“I Could See Myself as a Scientist”: The Potential of Out-of-School Time Programs to Influence Girls’ Identities in Science
An “I” in Teen? Perceived Agency in a Youth Development Program
An Unexpected Outcome
Balancing Acts
Being and Becoming Scientists
Beyond the Pipeline: STEM Pathways for Youth Development
Beyond the Webinar
Black Girls Create
Book Review: Science in the Making
Bringing in the Tech: Using Outside Expertise to Enhance Technology Learning in Youth Programs
Build IT: Scaling and Sustaining an Afterschool Computer Science Program for Girls
Connecting Urban Students with Engineering Design: Community-Focused, Student-Driven Projects
Cosmic Chemistry: A Proactive Approach to Summer Science for High School Students
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 Professional Development Resources to Meet the Needs of OST STEM Educators
Disconnecting and Reconnecting
Effective Practices for Evaluating STEM Out-of-School Time Programs
Effective STEM Programs for Adolescent Girls: Three Approaches and Many Lessons Learned
Embedding Seeds for Better Learning: Sneaking up on Education in a Youth Gardening Program
Exploring STEM Engagement in Girls in Rural Communities
Fostering Arts Education Through a University-Afterschool Partnership
Getting Intentional about STEM Learning
How Clean Is My Water?
How to Build a Robot: Collaborating to Strengthen STEM Programming in a Citywide System
How Wide is a Squid Eye? Integrating Mathematics into Public Library Programs for Elementary Grades
Implementing Out-of-School Time STEM resources: Best Practices from Public Television
In Addition Afterschool Mathematics Program: Principles, Practice, and Pitfalls
Infrastructures to Support Equitable STEM Learning Across Settings
Integrating Arts with STEM to Foster Systems Thinking
It’s All Happening at the Zoo: Children’s Environmental Learning after School
Learning Across Space Instead of Over Time: Redesigning a School-Based STEM Curriculum for OST
Learning from Science: Case Studies of Science Offerings in Afterschool Programs
Long-Term Participants: A Museum Program Enhances Girls’ STEM Interest, Motivation, and Persistence
Making and Mentors: What it Takes to Make Them Better Together
Math Is Like a Scary Movie? Helping Young People Overcome Math Anxiety
Media Gangs of Social Resistance: Urban Adolescents Take Back Their Images and Their Streets through Media Production
Muggle Magic
Networks Analysis of a Regional Ecosystem of Afterschool Programs
New Faces, New Places: A 4-H Science Learning Program in Urban Out-of-School Settings
Paper Copters and Potential: Leveraging Afterschool and Youth Development Trainers to Extend the Reach of STEM Programs
Partnerships to Transform STEM Learning
Project Exploration’s Sisters4Science: Involving Urban Girls of Color in Science Out of School
Shifting Expectations: Bringing STEM to Scale through Expanded Learning System
Should Rey Mysterio Drink Gatorade? Cultural Competence in Afterschool STEM Programming
Teens in a Digital Desert
The Connection between Afterschool Programs and In-School Success: The Science Mentoring Project
The Girl Game Company: Engaging Latina Girls in Information Technology
The Quest for Quality in Afterschool Science: The Development and Application of a New Tool

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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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