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SEP
7
2016

LIGHTS ON
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Guest blog: Discover drones at your Lights On Afterschool event

By Robert Abare

Written by Griffin Schwed, Integrated Marketing Manager at National 4-H Council

See how your program can celebrate 4-H National Youth Science Day at your 2016 Lights On Afterschool event on our Celebrate Afterschool STEM page, part of the revamped Lights On Afterschool website.

Since 2008, 4-H National Youth Science Day has engaged millions of youth around the world in exciting and innovative STEM learning and experiences, from wind power to robotics to rocketry. This year, the 4-H NYSD challenge is soaring to new heights with the 2016 National Science Challenge, Drone Discovery, developed by Cornell University Cooperative Extension.

This year's hands-on science challenge explores the science behind drones and how they are being used to solve real world problems. Youth will learn everything from flight dynamics and aircraft types, to remote sensing and flight control, as well as safety and regulations.

While the official 4-H NYSD event takes place on October 5, 2016 in Washington, D.C., clubs, groups and schools around the world are also inspiring the next generation of STEM leaders, all taking part in what is known as the world’s largest, youth-led science event.

Participating in 4-H National Youth Science Day is easy:

  • Purchase a 4-H NYSD Challenge Kit. Each kit includes all the necessary items needed to participate in the challenge, including youth and facilitator guide books and experiment materials. Kits are available for purchase now on the 4-H Mall.
  • Register your event. Simply create a 4-H NYSD membership account to receive helpful resources and materials and see your local event showcased on our national 4-H NYSD map.
  • Join the conversation on social media. Share your event photos and videos using hashtag #4HNYSD. Your event could be featured nationally!

So what are you waiting for? Put what you know about engineering, drones and flight into action. Purchase your kit, register your event, and get ready to take flight in this worldwide science phenomenon!

SEP
2
2016

STEM
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How afterschool-library partnerships are engaging kids in STEM

By Robert Abare

A social media graphic designed by the Afterschool Alliance to promote afterschool-library partnerships.

The Afterschool Alliance has partnered with the Science Technology Activities and Resources Library Education Network (STAR_Net) to highlight the ways afterschool programs are partnering with local libraries to introduce kids to valuable science, technology, engineering and math (STEM) learning experiences. A project of the Space Science Institute’s National Center for Interactive Learning, STAR_Net unites an array of partner organizations to provide interactive STEM exhibits, programming and training to public libraries nationwide.

Often regarded as quiet places for kids to read or study, local libraries are revealing their potential to get kids learning in dynamic ways—from hands-on learning exhibits to conducting science experiments. STAR_Net is helping libraries engage their communities with many of the following resources, made possible through a grant from the National Science Foundation:

  • Large, hands-on exhibits that are currently traveling to various public libraries across the USA. The exhibits—Discover Space, Discover Earth and Discover Tech—introduce kids to various scientific arenas.
  • Online and in-person training for library staff, which introduces them to the STEM content of the exhibits, and guides them in developing complementary programming.
  • A public awareness campaign, led by the Afterschool Alliance, to promote STAR_Net exhibits or resources among the afterschool field and highlight afterschool-library partnerships on social media with a series of shareable graphics.

How STAR_Net can bring more STEM to your program

STAR_Net also offers a number of resources that afterschool programs can use to develop quality STEM programming and stay up-to-date on trends and activities in the STEM field.

  • Webinars and webinar recordings cover a range of topics, from an international celebration of the Moon to interactive citizen science projects.
  • Browse ongoing STAR_Net projects to learn more about their content and see if any exhibits are visiting a library near your program.
  • Online games can make STEM learning fun, like Starchitect, which has kids design their own solar systems.

How STAR_Net turned a library into a pop-up science museum

The Ypsilanti District Library in Ypsilanti Township, Michigan is just one of many local libraries that has used resources from STAR_Net to engage afterschool youth. The library has hosted a variety of exhibits since it opened, but STAR_Net's Discover Tech exhibit was the library’s first to incorporate dynamic, hands-on experiences that teach kids about STEM and its various applications.

“Historically, exhibits haven’t been hands-on in this way—which was new and exciting for the community!” said Kristel Sexton, Youth Services Librarian at the library. “For partners and organizations in the community, it helped them see libraries can do STEM. We can be experts in STEM, and we can support you in this.”

