Archive for the ‘Resources’ Category

The National League of Cities’ Institute for Youth, Education, and Families is partnering with The Wallace Foundation to support a survey to identify the types of tools and resources that cities and afterschool providers would find most useful to expand their afterschool, summer, and expanded learning efforts. 

If you have just 10 minutes, please click on the link below to take the survey:

Survey on Afterschool Resources and Tools


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The Global Learning in Afterschool Self-Assessment Tool is a resource created by Asia Society’s Partnership for Global Learning, developed with the New York State Afterschool Network (NYSAN) and in collaboration with afterschool partners, to assess and improve programs’ capacity to help build the global competence of youth.
The Global Learning in Afterschool Self-Assessment Tool is meant to be used in conjunction with other quality tools to help programs focus on how to create or improve the conditions necessary for successful global learning within a high-quality program. 
Asia Society’s Partnership for Global Learning works to develop youth to be successful citizens, workers, and leaders by equipping them with the knowledge and skills needed for success in an increasingly interconnected world. The term global competence has emerged as a way to articulate these knowledge and capacities, and as such it represents a crucial shift in our understanding of the purpose of education in a changing world. Simply put, globally competent youth can successfully investigate the world of their immediate environment and beyond; recognize their own and others’ perspectives; communicate ideas to diverse audiences; and take action to make a difference both locally and globally. Young people everywhere – from all backgrounds – deserve the opportunity to access global learning opportunities both during and after school that help them succeed in the global economy and contribute as global citizens.
We believe that global learning is both an appropriate and relevant goal for the afterschool field. Afterschool, before-school, and summer programs in schools, community- and faith-based organizations, and other settings, are appropriate places to look at learning and communities in new ways.  Moreover, afterschool professionals bring a wealth of experience in developing understanding and appreciation of diverse people and cultures. Global learning is most effective when it builds on the connections that we all have to others in our communities and to the world around us; however, global learning implies much more than exposing young people to the cultures in their communities.  It requires an intentional approach to expanding horizons for youth, so as to increase the critical global knowledge and skills required for future success.
The Global Learning in Afterschool Self-Assessment Tool <http://sites.asiasociety.org/pgl2010/wp-content/uploads/2010/08/afterschool-assessment.pdf>  serves as a guide for programs that wish to bolster their program design, environment, activities, and policies to build global competence in youth. For programs that are just getting started with global learning, the tool can be used as a framework for guiding preliminary discussions and to help identify areas of high-quality global learning in out-of-school time. More established programs can use the tool to measure progress to date and plot growth over time.
We welcome your feedback on the Global Learning in Afterschool Self-Assessment Tool and would be happy to discuss with you further ideas about how we might work together to advance high-quality afterschool programs that help youth become globally competent for the 21st century.

Alexis Menten | Asia Society | Assistant Director, Education | 725 Park Avenue | New York, NY | 10021 | t 212.327.9348 | f 212.717.1234 | http://www.asiasociety.org
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 With more resources being cut from our nations’ schools and the need for STEM jobs rising, out-of-school STEM education is more important than ever. Join us at the 2010 National Conference for Science and Technology in Out of School Time and become part of a growing national network working to increase access and opportunity for all students in STEM.

Through workshops in funding trends, professional development, evaluation and assessment, research and policy, networks and systemic pathways, and curriculum and pedagogy, participants will learn about recent developments in the field of STEM education and share their unique ideas to preserve and improve STEM out-of-school programs.

The Conference is open to any and all stakeholders at the national and local levels. We welcome your viewpoint as an advocate for out-of-school science and technology programs and encourage you to represent your organization or institution.

The Conference will take place in Universal City, CA (Los Angeles) from September 22nd-24th, 2010. Register before August 23rd to receive a participation discount. Visit us at http://scienceafterschoolconference.org to register and gain access to a wide network of out-of-school STEM education stakeholders. We can’t wait to see you there!

The 2010 National Conference for Science and Technology in Out-of-School Time is hosted by the Coalition for Science After School and Project Exploration, and is presented by Time Warner Cable as part of its Connect a Million Minds Initiative.

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News from the Wallace Foundation

NEW YORK, NY, June 21, 2010 – With an initial investment of $9 million, The Wallace Foundation today announced it is launching an initiative to provide disadvantaged urban students with more time for high-quality learning – both through improved summer learning opportunities, and through extending the school day and school year.

“It’s becoming increasingly clear that the traditional school calendar may not be ideal for students, especially those in the most need,” said M. Christine DeVita, president of The Wallace Foundation. “If we provide more high-quality learning time for disadvantaged students by offering summer learning and extending the school day – and use that time effectively – we may be able to substantially improve students’ achievement.”

The initiative will involve three strategies:

    * Building awareness among educators and policymakers of the value of adding more time for high-quality learning, including identifying what is already known, and what policies are needed to make progress;
    * Helping leading national organizations that do a good job of educating children in now-underutilized hours to reach more children; and,
    * Testing how programs that provide more high-quality learning time might be made available widely in one or more school districts to help disadvantaged children, and evaluating these efforts for results.

The foundation has joined with an initial group of partners to help build understanding and develop knowledge that districts, cities and states can use to take action. Those include: The National Summer Learning Association, The National Center on Time & Learning, BELL (Building Educated Leaders for Life), Higher Achievement, Horizons National, RAND, MDRC, and Child Trends.

Wallace’s initiative comes amid increased interest in the issue of more time for learning, and questions about what approaches are most effective in boosting student achievement.

In the area of summer learning, a century of research has demonstrated that over the summer break common in most school districts, all children – but especially poor children – lose some of what they have learned during the school year. More recently, a 2007 study published in the American Sociological Review by researchers Karl L. Alexander, Doris R. Entwisle and Linda S. Olson concluded that because this “summer learning loss” was cumulative, about two-thirds of the ninth-grade reading achievement gap between poor children and their wealthier counterparts could be explained by unequal access to summer learning opportunities during the elementary school years. (They found one-third of the gap existed when children began school.)

