For many lucky kids, summertime means camps, family trips and fun enrichment activities. But for a number of children, particularly those in low-income families, summer is a time when they fall behind academically as a result of unequal access to learning opportunities. As the report finds, summer learning programs are an essential part of the solution addressing the opportunity and achievement gaps between children from higher-income and lower-income families. The study, which takes a look at the impact of summer programs in Fresno, Los Angeles and Sacramento on kids involved in the programs, found that between 65% and 90% of the programs’ students qualified for free or reduced price lunch. It also found that 3 in 5 parents surveyed in the study stated that if their child wasn’t in the summer program, they would most likely spend the summer supervised at home.
In addition to providing an academically enriching environment that keeps kids engaged, the study finds that kids involved in quality summer learning programs saw their grade-level vocabulary skills increase, reported improved work habits and parents saw improved attitudes toward school. Key findings from the report include:
Kids participating in the summer learning programs saw their instructional grade level vocabulary assessment increase by more than 1/3 of a grade.
Improvement in grade level vocabulary over the summer was most significant among middle schoolers who had below grade level vocabulary skills at the start of summer.
Summer learning program participants maintained high school day attendance rates.
Nearly 7 in 10 parents (68%) shared that their child improved their attitude toward reading.
77% of parents say that their child’s attitude toward school has improved since attending the summer program.
Close to 9 in 10 parents (89%) say the summer learning program helped their child get along better with other children and 82% say that the program helped their child get along better with adults.
Another notable take away from the report is the importance of a program’s quality. The authors conclude that “young people are most likely to benefit” when a summer learning program is thoughtfully planned out and intentionally designed, is youth centered, incorporates fun and hands-on projects that build on academic skills, and fosters engagement among youth and staff. Kids who report “excellent” experiences with staff and their peers in their summer learning program rate their work habits, reading efficacy and social competencies 30% higher than kids who reported only a “low” or “fair” experience.
There was almost unanimous agreement among parents that they were satisfied with their child’s summer program (98%). Summer learning programs have the ability to not only close the achievement gap, but they have the power to engage kids in new and interesting ways. Parents in the Fresno focus group shared that they believed their child’s attitude toward reading improved because the program provided an environment where they felt less pressure and had more fun.
If you’re interested in learning more about the numerous benefits of summer learning programs, you can read the full report or check out the 2-page executive summary.
The chance to hang out with LeBron James, the Miami Heat power forward, is pretty rare. But even rarer is the chance for 10 academic all-stars from Akron Public Schools Extended Learning program to be flown to Miami and share the stage with James as he was named the NBA's Most Valuable Player for the fourth time.
Last Friday afternoon Akron students were sitting in class at Seiberling Elementary School in Akron, Ohio, but on Sunday morning, the 10 academic all-stars were enjoying a gourmet breakfast in a swanky dining room at the Mandarin Oriental in Miami, courtesy of the LeBron James Family Foundation. This was one of the many rewards for being selected out of the nearly 500 children participating in the foundation’s Wheels for Education program.
According to the foundation, the Wheels for Education program empowers children from single-parent households through innovative programming and initiatives and strengthening the ties between family members. Through the Wheels for Education program, kids make promises to go to school, do all of their homework, listen to their teachers, be helpful and respectful, and above all else, finish school.
Akron Public Schools Extended Learning program provides afterschool intervention in reading and math, along with enrichment activities in 27 elementary schools and three middle schools. Many children who attend regularly score higher than their peers on state tests. Desiree Bolden, manager of the Akron Public Schools Extended Learning program, also went on the trip and believes James leads by example.
"I can't match him in being a superstar, but I can match him in commitment, and that is so awesome. We love Akron and we love our kids," Bolden said.
Along with their Saturday flight from Cleveland to Miami, a swanky hotel room at the Mandarin Oriental and a seat on stage for the official presentation of James’ fourth NBA MVP trophy, the students were awarded with a trip to the beach and an ice cream party. James also donated a car to the afterschool program to help raise some much-needed funds.
This rare weekend trip for the 10 students in Akron Public Schools Extended Learning program was a public display of the strength and diversity of James’ relationships—with family, with friends, with teammates, with Heat officials and coaches, and perhaps most importantly, with the Akron kids he was inspiring, mentoring and, on this special weekend, transporting.
Before leaving the stage with his MVP trophy, James got a cheery salute from the Akron kids, those he promised not to let down, with anything he did on or off the court:
It seems these days that if you’re keeping up with what’s happening in education, you can’t help but hear about the Common Core State Standards (CCSS). Last week, our vice president for policy and research, Jen Rinehart, wrote a stellar blog that not only walks you through what the Common Core State Standards are, but explains why they were developed, what they mean for education policy and the valuable role the afterschool field can play to support learning under the Common Core.
