"When a group of people come together to share a vision for an organization, each person brings a unique visualization of an amazing running institution and each shares a responsibility for the establishment to run effectively" Senge (2006). This dissertation in practice (DiP) was aimed at addressing a performance gap of low engagement…

Background: Designed in 2012 with a first implementation in 2013, NE STEM 4U is a professional development program for post-secondary students/undergraduates, and serves as a source of outreach, content knowledge generation, and STEM literacy for youth in grades kindergarten through 8th grade (ages 5-14). The model empowers post-secondary students…

This paper summarizes the trends in research about student experiences in out-of-school time (OST) in countries of Europe. The analysis is based on a review of the content of research papers published between 1999 and 2019 in about 36 European countries. OST is recognized as an important aspect of students' educational experiences that deserves…

Well-implemented afterschool programs can promote a range of positive learning and developmental outcomes. However, not all research and evaluation studies have shown the benefits of participation, in part because programs and their evaluation were out of sync. This chapter provides practical guidance on how to foster that alignment between…

This study examines a Wallace Foundation-sponsored initiative aimed at improving the financial management skills and practices of 25 Chicago afterschool providers through training and coaching. Two models for this professional development were provided and each produced long-lasting improvements. Moreover, organizations receiving the…

The Soccer Coaching Club program used the Teaching Personal and Social Responsibility (TPSR) model in an after-school soccer program for sixth grade boys between 11 and 12 years old in a local middle school. Soccer, as the featured physical activity, provided the "hook" for regular attendance. Desired outcomes included improved…

The landscape of early learning and out-of-school-time programs in the City of Santa Monica is complex, with numerous providers and funding streams. This complexity reflects its evolution in response to changes in federal, state, and local priorities and initiatives. Future shifts in funding levels, program auspices, and other features are likely.…

Schooling transitions are often challenging experiences for students with intellectual disability and/or autism spectrum disorder (ID/ASD), their families, and their teachers. Transition processes, particularly planning, can facilitate successful transitions from primary to secondary schools, and to postschool settings. Bronfenbrenner's ecological…

A national provider of afterschool and summer programming plans to expand quickly into new regions, bringing its successful model of out-of-school learning to more children in disadvantaged schools and neighborhoods. A large number of staff members must be trained in the provider's program model in a short window of time. The organization needs to…

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…

Although there has been a rapid increase in funding and attention to after-school programs, there is little understanding of how after-school programs impact children's developmental trajectories. The heterogeneity of American children makes it very unlikely that all children need after-school programming or that there is but one brand of…

The journey into middle childhood frequently involves a journey into the community of an after-school program, weekend club, or summer camp. Although out-of-school-time settings are less formal than school in academic requirements, they have the potential to provide key developmental experiences: relationship building, learning, and self- and…

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…

The University of Chicago's Chapin Hall Center for Children conducted an evaluation of the first phase (1995-1998) of the MOST (Making the Most of Out-of-School Time) Initiative of the Wallace-Reader's Digest Funds. The objectives of this initiative were to contribute to the supply, accessibility, affordability, and quality of after-school…