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Research/Promising Practices21st CCLC

Expanding minds and Opportunities
Leveraging the Power of Afterschool and Summer Learning for Student Success

A compendium of studies, reports, and commentaries by 100+ professionals and policy leaders on the best practices, impact, and future of expanded learning opportunities.
Terri K. Peterson, PdD. Executive Editor - February 2013
( Within the compendium, individual articles may be downloaded without cost.)

Partnerships for Learning: Community Support for Youth Success
Harvard Family Research Project (January 2013)

Principles of Effective Expanded Learning Programs: A Vision Built on the Afterschool Approach
Afterschool Alliance (January 2012)

What Works in Out-of-School Programs for African American and Latino Children
African American and Latino/Hispanic children and adolescents often face challenges that differ from each other and from other groups of children in the U.S. Although a number of out-of-school time programs serving African American and Latino children have been implemented, data on which approaches work among these groups are scarce. Two new Child Trends syntheses fill this gap by reviewing rigorous evaluations of out-of-school programs to identify programs that work, as well as those that do not, and the intervention strategies that contribute to program success. The programs targeted outcome areas such as reproductive health, substance use, and physical health and nutrition.
Child Trends Research Center (February 23, 2011)

Partnerships for Learning: Resource Guide to Building School-OST Program Partnerships
An annotated bibliography of evaluations, reports, and case studies of school–OST program partnerships.
Harvard Family Research Project (March 2010) Research Report

After School Programs in the 21st Century: Their Potential and What it Takes to Achieve It
This research brief draws on seminal research and evaluation studies to address two primary questions: (a) Does participation in after school programs make a difference, and, if so (b) what conditions appear to be necessary to achieve positive results? The brief concludes with a set of questions to spur conversation about the evolving role of after school in efforts to expand time and opportunities for children and youth in the 21st century.
Priscilla M.D. Little, Christopher Wimer, Heather B. Weiss, Harvard Family Research Project (February 2008) Research Report

Research Update 1: Highlights from the OST Database
This Research Update synthesizes findings from the profiles of 15 research and evaluation reports added to the Out-of-School Time Program Research and Evaluation Database in December 2006. It highlights strategies for assessing program processes as well as key outcomes and features of programs that promote positive outcomes.
Chris Wimer (April 2007) Research Report

A Review of Out-of-School Time Program Quasi-Experimental and Experimental Evaluation Results
This Snapshot provides an overview of what the quasi-experimental and experimental evaluations in the HFRP's OST Database reveal about the impact of out-of-school time programs on an array of academic, prevention, and youth development outcomes. It also includes a resource list of other out-of-school time evaluation reviews and related evaluation information.
Priscilla M. D. Little, Erin Harris (July 2003) Research Report

Supporting Student Outcomes Through Expanded Learning Opportunities
This paper looks at the role of after school and summer learning programs in supporting student success. The paper explores how to bridge the divide between out-of-school time programs and schools by offering research-derived principles for effective expanded learning partnerships. It was commissioned by Learning Point Associates and the Collaborative for Building After-School Systems (CBASS) as part of a report on school reform and expanded learning.
Priscilla M. Little (February 11, 2009) Research Report

Year-Round Learning: Linking School, Afterschool, and Summer Learning to Support Student Success
There is growing national discussion about the need to create a more expansive definition of learning to include all the ways that youth can access educational opportunities—not just through the traditional school model, but also through afterschool activities, time spent with the family, and increasingly, through interaction with digital media. This brief introduces and analyzes one approach to expanded learning that provides students—often in distressed areas—with access to quality learning environments across the year.
Sarah Deschenes, Helen Janc Malone (June 2011) Research Report

21st CCLC-Funded Afterschool Programs
Harvard Family Research Project (November 2010)