To keep up the Afterschool Alliance’s drumbeat of providing the afterschool field with helpful information connecting afterschool and the Common Core, I tuned in to “Leveraging Expanded Learning Opportunities to Support Common Core Implementation,” a webinar hosted by the Council of Chief State School Officers (CCSSO) and America’s Promise Alliance. The webinar featured Jenell Holsted, Ph.D. of University of Wisconsin-Green Bay, who discussed a recent brief, “Making the Connection: Next Generation Learning and Expanded Learning Opportunities,” and Sarah Cruz, director of expanded learning opportunities at the Statewide Network for New Jersey’s Afterschool Communities (NJSACC), who shared information about New Jersey’s statewide pilot training program that helps providers align their programming with the Common Core State Standards.
What stood out most to me during the webinar was just how well-situated afterschool programs are to support students’ learning and growth under the Common Core. Jenell highlighted afterschool programs in Wisconsin that are helping their kids achieve under the Common Core in innovative and promising ways. For example, The Goodman Community Center, one program she reviewed, excels at connecting the afterschool program to learning that takes place during the school day. The afterschool program has eight school day teachers on staff who help develop academic enrichment activities using the CCSS; the program sends monthly newsletters to teachers at each school; and program staff attend Individual Education Plan (IEP) meetings for students enrolled in the program, attend school functions and also observe their students during the school day. The program also collects data on their students’ grades, test scores, behavior and attendance to develop a portfolio for each student that identifies their needs and helps assess their progress. This individualized analysis not only monitors students’ progress, but it allows staff to most effectively help students develop mastery of subject content in areas such as reading and writing.
As a resource for afterschool programs that are looking to learn more about the Common Core and how to use it to complement their programming, NJSACC developed Supporting Student Success (S3). Sarah shared that NJSACC worked with 10 afterschool programs, providing webinar training and technical support to plan and implement program activities that support the Common Core, creating a community that facilitates peer-to-peer learning and administering assessment to look at the impact of the training. One example of an afterschool program taking part in the project was the 21st Century Community Learning Center in Pemberton, NJ. Through the project, the program created a reading program aligned with English language arts Common Core. However, the program made certain that the program content developed was engaging and looked different than reading taking place during the school day. For instance, reading groups were based on a student’s interest, rather than their reading level. The mixed reading level groups allowed students to help one another and become more enthusiastic about reading because it was tied to something relevant and meaningful in their lives. Sarah revealed that students in the program felt that participation made them more engaged in their classes during the school day and also helped them better understand what they were taught during the school day.
The webinar was one hour long, but I wish it could have been longer to hear more about these afterschool programs that show just how valuable the out-of-school hours are to the implementation of the Common Core and preparing students for success in school, college and career. On the bright side, there are a number of resources out there to learn more about the role afterschool programs can play to support the Common Core, and be sure to check back here as we continue to share more information related to the Common Core.
Join us on Thurs., May 9 at 2 p.m. EDT as we discuss the role that afterschool programs can play in addressing youth violence.
According to a nationally-representative survey by the Centers for Disease Control and Prevention, approximately 1 in 3 high school youth reported being in a physical fight within a 12 month period, and 1 in 6 high school youth reported carrying a weapon on one or more days within a 30 day period. These alarming statistics underscore the need for quality afterschool programs that keep kids safe, inspire them to learn and help working families. Providing an outlet for positive self-expression, access to caring adult mentors, and a community of supportive peers has been proven to be a winning formula for curbing aggressive behavior and empowering youth to be agents of change in their communities.
This webinar will highlight specific violence prevention strategies and federal funding streams for afterschool programs engaging in this work. Carleen Wray, executive director of the National Association of Students Against Violence Everywhere (SAVE), will discuss how to empower youth to make their schools and communities safer through crime prevention tactics, conflict management and service projects. Ben Forman, executive director of Teens Run DC, will also discuss how the combination of mentoring and a distance running program encourages positive youth behaviors by helping them work toward personal goals.
Kujanga Jackson, head of the Zone afterschool program for at-risk and under-performing students at Mark Twain Elementary in Tulsa, says he can see positive changes in students who have participated in the program. “I have a performance report that shows the students we've had in our program have improved academically, socially, behaviorally,” Jackson told the Tulsa World. “Socially, we're seeing the kids learn to function better in the classroom, better with their peers.”
Afterschool students at Lebanon High School competed in a taste-off last week. The afterschool students were challenged with finding nutritious recipes to create a complete meal. The winning recipe, mango chicken, will be served for lunch in the high school cafeteria! Organizers also announced that the runner up, Spanish chicken, will be served later this month.
Afterschool Ambassador and Dallas AfterSchool Network (DASN) CEO Tanya McDonald told the Dallas Business Journal that the Network is looking to expand area afterschool programs without sacrificing quality. The network helps 145 afterschool and summer programs in Dallas County achieve national quality standards. “As we help to create quality programs in the community, we want to work with those organizations to expand their capacity to serve more kids," McDonald said. "But we want to make sure that as spaces are added, they are high quality."