Afterschool-library partnerships are not only proving that libraries can be experts in STEM learning, they are creating mutually beneficial relationships to ensure kids are in safe, nuturing environments after school, and that kids are aware of all the resources available to them in their community.

SEP
1
2016

POLICY
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Evidence-based practices in education

By Jillian Luchner

Photo by Andrei Firtich

The reauthorized national education law, the Every Student Succeeds Act (ESSA) puts an increased emphasis on states and school districts using evidence-based practices in many areas. Under ESSA's Title I, schools designated by their state as “in need of improvement” must create a school improvement plan with at least one activity or program that has a related study showing it meets one of the identified tiers of evidence: strong, moderate or promising (described below).

In addition to this requirement, seven different competitive grants in ESSA will give priority to applicants who meet the top three evidence-based tiers. Although 21st Century Community Learning Centers are formula funded and do not require stringent adherence to evidence based practices, eligible entities are still expected to use best practices to improve student outcomes. Fortunately, there is a substantial and growing evidence base on the positive effects afterschool has on youth development outcomes.

This March, president Obama also signed the Evidence-Based Policy Making Commission Act of 2016. The commission established by the act has designated appointees and is beginning its work. The government’s focus on evidence seems here to stay.

Below is an overview of the evidence tiers specific to ESSA, concluding with resources to find evidence-based programs and develop new studies to add to the field of research.

Here are the four tiers of evidence-based practices in ESSA

  • STRONG. Strong studies show positive and meaningful (“statically significant”) results with randomized control trials (RCT). RCTs are viewed as the gold standard of evaluation because they are the best way to determine the effectiveness of a program or policy. RCTs take a large group of people and randomly assign them to the intervention being evaluated (the “treatment” group, in this case, is an afterschool program) or assign them to have no intervention (also known as the “control group”). However, the level of resources (time, money, expertise, etc.) necessary for RCT studies makes them incredibly difficult to implement and limits their availability. This is why it’s important that the law also includes the following tiers of evidence.
  • MODERATE. A moderate study will demonstrate a meaningful positive result on student outcomes based on a quasi-experimental study—a study that, like RCTs, has a “control” group and a “treatment” group, but unlike RCTs, it does not include the random assignment to a group.
  • PROMISING. A promising study—or correlational study—is one that shows a relationship between an activity or program and student improvements, but it does not prove that the specific activity or program under study was the cause of the change. For example, a correlational study may find that there is a relationship between gains in students’ communication skills and their participation in an afterschool program, but it would not be able to say for certain that participating in the afterschool program caused students to improve their communication skills.
  • UNDER EVALUATION. In this final, fourth tier of evidence, the law recognizes that the evidence base is itself a work in progress. The “under evaluation” designation exists for activities and programs that, while yet untested, are rationally derived from research and will be tracked to see what effects they have.
AUG
31
2016

IN THE FIELD
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How your program can observe 9/11 Day

By Robert Abare

Photo courtesy Wikimedia Commons.

It may seem strange that most children in afterschool programs today have no memory of the attacks that shook the country nearly 15 years ago on September 11, 2001. To help ensure our nation's youth never forget the legacy of that day, the Afterschool Alliance has joined a coalition of 20 organizations to encourage service, empathy and unity on the 15th anniversary of 9/11. Called Tomorrow Together, the initiative includes large-scale service projects on and around September 11, 2016 to unite people across the nation in doing good works, like working to eliminate hunger or writing letters to troops overseas.

There are a number of ways your program can get kids involved in this national day of observance while learning about community service, empathy and working together.

Tools for your program to honor 9/11

  • Search for a 9/11 Day event in your community to join, or to offer your program as a partner.
  • Host a community service project using this toolkit designed to help nonprofits, schools and afterschool programs plan and coordinate an event.
  • Use these service-learning lesson plans developed by the National Youth Leadership Council, Ashoka and other organizations to teach kids about the history of 9/11, the importance of empathy, and other lessons.
  • Find logos for Tomorrow Together in various formats for social media and other publications, and check out these Tomorrow Together t-shirts for your staff or program participants. 
  • View a full gallery of 9/11 photos.  
AUG
31
2016

NEWS ROUNDUP
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Weekly Media Roundup: August 31, 2016

By Luci Manning

Science Camp Has All the Elements for Fun, Learning (Bonner County Daily Bee, Idaho)

Thirteen students spent a week this summer learning about nature’s scientific processes through the All About Elements Outdoor Science Camp. The camp is run by Pullman Parks and Recreation research scientist Jamie Gaber, who worked with the students on experiments focused on chemical reactions and botany at the Lakeview Park arboretum. They used the periodic table to learn about the elements and experimented with sprouting seeds to determine optimal growing situations, reports the Bonner County Daily Bee.

