MATRIX of RESEARCH BASIS for WOODCRAFT RANGERS PRACTICES & OUTCOMES

The Matrix a reference resource to use in the development of communication and marketing materials (e.g. infographs and other digital and print media. It is comprised of the following components:

• Addresses twelve key areas of concern for the school community (administrators and teachers), parents and students.
• Includes a brief description of possible solution(s) to the concern and ways that WR can help.
• Provides a summary of research findings and related data provides evidence of a research basis for WR’s practices.
• A list of references of literature reviewed and cited in the Matrix is provided at the end of the document.
• It is a living document that can continually be updated as new concerns and research emerge.

AREAS of CONCERN ADDRESSED:

1. Access to High-Quality Providers/Programs
2. Cost for Service
3. Child Care & Safety
4. Drop-Out Rate
5. Social Emotional Skills
6. Recovering ADA
7. Academic Achievement
8. Parental Involvement/School Linkage
9. Common Core Linkages
10. Activities Aligned with NGSS, 21st Century Skills & LIAS Principles
11. Culturally Relevant/Responsive Programming
12. Engaging CONCERN # 12: Engaging Programs/Student-Driven Activities

CONCERN #1: Access to High-Quality Providers/Programs

Audience(s)	Solution	How WR can help?
*School Community *Parents	Schools and parents seek high-quality after school providers with a proven track record that can reach various grade levels in their area.	WR has a 90+ year history of providing high-quality child-based programs. WR is in X # of elementary schools, X # of middle schools, and in X # of high schools in the LA area. WR has an average teacher to student ratio of X: Y at the elementary, X: Y at the middle school and X:Y at the high school level. 1:20 staff to student ratio WR provides its staff X # of hours of training per semester/year.  Staff receives training in X, Y, and Z topics. Quarterly trainings Trainings on overall leadership, social emotional skill development and classroom management Training on curriculum access and taking advantage of staff talents and implementation Manager address challenges weaknesses and strengths Enrichment associates produce curriculum and go out to each site as needed to reinforce training that club leaders have had COACH.
Research/Data: Access to High-Quality Providers/Programs
Of all California children not currently enrolled in afterschool, 49% (2,435,254) would be likely to participate IF an afterschool program were available in their community,” (2). “19.4 million kids would participate in an afterschool program if one were available to them,” (3). “90% of parents in California are satisfied with the afterschool program their child attends,” (2). “25% (1,661,374) of California’s K-12 children participate in afterschool programs, including 124,945 kids in programs supported by the US Dept. of Ed.’s 21st Century Community Learning Centers,” (2). “A powerful convergence of factors – including a lack of federal, state and local funding, and families and communities beset by tight budgets - leaves 11.3 million school-age children alone and unsupervised in the hours after school,” (3). “What Does it Take to Get Positive Outcomes?  Three messages from the research: 1. Access to and sustained participation in programs 2. Quality programming, particularly: Appropriate supervision and structure Well-prepared staff Intentional programming Partnerships with families, other community organizations, and schools,” (14). “Research and evaluation point to three primary and interrelated factors that are critical for creating positive settings that can achieve positive youth outcomes: (a) access to and sustained participation in the program; (b) quality programming and staffing; and (c) promoting strong partnerships among the program and the other places where students are learning, such as their schools, their families, and other community institutions. When these three factors are successfully addressed, after school programs are most likely to be able to realize their goals and achieve successful outcomes for youth,” (14). “Emerging research on after school program quality and its relationship to outcomes indicates that, in addition to ensuring adequate physical and psychological safety and effective management practices, quality after school programs also share the following features: appropriate supervision and structure, well-prepared staff, intentional programming with opportunities for autonomy and choice, and strong partnerships among the various settings in which program participants spend their day—schools, after school programs, and families,” (14). “Without the structure and supervision of focused and intentional programming, youth participants in after school programs, at best, can fail to achieve positive outcomes and, at worst, can begin to perform worse than their peers.34 In fact, some research finds that when youth are concentrated together without appropriate structure and supervision, problematic behavior follows, suggesting that focused, intentional activities with appropriate structure and supervision are necessary to keep youth on an upward trajectory and out of trouble.35,” (14). “Time and again, the bottom line of many after school studies is that one of the most critical features of high-quality programs necessary for achieving positive outcomes is the quality of a program’s staff. Youth are more likely to realize the benefits of programs if they develop positive relationships with the program’s staff, and staff can only build these relationships through positive, quality interactions with youth,” (14). “A follow-up study of the TASC evaluation found that specific staff practices lent themselves to the development of positive relationships between staff and youth.  Looking across program sites for middle schoolers, evaluators found that positive relationships were found in sites where staff a) modeled positive behavior, b) actively promoted student mastery of the skills or concepts presented in activities, c) listened attentively to participants, d) frequently provided individualized feedback and guidance during activities, and e) established clear expectations for mature, respectful peer interactions.38,” (14). “Staff and youth surveys and observations were recently conducted at five of Philadelphia’s Beacon Centers (school-based community centers that include a range of after school opportunities) to address three questions: a) What conditions lead youth to want to attend an activity, b) what aspects of an after school activity lead youth to be highly engaged, and c) what conditions lead youth to feel that they have learned as a result of an activity? Based on the responses of 402 youth surveys, 45 staff surveys, and 50 activity observations, two staff practices emerge as critical to youth engagement: effective group management to ensure that youth feel respected by both the adults and the other youth and positive support for youth and their learning process.40,” (14). “A new study from LA’s BEST examines the relationship between perceptions of staff–participant relationships and educational values, future aspirations, and engagement of program participants. The findings suggest that students who feel supported and encouraged by staff are also more likely to place a higher value on education and have higher aspirations for their futures. Furthermore, staff members who were caring and encouraging fostered values of education. Their students appreciated school more, found it more relevant to their own lives, and, ultimately, were more engaged both in the after school program and in school.41,” (41). “Though it may seem obvious, programs work better in promoting positive outcomes when they are explicitly focused and targeted to specific outcomes. Intentional, focused programming entails a clear vision and goals for the program from the start, as well as strong, directed leadership and sustained training and support to staff. In their meta-analysis of 73 after school programs’ impacts, Durlak and Weisberg found that positive impacts on academic, prevention, and developmental outcomes were concentrated in the programs that utilized strategies characterized as sequenced (using a sequenced set of activities designed to achieve skill development objectives), active (using active forms of learning to help youth develop skills), focused (program components devoted to developing personal or social skills), and explicit (targeting of specific personal or social skills). Moreover, the researchers found that, as a group, programs missing any of these four characteristics did not achieve positive results. This points to the importance of targeting specific goals, and designing activities around those goals intentionally.42,” (14). “Programs can better implement intentional, focused programming by promoting high levels of organization within program activities. For instance, in the evaluation of the CORAL Initiative, researchers at Public/Private Ventures found that the highest quality activities were achieved when staff provided youth with clear instructions, gave organized lessons, employed specific strategies designed to motivate and challenge youth, and had activities prepared for youth who finished activities before others. Having systems in place to manage youth behavior was also key.44 The Massachusetts Afterschool Research Study, which collected data on over 4,000 children and youth attending 78 after school programs, found that well-organized activities with clear routines can promote both staff and youth engagement, and thereby facilitate high-quality learning opportunities.45,” (14). “Quality after school program environments foster inquiry, •    critical thinking, and engagement in learning, and these features can support a range of positive academic and developmental outcomes. As such, after school programs are uniquely poised to support in-school learning and development without replicating the school day,” (14).

