Publications & Research

We've gathered together essential STEM publications relating to afterschool.

From issue briefs to research articles, there are many resources to inform your STEM afterschool program.

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Let’s partner more to offer high-quality STEM education in afterschool programs (July/August 2016)

Author: Anita Krishnamurthi (Afterschool Alliance)

Science centers and museums are a major player in improving the quality of and access to STEM education. As science centers are challenged to reach new audiences and engage their communities more deeply, one area into which they could expand and play a greater role is afterschool programming. This article originally appeared in the July/August 2016 issue of Dimensions magazine (astc.org/publications/dimensions). Reposted with permission from the Association of Science-Technology Centers, Incorporated.

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Science centers and afterschool programs: Working together for all kids (July/August 2016)

Authors: Melissa Ballard (Afterschool Alliance), Laura Herszenhorn, Katie Levedahl, Tara Cox, Tolly Foster, Michele Schilten, Brett Nicholas, and Bryan Wunar
 
Increasingly, science centers and museums are recognizing the potential of partnerships with afterschool programs. This article offers examples of these types of partnerships, and advice for working together. It originally appeared in the July/August 2016 issue of Dimensions magazine (astc.org/publications/dimensions). Reposted with permission from the Association of Science-Technology Centers, Incorporated.

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Publications & Research

Find Afterschool Alliance publications on STEM, as well as research & resources from the field.

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Accomplishment in STEM and its relation to STEM educational dose (2010)

Authors: Jonathan Wai (Duke University), David Lubinski, Camilla P. Benbow, & James H. Steiger (Vanderbilt University)

This study examined the Study of Mathematically Precocious Youth database which tracked mathematically talented students over a span of 25 years and looked at their STEM accomplishments over that period of time. The study found that individuals that consistently participated in STEM activities had a higher incidence of "STEM Success."

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Afterschool and summer programs: Committed partners in STEM education (October 2011)

With generous support from the Noyce Foundation, three of the nation's leading afterschool and summer learning organizations-- the Afterschool Alliance, National AfterSchool Association, and National Summer Learning Association--are joining forces in a collaborative effort to promote STEM learning during the out-of-school hours.

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Afterschool programs: At the STEM of learning (January 2008)

In order to better compete with their international peers in the 21st century, American students will need to be better prepared to work in the growing fields of science, technology, engineering, and math. This brief explains the ways in which afterschool can engage kids in the STEM fields.

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Afterschool: A vital partner in STEM education (May 2011)

This paper provides compelling reasons to include afterschool programs as integral partners in STEM education and highlights several existing models for providing infrastructure and building capacity to enable afterschool programs to facilitate high-quality STEM learning. By combining evaluation reports from afterschool programs with research findings that indicate an early interest in STEM careers is related to a pursuit of such careers, the paper presents a picture of how afterschool programs are contributing meaningfully to our nation's STEM education system.

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Afterschool: Middle school and STEM (September 2010)

The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the second of four issue briefs in this series examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This brief highlights STEM learning as a critical component of 21st century education, and discusses how afterschool provides an ideal platform for building STEM learning in middle school.

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Cascading influences: Long-term impacts of informal STEM experiences for girls (March 2013)

Authors: Dale McCreedy (The Franklin Institute) & Lynn D. Dierking (Oregon State University)

Focused specifically on young women who participated in girls-only STEM programs at least 5-25+ years ago, this study documents young women's perceptions of their experiences in these programs and the ways in which this participation influenced their future choices in education, careers, leisure pursuits, and ways of thinking about what science is and who does it. Additionally, it explores potential long-term influences on young women's lives more generally, beyond STEM.

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Changing the game for girls in STEM (April 2016)

Author: Techbridge

Girls of color are growing up in innovation hotbeds, such as Silicon Valley and Washignton D.C., yet many never consider careers in STEM due to lack of encouragement and opportunity. This new white paper by STEM education leader Techbridge calls for a more sophisticated approach to solve the problem and spotlights best practices to foster diversity and inclusion in the workforce.  

 

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