Archived Information

Chapter 2
What Works: Components of
Exemplary After-School Programs
Risk can be transformed into opportunity for our youth
by turning their nonschool hours into the time of their lives.

—A Matter of Time
Carnegie Corporation
December 1992
Quality after-school programs can provide enforcement; and supervised recreation and
safe, engaging environments that motivate athletic programs and events.
and inspire learning outside of the regular
school day. While there is no one single However, many programs allow children to
formula for success in after-school spend far too much time in passive activities
programs, both practitioners and researchers such as television or video viewing. One
have found that effective programs combine reason for poor-quality after-school
academic, enrichment, cultural, and activities may be inadequate facilities. Most
recreational activities to guide learning and after-school programs do not have the use of
engage children and youth in wholesome a library, computers, museum, art room,
activities. They also find that the best music room, or game room on a weekly
programs develop activities to meet the basis. Too many programs do not have
particular needs of the communities they access to a playground or park.1 Other
serve. reasons for poor-quality after-school
programs include large ratios of children to
The types of activities found in a quality staff, inadequately trained staff, and high
after-school program include tutoring and turnover due to poor wages and
supplementing instruction in basic skills, compensation.2
such as reading, math, and science; drug-
and violence-prevention curricula and Looking at the big picture of after-school
counseling; youth leadership activities (e.g., programs—those in schools, those run in the
Boy Scouts, Girl Scouts, academic clubs); facilities of community-based organizations,
volunteer and community service or those found in houses of faith—
opportunities; college awareness and researchers have identified some common
preparation; homework assistance centers; characteristics necessary to developing high-
courses and enrichment in the arts and quality programs that meet the needs of a
culture; computer instruction; language diverse population of school-age children.3
instruction, including English as a second
language; employment preparation or
training; mentoring; activities linked to law

Working for Children and Families 35

Common elements of successful • Coordinating learning with the
after-school programs include: regular school day
• Linking school day and after-school
Goal setting, strong management, and curriculum
sustainability
• Focus on the goals of the program Linkages between school day and
after-school personnel
• Solid organizational structure
• Planning time to maximize children’s
• Effective management and
opportunities
sustainability
• Coordinated use of facilities and
• Meeting legal requirements
resources
Quality after-school staffing Evaluation of program progress and
• Role of the program administrator effectiveness
• Hiring and retaining qualified staff • Using data for improvement
• Professional development for staff • Designing effective evaluations
• Use of volunteers
• Low staff-to-student ratio These characteristics of high-quality
• Smaller group sizes after-school programs help ensure children’s
continued growth, development, and
Attention to safety, health, and nutrition learning throughout the preadolescent and
issues adolescent school years.4
• Creating safe places with adequate
space and materials Goal Setting, Strong
• Meeting nutritional needs
Management, and
Effective partnerships with community- Sustainability
based organizations, juvenile justice
agencies, law enforcement, and youth Community coordination and collaboration
groups are key to running successful after-school
• Steps to building an after-school programs. Programs need to set and
partnership communicate goals from the beginning,
• Using community resources develop a solid organizational structure,
effectively manage effectively, and plan for long-term
sustainability.
Strong involvement of families
• Involving families and youth in Focus on the goals of the program.
program planning After-school programs should be clear about
• Attending to the needs of working their intended goals. Some after-school
parents programs are designed primarily as safe
havens, some focus on recreation, and others
Enriching learning opportunities
have a strong academic focus. Leaders,
• Providing engaging opportunities to
staff, parents, and community members
grow and learn should establish these goals through
• Challenging curriculum in an collaborative decisionmaking. Once the
enriching environment

36 Working for Children and Families

goals have been established, the program Strong Resource Management Matters
should be managed to meet those goals. By
creating an evaluation plan that focuses on Ankeny, Iowa, a community of 25,000,
the goals, an after-school program can set a maintains programs for 5,000 children K-
course for continuous improvement in which 12 in nine public schools and a community
the goals may shift or be refined over time. center. One school offers after-school
activities, adult education classes,
Communicating the goals of the program is substance abuse counseling, family
a primary function of the leaders and staff. services, recreation, meeting space for
The program’s goals influence and guide the community groups, and a juvenile justice
allocation of funding, the structure and program. Funding for programs comes
activities of the program, the overall size from a variety of sources, including user
and staffing, plans for long-term fees and registration fees, the parent-
sustainability, and many other factors. In teacher association, federal and state
addition, a clear set of goals lets families and grants, local voluntary contributions, city
community members know what the and school funds, and rental fees for
program offers to children and how they can private use of facilities.
help.
Effective management and sustainability.
Solid organizational structure. Successful programs use annual operating
Organization and management structures budgets, accurate bookkeeping systems,
vary across after-school programs. The affordable fee structures, and multiple
shape of these structures depends on funding sources, including in-kind support.
whether the programs are developed by Program administrators search for funding
schools or districts, by community-based continuously and creatively, looking to both
organizations or other social service new sources (e.g., community foundations
providers, or in partnership with several and groups, such as the United Way, local
agencies or organizations. Regardless of the education funds, and employers) and
sponsoring group or groups, a successful traditional sources (e.g., federal formula and
governance structure combines hands-on, discretionary programs, state programs,
site-based management with regular foundations, community agencies, and
oversight and accountability to all partners. organizations). In addition, a number of
In programs focused on academic mayors and governors are proposing new
enhancement, school personnel and funding for after-school programs. At the
after-school program administrators need a national level, President Clinton and Vice
system in place that allows for effective President Gore proposed and Congress
communication, flexibility, and passed $200 million in 1998 and $453
accountability for actions and results. million in 1999 to expand after-school
programs through the 21st Century
Community Learning Centers.