 

CONCERN #2: Cost for Service

Audience(s)	Solution	How WR can help?
*School Community *Parents	School administrators and parents seek a program that is free and/or reasonably priced for families.	WR receives funding from XYZ and is able to charge a nominal fee from $XX - $XX /per student/per day.  In comparison to other agencies in the area that charge up to XX/per student/ per day.  (List fee-based program fee range.)
Research/Data: Cost for Services
“Roadmap to Afterschool for All, a report examining public and private investments in afterschool programs, found that parents pay a significant majority of the costs of afterschool, 76 percent, while the federal government contributes 11 percent; state and local accounts for 6 percent; businesses, foundations and individual donors contribute 5 percent,” (5). “A 2009 funding study conducted for the Afterschool Alliance found that parents are paying the lion’s share of afterschool costs: On average, parents pay more than three-quarters of the cost of afterschool through tuition and fees, which amounts to $2,400 per year per child. Even in low-income families, which have been hit the hardest by the current recession, parents pay more than half of the afterschool costs, more than $1,700 per year. Meanwhile, the federal government contributes only 11 percent of the cost of afterschool, despite the fact that 29 percent of the children in afterschool meet the federal government’s definition of low-income and in need of federal assistance. Furthermore, the other option, commercial child care, can be extremely expensive for some working families.  Nearly half of American’s working families with a child younger than 13 have child care expenses that consume 9 percent of their monthly earnings on average, and families with earnings below the federal poverty level spend an average of 23 percent of their monthly earnings on childcare,” (12). “Additionally, after lack of need, cost is the number one barrier to afterschool enrollment,” (12). “One study found that every dollar invested in afterschool program saves taxpayers between $2.19 to $3.22,” (12).

CONCERN #3: Child Care & Safety

Audience(s)	Solution	How WR can help?
*School Community *Parents	School administrators and parents seek a program that keeps their students/children safe on site.	WR has an average teacher to student ratio of 20:1 at the elementary, X:Y at the middle school and X:Y at the high school level WR provides its staff X # of hours of training per semester/year.  Staff receives training in youth development principles, positive behavior management and safety WR staff coordinate with school administrators to ensure staff and students in program follow school site/district safety standards and policies WR staff build positive relationships with parents, inviting parents to volunteer and participate in program events Students report feeling safe at the WR program
Research/Data: Child Care & Safety
“Juvenile crime and victimization peaks in the hours after school, yet 1 in 5 kids are left on their own during these hours,” (1). “Working parents who worry about their children after school cost businesses up to $300 billion per year,” (1). “An evaluation of New York City’s Out-of-School Time Programs found that 74 percent of parents agreed that afterschool programs made it easier to keep their jobs, and 73 percent agreed with the statement that they missed less work now compared to before their child became involved in the program. (Russell, C.A., et. al., 2009),” (3). “Three out of four parents agree that afterschool programs give them peace of mind about their children when they are at work,” (1). “Afterschool programs provide safety and supervision…For every dollar invested in afterschool programs, $2.50 is saved in crime-related costs,” (1). “In California, 19% (1,247,699) of K-12 youth are responsible for taking care of themselves after school,” (2). “23 million parents of school-age children work outside of the home full time,” (3). “More than 15 million students – including approximately 3.7 million middle schoolers – are alone and unsupervised between 3 and 6 p.m., the peak hours for juvenile crime and experimentation with drugs, alcohol, cigarettes and sex,” (10). “A study of working parents found that a significant number of parents are extremely worried about what their children are doing in the hours after school while they are still at work,” (10). “The Office of Juvenile Justice and Delinquency Prevention (OJJDP) reports that the incidence of violent crimes committed by youth peaks in the hours immediately following the end of the school day, with close to 1 to 5 juvenile violent crimes taking place in the hours between 3 and 7 p.m.” Additionally, more than one-fifth of violent crimes involving youth as victims occurs during the same timeframe.  OJJDP reports that, ‘the risk of violent juvenile victimization was 60 percent greater in the four hours after school than in the 8 p.m. –to-midnight period on non-school days,’” (10). “ Examining when students first began experimenting with cigarettes, alcohol, drugs and sex, the YRBSS found that approximately 1 in 5 students were younger than 13 years old when they first drank alcohol, 1 in 10 students smoke a whole cigarette for the first time before they were 13, 8 percent of students were younger than 13 year old when they first tried marijuana and 6 percent of students first had sex before they were 13 years old.” (10). “The gap between work and school schedules amounts to as much as 25 hours per week, which presents working parents with eh challenge of finding someone to care for their children while they work,” (12). “Polling shows that 87 percent of working mothers say the hours after school are when they are most concerned about their children’s safety, and this “afterschool stress” can lead to distraction that causes lower productivity, high turnover, and absenteeism for working mothers and fathers.  In fact, as many as 2.5 million parents are overly stressed by Parental Concerns about After-School Time (PCAST), are likely to bring their concerns to the workplace...workplace stress costs companies an estimate $50to $300 billion in lost job productivity each year,” (12). “An evaluation of New York City’s Out-of-School Time Programs for Youth initiative found that 74 percent of parents of participants agreed that the program made it easier for them to keep their job and 73 percent agreed that they miss less work than they had previously because their children attended the program.  In addition, 71 percent of parents reported that they were able to work more hours because their children were in the program,” (12). “Nationwide, 15.1 million youth regularly care for themselves after the school day ends and before parents get home from work: the peak time for juvenile crime and experimentation with drugs, alcohol, cigarettes and sex,” (12). “Afterschool care is an absolute necessity for America’s low-wage workers. Low-wage workers often have erratic schedules, with no two weekdays having the same schedule, leaving many families struggling to fill the gaps in childcare. One study found that 30 percent of low-income workers had disruptions in their work scheduled in order to meet family needs in a single week. In another study, almost half of the low-wage parents responded that they had been sanctioned at work due to family care responsibilities,” (12) “Score of evaluations provide evident that afterschool programs keep kids safe, healthy and on track to success by reducing their likelihood of drug use and involvement in criminal activities,” (12). “For most full-time employed parents, the gap between the end of the school day and the time they arrive home from work adds up to about 20–25 hours per week.  Thus, many parents look to after school programs to satisfy their desire for safe, enriching experiences for their children while they are working,” (14).

