“I Could See Myself as a Scientist”: The Potential of Out-of-School Time Programs to Influence Girls’ Identities in Science
A New Way to Assess Nutrition Knowledge: The Healthy Plate Photo Method
A Seat at the Table: Listening to Adolescent Black Girls
A Youth Development Approach to Evaluation: Critical Participatory Action Research
An Unexpected Outcome
Before the School Bell Rings: How a Before-School Physical Activity Program Improves Executive Functions
Being and Becoming Scientists
Bringing in the Tech: Using Outside Expertise to Enhance Technology Learning in Youth Programs
Civic Connections: Urban Debate and Democracy in Action during Out-of-School Time
College Access Through Youth-Led Afterschool Programming
Connecting Urban Students with Engineering Design: Community-Focused, Student-Driven Projects
Creating Engaged Citizens: Using Young Adult Novels and Thematic Units to Encourage Democratic Action
Creating High-Performance Afterschool Programs
Creative Youth Development in the Context of Homelessness
Critical Friendship: Helping Youth Lift as They Climb Together
Crumpled Molecules and Edible Plastic: Science Learning Activation in Out-of-School Time
Curriculum and Professional Development for OST Science Education: Lessons Learned from California 4-H
Designing for Belonging and Becoming in an Afterschool Tinkering Program
Designing for Engagement
English Learners and Out-of-School Time Programs: The Potential of OST Programs to Foster EL Success
Exploring Self-Esteem in Girls' Sports Program: Competencies and Connections Create Change
Exploring STEM Engagement in Girls in Rural Communities
Fostering Arts Education Through a University-Afterschool Partnership
Global Kids Organizing in the Global City: Generation of Social Capital in a Youth Organizing Program
Helping Low-Income Urban Youth Make the Transition to Early Adulthood: A Retrospective Study of the YMCA Youth Institute
Helping Youth Prepare for Careers: What Can Out-of-School Time Programs Do?
Hmong High School Students in Afterschool: Effects on Achievement, Behavior, and Self-Esteem
How Clean Is My Water?
How to Introduce Creative Youth Development into an Existing Afterschool Program
Infrastructures to Support Equitable STEM Learning Across Settings
Keeping Children Safe: Afterschool Staff and Mandated Child Maltreatment Reporting
Long-Term Participants: A Museum Program Enhances Girls’ STEM Interest, Motivation, and Persistence
Measuring and Understanding Authentic Youth Engagement: The Youth-Adult Partnership Rubric
Measuring Program Quality, Part 2: Addressing Potential Cultural Bias in a Rater Reliability Exam
Measuring Program Quality: Evidence of the Scientific Validity of the Assessment of Program Practices Tool
Partnerships to Transform STEM Learning
Playful Learning Landscapes
Positive Youth Development Through Hip-Hop Music Production
Promoting Mental Health Careers and Improving Mental Health Outcomes Among Latinx Youth
Research-Based Practices in Afterschool Mentoring Programs
Self-Assessment of High-Quality Academic Enrichment Practices
Supporting Effective Youth Work: Job-Embedded Professional Development in OST
System Building, Relationships, and Quality Interview with NIOST’s Ellen Gannett
The Effect of Afterschool Program Participation on English Language Acquisition
The Micro Temporal Arc: A Practical Planning Tool for Afterschool Student Engagement
The Unique Challenges of Afterschool Research
Using Action Research to Engage Youth in Improving OST Programming
Using Video Game Design to Motivate Students
Voices From the Field: "Systems Trump Programs” A Case for Agency Support in Afterschool
What Afterschool STEM Does Best: How Stakeholders Describe Youth Learning Outcomes

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    "NIOST has been an anchor for numerous school age care projects we do, including ASQ (After-School Quality) and Links to Learning. They are a nationally respected organization that Pennsylvania has partnered with for over 20 years."

    – Betsy O. Saatman, TA Specialist/SAC Initiatives, Pennsylvania Key

    "NIOST was a core partner in supporting the development of quality improvement systems across the nine cities that participated in The Wallace Foundation Next Generation Afterschool System-Building Initiative. The NIOST team worked well with other technical assistance partners in the initiative, always willing to pitch in and collaborate with others to make our professional learning community meetings a team effort. I truly hope the Foundation has an opportunity to partner with them in the future."

    – Priscilla M. Little, Initiative Manager, The Wallace Foundation


    "NIOST has been a leader in the out-of-school time field for as long as I can remember, and I have relied on their research, tools, and advice to improve my practice throughout my career. Their staff members are good partners and good listeners, and their influence across the country is palpable."

    – Jane Quinn, Vice President and Director of National Center for Community Schools, Children's Aid Society

    "Georgia Hall, Ellen Gannett, and the NIOST team have been instrumental in driving the healthy afterschool movement. Their dedication to quality practice, informed policy, and collective impact is instrumental in our effort to create healthier communities."

    – Daniel W. Hatcher, Director, Community Partnerships, Alliance for a Healthier Generation

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The Afterschool Matters Initiative is managed by the National Institute on Out-of-School Time, a program of the Wellesley Centers for Women at Wellesley College

Georgia Hall, PhD, is Managing Editor of the Afterschool Matters Journal

Wellesley Centers for Women
Wellesley College
106 Central Street
Wellesley, MA 02481-8203 USA


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