Noting that out-of-school time and community school initiatives are operating in a rapidly changing policy context and that tobacco settlement funds provide a flexible, significant inflow of new state revenue, this strategy brief provides policymakers, community leaders, and program developers with background information on the tobacco settlement…

This report details a case study of the Tutor-Mentor Connection (T/MC), an organization designed to build infrastructures to expand and improve after-school tutoring and mentoring opportunities for inner-city children in Chicago. The case study was conducted over a 3-month period in 1997 and was intended as a limited exploration of one model for…

This paper examines the overall process of implementing participatory evaluation methods in a nonparticipatory, nondemocratic environment. The paper is based on a 1-year evaluation of an after-school literacy program and is part of a larger effort to bring participatory evaluation to the grantees of a foundation. The evaluation occurred with an…

Author defines outdoor education as uniting field work in the natural sciences with leisure pursuits which have educational benefits; he discusses the value and hazards of an outdoor education program. (SP)

A report of the Science Honors Program conducted at Columbia University on Saturdays through the support of the National Science Foundation. (RD)

Hearing impaired children, ages 8-13, studied the structure and function of the ear. (KW)

This review searched English-language journals from the United Kingdom and other countries to assess empirical evidence concerning good practice in the provision of out-of-school child care. Findings suggest that quality in out-of-school provision is linked to staff training, program structure, and appropriate adult-child ratios and group sizes.…

One of the requirements of the No Child Left Behind Act is that school districts with underperforming schools must provide supplemental educational services outside of school hours for their lowest-achieving students. The most effective supplemental programs are characterized by: a strong tutor/parent/teacher connection; experienced providers;…

Describes an after-school program in New York City designed to help inner-city high school students understand ecological concepts. (KHR)

Discusses the Early Adolescent Helper program, which was designed to provide a safe and positive after-school environment for young people. In this program, 10- to 15-year-olds serve in day care, Head Start, latchkey programs, and at senior centers. (RJC)

Because schools are staggering under responsibilities abdicated by family, community, church, and industry, they are failing to educate. Two schools are necessary: the academic school, with instruction devoted exclusively to the arts and sciences; and an afterhours parallel school providing sports and extracurricular activities, social services,…

Investigated child and family experiences with after-school care programs. Examined 5- to 12-year-olds' experiences, including satisfaction with activities and organization, friendship and homework patterns, and the impact of care on family relationships. Found that patterns of participation in after-school care are closely aligned with the…

Although after-school programs offer many activities--from cooking classes to computer technology, homework assistance, and sports--they also provide an effective environment for health education and wellness instruction, especially pregnancy prevention. Exemplary programs for middle- and high-schoolers in Palm Beach County, Florida, are…