CONCERN #4: Drop-Out Rate

Audience(s)	Solution	How WR can help?
*School Community *Parents	School administrators want to increase school-day attendance and enrollment at their schools.	Students enrolled in WR attend school on a regular basis by % in comparison to those that are not enrolled in the program. Is there data that shows that families are more prone to enroll their children in schools where there is an after school program? WC serves 14,000 K students [less # than others report because of their HIGH retention] 65+ days excellent  [attendance data file] High school attendance 100 out of 180 days Principals report truancy rates decrease
Research/Data: Drop-Out Rate
“Students in high-quality afterschool programs have better attendance, behavior, grades and test scores compared to their non-participating peers,” (1). “Research shows that kids in afterschool programs go to school more, see improvements in their behavior, and increase their likelihood of moving on to the next grade level and graduating,” (1). “An analysis of 68 afterschool studies found that students participating in high-quality afterschool programs went to school more, behaved better, received better grades and performed better on test compared to non-participants (Weissberg, R.P., et. al, 2010),” (3). A study of outcomes associated with participation in afterschool programs found that students regularly participating during the elementary school years showed a variety of gains, including: Narrowing the math achievement gap at grade five between high-income and low-income students; Improving work habits and self-efficiency; and Reducing the number of school absences. (Auger, A., Pierce, K.M. and Vandell, D.L. 2013),” (3). “Students who attended 21st CCLC programs made significant improvements in their classroom behavior, completion of their homework and participation in class.  Gains were also made in students’ math and English grades. (Learning Points Associates, 2011),” (3). “The Building a Grad Nation report found that the graduation rate is less than half for students with disabilities in 12 states and less than half for students with limited English proficiency in nine states,” (5). “The process of disengagement generally is characterized by three indicators, also known simply as the ABCs – high Absenteeism, Behavior problems, and Couse failure, including both incomplete assignments and failed courses.  The ABCs are closely connected to one another.  For example, many students begin exhibiting signs of high absenteeism in elementary school.  Students who are absent often are less likely to complete their homework and complete their course.  In middle school, a student’s elementary school pattern may persist and can be reinforced by early adult responsibilities, such as caring for a younger sibling.  Low levels of school engagement – as evidenced by attendance problems, course failure in English or mathematics, and conduct issues – can predict as least 50 percent of eventual dropouts.  At the high school level, social behaviors – such as being a member of a high-risk social group that engages in risky behaviors- may result in drug use, teenage pregnancy, and gang membership, all of which further fuels disengagement.” (5). “Rigorous studies on the efficacy and effectiveness of afterschool programs have proven that afterschool programs work to help improve educational outcomes and mitigate dropout rates…” (5). “…studies…point to the ability of afterschool programs to have a beneficial effect on factors that can lead to a student dropping out of school: A student’s school day attendance, behavior and course performance,” (5). “The Collaborative for Academic, Social and Emotional Learning (CASEL) conducted a meta-analysis of 68 studies of afterschool programs and found that when compared to their non-participating peers, students participating in high quality afterschool program demonstrated improvements in a number of areas, including better school day attendance,” (5). “An evaluation of Chicago after-School All-Stars-an afterschool program that focuses on developing all aspects of their students and supports their academic growth, their social and emotional skills, and their health and fitness-found that participation in the program resulted in fewer regular school-day absences and fewer suspensions.  After-School All-Stars’ participants demonstrated a 14 percent reduction in absences and a 17 percent reduction in suspensions,” (5). “Students themselves report a lack of relevant curriculum as a main reason they drop out,” (6). “Afterschool programs that engage the interests and passions of students are more likely to attract and keep participants, allowing them to take full advantage of the program and earnt the credits they need, so they have the opportunity to graduate with their peers,” (6). “Afterschool programs can prevent students from failing through the cracks, ensuring that they receive the appropriate level of attention, instruction, engagement and support to graduate from high school prepared for college, the modern workforce and life,” (6). “Sustained participation in after school programs can be cultivated in a number of ways. Chapin Hall’s study of 99 10th-grade students in four Chicago Public Schools revealed that tailoring programs to youth interests, needs, and schedules, as well as providing a wide variety of enriching opportunities for youth to be exposed to new ideas, new challenges, and new people, has been found to be an important factor for promoting sustained participation.* * Chaskin, r. J., & Baker, s. (2006). Negotiating among opportunity and constraint: The participation of young people in out-of-school-time activities. orkgo: chapin hall center for children,” (14). “Analysis of participation patterns among 13,000 new York city youth in 176 Department of Youth and Community Development-sponsored after school programs revealed that programs with higher rates of youth retention over 2 years of operation differed from programs with lower retention rates in the following ways: Higher director salaries More advanced education credentials Parent liaison on staff Youth reported a greater sense of belonging More positive interactions between youth and staff Higher academic self-esteem Strong academic or arts focus Improved academic performance through enrichment* * Russell, c. a., Reisner, e. r., Pearson, l. m., Afolabi, K. p., Miller, t. D., & Mielke, m. B. (2006). Evaluation of DYCD’s Out-of-School Time Initiative: Report on the first year. Washington, Dc: policy studies associates, inc. available at http://www.policystudies.com/studies/ youth/ost.html,“ (14). “Evaluations of LA’s BEST, a multicomponent schoolbased after school program serving over 19,000 students, consistently demonstrate that participation in in LA’s BEST programs improves school-day attendance. Participants report higher aspirations regarding graduation and postsecondary experiences than nonparticipants.8 A longitudinal study that examined the dropout rates of former LA’s BEST participants revealed that participation in LA’s BEST for at least 1 year in grades 2 through 5 had a positive impact on high school dropout rates, and even greater participation resulted in a further reduction of dropout rates. These findings were particularly salient for low-income children.9,” (14).