Bill to Provide Free After School Programs to Poor California Students Passes Legislature (East Bay Times, California)

Last week, the California legislature passed a bill to give homeless, low-income and foster children priority access to free, state-funded afterschool programs, according to the East Bay Times. “Giving kids access to after school and summer programs helps children escape poverty by caring for their basic needs and improving their access to a true quality education,” Assemblywoman Nora Campos, the bill’s author, said. The bill will also make sure that afterschool programs use all available federal resources to provide healthy food to students.

Youth Become Water Leaders (San Angelo Standard-Times, Texas)

Ten San Angelo middle school students spent their summer learning about their hometown’s water resources, studying water quality, watershed and lake levels to become “water ambassadors” to the public. The Aqua Squad set up a gallery display using social media, videos and interviews to communicate their new knowledge to the community and encourage people to do more to conserve water and protect the area’s lakes. “It’s an amazing project that gave them so many skills that they don’t get at home or school, from interviewing to learning how to research projects and learning how to set up displays and exhibits,” Brandy Hawkins, whose daughter participated in the program, told the San Angelo Standard-Times.

Hanover Amazing Kids Club Holds Art Showcase (Evening Sun, Pennsylvania)

More than 200 children and adolescents on the autism spectrum worked on art projects this summer to enhance their imagination, fine motor skills and communication at the Amazing Kids Club. Clinical coordinator Bruce Swiger told the Evening Sun that art can be highly beneficial for autistic children’s development: “It’s not the answer to everything, but it’s a piece of the puzzle to work on integration.” The program ran for 11 weeks, giving students a chance to work on a wide range of art projects, from self-portraits to pottery to 3-D art displays. Amazing Kids Club concluded with an art show to show off the students’ work to friends and family last week.  

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learn more about: Science State Policy Summer Learning Arts
AUG
30
2016

RESEARCH
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New report reveals how afterschool aids communities of concentrated poverty

By Nikki Yamashiro

Where you live has direct and indirect impacts on the fundamental resources and opportunities you count on, and which many people may take for granted. Your location affects the quality of schools available to you, your access to healthy and affordable food, and your overall wellbeing and future economic success.

This is why the Afterschool Alliance believed it was critical to examine the role that afterschool programs are playing (or not playing) in communities of concentrated poverty. These are neighborhoods, or groupings of neighborhoods, where there is a high concentration of families living below the poverty line. This is the first time that America After 3PM data has been used to look at high-poverty communities that research has found are struggling when looking at economic, academic and health indicators.

In our new America After 3PM special report, Afterschool in Communities of Concentrated Poverty, we take a closer look at the afterschool program experience of children and families living in communities of concentrated poverty, including participation in afterschool programs, barriers preventing participation, activities and services provided by programs, and satisfaction with programs.

Key findings from the report include:

  • The demand for afterschool school and summer learning programs in communities of concentrated poverty is high. Both participation in and the demand for afterschool and summer learning programs is higher in communities of concentrated poverty compared to the national average. 
    • Close to 1 in 4 children living in communities of concentrated poverty (24 percent) participate in an afterschool program, compared to less than 1 in 5 nationally (18 percent). More than half of children in communities of concentrated poverty not in an afterschool program would be enrolled if one were available (56 percent), compared to the national average of 41 percent.
    • When asked about participation in summer learning programs, 41 percent of parents living in communities of concentrated poverty reported that their child participated in a summer learning program and 66 percent would like their child to take part in a summer learning program, higher than the national average of 33 percent and 51 percent, respectively.
AUG
26
2016

IN THE FIELD
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How an afterschool program recruited a US Senator as a powerful ally

By Robert Abare

LA’s BEST has long been creating Better Educated Students for Tomorrow—since its founding in 1988, the program has grown to serve over 25,000 kids at 193 elementary schools across Los Angeles, particularly in neighborhoods vulnerable to gangs, drugs and crime. US Senator Barbara Boxer (D-CA) has been an ally of the program for almost just as long, dating back to her first site visit to LA’s BEST in 1992.

