Safe and Smart: Making the After-School Hours Work for Kids

The author(s) shown below used Federal funds provided by the U.S. Department of Justice and prepared the following final report:

Document Title: Safe and Smart: Making the After-School Hours Work for Kids

Author(s): Julie Pederson ; Adrianna de Kanter ; Lynson Moore Bobo ; Katrina Weinig ; Kristyn Noeth

Document No.: 179991

Date Received: December 29, 1999

Award Number: 93-IJ-CX-0043

This report has not been published by the U.S. Department of Justice. To provide better customer service, NCJRS has made this Federally- funded grant final report available electronically in addition to traditional paper copies.

Opinions or points of view expressed are those of the author(s) and do not necessarily reflect the official position or policies of the U.S. Department of Justice. This document is a research report submitted to the U.S. Department of Justice. This report has not been published by the Department. Opinions or points of view expressed are those of the author(s) and do not necessarily reflect the official position or policies of the U.S. Department of Justice. Safe and Smart Making Afier-Schoo1Hours Work for Kids

. . . .~ .~ I %. .I ..., ...... L ~ ....

US. Department of Educatibn

US. Department of Justice

Janet Reno Attorney General

Richard W. Riley U.S.Secretary of Education

June 1998

The full text of this public domain publication is available through the U.S. Department of Education Web site at http://www.ed.gov and in alternate formats upon request.

It is also available through the U.S. Department of Justice Web site at http://www.ncj rs.org/ojj home. htm.

For more information, please contact us at: US.Department of Education Partnership for Family Involvement in Education 600 Independence Avenue, SW Wa~hingto~DC 20202-8 I73

http ://www.ed. gov/PFIE E-mail: [email protected] Telephone: 1-800-USA-LEARN FIRS: 1-800-877-8339,8am. - 8 p.m., ET, M-F

Feel free to photocopy or reprint.

Dear Colleague:

American families understand the need for quality after-school opportunities. There are over 28 million children whose parents work outside the home. Many of these parents work because of economic necessity. However, too many of their children do not have access to affordable, supervised, and constructive activities during the hours after school. Indeed,-experts estimate that there are at least five million "latchkey" children who come home each day to empty houses.

These cKldren are at a higher risk for drug, alcohol, and tobacco use, delinquent behavior, violent victimization, and injury than their peers who are supervised after school. Statistics show that most juvenile crime is committed between the hours of 2:OO p.m. and 8:OO p.m., with the largest number of offenses committed in the hours immediately following students' release from school.

We can no longer ignore the obvious. Our police chiefs have not. They believe that an investment in after-school programming is the best deterrent against juvenile crime and victimization. Children need safe and engaging opportunities between the last school bell and the end of the work day.

This report, Safe and Smart: Making AJier-School Hours Work for Kih, provides evidence of the impact that safe, enriching, and highquality after-school opportunities can have on our children and youth. As parents today know, quality after-school programming means much more than babysitting. Children can acquire new skills and broaden their education. - They can take part in computer classes and art and music courses; receive homewxk assistance, mentoring, and tutoring; and perform community service.

Millions of Americans, struggling to be both good parents and good workers, would like to rely on after-school programs during the work week. As part of his balanced budget request, the President called for significant new investments in child c-to build a good supply of after- school programs, help working families pay for child care, improve the safety and quality of care, and promote early leaming-because the need is enormous.

We hope this report provides the motivation for others-parent leaders, communities, employers, local governments, schools, and faith communities-to develop or expand their own after-school programs because after-school opportunities make good sense.

Sincerely,

Richard W. Riley Attorney General Secretary of Education

Our mlsslon fs to ensure equal access tu edrrcu::oQ .md to promote educational ucellence throughout the Nation.