CONCERN #5: Social Emotional Skills

Audience(s)	Solution	How WR can help?
*School Community *Parents *Students	School administrators and parents want to decrease unhealthy behaviors and increase healthy behaviors.  Students engaged in unhealthy behaviors (crime, smoking, sexual activity, etc.) that become more disengaged are more likely to drop out.	How does WR program and/activities develop students’ social emotional skills?  What does the data say?
Research/Data: Social Emotional Skills
“The Promising After-School Programs Study examined 35 high-quality afterschool program across the nation…found that regular participation in high-quality afterschool programs is linked to positive effects on student behavior.  Students regularly participating in the high-quality afterschool programs were less likely to misbehave, less likely to become aggressive with their peers, and less likely to engage in drug and alcohol use,” (5). “Results from a longitudinal evaluation of LA’s BEST – a program that provides afterschool enrichment to more than 28,000 kids throughout Los Angeles – showed that students who regularly attended the afterschool program were less likely to participate in criminal activities than non-participating students.  Translating the reduction in juvenile crime into cost savings for the city, researchers calculated that every dollar invested in the program resulted in $2.50 in cost savings for the city.  The study also found that LA’s BEST students were 20 percent less likely than non-participants to drop out of school,” (5). “Youth who participate in afterschool programs improve in key areas that foster success in school, including social and emotional development, increased interest and engagement in school and avoidance of risky behaviors,” (6). “A national survey of teachers found that close to 7 in 10 teachers believe social and emotional learning (SEL) are an important part of a middle schoolers’ in –school experience.  More than 9 in 10 teachers agree that teaching social and emotional skills will probably or definitely improve relationships among students and reduce bullying.  An overwhelming majority of teachers also believe that a larger focus on SEL will have positive effects on students’ school attendance and graduation, college preparation, workforce readiness and overall life success.  However, 3 in 10 teachers say that their school places too little emphasis on developing students’ social and emotional skills.  Overall, more than 80 percent of teachers surveyed report that time is the biggest challenge to providing SEL,” (10). “Afterschool programs are helping students tackle challenging circumstances and avoid risky behaviors, teaching kids how to communicate effectively with their peers and interact positively with others, and encouraging them to believe in themselves-helping them develop fortitude and persevere through difficult situations they may face,” (10). “Studies have found that benefit associated with students participating in afterschool programs include: Decrease in criminal activity and risky behaviors Awareness of the dangers of risky behaviors Decrease in aggression and other problematic behaviors Improved social skills Improved self-confidence Feeling safe,” (10) “A 2007 evaluation report found that children attending LA’s BEST are 30 percent less likely to participate in criminal activities than their peers who do not attend the program.  Researchers estimate that for every dollar invested in the program, the city saves $2.50 in crime-related costs,” (10). “Afterschool programs have the ability to help students improve their behavior and avoid situations that negatively impact their academics and future aspirations,” (10). “An evaluation of After-School All-Stars in Chicago, Illinois, reported that participation in the program led to close to a 20 percent reduction in school suspensions,” (10). “A number of evaluations have found that students participating in afterschool programs see improvements in their ability to interact with others.  A study of New Hampshire’s 21st Century Community Learning Centers (21st CCLC) found that 97 percent of principals agreed that afterschool program enhanced students’ social skills and a study of Wisconsin’s 21st CCLC programs found that more than half of regularly attending students improved their classroom behavior. ” (10). “A meta-analysis found that students participating in quality afterschool programs saw significant increases in their self-perception, self-confidence and self-esteem,” (10). “Afterschool programs meeting the needs of students during the out-of-school hours” are doing so by: “Targeting at-risk children in the community and developing a program the directly responds to the issues and challenges they face, Creating a program where students feel empowered and know their voice is respected and heard, encouraging and sustaining long-term engagement in the program, Providing support that is culturally and linguistically sensitive to students and their families, helping connect them to school and the community, Providing wraparound services to youth and their families that helps encourage parent engagement and offers support for medical, social and emotional issues children may be facing,” (10) “Afterschool programs also present an avenue for community involvement in school improvement efforts and have been proven to increase academic achievement, improve students’ attitudes toward school and reduce antisocial behaviors, all of which are keys to successful school turnaround,” (11). “In their analysis of 68 afterschool studies, researchers Joseph Durlak and Roger Weissberg identified four evidence-based practices that were associated with significant improvements in students’ self-concept, relationships with school and positive social behaviors, while also reducing negative conduct and drug use, and improving test scores and attendance rates,” (11).  The four practices mentioned spell out SAFE: 1). Use of a Sequenced set of learning activities to achieve skill objectives; 2) Active learning techniques to help participants acquire targeted skills; 3) Focused attention and time on skill development; and 4) Explicit objectives for the skills being taught,” (11). “Participation in OST activities is also related to multiple indicators of positive social development.  Research shows that participation is related to more prosocial and less aggressive behavior with peers, multiple aspects of friendships, and lower feelings of depression and problem or delinquent behavior, (13). “…research suggest that youth outcomes improve as their level of attendance intensity increases.  Comparisons of high participants and nonparticipants have shown that participants who are high attenders have larger gains math tests and miss less school than non-attenders.  In addition, preliminary evidence suggest that moderate and high attenders have better outcomes than low attenders, with lower rates of truancy and drug use, for example,” (13). “High attenders have higher school attendance, grades, feelings of enjoyment in school, academic self-esteem, social interactions with peers, problem solving skills, and unlikelihood of being arrested than moderate or lower attenders,” (13). Social/Emotional outcomes associated with participation in after school programs include: Decreased behavioral problems Improved social and communication skills and/or relationships with others (peers, parents, teachers) Increased self-confidence, self-esteem, and self-efficacy Lower levels of depression and anxiety Development of initiative Improved feelings and attitudes toward self and school,” (14). “Prevention outcomes associated with participation in after school programs include: Avoidance of drug and alcohol use Decreases in delinquency and violent behavior Increased knowledge of safe sex Avoidance of sexual activity Reduction in juvenile crime,” (14). “Health and wellness outcomes associated with participation in after school programs include: Better food choices Increased physical activity Increased knowledge of nutrition and health Practices reduction in BMI Improved blood pressure Improved body image,” (14).

CONCERN #6: Recovering ADA

Audience(s)	Solution	How WR can help?
*School Community	School administrators are interested in recovering ADA.  It is estimated that schools lose $XXX per year in ADA.	Does WR have a dollar amount for ADA recovery that can be calculated based on attendance?
Research/Data: Recovering ADA
About half of the afterschool staff reported that the students in their afterschool programs had improved their day school attendance, were paying more attention in class, and had fewer discipline problems. Fifty-eight percent of teachers agreed that the afterschool program students increased their frequency of class participation; most teachers (61%) agreed that their students in the afterschool program put more effort into school work. (Huang, D., & Dietel, R. (2011). Making afterschool programs better. (CRESST Policy Brief). Los Angeles, CA: University of California.) http://www.cse.ucla.edu/products/policy/huang_MAPB_v5.pdf A growing body of research has found that students’ participation in afterschool programs is beneficial to academic achievement and social adjustment (Pierce, Hamm, & Vandell, 1999; Posner & Vandell, 1994). Other research has found that those students who participate in quality afterschool programs the longest (both in terms of frequencies and duration) have lower criminal activity rates (Goldschmidt, Huang, & Chinen, 2007; Huang et. al, 2006; Lamare, 1997). Research has also discovered that higher rates of participation in afterschool programs can contribute to higher scores on academic standardized tests in mathematics, reading, and language arts (Huang, Gribbons, Kim, Lee, & Baker, 2000; Huang, Leon, La Torre, & Mostafari, 2008). Muñoz (2002) found a positive relationship between afterschool program participation rates and improved day school attendance and academic achievement. “After School Programs in the 21st Century: Their Potential and What it Takes to Achieve It.” Priscilla M.D. Little, Christopher Wimer, Heather B. Weiss, Harvard Family Research Project (10:2008) Afterschool Alliance –Afterschool Alert Issue Brief No. 47, April 2011.

