After-school physical activity programs for youth can develop and extend physical and mental skills necessary for health across the life span. With the considerable time and effort required to operate such programs, it is important that youth are achieving tangible goals and benefit from the programs. Unfortunately, many after-school programs lack…

This report presents outcomes for students who participated in the Cycle 7 of Afterschool Centers on Education (ACE) program managed by Boys and Girls Club of the Greater Austin Area in 2015-2016. The report compares student outcomes over two years by level of program participation.

Service-learning is a pedagogical approach with documented effectiveness for building civic engagement and promoting awareness of social justice issues. Little attention is given in the literature to the design processes that undergird the development of effective service-learning projects. In this case study, authors report on their application…

This report presents outcomes for students who participated in the Afterschool Centers on Education (ACE) program in 2015-2016. The report compares student outcomes over two years by level of program participation.

This report presents outcomes for students who participated in the Cycle 8 of Afterschool Centers on Education (ACE) program in 2015-2016. The report compares student outcomes over two years by level of program participation.

This report presents outcomes for students who participated in the Cycle 8 of Afterschool Centers on Education (ACE) program managed by Boys and Girls Club of the Greater Austin Area in 2015-2016. The report compares student outcomes over two years by level of program participation.

Student outcomes on attendance, discipline, STAAR scores, and GPA were compared between school years 2012-2013 and 2013-2014 in Afterschool Centers on Education programs at AISD campuses.

This paper considers one challenge from recent emphasis on rigorous research for decision-making in education: the interpretation of non-replicated findings. Under Clinton and Bush, the federal government called for and funded highly rigorous research. The "gold-standard" for research was randomized-control trials (RCTs), which…

This study examines math and English standardized test score progress of students who participated in the 21st century program across 2 years of involvement with a focus on the learning trajectories of limited English proficiency (LEP) students. We find that math and English scores are highly associated with the school and program type--even…

The current emphasis on performance standards and testing has led schools to look to the after-school hours as time that can be spent developing children's academic skills. This Spanish-language digest describes types of after-school programs and discusses recent research on who participates and the effects of participation on children's school…

The current emphasis on performance standards and testing has led schools to look to the after-school hours as time that can be spent developing children's academic skills. This digest describes types of after-school programs and discusses recent research on who participates and the effects of participation on children's school performance. The…

Designed to specify what an exemplary school-age care (SAC) program would look like, this guide provides instructions for establishing a SAC program that provides a balance of educational, social, and recreational opportunities. The guide covers care for children from ages 3 to 14 and includes care of children with disabilities or special needs.…

Presents some of the major concerns and challenges faced by parents, employers, and the community as a whole in providing quality after-school (and summer) child care programs for elementary school-aged ("latchkey") children. Adequately trained staff and activities providing for children's physical, emotional, and social needs are important. (BB)

This report describes the administrative structure and program design for an after-school program for school age children (aged between 5 and 13 years) in the 1990-91 school year in the Atlanta (Georgia) Public Schools (APS). The program took policy and regulations from the pertinent Board of Education policy and guidelines and was administered by…