The purpose of this study was to measure the impact of an after-school child care program on the academic and social development of children in grades one through five. The project had three objectives: (1) to measure and compare the academic achievement of the students before and after their enrollment in the program; (2) to evaluate the social…

An evaluation was made of the PhoneFriend program at State College, Pennsylvania--an after-school phone-in service designed as a "friend-in-need" outreach service for children 5 through 13 years of age. The evaluation specifically investigated the extent to which PhoneFriend provided information and support to children at home alone after school…

A description is given of a parent education program and a student extended-day program in a multiethnic elementary school. Most of the teachers in the adult program are regular teachers at the school; however, some parents are recruited for teaching courses in areas where they are competent--e.g., a Spanish-speaking parent conducting a course in…

The St. Louis (Missouri) Public Schools After School program, which was implemented for the first time during the 1979-1980 school year, was designed to provide after school remedial mathematics and reading instruction to students in grades 1 to 8 who could not be serviced during the school day due to lack of space or program availability. Factors…

A project was designed to expose and orient Hispanic high school students in New London, Connecticut, to vocational education generally not available to them and to provide them with effective bilingual vocational education. Twenty Hispanic youths aged 13 to 21 were enrolled in an after-school exploratory vocational program. Students were exposed…

Described are the compensatory programs in some of the inner city schools in Kansas City, Missouri. The efforts included reading programs, after-school recreational activities and study centers, cultural enrichment, community and parent involvement, teacher seminars, and speech improvement. (NH)

The independent reading behavior of 150 achieving fifth graders was investigated. Attention was directed toward the quality and variety of choice as well as to the number of books read. These variables were intercorrelated with standardized achievement tests, IQ, and a number of noncognitive and demographic variables. Indices of quantity, variety,…

Results suggest that SES is a greater determinant of participation in private and semi-private out-of-school educational opportunities than is ethnicity. For public area activities use was fairly similar except for the Asian American's reported greater use than the black Americans. Neither propinquity nor parental attitude is related to use.…

Describes an after-school science program, "Hands On Science," in which children from kindergarten though sixth grade discover that the application of science and technology begins with simple materials, a need, and their minds. (Author/BB)

If the world of after-school programs is to be made more coherent, that process will occur mostly (and is being attempted mostly) at the city level. This brief document analyzes the tasks, questions, and challenges associated with what can be described as system-building in the after-school field, focusing on city level efforts. [This report was…

This report by the National Institute on Out-of- School Time (NIOST) in association with The Forum for Youth (FYI) investigates how after-school programs in Boston can most effectively promote positive youth development as a support to academic achievement. The positive youth development approach addresses the broader developmental needs of youth,…

This report examines the effects of out-of-school time on children during early adolescence, when children go through dramatic physical, emotional, and cognitive changes. It discusses the role of afterschool programs in helping young people navigate early adolescence to successful adulthood. Nine sections look at: (1) "Introduction"; (2)…

This report provides insight into the complex and varied ways kindergarten through eighth graders in the nation spend their time out of school. Some spend time with relative or a nonrelative in a home setting. Others spend time in center- or school-based programs or organized activities that are aimed toward their enrichment or enjoyment. Still…

This study considered how 25 highly diverse after-school programs with funding of $5.6 million were evaluated during a 10-month period. The paper describes the evaluation methodologies used and determined which methodologies were most effective within a diverse and political context. The Bayview Fund for Youth Development (name assumed for…