On March 3, just one day before the president released his FY2015 budget proposal, the House Budget Committee issued a report on federal spending related to federal antipoverty efforts entitled The War on Poverty: 50 Years Later. Among the 92 federal programs reviewed in the report is the 21st Century Community Learning Centers (21st CCLC) initiative.
The Budget Committee report seeks to examine the effectiveness of Pres. Lyndon B. Johnson’s "War on Poverty" that was launched 50 years ago. According to the report, there are at least 92 federal programs designed to help lower-income Americans, including education and job-training programs, food-aid programs and housing programs.
The report does include a brief entry on the 21st CCLC initiative, the only coordinated federal effort that supports afterschool, before-school and summer learning programs delivered by local schools and community-based organizations. 21st CCLC programs provide students attending high-poverty schools with academic enrichment activities; a broad array of additional services designed to reinforce and complement the regular academic program such as hands-on experiments to excite children about science, technology, engineering and math (STEM), access to physical activity, drug and violence prevention programs, counseling programs, art, music, opportunities to be creative, and technology education programs; as well as literacy and related educational development services to the families of children who are served in the program. In addition, afterschool programs provide an infrastructure to bring in other resources to our children including access to mentors, tutors, and nutritious snacks and meals.
The Expanding Minds and Opportunities compendium highlights persuasive evidence on the effectiveness of expanded learning (afterschool, summer, inter-session, etc.) opportunities. In one article, the authors state:
“…Quality afterschool and summer learning opportunities work. We know that quality expanded learning programs are associated with increased academic performance, increased attendance in school, significant improvement in behavior and social and emotional development, and greater opportunities for hands-on learning in important areas that are not typically available during the school day” (Peterson, Fowler, and Dunham, p. 357).
By Luci Manning
U.S. Naval Academy Workshops for Girls in Middle School Build Interest in Math, Sciences (Washington Post, District of Columbia)
In an effort to encourage middle school girls to get excited about STEM (science, technology, engineering and math) careers, the U.S. Naval Academy hosted workshops last week to give girls hands-on learning opportunities. At the event, girls dissected a sheep’s heart, launched straw rockets, and navigated Lego robots through a maze. Lacey, an Annapolis seventh-grader, told the Washington Post that the bioterrorism workshop was “different from my regular science class in school, I like to see how science works in the real world and how important it is.” The Naval Academy has hosted girls-only events since 2007 to build interest in STEM fields.
Barking Up the Right Tree (Virginian-Pilot, Virginia)
Reading just got a little more fun for kids who attend the YMCA BARKS (Books and Reading for Kids in Suffolk) afterschool program. Thanks to a new partnership between the Suffolk Humane Society and the Suffolk YMCA, 39 students are able to boost their reading levels by reading out loud to therapy dogs. Rick Matthews, district vice president of the YMCA of South Hampton, told the Virginian-Pilot the program is “all about building confidence, self-esteem and self-worth.”
MPS Program Uses Hip-hop, Performance to Boost Academics (Journal Sentinel, Wisconsin)
A hip-hop afterschool program at Sherman Park’s Washington High School gives students the opportunity to tap into their creative side and the confidence to apply their talents in the classroom. Dave Olsen and Jeremy Bryan, The Figureheads, founded the educational rap group in partnership with Arts @ Large, a nonprofit dedicated to growing arts education in Milwaukee Public Schools. The Figureheads told the Journal Sentinel that they want the students to voice what is going on in their lives, and to express who they are and what they want to be. The students then combine their emotional testimony with technological skills like creating beats, recording lyrics and adding videos.
By Jen Rinehart
Last month the Afterschool Alliance joined MacArthur Foundation, Mozilla, and HASTAC in a commitment to incorporate badges into our work and help optimize the spread and scale of open digital badges for learning at the 2014 Summit to Reconnect Learning.
We committed to work with five statewide afterschool networks to offer badges to youth in afterschool and summer programs and/or to offer badges to afterschool professionals. We are excited to dig deeper into the potential of badges to bring greater recognition to the learning that happens in afterschool and summer programs and to connect in-school and out-of-school learning.
By the end of this year, new badge systems will be piloted in at least five states. We will have lessons learned and ideas for how to make sure that the broader afterschool community can benefit from these pilots and are equipped to bring more badge opportunities to youth and staff in afterschool and summer programs.