. Introduction ...... I

Chapter 1 The Potential of After-School Programs ...... 5

Keeping Children on the Right Track ...... 7 Enhancing Children’s Academic Achievement ...... 13 Supporting Children’s Social Developments and ...... 19 their Rel$tionships with Adults and Peers Strengthening Schools. Families. and Communities ...... 21

Chapter 2 What Works: Components of Exemplary After-School Programs ...... 25

Goal Setting and Strong Management ...... 26 Quality After-School Sang...... 28 Attention to Safety. Health. and Nutrition Issues ...... -30 Effective Partnerships with Community-Based Org&tions. Juvenile ...... 31 Justice Agencies. Law Enforcement. and Youth Groups Strong Involvement of Families ...... 33 Coordinating Learning with the Regular School Day ...... 34 Linkages Between School-Day and After-School Personnel ...... 35 Evaluation of Program Progress and Effectiveness ...... 36

Chapter 3 Communities Meeting the Need for A.€ter-SchoolActivities ...... 39

Bibliography...... 63

Resources Organizations. Web sites. listsems and videos ...... 69 Federal Resources ...... 79 Publications ...... 85

Acknowledgments ...... 93

Today, millions of children return to an After-school programs also can help to empty home after school. When the school improve the academic performance of bell rings, the detyfor parents often just participating children. For many children, begins. They worry about whether their their reading and math scores have children are safe, whether they are improved, in large part because after-school I susceptible to drugs and crime. In response programs allow them to focus attention on i to this pressing concern, many communities areas in which they are having difficulties. have created after-school programs to keep Many programs connect learning to more .. children and youth out of trouble and relaxed and enriching activities, thereby engaged in activities that help them learn. improving academic performance as well.

However, a chronic shortage of quality after- The purpose of this report is to present school programs exists. According to positive research and examples illustrating parents, the need far exceeds the current the potential of quality after-school activities supply. One recent study found that twice as to keep children safe, out of trouble, and many elementary and middle school parents learning. Specifically, it presents evidence wanted after-school programs than were of success-both empirical and currently available. anecdotal-for after-school activities; it identifies key components of high-quality After-school programs provide a wide my programs and effective program practices; of benefits to children, their families, and it showcases exemplary after-school and schools, and the whole community. This extended learning models from across the report, jointly authored by the U.S. country with promising results in our Departments of Education and Justice, nation’s efforts to keep children in school focuses exclusively on the benefits children and on track. receive in terms of increased safety, reduced risk-taking, and improved learning. Helping Children to Succeed

First and foremost, after-school programs Children, families, and communities benefit keep children of all ages safe and out of in measurable ways fiom high-quality after- trouble. The after-school hours are the time school and extended learning programs. As when juvenile crime hits its peak, but an alternative to children spending large through attentive adult supervision, quality numbers of hours alone or with peers in after-school programs can protect our inadequately supervised activities, well- children. As this report shows, in planned and well-staffed programs provide communities with comprehensive programs, safe havens where children can learn, take children are less likely to commit crimes or part in supervised recreation, and build to be victimized. strong, positive relationships with responsible, caring adults and peers.

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This document is a research report submitted to the U.S. Department of Justice. This report has not been published by the Department. Opinions or points of view expressed are those of the author(s) and do not necessarily reflect the official position or policies of the U.S. Department of Justice. Communities fare better when their young In many cases, communities have come people are occupied in meaningful, together to improve the availability of after- supervised activities after school. Mer- school programs. Partnerships among school programs have helped reduce the schools, local governments, law juvenile crime rate. Adolescents are less enforcement, youth- and community-based likely to engage in risky behaviors, such as organizations, social and health services, and tobacco use, when they have after-school businesses have resulted in a number of high programs to go to. Children watch less quality after-school programs. These television (which has been associated with partnerships foster a greater volunteer spirit , aggressive behavior and other negative and provide opportunities for parents to consequences). Finally, injuries and increase their parenting skills and participate victimization decline in communities in program activities. previously plagued by crime. Creating High-Quality After-school programs also contribute to After-School Programs raising children's self-confidence as well as academic performance. Both teachers and From school to school, neighborhood to parents report that children who participate neighborhood, and community to in after-school programs develop better community, every after-school program is social skills and leam to handle conflicts in different. Successhl programs respond to more socially acceptable ways. Children community needs: their creation is the indicate that they have higher aspirations for result of a community effort to evaluate the their future, including greater intentions to needs of its school-age children when school complete high school and attend college. In is not in session. programs that focus on helping children prepare for college, they have gone on to do Even so, certain characteristics are indicative so in impressive numbers. of successhl programs. Fht and foremost, good after-school programs set goals and Families able to enroll their children in good have strong leadership and effective programs indicate that their children are managers who carry them forward. Quality safer and more successful in school. These programs hire skilled and qualified staff, families also develop a greater interest in provide them with ongoing professional their child's learning. In addition, children development, and keep adult-to-child ratios develop new interests and skills and improve low and group sizes manageable. their school attendance. Both children and school systems benefit from after-school While many programs offer homework programs, which lessen the need to retain support and tutoring, successhl programs children in grade due to poor academic ensure that academic-linked activities are progress and to place children in special fun and engaging. Parents often want education. computer, art, and music classes as well as opportunities for their children to do community service.

