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

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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.

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STEM in afterschool: Changing perspectives, shaping lives (August 2014)

This handout is based on the paper "Examining the impact of afterschool STEM programs" and is a useful tool in your advocacy efforts to communicate the impact of afterschool STEM programs on youth.

Download the print version -- This version prints as a "booklet" on 11"x17" paper.  You will want to adjust your printer settings to print double-sided, flipped on the top edge.

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Examining the impact of afterschool STEM programs (July 2014)

Authors: Anita Krishnamurthi (Afterschool Alliance), Melissa Ballard (Afterschool Alliance), and Gil Noam (Program in Education, Afterschool and Resilency at Harvard University)

Afterschool programs that provide strong STEM learning experiences are making an impact on participating youth not only become excited and engaged in these fields but develop STEM skills and proficiencies, come to value these fields and their contributions to society, and -- significantly -- begin to see themselves as potential contributors to the STEM enterprise. This paper summarizes evaluation data from a selection of strong afterschool STEM programs, providing a snapshot of the types of substantive impacts afterschool programs are having on youth.

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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.

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Computing & engineering in afterschool (December 2013)

The number of jobs requiring proficiency in the science, technology, engineering and math (STEM) fields is projected to grow by 17 percent between 2008 and 2018, which is almost double the growth of non-STEM occupations. Computing and engineering represent a majority of these STEM jobs, and it is important that students are prepared to take advantage of these opportunities. Afterschool programs represent an avenue to provide robust learning experiences in computing and engineering, especially as schools are under many constraints and pressures that might prevent them from offering these topics. This issue brief provides background on some of the challenges within K-12 education and highlights several afterschool programs that are doing an exemplary job of engaging kids in computing and engineering.

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Partnerships with STEM-rich institutions (November 2013)

Afterschool programs have long partnered with other youth-serving and community organizations to better meet the needs of their students. As interest and momentum grows around STEM programming in afterschool , partnerships become increasingly important in offering high-quality, hands-on STEM experiences for youth. This issue brief demonstrates several models of how afterschool programs are partnering with STEM-rich institutions like science centers and museums, universities and colleges, business and industry, and government agencies. The brief highlights the strengths of each type of STEM-rich partner and describes the potential contributions to afterschool programs.

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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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Learning at not-school: A review of study, theory, and advocacy for education in non-formal settings (2013)

Author: Julian Sefton-Green (for the MacArthur Foundation)

This report investigates the study of the contradiction in how we both think about and organize learning in places that are like schools but not schools.

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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.

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STEM learning in afterschool and summer programming: An essential strategy for STEM education reform (2013)

Authors: Anita Krishnamurthi (Afterschool Alliance), Ron Ottinger (The Noyce Foundation), & Tessie Topol (Time Warner Cable)

This book chapter compiles research and best practices that demonstrate the positive impacts of afterschool and summer learning.  It provides a brief summary of some of the current trends in afterschool STEM programming and recommendations for how afterschool can become an essential partner in STEM education. In T. K. Peterson (Ed.), Expanding minds and opportunities: Leveraging the power of afterschool and summer learning for student success (pp. 133-139).

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