The studies, publications, and reports below cover a wide range of topics and are organized into six main sections: time and learning; afterschool evaluation; programming for middle and high school students; citywide and partnership models; summer learning; and sustainability.

For an overview of latest research and issues related to afterschool, download a copy of “Making the Case: A 2009 Fact Sheet on Children and Youth in Out-Of-School Time” by the National Institute on Out-of-School Time (NIOST). The Fact Sheet is a great resource for anyone looking for a comprehensive yet concise overview. NIOSTfactsheet2009

Time and Learning

• A New Day for Learning : The Time, Learning, and Afterschool Task Force Report. This report argues strongly for the role afterschool programs play in supporting student learning and achievement.  http://www.newdayforlearning.org/
• Quality Time After School: What Instructors Can Do to Enhance Learning by Grossman, Campbell, and Riley. This paper draws from surveys and interviews with more than 400 participants and instructors from five Philadelphia-based Beacon Centers.   http://www.ppv.org/ppv/publications/assets/217_publication.pdf
• Launching Literacy in After-School Programs: Early Lessons from the CORAL Initiative.  CORAL (Communities Organizing Resources to Advance Learning) is a five-city, $60-million effort to improve educational achievement through after school programming.   http://www.ppv.org/ppv/publications/assets/192_publication.pdf
• Afterschool for the Global Age: This report makes the case for expanding programs with international themes in after school and summer programs.   http://www.asiasociety.org/education-learning/partnership-global-learning/publications/afterschool-global-age

Afterschool Evaluation

The following tools offer an overview of the evaluation process for afterschool programs:

• C.S. Mott Foundation Committee on After-School Research and Practice. Moving Towards Success: Framework for After-School Programs. Washington, DC: Collaborative Communications Group, 2005. http://www.collaborativecommunications.com/assets/78_framework.pdf
• Little, P., DuPree, Sh., & S. Deich. (2002). Documenting Progress and Demonstrating Results: Evaluating Local Out-of-School Time Programs. Harvard Family Research Project and The Finance Project. http://www.hfrp.org/publications-resources/browse-our-publications/documenting-progress-and-demonstrating-results-evaluating-local-out-of-school-time-programs
• Reisner, Elizabeth R. Policy Studies Associates, Inc. Using Evaluation Methods to Promote Continuous Improvement and Accountability in After-School Programs: A Guide. January 26, 2004. http://www.policystudies.com/studies/youth/After-school%20evaluation%20guide.pdf

The following articles document the range and types of student outcomes that are possible in high-quality afterschool programs:

• Vandell, D., Reisner, E. & Pierce, K. (2007). Outcomes linked to high-quality afterschool programs: Longitudinal findings from the study of promising practices. Irvine, CA: University of California and Washington, DC: Policy Studies Associates. http://www.policystudies.com/studies/youth/Promising%20Programs%20FINAL.pdf
• Little, P.M.D., Wimer, C., & H.B. Weiss. Harvard Family Research Project. (2008). Afterschool Programs in the 21^st Century: Their Potential and What it Takes to Achieve It. Issues and Opportunities in Out-of-School Time Evaluation. Number 10; February 2008. http://www.hfrp.org/publications-resources/browse-our-publications/after-school-programs-in-the-21st-century-their-potential-and-what-it-takes-to-achieve-it
• Durlak, R., & Weissberg, R. (2007). The impact of after-school programs that promote personal and social skills. Chicago: CASEL. http://www.casel.org/downloads/ASP-Full.pdf
  

Programming for Middle and High School Students

• Making the Most of the Middle: A Strategic Model for Middle School Afterschool Programs outlines a program development model for middle school afterschool based on the 5 R’s of relationships, relevance, reinforcement, real-life projects, and rigor.  http://www.niost.org/content/view/1645/297/
• The After School Corporation (TASC) recently released “After School Programs & High School Success” an analysis of post-program educational patterns of former middle-grades TASC participants.   http://www.tascorp.org/content/document/detail/1758
• Also by TASC is “Meeting the High School Challenge” – a report describing promising programmatic models that examines the situations in which they work best, and warns of possible pitfalls.   http://www.tascorp.org/content/document/detail/1487
• Adam Fletcher’s paper, Meaningful Student Involvement, provides concrete ideas and action steps for bringing students in as partners in their education. http://www.soundout.org/MSIIdeaGuide.pdf

The Forum for Youth Investments has several briefs that deal specifically with high school afterschool:

• Out of School Time Policy Commentary #14: “After School Grows Up: Helping Teens Prepare for the Future”
• Out-of-School Time Policy Commentary #10: Rethinking the High School Experience: What’s After-School Got to Do With it?
• Out-of-School Time Policy Commentary #2: High School After-School: What Is It? What Might It Be? Why Is It Important?

Citywide and Partnership Models

Summer Learning

• The Nellie Mae Education Foundation has a report by Dr. Beth Miller entitled, “The Learning Season: The Untapped Power of Summer to Advance Student Achievement.”   http://www.nmefdn.org/uploads/Learning_Season_ES.pdf

Sustainability

• The Finance Project’s Out of School Time Project has released Sustaining 21st Century Community Learning Centers: What Works for Programs and How Policymakers Can Help.  The report offers up a series of policy options for easing 21st Century grantees’ transition away from federal support.    http://www.financeproject.org/publications/sustaining_21cclc.pdf