Afterschool Snack Archives
MAR
12
STEM
By Sarah Simpson
Last week, Afterschool Caucus Chair Sen. Barbara Boxer (D-CA) put her support for afterschool programs and STEM education on the record on the Senate floor. Read her full statement below, or download here.
Madam President, I rise today to speak about the great work that afterschool and summer learning programs in California and across the country are doing to engage children and youth in science, technology, engineering, and mathematics (STEM) education.
Afterschool and summer programs are a vital part of our country’s education tapestry. They provide engaging, hands-on learning experiences that stimulate student interest, develop crucial skills, and drive home the relevance of STEM to our daily lives. Out- of-school learning opportunities help children develop the academic and life skills, such as problem-solving and determination, which are crucial in STEM fields. Additionally, these programs provide key opportunities for mentors and role models to engage with children.
High-quality afterschool STEM learning programs are having a significant impact on the young people who participate in them. A recent study shows participants in afterschool and summer programs have improved attitudes toward STEM fields and careers, increased STEM capacities and skills, and a higher likelihood of graduating from high school and pursuing a STEM major in college.
One of these exemplary programs is the Woodcraft Rangers Program in Los Angeles, CA. Woodcraft Rangers exposes middle school students to cutting-edge STEM activities, including robotics. This highly engaging program allows students to configure high-tech robotics, enhancing their STEM skills, unlocking their imaginations, and exposing them to real-world problem- solving situations. Afterschool and summer programs are uniquely positioned to deliver valuable enrichment activities like robotics that help children gain valuable creativity, critical thinking, and team-building skills.
In addition to programs that serve children and youth directly, organizations such as the Afterschool Alliance are working to advance policies, research, and partnerships so that all children can access rich STEM education experiences through out-of- school programs.
Private companies are also embarking on efforts, such as Time Warner Cable’s Connect a Million Minds, CAMM, initiative, to promote youth interest and performance in STEM fields during out-of-school time. Businesses like Time Warner Cable know that investing in STEM education now helps ensure a robust workforce in the future, and they know that afterschool, summer, and other out-of-school programs are key venues for students to develop the problem-solving, team-building, and creative thinking skills necessary for a strong STEM workforce. I applaud the afterschool and summer learning programs, advocacy organizations, and community partnerships across the country that are working to advance our students’ STEM achievement and our country’s future through enriching out-of-school learning. To support the work of these organizations, I hope that the Senate can come together to reauthorize the 21st Century Community Learning Centers Program—the only Federal program dedicated to supporting afterschool and summer learning.
MAR
11
IN THE FIELD
By Nikki Yamashiro
Recently, I posted a blog highlighting the new and exciting ways libraries are engaging kids in the out-of-school hours, as well as the research in Expanding Minds and Opportunities: Leveraging the Power of Afterschool and Summer Learning for Student Success—the extraordinary compendium released last month—that shows the positive impact libraries have on a student’s academic achievement and on their surrounding community.
In my previous blog I referenced a post by Marsha Semmel, IMLS director of strategic partnerships, who wrote, “Quality learning in out-of-school settings, which include libraries and museums, makes a proven difference in academic achievement, work, and life.” This week, I want to focus on the second institution included in her quote: museums.
The compendium highlights the role of informal learning environments, such as museums, in helping youth develop critical thinking skills and better understand the world’s inner workings through hands-on, experiential learning in the chapter "Museums as 21st Century Partners: Empowering Extraordinary ‘iGeneration’ Learning Through Afterschool and Intergenerational Family Learning Programs.” Learning Labs, a project supported by IMLS and the MacArthur Foundation, is a perfect example of the ability of museums to create spaces where youth help design activities, drive projects and shape their environment based on their interests. Kids are able to tinker with technology, explore new interests, and collaborate with peers and mentors as they hone their skills in a variety of mediums—such as graphic design, creative writing and video editing.
One such example is a Learning Lab in progress at the Oregon Museum of Science and Industry (OMSI) in Portland. OMSI, in partnership with the Multnomah County Library, formed the Awesome Teen Advisory Council (A-TAC), a teen advisory council that is helping with all things associated with the development of their Maker Center and travelling Maker Center, from conceptual design of the space to educational programming (if you’re interested in learning more about the Maker movement, you can take a look at a blog post on the Makerspace website). The Maker Center will work to connect students in the community, particularly 9th grade students who may need extra support as they start high school, with creative and participatory activities that allow them to mess around in subject areas such as science, art and design. Although the Maker Center isn’t up and running yet, A-TAC is out and about in the community sharing their projects that show the heightened levels of excitement and engagement that can happen around learning when it is linked to students’ interests, when youth are given a voice, when they are able to express themselves creatively, and when they are in a friendly and supportive environment.