Working for Children and Families 37

Meeting legal requirements. Successful and college students along with parent and
programs develop procedures and policies community volunteers.
that protect children and staff by meeting Role of the program administrator. The
licensing requirements, addressing liability program director plays an important part in
issues, carrying adequate liability insurance, ensuring that the after-school program
maintaining appropriate records, regularly provides high-quality services that meet the
reviewing health and safety practices, and needs of program staff, students, and
complying with the Americans with families. Effective administrators also
Disabilities Act requirements. Inclusion of develop strong relationships with the schools
children with disabilities is part of a good that the participating children attend and
after-school program. with important community partners.

Serving Kids with Disabilities in Hiring and retaining qualified staff.

After-School Activities Children in school-age programs indicate
that warm, caring, and stable adult
Kids of All Learning Abilities (KOALA), relationships are important to their success
a program of the Greater Boston in an after-school program. This is
Association for Retarded Citizens, is especially critical for children and youth
funded by the Boston School-Age Child who may not have the support and guidance
Care Project and the Massachusetts they need at home. Having a staff with
Department of Mental Retardation. The higher levels of education is related to fewer
program helps children with disabilities negative interactions between staff and
get into after-school and recreational children and greater parental satisfaction.
programs. KOALA helps place children As such, programs should hire skilled and
in programs and provides support to qualified staff who are experienced in
parents and children during the transition working with school-age children on
into a new program. KOALA has learning, enrichment, and recreational
expanded the number of Boston programs activities.5
that can serve children with disabilities
and, as a result, more children have been Programs should also be willing to provide
placed and served. attractive compensation and work
scheduling packages to retain quality staff.
For example, teachers who are part of an
Quality After-School after-school program may participate on the
Staffing basis of a staggered school day that begins at
11 a.m. and ends at 6 p.m.
Staffing arrangements vary according to a
program’s size, management structure, and
goals. But all programs need staff who are
qualified and committed, have appropriate
experience and realistic expectations, and
can interact productively with regular school
staff, whether or not the program is school-
based. Staff usually include a program
administrator, teachers, paraprofessionals,

38 Working for Children and Families

 Looking at the School Day in a New enrichment, and recreation. Training is
Way critical to retention of quality staff members
and volunteers.
Five days a week, year-round, nine
elementary schools in Mufreesboro, Use of volunteers. Most after-school
Tennessee, are open from 6 a.m. to 6 p.m. programs welcome volunteers. Volunteers
At Cason Lane Academy (grades K-8), can include parents, grandparents, caring
each day is divided into three distinct senior citizens, federal work-study college
parts: traditional academics such as students, or national service (e.g.,
reading, until 10 a.m.; contemporary AmeriCorp, VISTA, Foster Grandparents)
education, with small group work, personnel. Their use can dramatically
individual instruction, and music and art reduce the price of a program while reducing
classes for every student, 10 a.m. to 3 the staff-to-child ratio and creating a
p.m.; and “increased opportunities,” in community of learners. Volunteers should
which parents may choose academics have meaningful experiences that build of
taught by regular Cason Lane teachers, art, their skill levels and interests. As with the
recreation, or life skills classes for their regular after-school employees, volunteers
children from 3 to 5 p.m. should be oriented to working with children
and youth before entering the program and
During the year, 90 percent of Cason’s given the opportunity to participate in staff
Lane’s 950 students participate in the development.
afternoon session at some time. Cason
Lane uses flex-time scheduling to make Low staff-to-student ratio. For true
certified teachers available to teach student enrichment, the staff-to-student ratio
academics after regular school hours. should be low, especially when tutoring or
Mid-day assistants, usually college mentoring. Staff-child ratios vary according
students, relieve teachers and supervise to the ages and abilities of children.
lunch. Ancillary staff, coaches, and music Usually, the ratio is between 1:10 and 1:15
teachers work from 9:30 a.m. to 5 p.m. for groups of children age six and older.
Larger staff-child ratios (greater than 1:13)
Professional development for staff. In are associated with more time waiting in line
order to sustain a quality program, staff and with staff exhibiting poorer behavior
should be provided with training and management skills.6
learning opportunities to prevent high rates
of turnover. Staff training often includes
how to work with children, how to negotiate,
and how to adapt to the needs of children of
different ages, races, or cultures and children
with disabilities. Training can also give
employees ideas for enrichment and hands-
on activities, greater expertise in academic
subject matter, knowledge in assessing
student progress, and strategies for the
different program components of academics,