CONCERN #7: Academic Achievement

Audience(s)	Solution	How WR can help?
*School Community *Parents *Students	Teachers, administrators, parents, and students want to make sure after school programs have activities and curriculum that improve academic achievement.	What does WR data show regarding academic achievement for students in the elementary, middle, and high school levels?
Research/Data: Academic Achievement
“Mid-continental Research for Education and Learning (McREL) with funding from the Department of Education, conducted a meta-analysis of 35 afterschool program studies and found that the programs had a positive impact on the academic performance of students who were most in need of help.  The analysis found that students participating in the afterschool programs, and who were at risk of failing reading or math, saw gains in both subjects.  Positive results on reaching achievement were found particularly in students in the lower elementary grade levels and in high school, and positive effect on math achievement were seen in middle and high school students, ” (5). “Ninety-four percent of middle school students attending 21st Century Community Learning Center (21st CCLC) programs in Pinellas County, Florida, maintained or showed growth in language arts (compared to 59 percent of non-participants), 84 percent maintained or showed growth in math (compared to 62 percent of non-participants), 84 percent maintained or showed growth in science (compared to 40 percent of non-participants),“ (11). “While at work, parents feel confident that afterschool programs are having a positive effect on student academic performance.  Three of four North Carolina working parents (76 percent) believe that afterschool programs strengthen students’ academic achievement.  More than two-thirds (69 percent) believe that afterschool programs improve school attendance and reduce dropout rates.  Two of three working parents (66 percent) believe that afterschool programs improve students’ behavior while in school,” (12). “Overall, attendance intensity has generally been found to be positively associated with many academic and non-academic outcomes, including: Higher academic achievement and grades Spending more time on homework Long-term educational and occupational outcomes, such as higher occupational expectations and university enrollment Beliefs concerning school, such as higher belief that cheating is bad, and a feeling of belonging at school Lower problem behavior Less cigarette and drug use High beliefs about abilities Engagement in more community service or volunteering Better emotional adjustment, increased happiness, and lower suicidal risk More optimistic perceptions of the future “Academic outcomes associated with participation in after school program include: Better attitudes toward school and higher educational aspirations Higher school attendance rates and less tardiness Less disciplinary action (e.g., suspension) Lower dropout rates Better performance in school, as measure by achievement test scores and grades Greater on-time promotion Improved homework completion Engagement in learning” (14). “A review of academic achievement programs conducted by Child Trends, as well as first year findings from an evaluation of 550 out-of-school time programs sponsored by New York City’s Department of Youth and Community Development (DYCD), conclude that developing a highly focused academic component aligned with academic goals may be important for producing good outcomes. However, an all-encompassing and exclusive focus on academics may be detrimental. In other words, the more multifaceted after school programs are likely to reap the biggest academic gains.11,” (14). “Balancing academic support with a variety of engaging, fun, and structured extracurricular or cocurricular activities that promote youth development in a variety of real-world contexts appears to support and improve academic performance,” (14). A growing body of research has found that students’ participation in afterschool programs is beneficial to academic achievement and social adjustment (Pierce, Hamm, & Vandell, 1999; Posner & Vandell, 1994). Other research has found that those students who participate in quality afterschool programs the longest (both in terms of frequencies and duration) have lower criminal activity rates (Goldschmidt, Huang, & Chinen, 2007; Huang et. al, 2006; Lamare, 1997). Research has also discovered that higher rates of participation in afterschool programs can contribute to higher scores on academic standardized tests in mathematics, reading, and language arts (Huang, Gribbons, Kim, Lee, & Baker, 2000; Huang, Leon, La Torre, & Mostafari, 2008). “After School Programs in the 21st Century: Their Potential and What it Takes to Achieve It.” Priscilla M.D. Little, Christopher Wimer, Heather B. Weiss, Harvard Family Research Project (10:2008) Afterschool Alliance –Afterschool Alert Issue Brief No. 47, April 2011. (14)