If you’re interested in hearing more about Learning Labs, tune in for Afterschool Alliance’s March 12 webinar, The New Normal: Public Libraries as Partners in 21st Century Learning.
MAR
1
POLICY
By Erik Peterson
When Congress passed the Budget Control Act of 2011 almost two years ago, they included a provision meant to be so difficult to swallow that it would force the House and the Senate, Republicans and Democrats, to come together and pass a reasonable plan for reigning in the deficit. That strategy failed and the result is that the across-the-board cuts known as the sequester officially went into effect today—after a two month reprieve that resulted from the Jan. 1, 2013, fiscal cliff resolution.
For many children, families, afterschool programs, community-based organizations and schools, the impact of the sequester will take some time before it's felt. For other communities, particularly those near military bases or other federally impacted communities, the effects will be apparent sooner. Most of the one hundred federal funding streams that support afterschool and summer learning programs will be cut by 5.1 percent across the board and indiscriminately, including AmeriCorps and AmeriCorps VISTA, 21st Century Community Learning Centers, Title I education funding, Child Care Development Block Grant vouchers, Temporary Assistance for Needy Families, and the Community Services Block Grant. When the cuts become apparent will depend on the funding stream and whether or not the funding comes from FY2013 funds.
A few examples of the impact of the cuts include:
- Approximately 30,000 low-income children of working parents would lose child care assistance through the Child Care and Development Block Grant and many more would experience a reduction in services.
- Title I Grants to school districts would see a cut in excess of $750 million, denying funding to well over 2,500 schools serving more than 1 million disadvantaged students. These funds pay for teachers, tutors and afterschool programs. Sequestration would mean job losses for more than 10,500 teachers and aides.
- For the 21st Century Community Learning Centers initiative, it is now estimated that about 58,000 young people would lose afterschool and summer learning supports, likely beginning with the 2013-14 school year.
State by state fact sheets showing the full effect of the sequester have been released by the White House. A table showing the state level cuts to 21st CCLC as a result of the sequester is available on our website. Congress and the White House have the opportunity to act to resolve the sequester, and advocates can encourage them to do just that.
While the sequester dominated Washington this week, other events occurred as well:
- Sen. Boxer (D-CA) took to the Senate floor on Thursday to issue a statement that highlights the efforts of afterschool and summer learning programs in offering important science, technology, engineering and math (STEM) education to young people.
- Hearings in the House Education and Workforce Committee and Senate Judiciary Committee continued to discuss school safety and violence prevention in the wake of the tragedy on Newtown, CT, last December.
- The Building a Grad Nation Summit brought thousands of educators and education advocates together early this week to discuss the progress in graduation rates and promising practices making a difference in the lives of young people.
FEB
26
IN THE FIELD
By Nikki Yamashiro
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| Photo from: YOUMedia at the Chicago Public Library. |
The Institute of Museum and Library Services (IMLS) recently posted a blog about the exciting release of Expanding Minds and Opportunities: Leveraging the Power of Afterschool and Summer Learning for Student Success. I was also able to attend the compendium’s release event at the National Press Club, which celebrated the milestone of amassing an immense body of research, best practices and commentaries that will be an invaluable and powerful resource to the afterschool field.
The blog, written by Marsha Semmel, director of strategic partnerships, perfectly summed up the gravity of the event, declaring, “…the power and importance of out-of-school learning is no longer a peripheral idea. Quality learning in out-of-school settings, which include libraries and museums, makes a proven difference in academic achievement, work, and life.”
I couldn’t have said it better myself. Libraries and museums play a significant role in the afterschool world, creating spaces where youth have the opportunity to discover who they are, explore their interests and engage in learning experiences that are relevant to, and meaningful in, their everyday lives. A chapter in the compendium, School and Public Libraries: Enriching Student Learning and Empowering Student Voices Through Expanded Learning Opportunities, not only digs into the research demonstrating the academic benefits for children who have greater access to books and reading opportunities and the positive impact of libraries on their communities, but gives a few examples of libraries providing expanded learning time opportunities.
