The studies, publications, and reports below cover a wide range of topics and are organized into six main sections: time and learning; afterschool evaluation; programming for middle and high school students; citywide and partnership models; summer learning; and sustainability.

For an overview of latest research and issues related to afterschool, download a copy of “Making the Case: A 2009 Fact Sheet on Children and Youth in Out-Of-School Time” by the National Institute on Out-of-School Time (NIOST). The Fact Sheet is a great resource for anyone looking for a comprehensive yet concise overview. NIOSTfactsheet2009

NEW!!!

The Fall 2010 edition of Afterschool Matters journal has an interesting article on the history of the 21st Century Community Learning Centers (21st CCLC) program including policy implications by Sarah Fierberg Phillips. Download the journal…

Time and Learning

• A New Day for Learning : The Time, Learning, and Afterschool Task Force Report. This report argues strongly for the role afterschool programs play in supporting student learning and achievement.  http://www.newdayforlearning.org/
• Quality Time After School: What Instructors Can Do to Enhance Learning by Grossman, Campbell, and Riley. This paper draws from surveys and interviews with more than 400 participants and instructors from five Philadelphia-based Beacon Centers.   http://www.ppv.org/ppv/publications/assets/217_publication.pdf
• Launching Literacy in After-School Programs: Early Lessons from the CORAL Initiative.  CORAL (Communities Organizing Resources to Advance Learning) is a five-city, $60-million effort to improve educational achievement through after school programming.   http://www.ppv.org/ppv/publications/assets/192_publication.pdf
• Afterschool for the Global Age: This report makes the case for expanding programs with international themes in after school and summer programs.   http://www.asiasociety.org/education-learning/partnership-global-learning/publications/afterschool-global-age

Afterschool Evaluation

The following tools offer an overview of the evaluation process for afterschool programs:

• C.S. Mott Foundation Committee on After-School Research and Practice. Moving Towards Success: Framework for After-School Programs. Washington, DC: Collaborative Communications Group, 2005. http://www.collaborativecommunications.com/assets/78_framework.pdf
• Little, P., DuPree, Sh., & S. Deich. (2002). Documenting Progress and Demonstrating Results: Evaluating Local Out-of-School Time Programs. Harvard Family Research Project and The Finance Project. http://www.hfrp.org/publications-resources/browse-our-publications/documenting-progress-and-demonstrating-results-evaluating-local-out-of-school-time-programs
• Reisner, Elizabeth R. Policy Studies Associates, Inc. Using Evaluation Methods to Promote Continuous Improvement and Accountability in After-School Programs: A Guide. January 26, 2004. http://www.policystudies.com/studies/youth/After-school%20evaluation%20guide.pdf

The following articles document the range and types of student outcomes that are possible in high-quality afterschool programs:

• Vandell, D., Reisner, E. & Pierce, K. (2007). Outcomes linked to high-quality afterschool programs: Longitudinal findings from the study of promising practices. Irvine, CA: University of California and Washington, DC: Policy Studies Associates. http://www.policystudies.com/studies/youth/Promising%20Programs%20FINAL.pdf
• Little, P.M.D., Wimer, C., & H.B. Weiss. Harvard Family Research Project. (2008). Afterschool Programs in the 21^st Century: Their Potential and What it Takes to Achieve It. Issues and Opportunities in Out-of-School Time Evaluation. Number 10; February 2008. http://www.hfrp.org/publications-resources/browse-our-publications/after-school-programs-in-the-21st-century-their-potential-and-what-it-takes-to-achieve-it
• Durlak, R., & Weissberg, R. (2007). The impact of after-school programs that promote personal and social skills. Chicago: CASEL. http://www.casel.org/downloads/ASP-Full.pdf
  

Programming for Middle and High School Students

• Making the Most of the Middle: A Strategic Model for Middle School Afterschool Programs outlines a program development model for middle school afterschool based on the 5 R’s of relationships, relevance, reinforcement, real-life projects, and rigor.  http://www.niost.org/content/view/1645/297/
• The After School Corporation (TASC) recently released “After School Programs & High School Success” an analysis of post-program educational patterns of former middle-grades TASC participants.   http://www.tascorp.org/content/document/detail/1758
• Also by TASC is “Meeting the High School Challenge” – a report describing promising programmatic models that examines the situations in which they work best, and warns of possible pitfalls.   http://www.tascorp.org/content/document/detail/1487
• Adam Fletcher’s paper, Meaningful Student Involvement, provides concrete ideas and action steps for bringing students in as partners in their education. http://www.soundout.org/MSIIdeaGuide.pdf

The Forum for Youth Investments has several briefs that deal specifically with high school afterschool:

• Out of School Time Policy Commentary #14: “After School Grows Up: Helping Teens Prepare for the Future”
• Out-of-School Time Policy Commentary #10: Rethinking the High School Experience: What’s After-School Got to Do With it?
• Out-of-School Time Policy Commentary #2: High School After-School: What Is It? What Might It Be? Why Is It Important?

Summer Learning

• The Nellie Mae Education Foundation has a report by Dr. Beth Miller entitled, “The Learning Season: The Untapped Power of Summer to Advance Student Achievement.”   http://www.nmefdn.org/uploads/Learning_Season_ES.pdf

Sustainability

• The Finance Project’s Out of School Time Project has released Sustaining 21st Century Community Learning Centers: What Works for Programs and How Policymakers Can Help.  The report offers up a series of policy options for easing 21st Century grantees’ transition away from federal support.    http://www.financeproject.org/publications/sustaining_21cclc.pdf