There is increasing awareness that how young people spend their time outside of school has consequences for their development. As part of this awareness, interest in organized activities--extracurricular activities, after-school programs, and youth organizations--has grown markedly. On balance, the bulk of research on organized activities has…

Children benefit when their parents or caregivers are actively involved in their out-of-school learning. Yet a new report by the Harvard Family Research Project and United Way of Massachusetts Bay finds that only a quarter of programs surveyed had effectively incorporated families. This guide, funded by the Wallace Foundation under its Parents and…

Thirteen/WNET commissioned the Center for Children and Technology to conduct an external evaluation of The Story in History initiative. The evaluation, which is the focus of this report, assessed the extent to which local partnerships between Thirteen, local stations and individual chapters of Boys & Girls Clubs fostered youth participation in…

In April, 2003, Illinois Governor Rod Blagojevich presented the fiscal year 2004 proposed budget in the midst of a severe state fiscal crisis. Despite the deficit, the proposal maintains or expands investments in many important programs for children and families, and includes a variety of cuts to programs and administrative costs with unclear…

This collection of papers from U.S. and British contributors focuses on positive social inclusion policy and practice for black students. There are 15 chapters in five parts. Part 1, "Tackling Historical and Contemporary Education Problems," includes: (1) "Racism, Policy and the (Mis)Education of Black Children" (David…

This document presents discussion on the Juvenile Crime Control and Delinquency Prevention Act (H.R. 1150) and provides testimonies of experts with first-hand knowledge of quality delinquency and violence prevention programs. An opening statement from Representative Mike Castle (Delaware) related the problem of children who become involved in…

How do effective programs deliver academic content? Can after-school programs help students master a broader base of content? What strategies can help programs and systems deliver content effectively? What is realistic to expect of programs? Program content is closely linked with our understandings about the purpose of after-school programming.…

To expand and improve after-school opportunities for children, New Jersey After 3 (NJ After 3) has sought to develop and implement a comprehensive system of high-quality after-school programs throughout the state. Specifically, NJ After 3 seeks to increase the number of after-school programs in New Jersey that provide a safe environment for…

As the number of after-school programs has expanded, states are increasingly interested in information that helps in the design, selection, and management of such programs. With the sponsorship of Stone Soup Child Care Programs in California, the RAND Child Policy Project and the Promising Practices Network was commissioned to measure adherence of…

This document explains the advantages of afterschool programs for students and describes the components that make them successful. The major benefits from such programs are increased safety for children, a reduction in risk taking among children participating, and improved learning. Among the elements that characterize high quality afterschool…

Harvard Education Letter" is published bimonthly at the Harvard Graduate School of Education. This issue of "Harvard Education Letter" contains the following articles: (1) Preparing the "Highly Qualified Principal": Will New Training and Recruitment Programs Reshape the Profession? (Alexander Russo); (2) Out-of-School…

The Texas Study of Students at Risk (TxSSAR) is a comprehensive evaluation examining the effectiveness of three state-level programs with the common goal of helping students at risk of failure to achieve academically. The study comprises investigations of the Optional Extended Year Program (OEYP), the Texas After School Initiative (TASI), and the…

Discusses the current state of arts education that is characterized by lack of cultural education, the integration of arts into instruction by classroom teachers, and the bad bargains schools have made to get the arts back. Explores the option of out-of-school arts programs and opening the doors to opportunities in the arts. (CMK)

Highlights essential differences between the professional lives of family child care providers and caregivers who work in centers. Presents implications for providing meaningful professional development activities for home-based caregivers. Suggests the need for training and support programs that reflect respect for and sensitivity to the unique…

Traces the growth of a traditional classroom teacher working with children, aged 9-12, in an informal after-school drama program. Discusses dramatics teaching strategies, the use of imaging, empowering children to create, and the development of language through use in a purposeful context. Contains 22 references. (Author/SV)