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We must make sure that evely child has a safe and enrichingplace to go after school so that children can say no to drugs and alcohol and crime, and yes to reading, soccer, computers and a brighterfuture for themselves. -President Clinton

Working families increasingly find it children. Demand for school-based after- difficult to care for their children during the school programs outstrips supply at a rate of afternoon and early evening hours. about 2 to 1. Seventy-four percent of Although over 28 million children have elementary and middle school parents said parents who work outside the home, many they would be willing to pay for such a of these children do not have access to program, yet only about 31 percent of affordable, quality care during the hours primary school parents and 39 percent of before and after school.’ To meet this middle school parents reported that their demand, communities are creating quality children actually attended an after-school after-school programs. program at scho01.~

As this chapter shows, school-age children The lack of affordable, accessible after- and teens who are unsupervised during the school opportunities for school-age children hours after school are far more likely to use means that an estimated five to seven alcohol, drugs, and tobacco, engage in million “latchkey children” go home alone criminal and other hi@-risk behaviors, after school. About 35 percent of twelve- receive poor grades, and drop out of school year-olds are left by themselves regularly than those children who have the while their parents are at work! Millions of opportunity to benefit from constructive paren‘;s--and their children-are being activities supervised by responsible adults. shortchanged. In a 1994 Harris poll, over one-half of teachers singled out “children who are left Quality after-school programming can fill on their own after school” as the primary many needs of families, children, and explanation for students’ difficulties in communities. Such programs can meet class.2 family needs for adult supervision of children during after-school hours, and they However, there is a chronic shortage of can provide children with healthy after-school programs available to serve alternatives to and insulation fiom

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The after-school activities included in this report were selected because they showed evidence of success-whether empirical or Quality after-school programs can provide anecdotal-and were identified by local, positive environments and enriching age- regional, and national expe-rts as particularly appropriate activities. School-age children innovative or promising. To date, attending these programs can build on what evaluation of after-school activities has been they have learned during the regular school limited. Often, the infomation available day, explore further areas of skills and about a program is based on the opinions of interest, and develop relationships with experts insteadbf formal evaluations.* This caring adults, all of which are factors related chapter showcases promising independent to their success as adults6 Quality after- and self-reported evaluation data on after- school programs develop children’s abilities school activities. It also indicates the critical so that they may grow into healthy, need to fund and conduct more extensive, responsible adults. rigorous evaluations of after-school activities and their impact on the safety, social development, and academic achievement of childreng

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This period of time between the school bell of release fiom school-fiom 3:OO p.m. to 4:OO p.m.-yielded more than twice much and the factory whistle is a most vulnerable as time for children. These are the hours when violent crime as the preceding hour, fiom children are more likely to engage in at-risk 2:OO p.m. to 3:OO p.m. (Compare 6.5 percent behavior and are more vulnerable to the fiom 3:OO p.m. to 4:OO p.m. versus 2.8 dangers that still exist in too many percent fiom 2:OO p.m. to 3:OO p.m.).'O neighborhoods and communities. . A recent study of gang crimes by -Vice President Gore juveniles in Orange County, California, shows that these crimes typically occur on school days, with their incidence About 29 percent of all juvenile offenses peaking at 3:OO p.m. Data fiom the occur on school days between the hours of study shows that 60 percent of all 2:OO p.m.-when young people begin to get juvenile gang crime occurs on school out of school-and 8:OO p.m. Indeed, the days and that, like other juvenile crime, hour immediately following the typical time it peaks immediately derschool dismissal.