The chapter wasn’t able to include all of the fantastic activities taking place in libraries, and I wanted to take the opportunity to spotlight Learning Labs. These are innovative spaces in libraries and museums that are engaging youth—particularly older youth—in mentor-led, interest-based, youth-centered, collaborative learning using digital and traditional media that help youth develop the 21st century skills they need to thrive in an increasingly competitive economy.
For instance, in St. Paul, MN, the St. Paul Public Library has partnered with the St. Paul Parks and Recreation Department to create Digital Learning Labs. Just last month, their project was featured in Publishers Weekly for their participation with Lady Gaga’s Born This Way Foundation. They encouraged teens to read Everybody Sees the Ants by A.S. King, a book about bullying, and respond in creative ways to the book, such as through videos and songs, with the chance to win a pass onto the Born Brave Bus and have their work showcased on the bus. Their project demonstrates the ability of Learning Labs to excite youth about learning by connecting it to their interests, encourage youth to express themselves by creating content, and strengthen and build on community partnerships.
Learning Labs are an inspiring project that is spreading across the country—see if there’s one near you!
FEB
21
STEM
By Melissa Ballard
Members of the National Science Teachers Association (NSTA) were recently surveyed about afterschool programs in their schools, their involvement with the programs, and views on the role of afterschool science, technology, engineering and math (STEM) learning. The survey results indicate that school-day staff are highly involved in afterschool STEM and clearly believe the afterschool space can support students’ learning within school hours.
Close to 8 in 10 survey respondents identified as educators; the remaining worked as administrators (6%) or played other professional roles (15%). Respondents taught multiple subjects in their schools; most teach science (93%), and smaller numbers teach math (26%), technology (19%) and engineering (15%).
Approximately three-fourths of respondents have an afterschool program at their school, and 78% of those include a STEM component. Of those respondents in schools who don't have afterschool STEM offerings, more than 9 in 10 believe they should.
For the subset of respondents whose schools have STEM afterschool programs, the programs are largely run by the school itself (68%). Other common providers are community organizations such as 4-H, Boys and Girls Clubs, YMCA, or Girls Inc. (15%); for-profit organizations (14%); universities or colleges (11%); and informal science education organizations like science centers or zoos (11%).
About 8 in 10 respondents participate in their school’s afterschool STEM programs. Of these, 85.1% are lead teachers and 14.9% are assistant instructors. Assistant instructors co-teach with other STEM teachers, community and parent volunteers, and local STEM professionals. Others who are not teaching or assisting in the classroom sometimes serve in a leadership role, such as a director or coordinator, and may also be involved in content development and instructor training.
Regardless of respondents’ role in their school’s afterschool programs, an overwhelming majority (94%) view the programs as key partners in providing additional STEM learning opportunities for their students. Afterschool STEM supports school-day learning in a number of specific ways; respondents’ top five are listed below:
- Provides additional time for students to engage with STEM in a different way (93%)
- Provides hands-on engagement not always possible during the school day (89%)
- Provides students with more opportunities to do engineering and technology (83%)
- Teaches them 21st century STEM-relevant skills such as team work, problem solving, communication, etc. (83%)
- Exposes students to professionals and mentors in STEM fields (71%)
Additionally, more than 9 in 10 survey respondents agreed that afterschool has a role in helping schools think about the implementation of the Next Generation Science Standards. It is clear that school-day staff recognize the synergies with afterschool, as it provides a unique learning environment that both complements and supplements school-day learning. The urgent need to improve STEM education, address workforce issues and improve other educational outcomes is a big task. As children spend less than 20% of their waking hours in school each year, schools can’t tackle these issues alone—the afterschool field is a willing partner!
To learn more about the outcomes of STEM learning in afterschool, check out the Afterschool Alliance's recently published report on what afterschool experts agree is appropriate and feasible for this space. For several recommendations on how afterschool can grow to become an essential partner in STEM education reform, read this article from the new book, “Expanding Minds and Opportunities: Leveraging the Power of Afterschool and Summer Learning for Student Success.”
