“Accelerating Achievement Through Summer Learning” is the latest publication by the National Summer Learning Association (NSLA) that is a resource for program providers, education leaders, policymakers, and funders who are making important decisions about whether and how to strengthen and expand summer learning programs as a way to accelerate student achievement.
The Collaborative for Academic, Social, and Emotional Learning (CASEL) has released a new tool to help middle and high schools address secondary students’ need for effective social and emotional learning.
Most of this learning happens informally, rather than in a class, making OST programs important to this development!
Research has shown that noncognitive skills are as important for academic performance as are cognitive abilities, and that these traits positively predict performance, behavior, and satisfaction in work life. A Rosetta Stone for Noncognitive Skills describes the Big Five Factors for Understanding, Assessing, and Enhancing Noncognitive Skills in Primary and Secondary Education.
The University of Minnesota Military REACH program’s professional development modules are used by the University of Arizona’s ASPIRE program to train OST program staff. Training sessions include topics ranging from the foundations of positive youth development programs, to managing dilemmas of youth work practice, to effective program management and evaluation.
Ready for Fall? Near-Term Effects of Voluntary Summer Learning Programs on Low-Income Students’ Learning Opportunities and Outcomes
This report presents the first set of student outcome findings from The Wallace Foundation’s Summer Learning District Demonstration Project, a six-year effort looking at whether and how large-scale, voluntary summer learning programs led by public school districts can help improve educational outcomes for children in low-income, urban communities.
The study examines the near-term impact on students of their participation in a summer learning program over one summer; it finds improved student performance on math assessments and no effect on assessments of reading.
Afterschool Matters is a national, peer-reviewed journal dedicated to promoting professionalism, scholarship and consciousness in the field of afterschool education. The journal serves those involved in developing and managing programs for youth during the out-of-school time hours and those engaged in research and in shaping youth development policy.
Issue Brief from the Afterschool Alliance and the MetLife Foundation. Discusses the need to better prepare students for future success in college and work; the basics of the Common Core; and the variety of ways afterschool programs are working with students, teachers and schools to support learning under the Common Core.
Issue Brief from the Afterschool Alliance and the MetLife Foundation. Provides new statistics and research on students with disabilities and other special needs, highlighting the benefits of inclusive learning environments and the role that afterschool programs play to help students of all abilities grow academically, socially and emotionally.
Issue Brief from the Afterschool Alliance and the MetLife Foundation. Includes data on the incidence of violent crimes that take place during the after school hours and the risky behaviors youth are taking part in, as well as research showing that afterschool programs are a place where students not only feel safe, but improve students’ behavior, ability to deal with challenging situations, and self-confidence.
Issue Brief published by the Afterschool Alliance, in partnership with the MetLife Foundation. Afterschool programs across the country are using information they’ve collected—which ranges from data on student self-confidence to program and school day attendance to student curiosity—to improve their understanding of how well they are implementing their activities and if they are making progress on the goals and outcomes they hope to achieve.