Colorado OUT-OF-SCHOOL TIME NETWORK

Reports

Academics reports.

Aligning Afterschool with the Regular School Day: The Perfect Complement (07/2011)

Issue Brief 50. Afterschool programs that are aligned with the school day curriculum can support student learning and attack the achievement gap by offering additional supports to struggling students that complement and reinforce learning that takes place in the classroom in new and exciting ways. Collaboration and alignment among schools, expanded learning programs and the greater community offers students the opportunity to enjoy a complementary learning environment where they can truly thrive. Authors/Publishers: Afterschool Alliance http://www.afterschoolalliance.org/issue_50_schoolDay.cfm

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The Rise of K–12 Blended Learning: Profiles of emerging models (5/2011)

This paper profiles 40 organizations that have blended or have plans to blend online learning with brick-and-mortar classrooms. These represent a range of operators, including state virtual schools, charter management organizations, individual charter schools, independent schools, districts, and private entities. The organizations profiled in this paper are not a “top 40” list. Thousands of other schools are currently participating in blended learning and may have superior programs. Furthermore, this report does not provide a comprehensive market analysis, but rather a survey that offers a more intimate look at a small sample, with the intention to identify emerging models. Authors/Publisher: Heather Staker; Contributions from Eric Chan, Matthew Clayton, Alex Hernandez, Michael B. Horn, and Katherine Mackey. Innosight Institute WWW.INNOSIGHTINSTITUTE.ORG

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Learning to Read: A Guide to Federal Funding for Grade-Level Reading Proficiency (2011)

An accessible, comprehensive guide to federal funding that can support programs to promote grade-level reading proficiency. Provides information on 103 federal sources across seven cabinet-level departments and three independent agencies that can help fund investments in early literacy programs and infrastructure. Authors/Publisher: Cheryl D. Hayes, Soumya Bhat, Lori Connors-Tadros, and Laura Martinez. The Finance Project. Funded by the Annie E. Casey Foundation. http://www.financeproject.org/publications/GLR_Guide.pdf

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Structuring out-of-school time to improve academic achievement: A practice guide (7/2009)

This guide is intended to help educators, out-of-school time (OST) program providers, and school and district administrators structure academically focused out-of-school time programs. Report prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education under Contract ED-07-CO-0062 by the What Works Clearinghouse, a project of Mathematica Policy Research, Inc. July 2009. http://ies.ed.gov/ncee/wwc/pdf/practiceguides/ost_pg_072109.pdf

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After-School Programs and Academic Impact: A Study of Chicago’s After School Matters (1/2007)

This report presents an initial study of ASM’s impact on school attendance and performance. It finds that students who participate in ASM miss fewer days of school than similar classmates. Students who participated at the highest levels in the after-school program also tended to fail fewer core academic courses (English, Math, Science, and Social Studies). Furthermore, over the course of their time in high school, students who were enrolled in ASM for three or more semesters and those who participated at the highest levels had higher rates of graduation and lower dropout rates than similar students who did not participate in the program. Authors/Publisher: Robert Goerge, Gretchen R. Cusick, Miriam Wasserman, and Robert Matthew Gladden. Chapin Hall Center for Children, University of Chicago: issue brief #112. http://chapinhall.org/research/areas/Youth-Development-and-Afterschool-Initiatives

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Informal Science Learning in Afterschool Settings: A Natural Fit? (Draft Paper 2007)

Examine the potential of afterschool science programs as a means to advance science learning and attitudes towards science among children and adolescents. Review research on afterschool programs and their capacity to be productive learning environments, as well as more specific evaluations of their effectiveness in promoting science learning. Analyze the qualities of afterschool programs that produce the best results. Together, these various parts try to produce an answer to the question whether afterschool programs that currently reach millions of children and youth across the nation could be one of the most significant delivery systems for sustained informal science learning. Authors/Publisher: Sarah E.O. Schwartz and Gil G. Noam. http:// www7.nationalacademies.org/bose/Schwartz_abd_Noam_Commissioned_Paper.pdf

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After-School Initiative’s Toolkit for Evaluating Positive Youth Development (6/2004)

This toolkit includes evaluation question sets that staff of an after-school program could use to assess youth outcomes. It provides question sets to measure outcomes common to after-school programs promoting youth development. The questions cover 45 youth outcomes in the following eight areas: 1) academic success, 2) arts and recreation, 3) community involvement, 4) cultural competency, 5) life skills, 6) positive life choices, 7) positive core values and 8) sense of self. In addition to questions, the toolkit provides tips on developing and administering surveys. Author/Publisher: Toolkit developed by The Colorado Trust and National Research Center, Inc. Denver, CO: The Colorado Trust. http://www.coloradotrust.org/attachments/0000/2849/ASIToolkitJun04.pdf

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Academic Content, After-School Style: A Notebook and Guide (2004)

This manual responds to the expanding need for after-school to support academic learning. However, just as after-school is not the same as school, neither are the approaches and methods of teaching the same as in school. After-school offers unique opportunities for learning in its own ‘after-school style.’ Use this manual to see how. Authors/Publisher: Claudia Weisburd. Foundations, Inc. (Guide funded by grant from the Charles Stewart Mott Foundation). http:// www.foundationsinc.org

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