May 2005After-school HoursSustaining student participation in academic-linked programs.
by Terry K. Peterson
In more and more school districts, after-school hours are becoming the time of day for new and creative learning opportunities in settings where children are supervised by professional educators and community partners. By most assessments, these programs make a positive difference in students’ lives, according to the author, former counsel to U.S. Secretary of Education Richard Riley.
Similar Reading: Understanding Supplemental Educational Services and A Path to After-school Sustainability
by An-Me Chung and Eugene Hillsman
As the interest in after-school programs grows, so does the need for reliable information about what works. Several studies offer preliminary indications that these programs do make a positive difference in participants, according to program staff with the Mott Foundation.
Similar Reading: A Framework for Effective Programs and AASA’s Study on After-school’s Ups and Downs
by Claudia Weisburd
Successful school-based after-school programs address young people as developing adults, not solely as students, by blending academics with youth development skills. Flexible, experiential approaches to learning are ideal.
Similar Reading: Certified Staffing: A Formula for Success and After-school Program Serves as Rallying Point
by Sherri Lauver and Priscilla M.D. Little
Based on more than 60 recent evaluations of out-of-school programs, the Harvard Family Research Project has identified recruitment and retention strategies especially relevant to school leaders. The authors, both affiliated with the project, point to strategies for attracting and sustaining participation in after-school programs.
Monte C. Moses by Jay P. Goldman
His risk-taking in the cause of student performance earned Monte C. Moses the 2005 National Superintendent of the Year crown.
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