Despite this evidence of the problem, less is known about what measures might be effective to solve it, especially on a wide scale, and what state and district policies would be needed to support those measures. Evaluations demonstrate that effective summer learning programs can reduce summer learning loss, especially in reading, as a Wallace-commissioned 2009 summary of research by Child Trends has shown. But there are few instances of those programs being successfully applied across a district – something Wallace hopes to test with one or more district partners.

In the area of extended learning time, the evidence is unclear about what it takes for more time added to the school day, week or year to make a difference in students’ academic achievement. Tutoring consistently produces learning gains, but group activities have been found to have inconsistent effects on learning. However, studies of extended learning time have shown positive effects on students’ school attendance, engagement and social and emotional development. In recent years, some selected charter and traditional public schools have begun to rethink the conventional, six-hour, 180-day school schedule, by integrating academics and enrichment activities into a redesigned school day.

The grants announced today include:

Building awareness of the value of adding more time for high-quality learning:

    * $350,000 over one year to the National Summer Learning Association, the Baltimore-based organization that promotes wider understanding of the value of  improving summer learning opportunities, and serves as a network hub providing tools and expertise for thousands of summer learning programs across the nation. Wallace’s grant will fund strategic planning and communications, as well as help the Association work with BELL, Higher Achievement and Horizons National to learn from each others’ work.
    * $250,000 over one year to the National Center on Time & Learning, the Boston-based organization that promotes wider understanding of the value of adding more time to the school day and year. The grant will fund communications activities as well as reports on what districts and states are doing around the nation to add more time for learning.

Funding leading providers of more learning time so they can serve more children:

    * $4 million over three years to Boston-based BELL (Building Educated Leaders for Life). Its six-week, all-day summer program supplements three hours of academics with enrichment courses, field trips and community service in Boston, Augusta, Ga., Baltimore, Charlotte, Detroit, New York City and Springfield, Mass.  An Urban Institute study found that BELL summer students outperformed a control group on reading tests and parental engagement.  BELL’s standardized assessments show its students posted five months’ grade-equivalent gains in reading and math during the summer.
    * $300,000 over one year to Norwalk, Connecticut-based Horizons National, which works closely with 19 private schools in Colorado, Connecticut, Georgia, Indiana, New Jersey, New York, Maryland, Massachusetts, Virginia and Washington DC, to provide students from public schools with summer academic and enrichment opportunities.  Horizons students consistently demonstrate gains in reading skills of more than three months as measured by STAR Reading assessment.  Additionally, a 2009 Wireless Generation report showed substantial gains in reading skills for Horizons’ youngest (K-2) students as compared to the loss experienced by the national average of a low-SES cohort.
    * $3 million over three years to Higher Achievement, which operates in Washington, D.C., Baltimore and Alexandria, Virginia.  The program, which pairs middle-school students with mentors who tutor and help them apply to competitive high schools, also offers activities such as trips to colleges.  A 2009 internal study found that more than half of the lower-achieving students in the Washington sites improved in math by at least one letter grade, while students overall considerably improved reading and math test scores.  Wallace funding will help support a formal, independent evaluation of the summer work.
    * $150,000 to Child Trends in Washington, D.C., over nine months, to develop a public report available by spring 2011 on what is known about the range of approaches for extending learning time, evaluations of the impact of extended learning time on student achievement, as well as leading programs and their features.

Testing and evaluating whether district summer learning programs could reduce or eliminate summer learning loss among their poorest students.

    * $635,000 over one year to RAND Corporation, for a study to help identify the key features that should be included in summer learning programs and ways to manage implementation challenges. The study would help guide the design of a demonstration of effective district summer learning programs. RAND will produce a public research report by April 2011 that is intended to be broadly useful to federal officials, districts, states and out-of-school time providers interested in developing effective summer learning programs and the policies to support them.
    * $600,000 over one year to MDRC to help Wallace identify one or more district partners to develop a demonstration of a summer learning program to be widely applied across a district and aimed at reducing or eliminating summer learning loss. MDRC would work closely with Wallace to help manage the work should one or more districts be identified that are willing and able to undertake a demonstration.

The Wallace Foundation is an independent, national foundation dedicated to supporting and sharing effective ideas and practices that expand learning and enrichment opportunities for all people. The Foundation maintains an online library of lessons at www.wallacefoundation.org about what it has learned, including knowledge from its current efforts aimed at: strengthening educational leadership to improve student achievement; helping disadvantaged students gain more time for learning through summer learning and an extended school day and year; enhancing out-of-school-time opportunities; and building appreciation and demand for the arts.

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The Out-of-School Time Resource Center (OSTRC) is delighted to announce its new online OST Document Library! Visit it here: http://www.sp2.upenn.edu/ostrc/doclibrary/index.html

To date, The OSTRC has sorted over 200 reports, articles, studies, and other documents into 9 Staff Competencies (major headings) and 52 Content Areas (subheadings). The documents have been gathered from the fields of out-of-school time, afterschool, school-age care, positive youth development, formal education, staff development, nonprofit management, and many more.

The OSTRC Document Library is growing! Please send OST-related documents to the OSTRC (ostrc@sp2.upenn.edu) as either Word Documents, PDF’s, or links. If possible, documents should be no more than 5 years old and should be accessible to the public.

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A helpful guide from the National Women’s Law Center provides the most comprehensive state-by-state information available on how economic recovery funds are being used by states for child care and early education efforts.


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Family Fun has out-done themselves with these healthy and fun snacks!

Click here to see all of them – After-School Snacks Photo Gallery – View All

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