CONCERN #8: Parental Involvement/School Linkage

Audience(s)	Solution	How WR can help?
*School Community *Parents Parental	Schools and families would like to increase parental involvement at all grade levels, especially in grade levels where students/children become more disengaged over time.	What part does WR play in engaging parents and linking parents to school? Family literacy nights Does WR provide families resources or referrals to meet non-academic needs? Keeps active community resources available Referral to resources at school/community; act as liaison
Research/Data: Parental Involvement/School Linkage
“There is a correlation between the level of family involvement and student achievement – the more extensive the family involvement, the greater the impact on student achievement,” (7). “Time constraints, budgetary concerns and other conflicts can prevent schools from engaging parents.  Investigators have identified lack of planning and lack of mutual understanding as the two greatest barriers to effective parent involvement,” (7). “Families too may face considerable barriers that inhibit their involvement in schools.  Parents may be unable to take time away from work to participate in school functions or activities.  They may feel culturally or economically isolated from their community and schools, and feel uncomfortable reaching out.  They may not know how to get involved, or even if they should.  Sometimes parents report feeling that schools ignore them and don’t understand their concerns,” (7). “The MetLife Survey of the American Teacher 2007: The Homework Experience found that 24 percent of parents report their school does not do a good job of encouraging parental involvement in educational areas.  Twenty-eight percent of parents are dissatisfied with the frequency of contact they have with their child’s school, while 15 percent feel awkward or reluctant about approaching teacher to talk about their child.  Teachers report similar feelings of dissatisfaction: 39 percent give a fair or poor rating to their school for the availability and responsiveness of parents and 36 percent give a fair or poor rating for the amount of support for the school shown by the parents,” (7). “The MetLife Survey of the American Teacher 2004-2005 Survey: Transitions in the Role of Supportive Relationships found that teachers and principals identified their interactions with parents as a significant source of stress and anxiety,” (7). “Afterschool programs present a gateway into the school for many parents who do not otherwise feel connected to their children’s school,” (7). “There are several reasons why afterschool programs, by their nature, can more easily initiate interactions with parents…afterschool staff has the ability to meet with parents before or after the work day; afterschool staff, many of whom are community members, students or community-based youth development workers, can be less intimidating to parents.  Parents who feel connected to their afterschool program are far more likely to then connect with teachers and staff from the regular day,” (7). “Afterschool programs are in the unique position to: Provide parents with referrals to local agencies or organizations for assistance or information; Provide referrals to families for other social services; Provide specific support to families, either through parent counseling or parent support groups; Provide support to families struggling with social and emotional problems through the inclusions of preventative service programs; Program sites in neighborhoods with high concentrations of immigrants can develop services and activities specifically tailored to those new residents; Send food home with children for families,” (7). “Afterschool programs can employ many different strategies to encourage parent participation: Support families by focusing on family, consider the concerns and needs of the families and children served, and solicit family input; Communicate and build trusting relationships by communicating frequently and in positive ways, being there for families and providing leadership opportunities for families; Create an environment that welcomes families.  Hire and develop family-focused staff by hiring staff who share parents’ experiences and background and/or designating a staff member to liaison with parents; Build linkages across individuals and organizations, such as collaborating with local organizations, offering to act as a liaison between families and schools, and helping parents develop skills to advocate for themselves and their children at school,” (7). “Afterschool can offer parents a comfortable, flexible setting in which to engage with their children and become involved in their education.  Parents enjoy activities that offer a chance to socialize and discuss concerns with other parents and staff.  Afterschool programs are also an important forum for identifying and providing resources and services that strengthen families.  Creating a program that reflects the ideas and desires of the parents involved leads to program improvements, increased attendance, and greater parental investment,” (7). “An extensive body of research exists that demonstrates the number of positive outcomes associated with parent engagement in their child’s education.  Studies show it improves students’ academic performance, attendance and graduation rates and graduation rates; reduces dropout rates and at-risk behaviors such as alcohol and drug use; and positively impacts students’ attitudes, behaviors and overall well-being.  What’s more, these benefits remain true for children and families regardless of household income, race and ethnicity,” (8) “A meta-analysis of studies and focus especially on parent involvement during the middle school years identified three distinctive categories of parent involvement: School-based involvement, such as volunteering at school and interaction between teachers and parents; Home-based involvement, such as help with homework and other academic-related activities at home; and Academic socialization, which includes communication between parents and children that conveys the importance of education and encourages future academic and occupational goals. The analysis found that while parent involvement as a whole is associated with positive gains in academic achievement among middle schoolers, activities falling under the category of academic socialization demonstrated the strongest relationship,” (8). “Lack of time on the part of both parent and staff, and lack of staff training in working with parents have been identified as barriers.  Others include cultural, socioeconomic and language differences between parents and staff, as well as parent attitudes toward schools, particularly in schools serving majority low-income households and schools with high levels of minority enrollment,” (8). “…community-based after school programs – that are also often staffed by members of the community – may be viewed as more approachable by parents, thereby filling the role of “broker” between parents and schools.  In this role, programs are able to offer guidance and assistance to parents who may be overwhelmed by their school system; provide parents with information on how to better communicate with school staff; and help coordinate and facilitate parent-teacher meetings,” (8). “Afterschool program also have the ability to be creative and tailor their supportive services to the distinctive nee of their community.  For example, afterschool programs are able to keep their doors open into the evening hours and on weekends to facilitate parent involvement; draw parents and families in by providing counseling and other wraparound services; offer English classes and translation assistance for families who are not fluent in English; and provide incentives for participation, such as food and meals,” (8). “Not only do afterschool programs have the ability to break down barriers schools face when working to increase parent engagement…but afterschool programs also provide additional opportunities to encourage parent involvement and positively impact children’s academic success, behavior and overall well-being,” (8). “…parent engagement in afterschool programs bolsters participation of youth in programs, supports the quality of afterschool programs, and is a constructive influence on parent involvement at home and at school,“ (8). “A research review examining the characteristics and activities that effectively support parent engagement found that that the most successful programs share a number of key characteristics.  Many successful afterschool programs: Promote a welcoming environment, Address misconceptions that may be held by teachers and parents about the role of parent engagement, Uses resources toward supporting increased parent involvement, Understand the effect of children’s home environment on their academic performance, Organize the program structure to encourage parent engagement, and Provide parents with the information and tools to support their children’s academic success,” (8) “Many afterschool programs…working to implement practices that engage parents thorough: 1. Helping open the channels of communication and understanding between parents and children by offering counseling and family support services that encourage student success. 2. Building trust with families who may feel disengaged and disconnected from their school system and providing resources to help parents become active stewards in their child’s education. 3. Leveraging program resources to incentivize parent participation 4. Soliciting and incorporating parent feedback and suggestions into program structure to gain buy-in and engender participation,” (8). “Afterschool programs are able to transcend…divides, offering an environment where parents can feel at ease, providing parent-related activities and family services during times more accessible to working parents; offering resources to help parent-child communication; and providing parents with the tools to become more empowered in their involvement with their children’s education,” (8). “Most notably, expanded learning opportunities and the additional time they offer can have impacts on academic development and health outcomes, which help youth in the program to be more prepare and ardent learners.  Additionally, school can benefit from partnerships with afterschool and summer learning programs in the following ways: Expanded learning offers an opportunity for enrichment activities that may be cut from the regular school day in an effort to maximize time for core subjects; Expanded learning opportunities, especially summer programs, help students successfully navigate transitions into and out of middle school; Afterschool and summer programs can improve school culture and community image through parent engagement, public events and performances; and Afterschool and summer staff, volunteers and mentors can assist school day staff and help support in-school learning,” (11). “To…solidify the role of afterschool in school improvement, afterschool programs are playing a variety of roles to help ensure that expanded learning are integrated into school reform efforts including: Promoting an understanding and positive vision of expanded learning that helps schools realize the worth and value of afterschool programs in a school improvement venture. Encourage a strategic use of funds for afterschool and summer enrichment that assures the partnering school that their school improvement dollars are going toward activities that will promote the new vision of the school and high academic achievement. Relying on a wide range of partners who can offer a multitude of enrichment activities and academic support that are linked to school reform efforts. Contributing to the research base that demonstrated afterschool programs’ worth to school improvement efforts so that schools and funders have a better understanding of the effect that high-quality afterschool and summer learning program can have on a school and student success,” (11). “The Transition to Success Pilot Project (TSPP) in Boston coordinated after school services with intensive academic tutoring and a range of family and support services. Its quasi-experimental evaluation revealed that three quarters of parents of TSPP students declared that the program helped them connect with their child’s teachers and that their involvement in their child’s school increased because of their child’s involvement in this after school program.49,” (14).

CONCERN #9: Common Core Linkages

Audience(s)	Solution	How WR can help?
*School Community	Schools that are struggling with common core activities may seek partnerships with agencies that can do this well.	Does WR use common core activities in its curriculum?  How does it train their staff in common core?  Would it be open to offering professional development services and/or workshops with school teachers?
Research/Data: Common Core Linkages
“Afterschool programs – many of which already focus on engaging students in hands-on learning experiences and long-term projects that require students to ask questions, dive deeper into content, experiment with concepts and think critically about problems – are an ideal partner to support teachers and schools in their work with Common Core State Standards, “ (4). “Statewide afterschool networks are playing a lead role in reaching out to schools and teachers and are finding ways to align afterschool programming with the school day…Rhode Island Afterschool Plus Alliance hosted information sessions and presentations about the Common Core for Rhode Island afterschool programs, including discussions of the many ways afterschool programs’ work currently aligns with the Common Core, and worked with the Rhode Island Department of Education on join professional development with school day teachers and afterschool program providers on the Common Core,” (4). “Recognizing the importance of supporting a child academically, socially and emotionally, afterschool and summer learning programs have long valued a learning environment that reflects man y of the themes emphasized by the Common Core, such as active learning, collaborative environments, projects that promote perseverance, and creative and critical thinking,” (4).