Working for Children and Families 39

 Community Assessment Leads to Safe Places Cut Crime
After-School Program
To create safe places for kids, Baltimore’s
Results from a 1990 survey by the Police Athletic League (PAL) opened up
American Association of University after-school activity centers in the city’s
Women led to the development of the fledgling recreation centers from 2 to 10
Before- and After-School Explorers p.m. Today there are more than 27 centers
(B.A.S.E.) Program in Lansdale, that serve as safe places for neighborhood
Pennsylvania. Since 1991, the school- kids. Crime involving youngsters has
based program has more than doubled in dropped markedly in neighborhoods
size, yet it still maintains a desirable 1:12 where the centers are located. The PAL
teacher-student ratio. center becomes an anchor in the
community and makes the entire
Smaller group sizes. Group size also community safer.
matters when undertaking learning and
enrichment activities, depending on the type Safe, Drug-Free Havens
and complexity of the activity. Group size
should not exceed 30 in any case. By The Beacon Schools Initiative was formed
limiting group sizes, children have more based on recommendations of a task force
positive interactions with staff members and charged with developing an anti-drug
other children. Programs in which children strategy for New York City. To create
are in groups that exceed 30 tend to lose safe, drug-free havens for children, youth,
their learning function. Ratios and group and families, Beacon schools are required
sizes should be kept small when students are to be open at least 42 hours a week, six
learning a new or difficult skill. This is also days a week, and year-around, including
true for activities involving equipment that summers and holidays. Typically, Beacon
could be dangerous if children are not schools are open from 3 - 10 p.m.
supervised properly.7 everyday, including Saturdays. Participant
enrollment at the Beacon schools averages
Attention to Safety, 1,700 student participants, plus
Health, community residents. Beacon schools
and Nutrition Issues offer such activities as sports and
recreation, arts and culture, educational
Creating safe places with adequate space opportunities, vocational training, health
and materials. Programs should be safe, education, and the opportunity for
close to home, and accessible to all children community meetings, substance abuse
and youth who want to participate. They prevention education, and neighborhood
should have adequate space for a variety of social activities. The New York City
indoor and outdoor activities and age ranges, Department of Youth and Community
and age-appropriate materials for enhancing Development funds the program. Each
learning opportunities. Safe transit can be Beacon school receives $400,000
provided through such methods as staff annually, along with $50,000 for custodial
escorts and crossing guards. services. Several private foundations also

40 Working for Children and Families

provide funds to enhance the Beacon Safe Havens for Enrichment and
schools’ programming. Recreation

By employing teachers and other staff,

LA’s BEST (Better Educated Students for
Tomorrow) provides 10,000 students in 62
schools across the city with academic
tutoring and instruction, a safe haven for
enrichment and recreation, and an
opportunity to develop self-discipline,
self-confidence, and interpersonal skills.
Through a partnership of the Los Angeles
Unified School District, the City of Los
Angeles, California Department of
Education, and private sector companies,
the program runs until 6 p.m. after school,
Monday to Friday, serving children in
neighborhoods vulnerable to gangs, crime,
and drugs.

The program includes homework

assistance and learning activities, clubs
ranging from computers to cooking,
organized sports, field trips, and the arts.
Diverse and creative enrichment activities
involve children in dance, music, science,
and art. A significant number of parents
and volunteers participate in LA’s BEST
programs on-site and in regional and
citywide activities.

Independent evaluations have shown that

children who participate in LA’s BEST get
better grades, have greater enthusiasm for
regular school and show positive changes
in behavior. Schools running an LA’s
BEST program have shown a reduction in
reports of school-based crime.

Meeting nutritional needs. Good

after-school programs provide a nutritious
snack and other meals when appropriate, for
relaxation and socializing and to promote

Working for Children and Families 41

sound nutrition for participants. Federal U.S. Department of Agriculture are available
food and nutrition programs offered by the to school- and community-based programs
to help meet the nutritional needs of
students.

U.S. Department of Agriculture Food

and Nutrition Program

The U.S. Department of Agriculture’s

(USDA) Food and Nutrition Service
sponsors a number of food programs
aimed at improving nutrition for the
nation’s students. Services that can be
used in before- and after-school and
extended-learning programs include the
National School Lunch Program, the
School Breakfast Program, the Summer
Food Service Program, the Child and
Adult Care Food Program, and the Special
Milk Program. For more information, call
703-305-2286 or find program fact sheets
on the USDA Web site at usda.gov/fcs.