Hosting Boxer at a site visit was a critical way for LA’s BEST to establish a relationship with the Senator, who then boosted the profile of the program locally and nationally while securing funding for programs across the nation. Most recently, Boxer helped accomplish this goal by working to preserve and strengthen the 21st Century Community Learning Centers initiative in the nation’s new education law, the Every Student Succeeds Act.

Boxer, who is retiring after her term ends in 2016, recently capped off her championing of LA’s BEST and afterschool in general by visiting the program for a final site visit earlier this month. During the course of her visit, she interacted with kids as they showed off the many opportunities offered by the program, including digital learning and coding lessons, a dance performance and learning math through Legos.

Boxer held a press conference following the visit, where she took questions from both the media and youth who participate in LA’s BEST. Boxer described how her experiences with LA’s BEST inspired her to become a national champion of afterschool.

“…when I saw [LA’s BEST], I knew I had to take it nationwide. And we did it together,” she said. “We created that national program, which serves more than a million kids every single day and it’s because of LA’s BEST…”

Gurna elaborated on how the partnership between LA’s BEST and Senator Boxer not only benefitted LA’s BEST, but afterschool across the USA. “The relationship with Senator Boxer is ideal because it developed from her being inspired by our program to her becoming a national advocate for afterschool.”

“This is a great example of how elected officials need to have a personal experience with a program to see what they are accomplishing,” Gurna explained. “Officials need to see how afterschool provides critical experiences that expand learning and horizons, and see how afterschool opportunities are not that different from what they want their own kids to experience.”

“Our more than 25 year relationship with Senator Boxer is testament to the fact that we have to get officials out there meeting kids, staff and seeing the power of afterschool with their own eyes.”

Gurna added, “Elected officials just need an access point—and any high quality afterschool program can fill that role.”

AUG
25
2016

LIGHTS ON
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Announcing the winner of the national Lights On Afterschool poster contest!

By Robert Abare

After reviewing hundreds of submissions from afterschool artists from across the country (and the world!), the Afterschool Alliance is thrilled to announce the winner of the 2016 Lights On Afterschool poster contest: Baldwin County High School’s 21st Century Community Learning Centers (21st CCLC) program in Bay Minette, Alabama!

The winning artwork will be printed on 50,000 posters and sent to all registered Lights On Afterschool events to help spread the word about the celebration. Register your event today to receive ten free posters!

About the artists

The winning poster was designed by program participants Maia Austin (17), Gabby Williams (17), and Marquez Drinkard (16). The artists were particularly inspired by the many arts activities offered by their afterschool program, including dance teams, visual art projects and cooking classes. The finished product was truly a team effort, as the poster is comprised of many separate drawings that were cut out and then pasted together.

“We talked about our favorite aspects of our program, and then we decided what we wanted the poster to look like, and who would draw each part.” explained Marquez. “As you can see, we wanted it to be very colorful as well.”

Marquez, who is still figuring out his plans for after high school, is considering a career in nursing, along with fellow artist Maia Austin. Gabby Williams, on the other hand, plans to serve in the United States Air Force.

About the program

Gabby expressed her gratitude for the opportunities offered by Baldwin County High School’s 21st CCLC program. “I love the program because it’s something productive I can do after school,” she said. “I really like the cooking classes, and being with my friends at the same time.”

She added, “My parents think the program is great, because it keeps me busy when I could be doing things that kids aren’t supposed to do.”

The Baldwin County High School 21st CCLC program serves approximately 40 students 4 days per week, and offers a range of activities that include tutoring, arts enrichment, archery, college and career exploration, and robotics.

Michele Hall, director of the program, explained how the program has provided a valuable service for her community’s kids after school. “As a teacher at the high school, I saw that we had a large number of students who were not involved after school and didn’t have opportunities, partly due to our rural location,” she explained. “Now, the program is helping these kids grow academically and socially.”

About the contest

This year, the Lights On Afterschool poster contest received over 400 submissions from 21 states—and from a U.S. military base in Japan! The poster was selected in a vote by Afterschool Alliance staff in Washington, D.C.

The winning artists’ program will receive a case of syrups, courtesy of Torani, for a shaved ice or soda party. Visit the redesigned Lights On Afterschool website to search for event ideas, learn strategies to engage the media and download graphics and artwork to make your event shine.

And don’t forget to register your event to get 10 copies of the 2016 Lights On Afterschool in your program’s mailbox!