With the ever-increasing demands of Adequate Yearly Progress (AYP) being placed on school districts, many are looking to afterschool programs to help students meet increasing standards. The purpose of this quantitative study was to examine the impact of an afterschool program on Middle School academic achievement. Principally, this study sought to…

Afterschool and competency-based learning are increasingly emerging as student-centered, supportive learning models to prepare students for college and career. This white paper explores the intersection and relationship between these two fields, recommends ideal policy environments for implementing successful programs, provides real-world…

This report presents outcomes for students who participated in the Afterschool Centers on Education (ACE) program in 2015-2016. The report compares student outcomes over two years by level of program participation.

This report presents outcomes for students who participated in the Cycle 8 of Afterschool Centers on Education (ACE) program in 2015-2016. The report compares student outcomes over two years by level of program participation.

This report presents outcomes for students who participated in the Cycle 8 of Afterschool Centers on Education (ACE) program managed by Boys and Girls Club of the Greater Austin Area in 2015-2016. The report compares student outcomes over two years by level of program participation.

The "Roadmap of Need" is a whole child needs assessment for North Carolina youth, produced annually by the Public School Forum of North Carolina's Center for Afterschool Programs (NC CAP). The Roadmap includes 20 indicators of wellness across four domains: health, youth behavior and safety, education, and economic development. These four…

Social, emotional, and affective experiences are impossible to separate from thinking, doing, and being in the world. Increasingly, schools and community-based organizations are recognizing this truth through the adoption of programs that focus on the emotional lives of children and youth, especially when emotions are fraught, and lives have been…

In contemporary developmental science, relational development systems models have been used to frame the positive youth development (PYD) perspective, which posits that youth will thrive when there is alignment between their strengths and ecological resources in their context. Evidence from the 4-H Study of PYD indicates that out-of-school-time…

At the heart of afterschool programs are the relationships that form between the children and youth who participate in these programs and the adults who lead them. To be effective, adults working in afterschool settings must be able to engage youth in growth-promoting relationships. This article identifies and describes four foundational ways of…

Science, technology, engineering, and mathematics (STEM) programs in out-of-school time (OST) are designed to supplement school work, ignite student interest, and extend STEM learning. From interactive museum exhibits to summer-long science camps, opportunities for informal student engagement in STEM learning abound. The differences these programs…

This article focuses on the concept of belonging as an embodied practice that is expressed by adolescents in multimodal ways and that can be nurtured inside and also beyond schools, such as within afterschool programs. We explore belonging in an afterschool program designed for court-involved youth. Our research is theoretically framed by…

This article highlights the discourses of children and leisure-time pedagogues regarding ways the activity at two different Swedish school-age educare centres are mutually constructed. Two different topics are stressed: children's perspectives and school-age educare centres as a social and educational practice. Data was constructed through…

In 1998, George Soros and Herb Sturz seized an opportunity to significantly improve children's lives by founding The After-School Corporation (TASC). They believed that increasing the quality and availability of after-school programs, with the ultimate goal of changing public policy, could transform the potential for many New York City kids who…

Over the last several decades, the number of afterschool programs has grown considerably due to the growing employment rates of mothers and concerns regarding at-risk students (James-Burdumy, Dynarski, & Deke, 2007). Afterschool programs impact the lives of nearly 10.2 million children in Kindergarten through 12th grade, an overall increase…

Background: Structured out-of-school time (OST) activities are associated with positive academic and psychosocial outcomes. Methods: Data came from the 2007 National Survey of Children's Health, restricted to 36,132 youth aged 12-17?years. Logistic regression models were used to examine the joint effects of race/ethnicity and immigrant family type…