Over the past decade, expanded learning opportunities (ELOs) have begun to redefine the traditional boundaries between the school day and after school, and between the school building and the community. Traditional after-school programs provide services during a set-aside period of time, whereas ELOs strive to integrate school and after-school…

There are approximately 15 million school-age children left unsupervised during hours when school is not in session. Studies indicate that crime (drug use, violent, abuse) triples for school-aged children (Kinder through 12th grade) and the risk of becoming a victim of such crimes increases during non-school hours. Providing additional learning…

The educational achievement and attainment of young people in the United States has been a long-standing issue of concern. While analyses of long-term trend data from the National Assessment of Educational Progress (NAEP) show that students in the United States have made gains in reading and mathematics over the past few decades, a sizeable…

This Report to Congress is required by Section 658L of the Child Care and Development Block Grant Act (CCDBG) as amended. The report provides information about the role of the Child Care and Development Fund (CCDF) in improving access to high-quality child care in states, territories, and tribes. The data and analysis contained in this report are…

Two schools in Maryland received ARRA SIG (American Recovery and Reinvestment Act School Improvement Grants) funds to enable them to implement their turnaround efforts. This paper describes the outcomes of these two ARRA SIG recipient schools: (1) G. James Gholson Middle School; and (2) Commodore John Rodgers Elementary School. The experiences of…