YRBS data over the past three cycles of collection shows improvements in outcomes for students who participate in 20 or more hours per week of activities outside the school day.
Among Vermont high school students, racial and ethnic minorities continue to be significantly less likely to participate in any hours of afterschool programming than white students; since 2017, their average weekly rate of participate has trended slightly downward.
In 2019-20 we offered a total of 72 workshops, including in-person and virtual trainings. Here we take a look at the overall evaluations results and determine any major differences between the two types.
It’s hard to believe that we are wrapping up another fiscal year. FY20 certainly presented its challenges, but the field adjusted quickly to the unprecedented COVID crisis. Here at Vermont… Read more »
Several weeks ago, as we were all beginning to settle into this new reality of COVID-19 living, we put out a survey to the field to learn more about how… Read more »
Using Fall 2019 Planet Youth survey data from six communities in Vermont, we are able to estimate the percentage of middle and high school students that do not participate in quality structured group activities in their out-of-school time. We also look at how these estimates vary among grade-level groups.
We know from research that students need to participate in expanded learning programs with high levels of intensity in order to reap the expected benefits. Our analysis shows that sustained long-term funding is correlated with 21C programs accomplishing dosage-related goals.
Participants who attended the 2019 Afterschool Conference in Stowe were extremely satisfied with their experience and gained take-away knowledge to ultimately benefit the over 13,000 children and youth across the state that they serve.
Recent data from afterschool programs in Vermont show that elementary school boys are more likely than elementary school girls to have high levels of assertiveness by a significant margin. We explore what this means for empowering young people in Vermont.
Among Vermont high school students, racial and ethnic minorities are significantly less likely to participate in any hours of afterschool programming than white students; among those who do participate, they do so less frequently than their white student counterparts.