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.

Date Title

Page 1 of 5

Where it gets interesting: Competing models of STEM learning after school (2013)

Afterschool programs are often conceptualized in two ways: (1) "expanded learning," which includes a wide range of content-rich opportunities in the hours outside of school, including summer camps; (2) "extended learning," in which afterschool aligns more closely with the school curriculum. This paper discusses how learning, identity, interest, and participation are related to context, and argues that the first model is most advantageous in fostering STEM learning ecologies.

STEM

Go to Resource

What afterschool STEM does best: How stakeholders describe youth learning outcomes (Fall 2013)

Authors:  Anita Krishnamurthi (Afterschool Alliance), Bronwyn Bevan (Exploratorium), Jen Rinehart (Afterschool Alliance), & Vicky Ragan Coulon (Evaluation & Research Associates)

An articulation of how afterschool programs contribute to STEM interest, capacity and values in youth participants. From the Fall 2013 issue of Afterschool Matters.

STEM

Go to Resource

Using the framework: A practitioner's guide to the report (October 2014)

The report, "Defining youth outcomes for afterschool STEM" (Afterschool Alliance, 2013), outlines a framework of practitioner-defined youth outcomes that are appropriate and feasible for the afterschool field.  This Prezi presentation outlines several ways that this framework can be used to inform and strengthen your work.

STEM

Go to Resource

Tinkering, Learning & Equity in the After-School Setting (2013)

Authors: Shirin Vossoughi (Northwestern University), Meg Escude (Exploratorium), Fan Kong (University of Washington), & Paula Hooper (Exploratorium)

This paper bring equity to the fore within discussions of learning in tinkering and making. Drawing on ethnographic data collected over the last year and a half, the authors argue that equity lies in the how of teaching and learning: specific ways of designing making environments, using pedagogical language, integrating students’ cultural and intellectual histories, and expanding the meaning and purposes of STEM learning.

STEM

Go to Resource

The SciGirls Seven: Proven strategies for engaging girls in STEM (2010)

Authors: Barbara Billington (University of Minnesota), Brenda Britsch (National Girls Collaborative), Rita Karl, Sarah Carter, Joan Freese & Lisa Regalla (SciGirls)

SciGirls is an Emmy award-winning PBS Kids television show, website, and educational outreach program that draws on cutting-edge research about what engages girls in STEM learning and careers. The SciGirls approach is rooted in what research has revealed engages girls in STEM. These strategies--the SciGirls Seven--have also been proven to work with all learners, including underrepresented youth.

STEM

Go to Resource

The impact of afterschool STEM: Examples from the field (November 2016)

Afterschool programs can support students’ success in STEM in a multitude of ways—by helping them become interested and engaged, develop tangible STEM skills, and begin to see themselves as potential contributors to the STEM enterprise. This report compiles evaluation data from 15 strong afterschool programs—diverse in size, structure, and approach—providing a snapshot of the impact that afterschool programs across the U.S. are having on youth today.

Download

The Case for Investing in Out-of-School Learning as a Core Strategy in Improving Science, Technology, Engineering and Mathematics (STEM) Education (April 2016)

Author: STEM Ed Coalition

Exposure to formal and informal learning in STEM subjects, beginning at an early age and continuing through high school, prepares our nation’s students for the future ahead.  Supporting quality science, technology, engineering, and mathematics education for all children and youth is therefore vital to our country’s social and economic prosperity. This paper, written for policymakers and education leaders, makes a strong case for why informal and afterschool learning must be an integral part of policies to improve STEM education across the board.

STEM

Go to Resource

Summit on Assessment of Informal and Afterschool Science Learning (2012)

This webpage contains the commissioned papers from a national summit held in June 2012 by the Board on Science Education, a standing board at The National Academies, in cooperation with the Harvard Program in Education.  Experts in assessment, measurement and evaluation; development and delivery of informal and afterschool science learning; and representatives from funding organizations developed potential solutions to issues and challenges in assessment of informal and afterschool science learning.

STEM

Go to Resource

Students Achieve More with Afterschool STEM (June 2017)

A one-pager that makes the case for afterschool STEM using the latest research.

STEM

Download

STEM Ready America: Inspiring and Preparing Students for Success with Afterschool and Summer Learning (March 2017)

STEM Ready America, a compendium from 40 authors, presents the evidence for how afterschool STEM programs are preparing young people to be successful in school today and the workforce tomorrow. In addition to current research, the compendium includes real-world examples of effective practices, programs, and partnerships.

STEM

Go to Resource