CONCERN #10: Activities Aligned with NGSS, 21st Century Skills & LIAS Principles

Audience(s)	Solution	How WR can help?
*School Community	Schools are seeking to integrate state and national standards into their classroom curriculum. Teachers need support in making transition to project-based learning approaches in the classroom and to prepare students for 21st century workforce. The California Department of Education upholds the LIAS principles as standards of program quality.	WR academic enrichment curriculum supports Common Core SS, particularly with regard to Habits of Mind Math and Habits of ELA, including opportunities for students to collaborate and acquire a strong 21st CCLC skill sets WR addresses all five principles through hands-on ACTIVE expanded learning activities that are ENGAGING and MEANINGFUL for students. Activities lead to culminating projects and new experiences and skill development opportunities that SUPPORT MASTERY and EXPAND STUDENTS’ HORIZONS. [See WC Standards Grid for aligned activities]
Research/Data: CCS & NGSS Aligned Activities/Mastery; 21st Century Skills Development & Workforce Preparation LIAS Principals
Recently AYPF examined how competency based education that takes place after school can inform classes that take place during the regular school day. Developing this range of knowledge, skills, abilities, and dispositions in order to be successful is a big undertaking, and schools cannot do this work alone.  For example, afterschool is often cited as a learning environment to help students develop College and Career Readiness (CCR) skills such as problem solving, conflict resolution, self control, leadership, responsible decision making, and enhancement of self efficacy and self esteem. […] there is a unique opportunity for afterschool practitioners to work with K-12 educators around the development of competencies that merge academic content knowledge, technical skills, and personal skills. (The Intersection of Afterschool and Competency-Base learning, Emerging Trends, Policy Considerations, and Questions for the Future, American Youth Policy Forum, White Paper, Jan 2016). Harvard Family Research Project review of 10 years of research concludes that there is evidence that sustained participation in well-structured and well-implemented after school programs and activities can achieve afterschool programs can improve academic achievement in addition to having positive impacts on social emotional development, healthy lifestyle and behavior habits including a rang of prevention outcomes. “A decade of research and evaluation studies, as well as large-scale, rigorously conducted syntheses looking across many research and evaluation studies, confirms that children and youth who participate in after school programs can reap a host of positive benefits in a number of interrelated outcome areas: academic, social/emotional, prevention, and health and wellness. 2-year longitudinal Study of Promising After-School Programs findings from that study indicate that elementary and middle school students who participated in high-quality after school programs, alone or in combination with other activities, across 2 years demonstrated significant gains in standardized math test scores, when compared to their peers who were regularly unsupervised after school. Further, regular participation in after school programs was associated with improvements in work habits and task persistence.2 ( Vandell, D., Reisner, E., & Pierce, K. (2007). Specifically, researchers found that in comparison to a less-supervised group, school-age children who frequently attended high- quality after school programs, alone and in combination with other supervised activities,36 displayed better work habits, task persistence, social skills, prosocial behaviors, and academic performance, and less aggressive behavior at the end of the school year.37  Outcomes linked to high-quality afterschool programs: Longitudinal findings from the study of promising practices. Irvine, CA: University of California and Washington, DC: Policy Studies Associates). The evaluation of the National 21st CCLC program revealed similar impact on family involvement. At the middle school level, participation in 21st CCLC programs was associated with increased parent involvement at their child’s school. Involving families can contribute to programs’ ability to improve youth outcomes. For instance, participants whose families participated in a YMCA 21st CCLC family program in New York City’s Chinatown, which provided ESL instruction, adult education, computer courses, and karate activities, were more successful in improving homework completion, school attendance, and other indicators of academic performance. Evaluations of the school-based TASC programs in New York, which emphasize academic enrichment, homework assistance, the arts, and recreation, have demonstrated that participants outperform similar nonparticipants on math test scores and high school Regents Examination scores, as well as high school credits earned and school attendance rates. Reisner, E. R., White, R. N., Birmingham, J., & Welsh, M. (2001).  Building quality and supporting expansion of After-School Projects: Evaluation results from the TASC After-School Program’s second year. Washington, DC: Policy Studies Associates; White, R. N., Reisner, E. R., Welsh, M., & Russell, C. (2001). Foundations, Inc. operates extended-day enrichment programs before school, after school, and during the summer. Its evaluation of 19 elementary school after school programs in three states found highly statistically significant improvements in both reading and math scores between pretest and posttest. Klein, S. P., & Bolus, R. (2002).  Improvements in math and reading scores of students who did and did not participate in the Foundations After School Enrichment Program during the 2001–2002 school year. Santa Monica, CA: Gansk & Associates. Other investigations (Auger, Pierce, & Vandell, 2013; Li & Vandell, 2013; Pierce, Bolt, & Vandell, 2010) that I have conducted with colleagues reinforce the finding that the availability of a diverse array of structured, age-appropriate activities is positively associated with student math grades and classroom work habits, particularly at the elementary level. As students get older and seek more autonomy in their out-of-school activities, research tells us that greater flexibility in programming becomes more important (Vandell, Reisner, & Pierce, 2007). http://www.expandinglearning.org/expandingminds/article/afterschool-program-quality-and-student-outcomes-reflections-positive-key

CONCERN # 11: Culturally Relevant/Responsive Programming

Audience(s)	Solution	How WR can help?
*School Community *Parents *Students	Schools, students, and families appreciate culturally relevant programming.  It is a point of entry for parents and families as it’s something familiar and personal.	WR has many activities for students to participate in that celebrate their heritage and introduce them diverse cultural and social experiences. Staff represent the community that WR serves and are responsive to the students culturally specific learning needs and recognize the funds of knowledge they bring through enrichment activities that build on their experiences and validate their cultural background and community’s histories. Families are invited to recitals and concerts and other events on a regular basis.   [Other forms of engaging families?]
Research/Data: Culturally Relevant/Responsive Programming
Demographic shifts have lead to an increasing diverse communities that further bring to light the need to consider cultural relevant practices within all educational contexts, including afterschool.   Organized after-school activities are influenced by changes in the broader context and will need to adapt to attract diverse adolescents and effectively promote positive youth development. Culturally relevant teaching is that it has been a cornerstone of many after-school programs with staff reflecting the community served and the close ties that programs establish with families and community. Adopting a culturally responsive practices programs further ensures that programs operate from an assets approach rather than a deficit approach: valuing the knowledge experiences and knowledge students bring and expanding on that basis through positive youth development programming. Creating culturally responsive social norms at the programmatic level includes providing opportunities to experience a diverse array of cultural practices and traditions, grounding activity norms in youth voice […] Culturally relevant activities are structured in a way that adolescents feel comfortable expressing the complexity of their multiple, hybrid cultural identities (Ngo, IN PRESS; Villarruel et al., 2005; Wong, 2010). For example, ethnic minority adolescents who felt their ethnicity and culture were respected had higher activity retention, engagement, positive feelings, and prosocial interactions in activities (Deutsch, 2008; Vest Ettekal & Simpkins, 2015). Providing opportunities to thrive in a culturally relevant and meaningful way conveys to adolescents that their cultural heritage, interests, and experiences matter and empowers them to make a difference in their broader community and society. Openness to cultural explorations, such as cultural identity development and issues concerning culture, such as language, practices, and norms, is an important staff consideration related to efficacy and mattering These strategies promote youth voice, an essential predictor of positive development for marginalized adolescents (Diversi & Mecham, 2005; Perkins & Borden, 2006). Cited in Simpkins, S.D., Riggs, N.R. . Ngo, B., Ettekal, A.V., and Okamoto, D, (2016) Designing Culturally Responsive Organized After-School Activities. Journal of Adolescent Research 1–26. (15)