FEB
14
POLICY
By Erik Peterson
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| Sen. Barbara Boxer at the "Breakfast of Champions" |
Following rousing speeches by Sens. Boxer (D-CA) and Murkowski (R-AK) last week during the "Breakfast of Champions," the bipartisan Afterschool for America’s Children Act, S. 326, wasintroduced in the Senate today. Sens. Boxer (D-CA), Murkowski (R-AK) and Murray (D-WA) introduced the Afterschool for America’s Children Act that reauthorizes the 21st Century Community Learning Centers initiative and builds on past afterschool and summer learning program success. The bill number, 326, symbolizes the hours of 3 to 6 p.m. when young people should have quality learning and enrichment opportunities.
The bill:
- Strengthens school-community partnerships to include sharing of data and resources, the ability to better leverage relationships within the community and provide an intentional alignment with the school day.
- Promotes professional development and training of afterschool program staff.
- Encourages innovative new ways to engage students in learning that looks different from a traditional school day, with an emphasis on hands-on, experiential learning; science, technology, engineering and math (STEM); and physical activity and nutrition education. Supports approaches that focus on individualized learning that provide a variety of ways for students to master core skills and knowledge.
- Provides accountability measures that are connected to college- and career-readiness goals and show student progress over time toward meeting indicators of student success including school attendance, grades and on-time grade level advancement.
- Ensures that funding supports programs that utilize evidence-based, successful practices.
- Increases quality and accountability through parent engagement, better alignment with state learning objectives, and coordination between federal, state and local agencies.
- Does not prioritize any one model of expanded learning opportunities over another.
- Maintains formula grants to states that then distribute funds to local school-community partnerships through a competitive grant process.
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| Sen. Lisa Murkowski at the "Breakfast of Champions" |
Joining Sens.Boxer, Murkowski and Murray as co-sponors of the bill were Sens. Begich (D-AK) and Manchin (D-WV).
Plenty of national groups have already registered their support for the bill, including: Afterschool Alliance; After-School All-Stars; American Alliance for Health, Physical Education, Recreation, and Dance; American Camp Association; American Heart Association; A World Fit For Kids; Champions; Harlem RBI; National Alliance for Partnerships in Equity; National Association of Elementary School Principals; National Collaboration for Youth; Save the Children; and the United States Tennis Association.
In addition to these organizations it’s important that Congress see a strong showing of support from afterschool advocates across the country.
Your senators want to hear from you! Take action now by urging your senators to sign on as co-sponsors to support the next generation of afterschool, before-school and summer learning programs that are re-engaging children in their education and future. Share personal examples or experiences that illustrate the importance of these out-of-school programs for enhancing learning, keeping kids safe and helping working families.
FEB
14
POLICY
By Erik Peterson
On the heels of the Afterschool for All Challenge, there have been a number of activities in Washington as we move into the middle of February. From the State of the Union earlier this week to a day of action on sequestration today, the impact on education in general and afterschool and summer learning programs in particular are highlighted below:
State of the Union Address
On Tuesday the president addressed a joint session of Congress to deliver his fifth State of the Union address. While the speech covered a range of topics, education was a key focus, including an emphasis on improving high school, STEM education and early education—
including a proposal for high-quality preschool for every child and a significant investment in a new Early Head Start-Child Care partnership. While the details of the proposal continue to be fleshed out, it will be important to ensure that the new emphasis on early learners does not come at the expense of the 600,000 school-age children served through the Child Care Development Fund. Additionally the STEM and high school proposals offer potential opportunities for afterschool and summer learning programs and school-community partnerships. Among the proposals are:
- Supporting all 50 states to provide access to preschool for all low- and moderate-income children: The president is proposing to work with Congress to provide all low- and moderate-income 4-year-old children with high-quality preschool—while also expanding these programs to reach hundreds of thousands of additional middle class children—and incentivizing full-day kindergarten policies, so that all children enter kindergarten prepared for academic success.
- Creating a Master Teacher Corps of exemplary educators in science, technology, engineering and mathematics (STEM): President Obama is calling on Congress to commit new resources to create a STEM Master Teacher Corps, enlisting 10,000 of America’s best and brightest science and math teachers to improve STEM education across America’s schools.
- Modernizing America’s high schools for real-world learning: The president is announcing a new competition to kick-start a redesign of high schools to emphasize real-world learning. The president’s plan will invest in redesigning high school to focus on providing challenging, relevant experiences as well as reward schools that develop new partnerships with colleges and employers and that create classes that focus on technology, science, engineering and other 21st century skills.
