Effective Afterschool Practices

Supporting Student Outcomes through Expanded Learning Opportunities

This report, released by The Harvard Family Research Project in January 2009, summarizes the benefits of afterschool and summer learning programs, why schools should partner with these types of programs, and key principles for sustainable partnerships between schools and afterschool/summer learning programs. The benefits of participating in afterschool/summer learning programs are illustrated in three studies: Evaluation of Enhanced Academic Instruction in Afterschool Programs, Study of Promising After-School Programs, and 21st Century Community Learning Centers Program National Study. These studies showed that participation in afterschool/summer learning programs can result in the following: less disciplinary action; lower dropout rates; better academic performance in school (grades and test scores); greater on-time promotion; improved homework completion and improved work habits.

Charting the Benefits of High-Quality After-School Program Experiences

A two-year study, conducted by researchers at the University of California at Irvine, the University of Wisconsin at Madison and Policy Studies Associates, Inc, found that both elementary and middle graders who participate in adult supervised and high quality, structured afterschool experiences (1) had more positive work habits, (2) were more persistent in completing tasks, (3) performed better academically, (4) had better social skills in relating to their peers, and (5) were less aggressive with their peers. Elementary and middle-grade peers who did not consistently participate in adult supervised and high quality, structured afterschool experiences tended to gravitate to more risk-taking activities such as hanging out with friends, misbehaving, and, for the older group, experimenting with drug use.

Issues and Opportunities in Out-of-School Time Evaluation

The latest “Issues and Opportunities in Out-of-School Time Evaluation” research brief from Harvard Family Research Project draws on seminal research and evaluation studies to address two primary questions: (a) Does participation in afterschool programs make a difference, and, if so (b) what conditions appear to be necessary to achieve positive results? The 12-page brief concludes with a set of questions to spur conversation about the evolving role of afterschool in efforts to expand time and opportunities for children and youth in the 21st century

Harvard Family Research Project

The Harvard Family Research Project promotes the use of out-of-school time to increase competency in STEM. This website includes out-of-school time programs; evaluations that the Harvard Family Research project is currently tracking; and an extensive research and evaluation database and bibliography.

Science by Stealth (PDF)

This article, from Vol. 25, Issue 24 of Education Week, discusses the benefits of afterschool programs in helping to bolster the country’s pipeline of young scientists and increase our overall competitiveness in the global marketplace. The article cites research on the successes and benefits of afterschool programs and includes a list of strategies to integrate science into a wide range of other afterschool curricula.

Afterschool Programs: At the STEM of learning

This brief by the Coalition for Science After School explains that because of the shift from the 20th century industrial economy to the 21st century information economy, more jobs require not only a college education, but also more proficiency in the science, technology, engineering and math (STEM) fields. After school programs are a promising remedy to reinforce and extend concepts taught in school, and should be a part of a more comprehensive approach to allow youth to discover an interest and aptitude in STEM.

National Conference on Science After School – Santa Fe, New Mexico January 28-30, 2004

The National Conference on Science After School identified both the demand to improve science performance in K-12 education, and the demand for quality after school care as an appropriate impetus and setting to launch inquiry based STEM experiences. The participants created a vision with 7 steps and a 5 year strategic plan to use existing private and public organizations to cost-effectively establish a long-term and sustainable framework to support youth science and math learning.

Learning Science in Informal Environments: Places, People, and Pursuits

This highly-anticipated report from the (U.S.) National Research Council (NRC) reveals that “tens of millions of Americans learn about science in informal ways - by visiting museums and aquariums, attending after-school programs, pursuing personal hobbies, and watching TV documentaries, for example. There is abundant evidence that these programs and settings, and even everyday experiences such as a walk in the park, contribute to people's knowledge and interest in science." The report also points to evidence that participation in informal science learning (like volunteering in the collection of scientific data) can promote informed civic engagement on science-related issues such as local environmental concerns.

Science in After School (PDF)

Produced by the Coalition for Science After School, this “blueprint for action” lays out required tasks necessary to ensure that young people from all backgrounds have access to high quality STEM learning experiences during their out of school hours. The paper also lists sample successful programs in curriculum development, professional development, and research and evaluation

Guide to Evaluating Promising Practices in Informal Science, Technology, Engineering, and Mathematics (STEM) Education for Girls

A study by Girls Scouts of the USA and Motorola identifies three ways to engaging girls in science and math. These strategies, excerpted from the executive summary of this report, are: Encourage active, hands-on participation rather than demonstration or lecture; Design activities that allow for experimentation and problem solving; Show girls how STEM disciplines are part of and related to their everyday experience; Allow girls freedom to choose the curriculum themes and activities that interest them most; Provide positive relationships with role models and mentors;Use mentors to bring context to potential career choices;Choose mentors from diverse backgrounds to allow girls to see others like them and different from them who are succeeding in STEM careers.” (pg. 6-8)