Publications and Research

Keep up to date on the latest trends, research studies and best practices in out-of-school time programming.

Just Released!

Title: Core Competencies for Afterschool Trainers

The National AfterSchool Association has just released Core competencies for Afterschool Trainers.  It can be used as a tool to identify what to look from in a trainer for direct service staff or to evaluate trainers.  Trainers can utilize it for self-evaluation or for reference when creating trainings and training systems can employ it to recognize or approve quality trainers and to update or expand current standards for trainers.

Title: Principal Matters -- 101 Tips for Creating Collaborative Relationships Between After-School Programs and School Leaders
Afterschool programs play an integral part in preparing the whole child.  Working collaboratively with school leaders ensures a seamless experience for youth.  School-Age NOTES recently published Principal Matters -- 101 Tips for Creating Collaborative Relationships Between After-School Programs and School Leaders, by Paul Young.  Young, director of an after-school program and a former elementary school principal, provides suggestions in 10 areas, including tips that enhance student learning, tips that support principal/program director collaboration, tips that develop advocacy for after-school programming and tips that support parent and community engagement.  Whether you're new to the after-school field or a veteran, Young's 101 tips provide positive ideas that will lead to quality programs and positive relationships between after-school programs and school leaders.

Title: Learning Around the Clock: Benefits of Expanded Learning Opportunities for Older Youth
This publication provides evidence that expanded learning opportunities (ELOs) improve academic performance, college and career preparation, social and emotional development, and health and wellness for youth.  The report summarizes 22 evaluations of high-quality ELOs to give policymakers and practitioners a quick understanding of the research findings on effective programs, along with a description of why these programs work.  The report describes key program elements that lead to successful outcomes, such as experiential learning, high-quality staff with ongoing professional development.

Title: The Cost of Quality Out-of-School Time Programs

 Funders and program planners want to know: What does it cost to operate a high-quality after-school or summer program? This study answers that question, discovering that there is no "right" number. Cost varies substantially, depending on the characteristics of the participants, the goals of the program, who operates it and where it is located. Based on detailed cost data collected from 111 out-of-school-time programs in six cities, this report, along with an online calculator, provides cost averages and ranges for many common types of programs.

Title: Supporting Student Outcomes Through Expanded Learning Opportunities
Description: This new paper looks at the role of after school and summer learning programs in supporting student success. Inside this paper, you will learn about the benefits of expanded learning, why and how schools should partner, and a warrant for future research on expanded learning and education reform.


Title: Dollars and Sense: A First Look at Financing A New Day for Learning
Description: This publication focuses on how communities can organize resources to support A New Day for Learning, including:

Title:  After-School Programs in Public Elementary Schools
Description: This study provides a national profile of various types of formal after-school programs physically located at public elementary schools in 2008. These programs included stand-alone programs that focus primarily on a single type of service (e.g., only day care) and broad-based programs that provide a combination of services such as academic enrichment and cultural activities. This report focuses on four broad types of after-school programs: (1) fee-based stand-alone day care programs for which parents paid fees; (2) stand-alone academic instruction/tutoring programs that focus exclusively on academic instruction or tutoring, including Supplemental Educational Services in schools that did not meet Adequate Yearly Progress; (3) the 21st Century Community Learning Centers (21st CCLCs) administered through the federally funded 21st CCLC Program to provide academic enrichment opportunities; and (4) other types of formal stand-alone or broad-based after-school programs.
 
Title: The Cost of Quality Out-of-School-Time Programs
Description: Out-of-school time (OST) programs are increasingly expected to be of high enough quality to produce real benefits for children, but until now there has been little information on what such quality programming costs. This groundbreaking report fills that gap, providing a data-filled examination of the costs of 111 diverse, quality OST programs in six cities. The report finds that costs vary widely depending on a range of factors from program goals to times of operation and the ages of the children served. The report is also distinctive because it looks at the full costs of programming, including non-cash contributions OST operators often depend on such as free-of-charge space for programming.

To bring these findings to life, Wallace and the report’s research team also created an online “OST cost calculator” on Wallace’s website to help users calculate the costs of various options for high-quality OST programs. To visit the site – which includes the cost calculator, examples of program costs and options, quality strategies and other resources – click here.

Title: Strengthening Out-of-School Time Nonprofits: The Role of Foundations in Building Organizational Capacity
Description: Modestly funded and often stretched to their limits, the organizations that provide out-of-school time (OST) programming face mounting demands to deliver higher quality services to more children. The Wallace Foundation recently asked several experts in the OST field to identify what they think are the key organizational, administrative and management obstacles impeding OST providers from lifting the quality of their programs and discuss how those might be overcome.