Less than 15 Days until Sequestration
Feb. 14 has been declared a day of action on the sequester by a coalition of 3,200 organizations, including the Afterschool Alliance, who are concerned about the impact of the 5 percent across-the-board funding cut on children and communities nationwide. A number of hearings this week, including one by the Senate Appropriations Committee, addressed the impact of the sequester. Education Sec. Duncan testified in front of the Appropriations Committee citing a cut to Title I education spending of $725 million, which is estimated to eliminate support to 2,700 schools and 1.2 million students. This week the House Appropriations Committee Democrats also issued a Report on Sequestration that included the following findings:
- Approximately 30,000 low-income children of working parents would lose child care assistance through the Child Care and Development Block Grant and many more would experience a reduction in services.
- Title I Grants to school districts would see a cut in excess of $750 million, denying funding to well over 2,500 schools serving more than 1 million disadvantaged students. These funds pay for teachers, tutors and afterschool programs. Sequestration would mean job losses for more than 10,500 teachers and aides.
The sequester will take effect on March 1 if Congress does not act. For the 21st Century Community Learning Centers initiative, it is now estimated that about 80,000 young people would lose afterschool and summer learning supports beginning with the 2013-2014 school year if sequestration occurs. Friends of afterschool are urged to contact Congress in support of federal afterschool program funding.
FEB
11
CHALLENGE
By Erik Peterson
More than 200 advocates for quality afterschool and summer learning programs packed into the majestic Kennedy Caucus Room in the Russell Senate Office Building on February 7 for the "Breakfast of Champions." The event honored a record 18 state afterschool champions, National Afterschool Champion John Galvin, assistant principal of I.S. 318 in Brooklyn, NY, (and co-star of the award winning afterschool chess documentary Brooklyn Castle), and four senators who are champions of afterschool programs. John Galvin was recognized for his dedication to his students and the afterschool chess program, which has helped build a culture of success at the school. Galvin mounted a community-wide campaign to fight budget cuts that threatened the chess program.
The "Breakfast of Champions" was part of the 13th annual
Afterschool for All Challenge, which brought together hundreds of educators, parents, afterschool leaders and advocates from around the country for a series of events and meetings with Members of Congress. Sens. Mark Begich (AK), Barbara Boxer (CA), Lisa Murkowski (AK) and Sheldon Whitehouse (RI) addressed the enthusiastic crowd and were honored for their support of afterschool programs. Following the Breakfast, advocates met with more than 200 House and Senate offices
asking for support for afterschool and summer learning programs that face a 5 percent funding cut next month due to sequestration; and supporting the soon to be introduced
Afterschool for America’s Children Act.
The State Champions honored at the Afterschool for All Challenge were:
- Arkansas: Tammie Cloyes, 21st CCLC Program Coordinator, Department of Education
- California: Michael Funk, Director of the After School Division, Department of Education
- Florida: Modesto Abety-Gutierrez, President and CEO, The Children’s Trust
- Georgia: N. Jean Walker Ph.D., Vice President of Education, United Way of Greater Atlanta
- Iowa: Dave Welter, Principal, Holmes Junior High School
- Indiana: Willis Bright, Former Director of Youth Programs, Lilly Endowment
- Kansas: Laura Kaiser, Family Engagement Chair, Kansas Parent Teacher Association
- Massachusetts: The Honorable Thomas McGee, Massachusetts State Senate
- North Carolina: Carr Thompson, Senior Program Officer, Burroughs Wellcome Fund
- Nebraska: Kristin Williams, Director of Community Initiatives, The Sherwood Foundation
- New Jersey: The Honorable Connie Wagner, New Jersey General Assembly
- New Mexico: Laurie Mueller, Former 21st CCLC State Coordinator, Department of Education
- Oklahoma: General Ben Robinson USAF (Ret.), President, Sentry One LLC
- Pennsylvania: Leslie Roesler, Associate Director, Pennsylvania Key – Berks County Intermediate Unit
- Rhode Island: The Honorable Frank Ferri, Rhode Island House of Representatives
- Texas: Jennifer Esterline, Independent Nonprofit Consultant
- Virginia: Kathryn Johnson, Executive Director, Alternatives, Inc.
- West Virginia: Gayle Manchin, Vice President, State Board of Education.
The 2013 Afterschool for All Challenge is generously sponsored by: United States Tennis Association, United States Chess Federation, the NAMM Foundation, Cable in the Classroom and the National AfterSchool Association. Additional generous support is provided by Torani Syrups, the Noyce Foundation and the C.S. Mott Foundation.
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