This study investigates the stories of youth makers who participated in the Making for Change (M4C) program at a community-based makerspace. The purpose of this study is to understand what an equity-oriented makerspace might look like and why it matters to youth learning, identity, and agency by foregrounding the voices and experiences of youth…

State and national organizations recently developed policies focused on increasing physical activity (PA) in afterschool programs (ASPs). These policies emphasize "activity friendly" environment characteristics that, when present, should lead to higher levels of PA and reduce the amount of time children spend sedentary during an ASP.…

There is a need within health, physical education, recreation, dance, and sport programs to increase community engagement via experiential learning. The Chase Charlie Races are presented in this article as a model pedagogical strategy to engage community youths and families in a training program and running event to help promote fitness. Key…

This booklet is part of a series of reports on "hot topics" in education. It discusses after-school programs, sometimes referred to as "extended-day" programs, which are often operated in school buildings but may be implemented in other community locations. The booklet offers a brief overview of the research on after-school…

Sustainability is a critical issue for out-of-school programs. Time-limited grants, narrow categorical funding streams, and difficult economic conditions leave program leaders in a continual struggle to find a stable base of resources to continue their program over time. In the face of these challenges, many out-of-school initiatives have…

Many faith communities partner with schools to provide tutoring, safe havens, after-school programs, mentoring, and summer activities; they also inspire their membership to volunteer on behalf of children, youth, and families in the nation's schools. This booklet describes several faith community initiatives in a variety of areas that support…

The Child First Authority (CFA) is a Baltimore (Maryland) community-wide after-school program that seeks to improve the quality of life in low socioeconomic status communities. The CFA, which is funded by local government agencies and coordinated by Baltimoreans United in Leadership Development (BUILD), established after-school programs in 10…

Primary support programs may be identified as programs, places, and activities beyond schools that are available to and appropriate for all children and their families and that supplement the family's own capacity to promote its children's safe and healthy development. This report examines 77 quality youth-serving programs that provide some…

This brief is part of a series of technical assistance resources on financing and sustaining out-of-school time and community school initiatives. The brief presents general background information and strategies for maximizing Medicaid funding for such programs and highlights examples of innovative projects throughout the country. The financing…

With this handbook, crime prevention practitioners have a guideline by which they can structure viable crime prevention programs for their communities. Every aspect of developing, organizing, and implementing strategies for urban community participation in crime prevention is covered. The handbook makes a compelling case for using local resources…

This commentary explores the relationship between mentoring and after-school, two fields that have garnered significant policy attention and momentum over the past several years. The question is not which makes more sense--mentoring or after-school--but how can we utilize both strategies to increase the likelihood that young people have the…

Twenty-three exemplary art education programs in California school districts are identified and described. Selected on the basis of criteria stressing program management and commitment, these programs represent three categories: comprehensive multiart experiences, in-school programs, and shared community-school resources. The comprehensive…

Noting that the quality, continuity, and stability of out-of-school time programs depend, in part, on the presence of a well-trained and fairly compensated staff, this paper examines the unique characteristics of the out-of-school time workforce that contribute to inadequate compensation and explores workforce compensation from an economic…

Describes the development, characteristics, and effectiveness of the Everybuddy Program in South Richmond-Chesterfield, Virginia, an integrated after-school care and recreation program for disabled and nondisabled children. (BB)

The 21st Century Community Learning Centers program, implemented through a public-private partnership between the U.S. Department of Education and the Charles Stewart Mott Foundation, provides grants to communities to fund public schools as community education centers. The community education centers are intended to allow students after-school…