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Evidence for Action: Strengthening After-School Programs for All Children and Youth: The Massachusetts Out-of- School Time Workforce

By Julie Dennehy, National Institute on Out-of-School Time, and Gil G. Noam, Program in Education, Afterschool and Resilience (PEAR) at Harvard University and McLean Hospital
© 2005, Achieve Boston

This paper provides a window into the conditions of the OST workforce in Massachusetts and a baseline for policy decisions.

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It's About Time: A Look at Out-of-School Time for Urban Teens

This paper explores some of the key issues and challenges facing program and city leaders in creating and sustaining afterschool program opportunities that engage the interest and participation of high school-age youth. The authors discuss effective program characteristics and strategies for citywide collaboration, along with steps for cities and organization to build their capacity to meet the needs of today's teen youth during the out-of-school time hours. Investigation was particularly focused on five cities: Baltimore, Chicago, Denver, Kansas City, and Fort Worth.

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Using Technology to Support Academic Achievement for At-Risk Teens During Out-of-School Time

Using Technology to Support Academic Achievement for At-Risk Teens During Out-of-School Time (2004) is a literature review conducted by NIOST for the America Connects Consortium at Education Development Center, Inc. The literature review explores the use of technology to support academic achievement for at-risk high school-age youth during their out-of-school time. By combining insights from these several domains, this paper informs leaders in the out-of-school time program field, educators, policymakers, technology program designers, and other stakeholders as to what to consider when creating out-of-school time programs that use technology-based learning activities to support academic achievement for at-risk teens.

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Working Together for Children and Families: A Community's Guide to Making the MOST of Out-of-School Time

This substantial, informative guide delineates the theoretical basis, experiences and learnings of the first and second phases of the MOST Initiative, including the perspective of its founders and the three cities. The guide uses three methods to explain how to build an out-of-school time system using the MOST approach:

1. An outline takes the reader through a step-by-step process in three stages: Planning, Taking Stock, and Making It Happen
2. Action tips are recommendations based on the successes gained and challenges encountered during the seven years of the MOST Initiative
3. MOST city models illustrate how each MOST city interpreted the process and provide the reader with a sampling of their activities

How Afterschool Programs Can Most Effectively Promote Positive Youth Development as a Support to Academic Achievement

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.

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Making the Case: A Fact Sheet on Children and Youth in Out-of-School Time

It's finally here! This great resource is packed with the latest research and information on how children and youth spend their non-school hours, how they benefit from afterschool activities and much more.

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Building and Sustaining Citywide Afterschool Initiatives: Experiences of the Cross-Cities Network Citywide Afterschool Initiatives

By Georgia Hall and Brooke Harvey
© 2002 National Institute on Out-of-School Time, 57 pp.

This paper highlights the experiences of several citywide afterschool initiatives with particular focus on the activities and strategies that contributed to building operational and sustainable citywide delivery of out-of-school time programs.

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Literacy: Exploring Strategies to Enhance Learning in Out-of-School Time,

(1999) by By Kathryn Hynes, Susan O'Connor and An-Me Chung

This paper explores different ways that after-school programs can support children's literacy development. Grounded in research, the paper includes information on how children learn to read, many strategies for promoting literacy skills and descriptions of model programs.

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Homework Assistance & Out-of-School Time: Filling the Need, Finding a Balance, (1998)

by Susan O'Connor and Kate Maguire

Homework assistance has become a hot topic among out-of-school time providers. This paper is designed to help out-of-school programs think through their role in providing homework assistance. This paper is a guide to help programs make good decisions as they work to find answers to questions such as: what does the research say about homework? What are children, staff, schools and families thinking about homework? How can we take these diverse perspectives into account as we develop an appropriate homework policy? How do various programs approach homework assistance? How do we train staff to provide homework help?

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Growing Together: Connections Between School-Age Care and Youth Work Professions (1997)

This paper reports on the emergence of a strong connection between the school-age and youth service fields that occurred during the first year of implementation of the MOST Initiative.

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Twelve Key Elements for Higher Education Training: A Conceptual Framework for the Field of School-Age Care (1997)

By Marie Esposito and Joan Costley

Addresses the lack of college-based preparation for the field, the MOST Initiative has, as an integral component of its vision, charged three cities with the goal of developing a credit bearing certificate in school-age care. This paper is a first step towards reviewing and analyzing this important work.

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Making the MOST of Out-of-School Time: Technology's Role in Collaboration (1997)

This paper, written for the 1997 ERIC Families, Technology and Education Conference, presents a case study of the various ways that technology has been used by the MOST Initiative. It discusses how NIOST and the three MOST cities increasingly used technology to implement their action plans, and suggests ways that other communities can use technology to develop similar networks that support out-of-school time activities. The paper includes a listing of national technology resources related to the issue of children's out-of-school time.

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SAC Information and Resource: Sharing Via the Internet (1997, revised 1998)

This paper provides basic instructions for accessing vital and up-to-date information on school-age care via the Internet and showcases creative technology initiatives from the SAC field.

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The Learning that Lies Between Play and Academics in After-School Programs Article, (2000)

By: David Alexander

Vision, Leadership, and Determination: Cities and Their Partners Are Creating After-school System (2004)

By Billie Young, Cross-Cities Network Member

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Action Research Papers:

After-school Arrangements in Middle Childhood: A Review of the Literature

by Beth M. Miller, Fern Marx, NIOST, 38 pp. © 1990

This paper reviews the literature on the effects on children of how they spend their out-of-school time, and the impact of various care arrangements.

 

Out-of-School Time: Effects on Learning in the Primary Grades

by Beth M. Miller, SACCProject, 42 pp. © 1995

This paper describes some of the major issues raised by research on the effects of out-of-school time on children's learning and discusses possible responses to the issues raised by the literature.

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