In the meantime, there are interesting related badge initiatives already underway. Below are just a few. Stay tuned for more throughout the year.
Today Pres. Obama released his budget request for the upcoming 2015 fiscal year, which begins this October. With regard to support for the 21st Century Community Learning Centers (21st CCLC) initiative, the president requested $1.149 billion—reflecting the same level for 21stCCLC as was in the FY2014 omnibus bill that passed in January. As was the case in his budget request last year, the president proposes to radically change 21st CCLC to a competitive grant at the federal level as well as to prioritize 21st CCLC grant funding for new purposes including adding time to the traditional school day or year, and for teacher planning and professional development.
According to the discussion of the budget request for the Department of Education:
Funds would support competitive grants to states, local education agencies, nonprofit organizations, or local governmental entities for projects that provide the additional time, support, and enrichment activities needed to improve student achievement, including projects that support expanding learning time by significantly increasing the number of hours in a regular school schedule and by comprehensively redesigning the school schedule for all students in a school. Projects could also provide teachers the time they need to collaborate, plan, and engage in professional development within and across grades and subjects.
Lisa Mielke, a former zookeeper, is the Science Manager at TASC (The After-School Corporation). She leads STEM training and professional development for directors and front-line staff at out-of-school-time programs throughout New York City. One of the ways TASC supports schools and community partners to expand learning opportunities is to build the capacity of staff members to lead STEM inquiry.
This post originally appeared on TASC’s blog on Feb. 27, 2014.
As someone who trains hundreds of New York City out-of-school-time program directors and frontline staff every year, I’m excited about the best resource I’ve seen in ages for supporting more and better STEM learning. It’s a new, interactive professional development website called Click2Science.
New MetLife Foundation issue brief: Afterschool Supporting Students with Disabilities and Other Special Needs
At the Afterschool Alliance we constantly work to provide information and research that is most relevant and pressing in the afterschool field. Last week, our communications manager posted a blog that shared our most popular documents in 2013 and the document that took the number two spot was our 2008 issue brief, “Afterschool Benefits Kids with Special Needs.” I’m happy to share that our latest MetLife Foundation issue brief, “Afterschool Supporting Students with Disabilities and Other Special Needs,” is an update to our 2008 brief.
This issue brief provides new statistics and research on students with disabilities and other special needs, highlighting the benefits of inclusive learning environments and the role that afterschool programs play to help students of all abilities grow academically, socially and emotionally. Although students with disabilities and other special needs face their own set of challenges as they move through school and on to adulthood, providing opportunities to participate in activities in a meaningful way, learning side-by-side with peers without disabilities, developing friendships and other life skills, and feeling a sense of belonging and acceptance, are all ways that can help them address and overcome the challenges in their life. The brief discusses the variety of ways afterschool programs provide an inclusive learning environment and features afterschool programs across the country, from Unified Theater in Hartford, Connecticut—a program fostering inclusion and developing student leaders through the arts, to Thriving Minds After-School in Dallas, Texas—an afterschool program that uses parent feedback to tailor their programming to best support their students.
We released this issue brief at the National AfterSchool Association’s Annual Convention in New York City over the weekend. If you attended, I hope that you were able to stop by our booth and pick up a copy.
Sometimes it can be hard to know where to start when it comes to the huge library of research and reports we publish on our website. To help you out, we’ve compiled a reading list of the top 10 most-downloaded documents from our website in 2013.
Even if you’ve read them all before, now is a great time to brush up on these popular afterschool topics for 2014:
- Afterschool Outcomes 1-pager
- Afterschool Benefits Kids with Special Needs (2008)
- Afterschool: A Key to Successful Parent Engagement (2012)
- Afterschool: A Strategy for Addressing and Preventing Middle School Bullying (2011)
- Aligning Afterschool with the Regular School Day: The Perfect Complement (2011)
- English Language Learners: Becoming Fluent in Afterschool (2011)
- Quality Afterschool: Helping Programs Achieve it and Policies Support it (2011)
- The Importance of Afterschool and Summer Learning Programs in Africa-American and Latino Communities (2013)
- Afterschool: Providing Multiple Benefits to Middle School Students (2010)
- Arts Enrichment in Afterschool (2012)