After School Research


America After 3PM Survey Reports More Parents Enrolling Kids in Summer Programs

A recent research report from America After 3 PM reveals that there is growing interest expressed by parents in enrolling their children into summer learning programs, with 51% of surveyed families indicating that they want their children to participate in a summer program. Furthermore, the percentage of families reporting at least one child enrolled in a summer learning program has significantly risen from 25% to 33% in the past four years. These trends are consistent with an increasing number of parents supporting public funding for these summer programs.


Summer and After-school Programs Provide a Jump on Common Core

Many California school districts are discovering that their after school and summer programs have already been teaching towards the recently implemented Common Core state standards. With activities that draw upon critical thinking, communication, and leadership skills, out-of-school time programs have emphasized the new standards as a means to improve student learning that does not focus solely on lecture-style teaching. Many reports have indicated that expanded learning time is a great opportunity for educators to introduce and master the new state standards.


Ed-Data 2012-2013 Performance Data Now Available!

The Education Data Partnership has recently updated its website, which now features performance data for 2012-2013. The data covers school, district, and statewide data regarding the Standardized Testing and Reporting Program (STAR), the California High School Exit Exam (CAHSEE), Physical Fitness Tests, and school and district comparisons. The data can be found on the performance tabs of respective schools and districts.


California Afterschool Advocacy Brief

The California Afterschool Advocacy Alliance (CA3) has recently released a brief which supports the funding of afterschool programs through the use of the Local Control Funding Formula (LCFF). The brief argues that using LCFF dollars would expand programs to a wider range of schools across California, therefore increasing the reach to students, and enhance program quality.
With evidence from California-specific research, the brief outlines three primary reasons why the LCFF funds should be used towards afterschool programs:


Recent PISA Report shows Low Results for US Students

Recent Programme for for International Student Assessment (PISA) shows that United States students’ scores in math and science are less than desirable. The Organization for Economic Cooperation and Development (OECD), cited that US students placed below average in math and about average in science among 34 countries. In general, US scored 21st in science and 26th in math, which included about 510,000 students throughout the world who took this exam.


Putting Summer to Work: Summer Matters Report

The Summer Matters Campaign has released three reports that emphasize the positive impact that high-quality summer learning programs can have on students and teachers across six communities in California. Using data collected from previous summer programs and intensive research, the reports provide guidelines for facilitators on how to support students’ growth and further staff professional development.


NAEP Report

As announced by the release of the 2013 National Assessment for Educational Progress Report on November 7, students in California continue to trail behind other states in the subjects of reading and math. While there has been demonstrated progress, fourth graders were ranked 47th in both areas, while eighth graders ranked 45th in math and 42nd in reading.

To access the complete results, click here.


The State of the State of Expanded Learning in California 2012-13

Expanded learning programs increase safety, health, and learning among California’s children and youth. This report outlines the state and federal investment in expanded learning programs in California; describes the expanded learning workforce; illustrates how investment in these programs generates increased federal, foundation, and local investment; and highlights the promise and current unmet need for expanded learning programs in California.



The Beacon Community Centers Middle School Initiative: Final Report on Implementation and Youth Experience in the Initiative

This last of three evaluations looks at a Wallace-supported effort to build up after-school programs for middle school students in New York City’s Beacon community centers. It identifies program traits that seem to boost the effort’s chances of success with young people, including giving youngsters a say in the activities offered.

Article By Nora Fleming

Swords Drawn Over Funding for Expanded Learning

Time is money may be the new refrain for the extended-learning community, as divisions have emerged over how federal grants should be awarded to programs that provide extra hours of academic enrichment to underprivileged students.


The Perils of Poverty: The Health Crisis Facing Our Low-Income Girls…And the Power of Sports to Help

The health of California’s girls – and particularly those living in low-income communities and communities of color – is in a state of crisis. The socio-economic conditions of their neighbor- hoods make them especially vulnerable to falling prey to a host of poor health outcomes including obesity, low-academic achievement, depression, substance abuse, violence, incarceration and pregnancy.


Research Brief: English Learners And Out-Of-School-Time Programs

Out-of-School-Time (OST) programs offer the ability to expand the school day and provide English learner (EL) students with more time in educational settings that help to address the dual learning challenges they face. Research shows that this additional time can make a difference if used effectively. To that end, this brief highlights research-supported ways in which OST programs might be particularly well suited to support EL students during that extra time.


The Effect of After School Program Participation on English Language Acquisition

This Report, released in 2008 by Stanford’s John W. Gardener Center for Youth and Their Communities. The Study examines English learning in an after school setting among students whose primary language is not English. Focusing on a large after school provider and one school district in the San Francisco Bay Area, we examine the determinants of program participation among native and non-native English speakers and the effects of participation on English language development as measured by the California English Language Development Test (CELDT).


English Learners in California: What the Number Say

This EdSource report describes the state’s English learners, their primary languages, what grades they are in, and where they live. The report also describes the process by which students are designated as English learners, the CELDT test used to measure English proficiency, and how they are reclassified as fluent English proficient (RFEP). It also discusses variations in English proficiency, differing reclassification rates from district to district, and how these students are meeting the state’s rigorous academic standards.


A Race Against the Clock
The Value of Expanded Learning Time for English Language Learners

The Center for American Progress has issued The Race Against the Clock report to examine the role that time plays in the education and learning for English Language Learners (ELL). The report also discusses how increasing the learning time can be a key strategy to improve the educational outcomes for ELL students. Finally, districts and schools who offer before-, after-, or summer school learning programs are highlighted to provide examples of expanding learning opportunities and lessons learned.