Effective Partnerships with

Community-Based
Organizations, Juvenile
Justice Agencies, Law
Enforcement, and Youth
Groups

Running quality after-school programs with

activities such as tutoring in reading, arts
and music classes, conflict resolution,
mentoring to prepare students for college or
careers, homework help, computer classes,
organized sports, and drug-prevention
classes requires solid support from parents,
educators, and community residents.
Successful programs also have support from
law enforcement agencies, service providers,
community-based and civic organizations
(e.g., the United Way, YWCAs or YMCAs,
Girl Scouts, Boy Scouts, Junior

42 Working for Children and Families

Achievement, Boys and Girls Clubs), Obtain qualified employees and
colleges, employers, arts and cultural volunteers and clearly define their roles
institutions, museums, park and recreation and responsibilities.
services, and public officials.
Effective programs draw on all of the
community’s diverse resources, including After-School Includes the Entire
the participation of children and youth in Neighborhood
program planning, in order to best address
the concerns of an entire community. The Chicago YouthNet Program is a
network of youth development sites
Steps to building an after-school located in 20 of the city’s 25 police
partnership. Collaboration often requires districts, and is funded by City of Chicago
changes in traditional roles, responsibilities, corporate funds. The program includes
expectations, relationships, and schedules. activities such as educational
These changes can frustrate even the best of enhancement, support services, and
efforts if the men and women who run the recreational, cultural, and community
new program do not share common goals, a activities including newly expanded job
vision for what the after-school program can readiness and family counseling programs.
accomplish, and an understanding of the The program uses the community
populations the program will target. The resources of the local police district, local
program’s leaders must also agree on the public schools and parks, neighborhood-
strategies to be used. Schools, parents, based service providers, and community
after-school staff members, and community and religious organizations to provide a
leaders can take several steps to ensure the comprehensive joint venture program.
success of an after-school program.8 They
must:

Build consensus and partnerships

among key stakeholders to convey the
importance of the after-school or
summer program and involve them in its
planning.
Assess school and community needs
and resources to operate before- and
after-school programs.
Design a program that provides
learning opportunities for both children
and families within the school and the
community at large.
Address logistical issues, including the
use and maintenance of facilities, legal
and liability concerns, and institutional
policies.

Working for Children and Families 43

 Public-Private Partnerships inventory of existing after-school resources,
such as opportunities at Boys and Girls
The After-School Corporation (TASC) in Clubs or local churches and identify the
partnership with the City of New York, needs of students in a neighborhood.
New York State, and the New York Board
of Education is currently providing The role of the school. Although the
after-school funding to 100 sites located in degree to which a school participates in
schools in New York City and nine sites in creating a successful after-school program
upstate New York and Long Island. As of can differ from community to community,
February 2000, TASC funded programs the role of the school should be one of a
are serving more than 25,000 school community ambassador and an advocate of
children. The program is open from 3 to 6 quality after-school programs. An effective
p.m. every day and available to children school is a leader in establishing commun-
enrolled in that public school. Activities ication, cooperation, collaboration, and
include: arts enrichment, recreation, participation among families, school day and
literacy and language arts, sports, cultural after-school staff in an effort to improve
awareness, technology literacy, learning opportunities for children.
mathematics and science, community Communities often look to the schools to
service, career preparation, and college provide after-school programs. Schools can
preparation. provide space, accessibility, transportation,
staff, management, and other resources for
TASC provides funding to community- after-school programs.9
based organizations that manage and staff
projects at each school site. The role of law enforcement officials.
Law enforcement officials are supporting
Using community resources effectively. after-school programs as ways to prevent
Effective collaboration between the crime. Nine out of 10 police chiefs agree
after-school program and the community, that “if America doesn’t pay for greater
whether through partnerships or developed investments in programs to help children
networks, gives students more options and and youth now, we will all pay far more later
helps to extend the resources available for in crime, welfare, and other costs.” Indeed,
after-school learning, enrichment, and when asked to pick the strategy that would
recreation. Communities can provide a wide be “most effective” in the long term in
range of resources for developing high- reducing crime and violence, the chiefs
quality programs, such as funding, facilities, chose “increasing investment in programs
materials, expertise, job observation that help all children and youth get a good
experiences, mentors, tutors, and community start” nearly four to one before “trying more
service and learning experiences. Advisory juveniles as adults” or even “hiring
boards help maintain strong links among the additional police officers.” Following up on
community, families, community-based their beliefs, police officers and other law
organizations, religious organizations, enforcement officials are collaborating with
employers, and the school system and best community groups, sponsoring after-school
use a community’s various resources. These programs for children and youth, and
boards can help the community conduct an serving as role models and mentors in the
programs that are available.10