Fourteen afterschool students from the Teen Producers Academy at the Maysles Institute in Manhattan created a 20-minute film about the role gun violence has played in their Harlem community. "Triggering Wounds" premiered last week at the Tribeca Film Festival. It was nominated for Best Documentary in the "Our City, My Story” youth showcase.
Earlier this month, Champions® and the National AfterSchool Association released their second annual “Out-of-School Time Survey.” The survey found an overwhelming majority of elementary and middle school superintendents believe in the academic, social and behavioral benefits afterschool programs provide to their students. In addition to viewing afterschool programs as an environment where children can improve their core academic skills—such as reading, math and science—96 percent of superintendents agree that the most important afterschool programs improve study skills and more than 9 in 10 superintendents surveyed agree that the most important afterschool programs increase students’ social interactions and engagement (92 percent). More than 4 in 5 superintendents say that the most important afterschool programs are those that offer activities not present during the traditional school day (82 percent).
A key take away from this survey is that school superintendents understand the true value of afterschool programs and recognize that schools and students benefit from support of afterschool programs. Schools aren’t alone in the charge to ensure that all students receive a quality and well-rounded education. Afterschool programs are able and willing partners to prepare students for success in school, career and life.
Key findings from the “Out-of-School Time Survey” of superintendents include:
97% agree afterschool programs can improve student skills in reading
97% agree afterschool programs can improve student skills in math
95% agree afterschool programs improve academics
95% agree that afterschool programs are to offer a safe place for students
93% agree that afterschool programs can improve student skills in science
92% agree that afterschool programs increase social interactions, fun and/or engagement
82% agree that afterschool programs are to offer activities not present during the school day
These findings show afterschool programs are seen as a critical component to students’ academic achievement, safety and overall well-being. This is very much in line with past surveys we have conducted and past surveys we have included in our fact sheets. For instance, Afterschool Alliance’s 2012 election eve poll found that when presented with information that research shows afterschool programs can lead to increased attendance, improved behavior and grades, 89 percent of voters agree that afterschool programs are important. If you’re interested in additional polling on afterschool, check out our Polling Data page.
1 I wish it were true that superintendents valued afterschool programs. At the Euclid City Schools our Superintendent, Mr. Bell, just let our staff know at the after school program that they laying them all off for next school year. Very sad. -- Mary Brinovec
Ed. note: This post was originally published by SparkAction. Read the original post here.
Juvenile justice professionals take note: a new resource launches this week that will make it easier—and more engaging—than ever to get in-depth journalism stories together with key research, data, guides and tool kits on critical issues in the juvenile justice field.
The Juvenile Justice Resource Hub, launching April 24, 2013, provides visitors an accessible, user-friendly point of entry to a repository of years of research into juvenile justice issues—with particular focus on the best practices and lessons from the MacArthur Foundation-funded Models for Change initiative which examines systems change approaches to make juvenile justice more fair, effective, rational and developmentally-appropriate.
The Hub is a project of the Juvenile Justice Information Exchange (JJIE.org), published by the Center for Sustainable Journalism at Kennesaw State University.
Since its formation three years ago, JJIE.org has earned a reputation as the go-to source for juvenile justice news. The Hub builds on this, adding “layer upon layer of research into issues pertaining to youth and justice,” said Leonard Witt, executive director of the Center for Sustainable Journalism.
Practitioners, researchers, policymakers and journalists can now navigate seamlessly from the comprehensive journalism produced by JJIE.org to the underlying research and best practices in the Hub, deepening their understanding of the treatment of youth in juvenile justice and of innovations that make juvenile justice approaches more responsive and effective.
The Hub will “put juvenile justice information and resources from Models for Change and other reform efforts into the hands of those who need them,” says Sarah Bryer, director of the National Juvenile Justice Network (NJJN). NJJN is curating the Hub in partnership with JJIE.org.
“When we first put the words ‘information exchange’ on our site, that’s what we aimed for,” said Witt.
Funded by the John D. and Catherine T. MacArthur Foundation, the Juvenile Justice Resource Hub focuses on six reform areas identified with Models for Change: mental health, disproportionate representation of minorities, indigent defense, evidence-based practices, aftercare and community-based alternatives for youthful offenders.
First Up: The intersection of mental health & juvenile justice
Timed to coincide with the Hub launch, JJIE.org is releasing the first article in a six-part series examining the issues raised by the problematic intersection between mental health and juvenile justice.
Many recent studies concur that as many as two-thirds or more of all youth enmeshed in the juvenile justice systems suffer from one or more mental health conditions. One in five suffer a serious and debilitating mental illness.
