Resources for Afterschool Professionals

With a generous grant from Trinity Wall Street, the Partnership for After School Education (PASE) collected information from local community based organizations (CBOs) in Lower Manhattan to assist Trinity Wall Street in uncovering the challenges CBOs face in working with public schools to provide significant and sustained educational programming for young people.

A report on how community-based afterschool programs support college persistence.

This paper seeks to address what is a framework for approaching quality out-of-school time programming.

To ensure that the growing number of afterschool programs successfully contribute to the learning and healthy development of young people, we need to agree on what we can appropriately expect from these programs and on how best to measure their effectiveness.

A policy report examining the federal government's role in afterschool programs, including an overview of current research and recommendations to expand access and improve quality.

Study shows that, “…Parents of children not currently in afterschool programs believe their children would benefit most from afterschool programs in the following ways: fun/personal enjoyment, staying safe and out of trouble, providing academic enrichment, improving social skills and improving physical health and fitness.”

With Prop 49 starting in California, afterschool services are growing quickly throughout Los Angeles and the state. Now is the time for afterschool and school staff to improve their work together in promoting children’s success. This success is not specific to academics, and includes positive social, emotional and academic development.

A review of the unique opportunities offered by afterschool programs that includes but goes well beyond providing academic supports.

Summary of findings from two recent reports (Durlak and Weissberg and Yohalem and Wilson-Ahlstrom) relevant to policy and practice questions. One shows after-school programs attempting to enhance youth’s personal and social skills can improve outcomes important to both school and non-school audiences; The second describes instruments that measure the quality of youth program practices at the point of service.

As schools across the country struggle to meet the demands of the federal No Child Left Behind Act and their state accountability systems, educators are searching for ways to raise student achievement. Increasing numbers of school and district leaders are turning to one of the most fundamental features of the public education system: the amount of time students spend in school.