Violent Crime Index Offending Peaks After School for Juveniles

Percent of all Juvenile Volent Crime Index Offenses 7% 6% 5% .4% 3% 2% 1 Yo

OO/O 6AM 9AM 12PM 3PM 6PM 9PM 12AM 3AM 6AM

Data Source: Anamof the FBI's 7997, 7992 and 7993 Natfonal lnadent Based Reporting *em master file [machine-readable data file] containing data from 8 States (Al.CO, 14 ID, IL, ND, SC, and UT). Source: Sickmund, M,Snyder. H., and Poe-Yamagata. E. (1997). Juvenile offenders and victims: 7997 update on viobne.

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2-8pm Peak Hours of Violent Juvenile Crime

21 .%

47,Ph

,7am 14.2% llpm- “P-. . fall violent juvenile zcurring in each time period.

Data Source: Analyses of the FBI’s 1991, 1992 and 1993 National Incident Based Reporting System master file [machine-readable data file] containing data from 8 States (Al,CO. I4 ID, IL, ND,SC, and UT). Source: Sidanund. M, Snyder, H.. and Poe-Yamagata. E. (1997). Juvenile offendersand vidims: 1997 update on violence.

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Violent Juvenile Crime Triples When School Gets Out

1-2PM MPM Time of Day

Data Sour-: haws of the FBI’s 1991, 1992 and 1993 Nationel lnddenf &sed Reporting System master file [machine-readable data file] containing data from 8 States (AL, CO, IA, ID. IL, ND, SC, and UT). Source: Sidanund, M, Snyder, H., and Poe-Yamagata. E. (1997). Juwnb offenders and vicfbns: 1997 update on vrblence.

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Instead of locking youth up, we need to unlock their potential. We need to bring . Parents overwhelmingly agreed that The them back to their community andprovide 3:OO Project, which provides after-school the guidance and support they need. programs for middle school students in Georgia, reduced their children’s -Mayor Daley, exposure to high-risk situation^.^^ City of Chicago A 1995 report by the U.S. Department of Health and Human Services found that &crease in vandalism at schools students who spent no time in . One-hrd of the school principals fiom extracunicular activities were 49 percent 64 after-school programs studied by the more likely to have used drugs and 37 University of Wisconsin reported that percent more likely to become teen school vandalism decreased as a result of parents than those students who spend the programs. l9 one to four hours per week in extracunicular activitie~.~~ . Schools running an LA’S BEST program showed a 40-60 percent reduction in . A 1995 study gauged the “healthiness” reports of school-based crime.2o of communities by the prevalence of problem behaviors among youth, grades

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Weekly after-school activities of 8th- and 9th-graders

0 1 SporWex~rcirs 1 Reading MI. or maou. I Car rlder Hmnglng out wlth friend. Voluntoaring 60~~:U.6. Department d Eduutlon. 1995.

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t Students at the Beech Street School in After-school programs not only keep children safe and out of trouble, but they Manchester, New Hampshire, home of also provide a prime opportunity to increase the Y.O.U.after-school program, learning. Young people attending formal improved in reading and math on the after-school programs spend more time in state test. In reading, the percentage of academic activities and in enrichment students scoring at or above the basic lessons than do their peers left unsupervised level in reading increased from only 4 after scho01.~~ percent in 1994 to almost one-third of students in 1997 and in math, the Better grades and higher academic percentage of students scoring at the achievement. Students in after-school basic level increased from 29 percent to programs show better achievement in math, almost 60 percent. Teachers in reading, and other subjects.33 Preliminary Manchester, New Hampshire, reported research indicates an increase in student that over half of students participating in achievement when compared to past the Y.O.U. after-school program earned performance and to control groups made up better grades than before.36 of similar students not involved in the programs. I used to hate math. It was stupid. But . P.S. 5, a New York community school when we started using geometry and with an active extended learning trigonometry to measure the trees and program supported by the Children’s collect our data, I got pretty excited. Now Aid Society, showed impressive gains in I’m trying harder in school. - math and reading over the past three -Teen, Y.0. U. Program years, far surpassing the performance of Manchester, New Hampshire similar city schools. At I.S. 218, another Children’s Aid Society community - school, twice as &any students as at b Students who participated in Louisiana’s similar schools are performing at grade Church-Based After-School Tutorial level in math and reading.” Network, a program that operates in sites throughout the state and targets at-risk . Of the 40 schools involved in the children in grades K-8, increased their Chicago Lighthouse Program, a citywide grade point average in math and after-school program run by the Chicago language arts by 1.5 to 3 points, Public Schools, 30 schools showed depending on the number of years they achievement gains in average reading attended.37 scores and 39 schools showed gains in average mathematics scores.3s

