ADDITIONAL RESOURCES

  • Collecting and Using Information to Strengthen Citywide Out-of-School Time Systems (2011)
    The guide presents examples of how mayors, council members and other municipal leaders across the country have implemented each strategy to improve the out-of-school time opportunities available in their cities and towns. Their efforts highlight the powerful role city leaders can play in supporting data collection at the program and city levels..
  • Helping Older Youth Succeed Through Expanded Learning Opportunities (2011)
    This is the first in a series of briefs created by Harvard Family Research Project and the National Conference of State Legislatures to address topics in expanded learning opportunities (ELOs). This series will highlight research evidence on ELO best practices and effects on youth and discuss the policy implications related to this research.
  • http://outofschooltime2.unitedway.org/_img/49.jpgFinding Out What Matters for Youth: Testing Key Links in a Community Action Framework for Youth Development (2003)
    Using data from several longitudinal data sets representing diverse populations of young people, this study addresses the questions that policy makers and funders often ask: How well do teens need to be doing to have a solid chance at being successful young adults? How much does doing well at the end of high school really matter for later success? And how much do the touted "supports and opportunities" that families, youth organizations and schools offer really contribute to success by the end of high school? Gambone, president of Youth Development Strategies, Inc., and her colleagues, test the power of three developmental outcomes: being productive (e.g., grades, school engagement and extra-curricular activities), being connected (to peers and adults both in and out of the family) and being able to navigate (e.g., problem-solving and low anti-social behavior). The authors assert that doing well in two out of three developmental areas best positions youth for success on early adulthood, in contrast, having serious problems in two out of three puts them in the risk category. This study is the basis for the work of the Ready by 21 national partnership and is often cited to make the case for out-of-school time and other supports that help to contribute to these developmental outcomes.
  • Supporting Student Outcomes: Through Expanded Learning Opportunities (2009)
    The purpose of this brief is to shine a spotlight on the role of afterschool and summer learning programs in supporting student success and to help bridge the divide between afterschool and summer programs and schools.
  • Think Outside the Clock: Planners Link After-School to Classroom Curriculum (2011)
    This article describes citywide efforts to make good after-school programs more accessible and, in some cases, link them to classroom learning.