Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 3 |
Descriptor
Source
| Education Commission of the… | 1 |
| National Center for Education… | 1 |
| National Center for Research… | 1 |
| Policy Studies Associates,… | 1 |
| US Department of Education | 1 |
Author
| Chapman, Chris | 1 |
| Cheung, Mandy | 1 |
| Deke, John | 1 |
| Duong, Nikki | 1 |
| Dynarski, Mark | 1 |
| Gualpa, Alice | 1 |
| Hodson, Cheri | 1 |
| Huang, Denise | 1 |
| James-Burdumy, Susanne | 1 |
| Kim, Jenny H. | 1 |
| Kleiner, Brian | 1 |
| More ▼ | |
Publication Type
| Numerical/Quantitative Data | 6 |
| Reports - Research | 4 |
| Reports - Evaluative | 1 |
| Tests/Questionnaires | 1 |
Education Level
| Elementary Education | 2 |
| Elementary Secondary Education | 2 |
| Early Childhood Education | 1 |
| Middle Schools | 1 |
| Primary Education | 1 |
Audience
Location
| California | 1 |
| New Jersey | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
What Interventions Are Available for Students in Grades K-3? 50-State Comparison: State K-3 Policies
Download full textEducation Commission of the States, 2020
Following a high-quality early care and pre-K experience, the kindergarten-through-third-grade years set the foundation upon which future learning builds; and strengthening this continuum creates opportunities for later success. Key components of a quality experience in K-3 include school readiness and transitions, kindergarten requirements,…
Descriptors: State Policy, Educational Policy, Primary Education, Intervention
Huang, Denise; Silver, David; Cheung, Mandy; Duong, Nikki; Gualpa, Alice; Hodson, Cheri; La Torre Matrundola, Deborah; Obregon, Nora; Rickles, Jordan; Rivera, Gwendelyn; Sun, Yulin; Thomas, Larry; Vazquez, Vanessa – National Center for Research on Evaluation, Standards, and Student Testing (CRESST), 2011
After school programs offer an important avenue for supplementing educational opportunities. In California, the After School Education and Safety (ASES) program creates incentives for locally driven after school programs to partner with schools and communities in providing academic support and safe, constructive alternatives for elementary and…
Descriptors: After School Education, After School Programs, Educational Opportunities, Partnerships in Education
2001
Changing dynamics of the American family is putting pressure on public schools to provide after-school programs (ASPs). These programs can help children learn positive social skills and receive help with academic subjects in safe, caring, and enjoyable environments. This report provides analysis of a survey of 800 public school principals that was…
Descriptors: Administrator Attitudes, After School Education, After School Programs, Child Safety
Peer reviewedKleiner, Brian; Nolin, Mary Jo; Chapman, Chris – National Center for Education Statistics, 2004
This report provides insight into the complex and varied ways kindergarten through eighth graders in the nation spend their time out of school. Some spend time with relative or a nonrelative in a home setting. Others spend time in center- or school-based programs or organized activities that are aimed toward their enrichment or enjoyment. Still…
Descriptors: Elementary School Students, Middle School Students, Student Characteristics, Kindergarten
Dynarski, Mark; James-Burdumy, Susanne; Moore, Mary; Rosenberg, Linda; Deke, John; Mansfield, Wendy – US Department of Education, 2004
After-school programs have grown rapidly in recent years, spurred by rising employment rates of mothers, pressure to increase academic achievement, and concerns about risks to children who are unsupervised during after-school hours. The percentage of public schools offering "extended day" programs (which include before- and after-school programs)…
Descriptors: After School Education, Extended School Day, Financial Support, School Districts
Kim, Jenny H.; Miller, Tiffany D.; Reisner, Elizabeth R.; Walking Eagle, Karen P. – Policy Studies Associates, Inc., 2006
To expand and improve after-school opportunities for children, New Jersey After 3 (NJ After 3) has sought to develop and implement a comprehensive system of high-quality after-school programs throughout the state. Specifically, NJ After 3 seeks to increase the number of after-school programs in New Jersey that provide a safe environment for…
Descriptors: Homework, Attendance Patterns, After School Programs, Educational Quality