44 Working for Children and Families

 Parents Help Plan After-School
We can make ourselves and our children Activities
safer by investing in child care and
after-school programs for America’s most The Master Program in Montgomery,
vulnerable kids, instead of waiting to spend Texas, offers elementary students (K-6)
far more—in money and lives—on those the opportunity to experience a variety of
who become America’s ‘Most Wanted’ educational and recreational activities
adults. after school. A committee of 30 parents
—R. Gil Kerlikowske works with the school’s administration to
Buffalo Police Commissioner oversee program operations and makes
President, Police Executive Research decisions on class offerings. This
Forum committee serves as a liaison between
Strong Involvement of parents and the school administration,
encouraging positive communication as
Families well. During the past year, many more
parents have become involved in the
Research during the past 30 years has shown program, both on the parent committee
the difference that family involvement and as volunteers in the after-school
makes in children’s learning and chances for program activities.
success. Family involvement in after-school
programs is just as important. The success
Attending to the needs of working
of an after-school program depends on the
parents. Good programs are aware that
involvement of both families and the
their customers are not only the children
community.
they serve but their families as well. These
programs are designed with sensitivity to the
Involving families and youth in program
schedules and requirements of working
planning. Programs designed to include
parents. Successful programs also find
families and children in the planning draw
creative ways to keep parents informed of
greater support from participants and their
the daily activities, schedules, progress, and
families and from the community at large.
accomplishments of their children, and other
When programs incorporate the ideas of
helpful family resources information. A
parents and their participating children,
parent information center, a family Web site,
activities tend to be more fun and culturally
newsletters, information flyers, or a once-a-
relevant and tend to capture children’s and
month family night provide varying degrees
adolescents’ interests better. Successful
of family engagement opportunities.
programs seek to involve parents in
orientation sessions, workshops, volunteer
Accommodating family schedules
opportunities, parent-advisory committees,
In addition to the after-school hours,
and in a wide range of adult learning
activities are also scheduled during the
opportunities, such as parenting, computer,
morning hours before school when many
and English as a second language classes.
parents are either commuting to work or
already there. Learning, enrichment, and
recreational activities are developed for

Working for Children and Families 45

program operation during school holidays children of working parents and others after
and summer breaks as well as for the the regular school day.

Making after- school programs affordable

Cost is an important factor for working
families. Good after-school programs are
cost effective and make accommodations for
families enrolling more than one child.
Serving siblings of different ages is critical,
whether in the same after-school program or
in linked, age-specific programs. Siblings
do not need to be served by the same
program, but programs should work together
to serve all children in a family in a
convenient and cost-effective manner.

Tending to transportation
In addition to addressing scheduling and
cost issues, programs can help meet family
needs by providing transportation to and
from the before- and after-school programs.
While transportation is a major cost for an
after-school program, it is a critical safety
and logistical concern for families.

Anti-Drug Tax Provides Free

After-School Transportation for Kids

The citizens of Jackson County, Missouri,

voted for a quarter-of-a-cent tax increase
three years ago to combat drug trafficking
and abuse by placing more law
enforcement officials on the street and
providing prevention and treatment dollars
to social services agencies. Bridger
Eighth Grade Center in Independence
received a grant from the Jackson County
Community Anti-Drug Tax (COMBAT)
Commission to fund transportation costs
for students returning home in the
evenings from its after-school program,
which the commission considers a drug
prevention effort. The regular school bus

46 Working for Children and Families

 leaves at 3 p.m. and a late bus runs every Developing and Implementing an
day at 4:45 p.m. After-School Enrichment Curriculum
Enriching Learning
Opportunities FOUNDATIONS Inc., a nonprofit
organization in New Jersey, provides
After-school programming reflects a enrichment programs, supportive services,
commitment to promote knowledge, skills, and assistance to children in grades K-12
and understanding through enriching by operating an extended school day
learning opportunities that complement the program within school buildings. Using
school day. By providing structured literature-based curriculum manuals,
enriching learning opportunities, students in grades K-6 in
after-school programs can be an important FOUNDATIONS’ programs participate in
resource for improving children’s academic activities focused on five themes: All
performance, as well as their social, About Me—exploring conflict resolution
emotional, and physical development needs. skills and understanding of oneself; Our
Instructional practices can be used to Global Festival—understanding the
actively engage students’ attention and culture, history, and traditions of others;
commitment. In addition, enrichment On the Creative Express—including the
opportunities not found during the regular creative and performing arts as activities;
school day—such as art, music, and drama TechQuest—teaching transferable skills
—can be offered to complement the regular based on student needs and teacher
school day program. training and Action Earth—exploring local
as well as national events and issues.
Providing engaging opportunities to grow Children participate in individual and
and learn. A wide variety of enriching and small and large group activities; indoor
engaging activities can be offered in and outdoor activities; and quiet and
after-school programs to make learning fun active play, all of which carry out these
and to provide recreation. Quality programs themes.
give children the opportunity to follow their
own interests or curiosity, explore other Challenging curriculum in an enriching
cultures, develop hobbies, and learn in environment. Successful programs make
different ways, such as through sight, sound, the extended-time curriculum challenging
or movement. Children in these programs but not overwhelming. According to
are encouraged to try new activities, think research, a challenging curriculum
for themselves, ask questions, and test out accommodates individual student needs,
new ideas. Quality programming reflects coordinates with in-school instruction, and
the needs, interests, and abilities of children, focuses on more than remedial work.11 It
recognizing that they change as children also combines direct teaching with indirect
grow older. instruction, such as computer use, scientific
experiments and other hands-on projects.
Art, music, reading for pleasure, youth
leadership development, and participation in
community activities are also part of
successful programs. Research suggests that

