Resources for Afterschool Professionals

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

This NYSAN publication provides an overview of the types of professional development available in the out-of-school time field; outcomes participants or organizations can expect related to each type of professional development opportunity; principles of effective professional development for trainers, managers, and front-line staff; and considerations individuals and/or organizations must make when deciding on deploying resources for professional development.

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.

An article written by Cause Effective’s Executive Director Judy Levine entitled From Desperation to Opportunity: Building a Diverse Donor Base From the Ground Up was published in the New York Nonprofit Press. The article offers strategies and methods for how to diversify your agency’s donor base.

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.

A must read, this article created a stir when released and has resulted in a number of important conversations at national afterschool meetings.