CONCERN # 12: Engaging Programs/Student-Driven Activities

Audience(s)	Solution	How WR can help?
*School Community *Students	Students are best engaged when they have input regarding content and learning styles.	WR’s activities are highly child-centered and program data shows that it impacts them in a variety of positive ways including: Youth voice and choice Club leaders given power to do what they have passion…students bond or go to choice Students report positive relationships with peers; learning new skills; have leadership and community service experiences [SEE SUMMARY OF STUDENT SURVEY DATA]
Research/Data: Engaging Programs/Student-Driven Activities
“Student engagement in school decreases as they go through school, percentage, 76% of elementary schoolers, 61% of middle schoolers, and 44% of high schoolers engaged in school,” (1). “A majority of dropouts surveyed felt that schools could improve the chances that students would stay in school if they provided opportunities for real-world learning, more engaging coursework and smaller classes with more individualized attention,” (6). “Student choice and voice is widely recognized as an important characteristic of afterschool, which makes the afterschool setting a perfect fit for student-centered learning.  According to the Council of Chief State School Officers, the opportunity to be the active agent in one’s own learning is a strong characteristic of student-centered learning, but oftentimes, it is …the intentional design of the learning environment that enables individualized l earning opportunities,” (9). “Student-centered afterschool programs support student success by providing new experiences for youth who are yearning to explore their own interests in a safe, supportive learning environment,” (9). “Afterschool plays an important role as a safe space for youth to stretch their imaginations and pursue individual interests and topics,” (9). “The flexibility of student-centered afterschool programs accommodates different approaches to meeting student needs while providing learning experiences in which students master proficiency,” (9). “Moreover, afterschool offers a less formal time and space for youth to learn about and take action on the issues and subjects that they care most about.  This type of programming supports student success by: Promoting a collaborative environment where youth the learning with and from each other in safe and trusting spaces. Allowing students to progress at their own pace to set and achieve their individual goals. Strengthening partnerships between youth and their surrounding communities including the school district, local businesses and community-based organizations. Giving youth a voice to communicate with the world around them and make a difference. Offering project-based learning to engage students’ critical thinking skills,” (9). “In student-driven environments, the children participating often take on the responsibility for organizing, analyzing and synthesizing their learning goals…Through student-centered learning opportunities, youth can work together to discover the world, address issues, find solutions, and present outcomes,” (9). “Individualized learning opportunities outside of the school day also enhance community involvement and strengthen relationships between afterschool providers and schools, businesses, universities and community-based organizations.  These partnerships serve to support student-centered, student-driven projects,” (9). “Expanded learning opportunities offered before-school, afterschool and during summer enable schools and districts to capitalize on the expertise of community partners and maximize their capacity to support student success.  This approach to student-centered individualized learning promotes learning after school in a number of ways by providing: Deeper understandings of visual and graphic arts Critical thinking skills to independently synthesize new ideas Field research skills to nurture budding interests and passions Self-direction and a safe place to make intellectual detours Culturally competency to develop healthy relationships with other diverse students Fluency in technology to collect research and present projects in innovative ways,” (9). “Afterschool programs are recognizing the important role that technology can play in allowing students to take command over their learning, appropriately pace their learning and provide access to learning resources that would be otherwise unavailable in the community,” (9) “Student-centered afterschool programs also have the unique opportunity to offer programming in areas that meet specific needs.  For example, hard-to-reach older youth can benefit from access to programming that challenges and supports them in new development stages.  High school students can benefit from additional support structures offered in afterschool that help them set goals and plan for the future, enhance their ability to cope with their new roles and responsibilities, and give them a greater understanding of their identity, strengths and weaknesses,” (9). “Afterschool programs that provide opportunities for youth to be active members of their community can foster a strong sense of purpose in students, leading to increased community engagement and self-worth,” (9). The Temecula Valley Foundation for Excellence in Education offers “fee-based summer course to help students get a head start and make room in their academic schedule for the regular school year…As a result of putting students’ needs and interests first and thereby adopting a student-centered learning approach, enrollment increased from 200 students in the first year of offering credit bearing courses to 330 students in the following summer,” (9). “Finding suggest that elementary school children who participated in three or more different activities had high grades and academic test scores than non-participants or youth who participated in only one or two activities,” (13). “The number of activities in which youth participated across high school was positively associated with numerous outcomes, including satisfaction with life, academic achievement, homework completion, youth’s beliefs about their abilities, educational and occupational plans, and university enrollment,” (13).

REFERENCES

1. Afterschool Alliance - Afterschool Supports Students’ Success Flyer
2. Afterschool Alliance - Afterschool in Your State: A Clearinghouse of Information on Afterschool across the Country.
3. Afterschool Alliance - Afterschool Programs Keep Kids Safe, Engage Kids in Learning and Help Working Families.
4. Metlife Foundation - Afterschool Alert Issue Brief No. 63, January 2013, “Afterschool and the Common Core State Standards.”
5. Metlife Foundation - Afterschool Alert Issue Brief No. 60, September 2013, “Preventing Dropouts: The Important Role of Afterschool.”
6. Afterschool Alert Issue Brief No. 38, July 2009, “Afterschool: A High School Dropout Prevention Tool.”
7. Metlife Foundation - Afterschool Alert Issue Brief No 32, March 2008, “Afterschool: Supporting Family Involvement in Schools.”
8. Metlife Foundation - Afterschool Alert Issue Brief No. 56, October 2012, “Afterschool: A Key to Successful Parent Engagement.”
9. Afterschool Alliance - Afterschool Alert Issue Brief No. 54, December 2011, “Student-Centered Learning in Afterschool: Putting Students’ Needs and Interests First
10. MetLife Foundation - Afterschool Alert Issue Brief No. 65, May 2014, “Keeping Kids Safe and Supported in the Hours After School.”
11. MetLife Foundation - Afterschool Alert Issue Brief No. 55, July 2012, “Afterschool: An Ally in Promoting Middle School Improvement.”
12. Afterschool Alliance –Afterschool Alert Issue Brief No. 47, April 2011, “Afterschool and Working Families in Wake of the Great Recession.”
13. Issues and Opportunities in Out-of-School Time Evaluation, Number 7, August 2004, “Understanding and Measuring Attendance.  In Out-of-School Time Programs.”
14. Issues and Opportunities in Out-of-School Time Evaluation, Number 10, February 2008, “After School Programs in the 21st Century.  Their Potential and What it Takes to Achieve It.” Priscilla M.D. Little, Christopher Wimer, Heather B. Weiss, Harvard Family Research Project (10:2008) Afterschool Alliance –Afterschool Alert Issue Brief No. 47, April 2011.
15. Simpkins, S.D., Riggs, N.R. . Ngo, B., Ettekal, A.V.,
and Okamoto, D, (2016) Designing Culturally Responsive Organized After-School Activities. Journal of Adolescent Research 1–26.