Tulsa (Okla.) Public Schools is a model for quality afterschool and summer out-of-school time. With pillars of capacity building, quality improvement of programs and creating a year-round engagement, its program structures have fostered familiarity, normalcy and whole-child support. TPS's education and out-of-school time values focus on the…

Many talented students in under-resourced schools do not reach their full potential. Research shows that by sixth grade, children born into poverty have likely spent 6,000 fewer hours learning than their middle-class counterparts. Higher Achievement, an intensive summer and after-school program, aims to close that learning gap. It offers…

High-quality afterschool and summer programming serve an important role in Nebraska communities. They engage students emotionally, intellectually, and socially (National Research Council, 2015). They provide safe and caring supervision for children who might otherwise be unsupervised outside of school hours, they also discourage negative…

What does it take to transform a large, bureaucratic institution with a fractured culture and a compliance orientation into a nurturing, collaborative, vision-directed organization? This report and the accompanying research brief endeavor to answer that question by examining a humanistic and systems thinking approach to cultural change that took…

The 21st Century Community Learning Centers (21st CCLC) initiative is the only federal funding source dedicated exclusively to before-school, afterschool, and summer learning programs. Each state education agency receives funds based on its share of Title I funding for low-income students at high-poverty, low performing schools. Funds are also…

In recent years policymakers have increasingly looked to Extended Learning Time (ELT) as a means of improving student outcomes. As a result, some school districts have increased academic time for students by adding time to the school day or days to the school year. In other communities, schools and community-based organizations have partnered to…

The current article presents a model of a summer and after-school psychoeducational intervention for children ages 4 to 11 and parents offered at an African American church. The IMPPACT program may be best described as a community-based program that applies salient dimensions of African American religiosity and cultural values to the cultivation…

During the 2005-06 school year, Save the Children supported 47 local programs in its model literacy initiative. Twenty of the sites operated for the first time during the 2005-06 school year, while 15 began operation in the spring of the 2004-05 school year, and the remaining 12 began operation during the 2003-04 school year. Services at local…

This paper provides an overview of the Voyager Expanded Learning programs. Initially begun with hands-on, activity-based learning experiences centered around academic themes designed to pique children's interest and motivate them to learn, Voyager has expanded from elementary after- and summer-school programs to include K-8 programs designed for…

This paper reports on the evaluation of six pilot programs conducted in four Texas school districts to provide summer and after-school instruction for 2,084 students. The programs are described in terms of commonalities--cost, morale, transportation; and differences or contrasts--scheduling, cost, student identification, program philosophy,…

Describes four exemplary rural youth programs that succeed despite the common lack of transportation and leadership in rural areas. An Alabama church-based program, a Nevada program on an American Indian reservation, and a school-based network in Vermont all offer summer and after-school programs for elementary and secondary students. Texas…

This paper provides an overview of the programs and services offered by the St. Louis Child Care Services to meet the needs of preschool and school-age children with special problems (physical, mental and behavioral). A short description of the programs and the services which were carried out between 1971-1979, along with the description of the…

Although community-based education support organizations are second only to public schools in the number of young people they serve each year, there has been little substantive research on these organizations and the education support they provide. With funding from the Walter S. Johnson Foundation, a 10-month study of neighborhood-based…

Recognizing the need for a strong family housing program to support a student body composed of many nontraditional students, Texas Woman's University converted a traditional residence hall into a family housing unit with an after-school and summer recreation program. The majority of residents in family housing are single mothers with children who…

Project Success consists of after-school, weekend, and summer educational programs geared toward minority and disadvantaged students to increase their numbers seeking postsecondary education from the Meadville, Pennsylvania area. The project is funded primarily through the Edinboro University of Pennsylvania, whose administration is committed to…