Mental health presents one of the most vexing challenges facing our nation’s juvenile courts and corrections systems.
Many experts argue that youth are being driven into the court system by a lack of mental health services in their communities. Due in part to crippling cuts to community providers, juvenile justice has become the nation’s de facto adolescent mental health system.
Failure to provide adequate mental health services has been alleged in dozens of lawsuits filed recently over conditions of confinement in juvenile facilities. And recent surveys show that the quality of mental health treatment is sorely lacking in many or most youth detention and corrections facilities.
Meanwhile, a wave of new research has emerged showing that new “evidence-based” mental health treatment models – most of them offering family-focused therapy to youth in their own homes – are far more effective than incarceration, group home care, or standard community supervision in steering troubled youth away from delinquency. Yet states have been slow to adopt the new models, and many questions remain regarding how these evidence-based models should fit into an effective juvenile system.
The series, “Mental Health and the Juvenile Justice System: Progress, Problems and Paradoxes” will examine these problems and offer solutions through case studies of successful and progressive reforms in states.
First in the series: a look at the treatment of mentally ill youth in Cook County, the cradle of juvenile justice, and throughout Illinois. Then, stay tuned for the next installments, launching weekly throughout the month of May:
The only national survey to gather data directly from confined youth on mental health and substance abuse issues.
Missouri’s widely acclaimed juvenile corrections system’s approach to mental health.
Georgia’s progress in embracing evidence-based and therapeutic practices.
What you can do
Please help spread the word about this comprehensive Hub to colleagues and networks interested in juvenile justice. SparkAction—which is providing social media support to the launch—has sample social media posts, images and video you can share here.
After the April 24 launch, JJIE and NJJN are looking for beta-phase feedback. If you find errors or issues on the site, please share feedback at http://jjie.largoproject.org/beta-feedback.
Please also share resources and tools that you’d like to be considered for inclusion in the Hub.
This week I was in Kansas City as a keynote speaker for the 2013 Best Practices Forum on Dropout Prevention, hosted by the National Dropout Prevention Center/Network. I was thrilled to be a part of the event and share with the audience the many ways the afterschool field is helping our students come to school, stay in school and graduate. Afterschool programs are an instrumental part of any effort to help our students not only graduate from high school, but prepare them for lifelong success and help shape the adult he or she will become.
This is why I am so pleased with the newly released video (below) and guidebook by America’s Promise Alliance, “Expanding Learning, Expanding Opportunities.” Both the video and accompanying guidebook highlights the many ways expanded learning opportunities—including afterschool programs, summer learning programs, and expanded learning time—are providing our kids with opportunities to express themselves creatively, explore their interests and gain hands-on learning experiences they might not have during the school day. Also included are a variety of resources, such as research, best practices and toolkits to assist those interested in learning more about the out-of-school hours.
What happens outside of the classroom can be as important to a student as what happens inside of the classroom. Research has shown that kids in afterschool programs see improvements in their grades, school attendance and behavior in the classroom. Children also become more self-confident and develop higher self-esteem. Students in afterschool programs are also less likely to be victims or perpetrators of violence and working parents have peace of mind with the knowledge that their children are in a safe environment surrounded by caring adults.
Afterschool programs across the country are helping to keep kids safe, inspire learning and help working families. Yet, despite the wealth of research and stories we hear every day on the ways afterschool programs are supporting kids and families, we’ve found that afterschool programs are struggling to keep up their services and meet the demands for afterschool in their communities. Close to 8 in 10 voters want their newly elected federal, state and local officials to fund afterschool programs, and more than three-quarters of voters want them to provide more funding for afterschool programs given the current challenging economic environment.
I hope that you’ll lend your voice to the thousands of other voices speaking out about the crucial role afterschool programs play in making sure our children stay safe, stay in school, and stay excited and engaged in learning. This new guidebook and video from America’s Promise Alliance can be a great tool for engaging others in your community in better understanding and valuing the role of afterschool and ideally get them to lend their voices as well.
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Last Friday afternoon Akron students were sitting in class at Seiberling Elementary School in Akron, Ohio, but on Sunday morning, the 10 academic all-stars were enjoying a gourmet breakfast in a swanky dining room at the Mandarin Oriental in Miami, courtesy of the LeBron James Family Foundation. This was one of the many rewards for being selected out of the nearly 500 children participating in the foundation’s Wheels for Education program. 
Along with their Saturday flight from Cleveland to Miami, a swanky hotel room at the Mandarin Oriental and a seat on stage for the official presentation of James’ fourth NBA MVP trophy, the students were awarded with a trip to the beach and an ice cream party. James also donated a car to the afterschool program to help raise some much-needed funds.
Join us on Thurs., May 9 at 2 p.m. EDT as we discuss the role that afterschool programs can play in addressing youth violence.
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