Working for Children and Families 47

combining these approaches helps students
acquire a set of skills useful in school and in
life.

Coordinating learning with the regular

school day. Good extended-learning
programs provide a continuity of learning
experiences for students after school through
coordination with the regular school day and
communication with the classroom teachers
and staff of the school or schools attended
by children in after-school programs.
Creating continuity in learning requires
meaningful collaborations between school-
day and after-school staff in designing high
quality learning opportunities throughout the
day. In some after-school programs school-
day teachers and after-school staff work
together to establish clear goals and
outcomes for individual children.

Linking school day and after-school

curriculum. Quality after-school curricula
integrate learning and enrichment through
clear cycles of assessment and evaluation
that meet students’ needs. As education
improvement strategies focus on achieving
higher standards and better student
performance, it is likely that local
communities will choose to make
after-school programs more relevant to the
regular school day and collaborate with
school day staff to ensure continuity in
learning and enrichment.12 Some
after-school programs have used
interdisciplinary and thematic group projects
that integrate and reinforce concepts
children learn in school. For example,
students studying multiplication in their
math class might practice the multiplication
tables through tap in a dance class or
students studying cloud formations in their
science class might take the opportunity to
draw cumulus, cirrus, and stratus clouds in
their after-school art class.

48 Working for Children and Families

 Linking School Day and After-School “[LA’s BEST] isn’t baby-sitting. This gives
Curriculum children a chance to experience culture and
learning while improving themselves.”
At the 21st Century Community Learning
Center in Seneca, Missouri, the — Site coordinator
after-school curriculum is tied to the LA’s BEST after-school program
state’s learning standards and objectives.
Providers in this community recognize
that making learning relevant and Linkages Between School-
meaningful is key. During the first year, Day and After-School
after-school providers offered activities Personnel
that school day staff aligned with state
goals and incorporated additional learning Quality programs support and coordinate
opportunities in the classroom. Based on their activities with the school in a way that
last year’s findings, this year staff expect supports true partnership. In those
to tie standards and learning together even after-school programs physically housed in
more. Teachers plan to link state learning school buildings, there is the opportunity to
standards to school day curriculum and link together school day and after-school
coordinate with after-school providers to personnel and resources through activities
build an integrated school day and that focus on the well-being and growth of
after-school curriculum to reach specific participants. Quality programs have:
goals. For example, second-graders are
required to understand symmetry. The Planning time to maximize children’s
after-school program will include a opportunities. Time is provided for school
workshop on the Shawnee language, day and after-school staff to establish and
customs, and arrowhead-making taught by maintain relationships of mutual respect and
a tribal chief. The school day curriculum understanding. Regular meetings with
will include a physics lesson on why school day teachers and the after-school or
arrowheads need to be symmetrical in summer-time staff allows time to confer on
order to fly. The program is also the social and academic status of
developing a tracking system that will participating children, write protocol for
allow them to enter and track activities, sharing space and resources, develop shared
skills acquired, state goals, and different policy and procedures for supervision and
aspects of children’s achievement. transportation, design new curriculum,
Although it is too soon to point out create a welcoming environment for parent
specific academic benefits among and community volunteers, and make
students, staff believe that the district will arrangements for the use of facilities and
find that standardized test scores materials, such as computer labs and
measuring concepts being taught, have recreational equipment. In some school-
risen for children attending the based programs, the after-school staff attend
after-school program. faculty meetings with the regular school day
staff and share teacher work areas or have
permanent office space in schools. Some
after-school programs have systematically

Working for Children and Families 49

linked school day and after-school Communication Made Simple
curriculum. For example, a science lesson
during the school day may be followed by a At the Alliance for Rural Kids (ARK),
visit to a pond for hands-on learning during 21st Century Community Learning Center
the after-school program. in McCormick, South Carolina, teachers
and coordinators meet once a week for
Using Daily Planners for planning and sharing information about
Communication student participants. Teachers and
after-school staff complete a
At the Watauga County Schools, 21st communication form every two weeks to
Century Community Learning Center share with the students. Information on
program in Boone, North Carolina, the one-page form consists of school
students use daily planners as a tool for attendance, current progress in academics,
keeping track of homework, goal setting, and a discipline and behavior report.
prioritizing, and time management. The Teachers and after-school providers talk
planner is also used as a log for all about the information on the
after-school and community activities, a communication form during their weekly
tool for monitoring progress, and for meetings and meet with individual
accumulating points for participation in students to discuss areas that need
special activities (e.g. caving and climbing attention and praise students for their
trips etc.). Teachers and parents rely on progress. A carbon copy is also sent home
the planner as a way to foster to the parents.
communication between the classroom
teacher, the after-school program, the Communication Between Regular
students, and parents about homework, School and Extended-Day Personnel
academic progress, and other activities.
Teachers and staff expect students to use Teachers and after-school staff at P.S. 5, an
the planners, and students are given credit elementary school in the Washington
for proper use of the planners. Heights section of Manhattan, make daily
communication about children’s academic
progress a priority. Children’s Aid Society
staff members helped to develop a formal
notification system in which teachers
would send homework slips to the
after-school staff; however, this system
was never implemented because teachers
and after-school staff already
communicated effectively through more
informal means. Sixty percent of the
after-school staff are school-day teachers.
The P.S. 5 school-day and after-school
staff plan ahead and work together in a
flexible way that works. The Children’s
Aid Society focuses on lengthening the

50 Working for Children and Families

day rather than adding a whole new Coordinated use of facilities and
component in the form of an after-school resources. The most common complaint
program. voiced in after-school programs is the lack
of connection and coordination between the
school and after-school staff regarding the
use of facilities and equipment. These
logistical problems are often more severe
when the after-school program depends on
resources brought together by partnerships
between schools and other agencies or
organizations. Typical problems include
using classrooms and other school facilities
and equipment (such as sports equipment
and computers), providing transportation,
and hiring staff. Communication and
planning can prevent potential problems and
misunderstandings about use of space and
resources.

The National PTA believes that child care

programs and facilities are important in
addressing the education, nutritional,
recreational, developmental, and safety
needs of school-age and preschool children.
The PTA encourages the effective use of
existing facilities, such as public schools,
for child care programs during nonschool
hours and days.

—National PTA Policy Statement

Evaluation of Program
Progress and Effectiveness

After-school programs are, by nature, varied

and complex, and no matter how well
designed, programs must also take
experience into account. Effective
after-school programs have a continuous
evaluation component built into the design
so that program planners can objectively
gauge their success based on the clear goals
set for the program. For example, programs
specifically designed to provide safe places

Working for Children and Families 51

for children need to monitor indicators
associated with safety, such as drug use and Sano y Salvo (Project Safe and Sound),
victimization, but these programs may not the 21st Century Community Learning
assess academic achievement. On the other Center in Tucson, Arizona, has a
hand, programs with a strong academic committee at each middle school
component will want to assess student composed of administrators, teachers,
progress in the after-school and regular parents, and community members who
school program. work together to design the program and
align after-school activities with the
Using data for improvement. A system of school’s core curriculum. They are also
accountability and continuous evaluation using a program improvement and
supports program improvement. It is evaluation model. Building off a
important to set clear goals for the program sophisticated data collection and entry
against which leaders, staff, and families can system of the Tucson Unified School
monitor the progress of the program and District, staff have designed instruments
participating students. Depending on the and templates, scanable surveys, and a
focus of the program and its goals, data may continuous evaluation system for program
include students’ academic performance; level data. Data are available to give them
results of surveys and focus groups of the ability to make timely changes and
children, families, staff, and volunteers; adjustments to programming and measure
neighborhood and school crime statistics; desired results.
school attendance records; and other
information. Based on this information, In South Carolina, staff members at sites
leaders, staff, families, and community in the Save the Children Out-of-School
partners can gather periodically to discuss Time Rural Initiative discovered how
the progress and success of the program, useful evaluation data are to planning and
which will help the program with important improving their programs. One director
decisions about design and funding. said the evaluation process helps in
“focusing on working on the small first”
Continuous monitoring and a shared instead of trying to solve overarching
understanding of the program’s goals help problems with a single solution. The
leaders and staff maintain their focus, director of St. Ann’s Catholic Outreach
improve effectiveness and accountability, Center said that evaluation and training
ensure parent and participant satisfaction, showed her how to set priorities for
and identify necessary changes. By using improvement of the sisters’ program in
evaluation data, a program’s director can Kingstree, South Carolina.
assess whether its key features are working
as intended and run the program better than Designing effective evaluations. Programs
before. Data also can help form rationales should be regularly evaluated through the
for the program’s effects on children’s use of both self-assessment and outside
learning and the need for collaboration as assessment efforts that incorporate multiple
well as guidance for management. measures of success that reflect program
goals. The best evaluations employ well-
Evaluation Aids Continuous designed, quantitative studies that include a
Improvement

52 Working for Children and Families

control or comparison group of similar
students who have not participated in the
program. Finally, the evaluation will be
most valuable if it is based on the specific
goals of the after-school program and
focused on measuring the program’s
progress toward and success in meeting
those goals. Continuous improvement
evaluations will be important in shaping,
defining, and delivering curriculum that
complements the school day and meets
childrens' needs.

Continuous Program Improvement,

Evaluation, and Curriculum Design

The Boston 2:00 to 6:00 After-school

Project, with its partners, have designed a
series of activity modules, in partnership
with the city’s museums and the public
schools, which further the state’s learning
standards in reading, math, and science in
pursuit of desired results in program
quality and child outcomes. They are also
working toward a program improvement
and evaluation system that will include
training, technical assistance, and rigorous
evaluation. Boston, under the leadership
of Mayor Thomas M. Menino, is one of
the first cities to try and intentionally meld
an after-school curriculum with the
academic standards set in Massachusetts
to provide seamless learning from the
regular school day to the after-school
program.

Working for Children and Families 53

Endnotes
1
P. Seppanen, J. Love, D. deVries, and L. Bernstein, National Study of Before- and After-School Programs
(Washington, DC: U.S. Department of Education, 1993).

2
Robert Halpern, After-School Programs for Low-Income Children: Promise and Challenges, The Future of
Children, When School Is Out, vol 9 no: 2, (David and Lucile Packard Foundation, Fall 1999).

3
Carnegie Council, 1994; Fashola, 1998; Janie Funkhouser et al., Extending Learning Time for Disadvantaged
Students (Washington, DC: U.S. Department of Education, 1995); National Institute on Out-of-School Time, Making
the Case, Presented at Regional Technical Assistance Workshops for the 21st-Century Community Learning Centers
Program, Spring 1998; Janette Roman, ed., The NSACA Standards for Quality School-Age Care (Boston, MA: National
School-Age Care Alliance, 1998); Elizabeth Riesner and Janie Funkhouser, Designing Effective After-School Programs
(Washington, DC: Policy Studies Associates, 1998); de Kanter et al., 1997; Vandell, 1997; White House Child Care
Conference, 1997.

4
This chapter contains a number of examples. Following are citations for these examples: Ankeny, Iowa,
Community Schools Community Education Department (515-965-9606); KOALA, Boston, Massachusetts (Laura Gang,
508-941-0300); Cason Lane Academy, Murfreesboro, Tennessee (Jeanne Brothers, 615-898-7245); Police Athletic
League, Baltimore, Maryland (Rita Chappelle, 410-396-2166); Before and After School Explorers (B.A.S.E.)
Enrichment Workshop for Children, Lansdale, Pennsylvania (Nancy Schall, 215-368-1288); Chicago YouthNet Program,
Chicago, Illinois (Kharl Walker, 773-536-2926); Master Program, Montgomery, Texas (Wendy Zunker, 409-597-6494);
Bridger Eighth Grade Center, Independence, Missouri (Principal Grover Gelven, 816-796-4800); FOUNDATIONS, Inc.
(856-727-8000); P.S. 5, Washington Heights, New York (Pete Moses, Children's Aid Society, 212-949-4921); St. Ann's
Catholic Outreach Center, Kingstree, South Carolina (Terry Russell, Save the Children, 203-221-4084); Sano y Salvo,
Tucson, Arizona (Barbara Benton, 520-617-7434); 21st-Century Community Learning Center, Seneca, Missouri
(Tammy Gripka, 417-776-3690); The After-School Corporation, New York, New York (Lucy Friedman, 212-547-6950);
Boston 2-6 After School Project, Boston, Massachusetts (Jennifer Davis: 617-635-2098); 21stCCLC LEADERS
program, Watauga County Schools (Bricca Sweet, 828-264-7190); LA’s BEST, Los Angeles, California (Carla Sanger,
213-847-3681); Beacon Schools, New York, New York (Jennie Soler-McIntosh, 212-676-8255); ARK, 21stCCLC
programs in McCormick, South Carolina (Wally Hall: 864-465-0060).

5
Deborah Lowe Vandell, “After-School Programs Vary in Quality.” Wisconsin Center for Education Research
Highlights 7, no. 2 (Summer 1995).

6
Ibid.

7
Roman, 1998.

8
de Kanter et al., 1997.

9
National Association of Elementary School Principals, After-School Programs and the K-8 Principal
(Alexandria, VA: Authors, 1999).

10
Fox and Newman, 1998.

11
Funkhouser et al., 1995.

12
An-Me Chung, Adriana de Kanter, Marianne Kugler, “Measuring and Evaluating Child and Program
Outcomes,” School-Age Review, NSACA, in press.