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This document is a research report submitted to the U.S. Department of Justice. This report has not been published by the Department. Opinions or points of view expressed are those of the author(s) and do not necessarily reflect the official position or policies of the U.S. Department of Justice. According to a UCLA evaluation, Increased interest and ability in reading. students in LA’S BEST citywide after- After-school programs that include tutoring school program made academic gains far in reading and writing as well as reading for beyond those of students in the pleasure can increase reading achievement comparison group.38 for students. Research indicates that reading aloud to children is the single most In the Lighted Schools program in important activity for their future success in Waco, Texas, two sites experienced a 38 reading. Opportunities for students to percent decrease during the 1996-1997 practice reading and writing to achieve school year in the number of program fluency increases their level of reading participants failing two or more achievement. clas~es.’~ Literacy development through practice and Over one-half of the students in The 3:OO experience Project, a statewide network of after- After school, students experience what has school programs in Georgia, improved been refmed to as an “informal their grades in at least one subject.“’ cuniculum,” which greatly impacts children’s literacy development. When the In Memphis, Tennessee, students who informal cuniculum exposes children to an participated on a regular basis in an environment rich in language and print, after-school program with group tutoring students show increased ability in reading and a language arts curriculum showed and in math. Students need the opportunity higher achievement than their peers to practice and develop their literacy skills according to state assessment?’ through intelligent discussions with adults, storytelling, reading and listening, games, In a study of an after-school program and other activities and interactions that with a predominantly Hispanic, low- extend learning beyond the-regularschool income student population, tindings day.cq showed that high involvement in after- school activities (at least three activities Quality, research-based tutoring programs, per week) had begreatest impact on which fit well into after-school programs, academic produce improvements in reading achie~ement.4~Tutoring can also lead to In a 1995 study, high school students greater self-confidence in reading, increased who participated in extracurricular motivation to read, and improved behavior.46 activities were shown to be three times more likely to score in the top 25 percent on math and reading assessments than their peers who did not. In North Carolina, high school student athletes had higher grade point averages than non-athlete~.‘~

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The Coca-Cola Valued Youth Program, Percent of parents who say thelr child would benetil from certaln type6 of actMtb6 In aner-rchoo( program6 by uhwl bvel a cross-age tutoring program which I trains older students to tutor younger students, has effectively reduced dropout 100 rates. The dropout rate for students who 80 participate in this program is 1 percent, 60 while a comparison group’s rate was 12 40 percent (The national average is 14

20 percent

,/ -/ / - I I Community service Arts, music, cultural A parent was telling the teacher that their child war begging to go to school men Elementary rchool parents though she had a fmer because she was so Middie rchool parents excited about what she was doing in the after-schoolprogram.

Source: National Opinion Research Corporation. 1997. -Sister Judy Donovan, Valley Interfaith ISD, Brownsville, TX, an organizer with the Industrial Areas Foundation

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This document is a research report submitted to the U.S. Department of Justice. This report has not been published by the Department. Opinions or points of view expressed are those of the author(s) and do not necessarily reflect the official position or policies of the U.S. Department of Justice. Turning in more and better quality I homework. Most after-school programs offer some type of homework assistance, Ijust used to hang out after school before whether it is a scheduled daily homework coming to The 3:OO Project. Now I have time, one-on-one tutoring, or a homework something to do and my school work has club or center. Staffed by teachers, improved! paraprofessionals, older students, and -7th-grade student volunteers, participating children can draw on a variety of resources to tackle difficult homework. Also, the structure of an after- More time on task. Some students take school program can make homework part of three to six times longer than others to learn students’ daily routine, which helps to the same thing.% After-school programs explain why children in after-school offer more time for learning in new, fun programs display better work habits than ways for all students, especially those who their peers.62 may need extra help or individualized assistance. Over 70 percent of students, parents, and teachers agreed that children received . Studies suggest that increased student helpll tutoring through The 3:OO achievement can result from additional Project, a statewide network of after- instructional time when the time is well school programs in Georgia. Over 60 structured and activities are tailored to percent of students, parents, and teachers individual needs and abilitie~.~’ agreed that children completed more and better prepared homework because of their parti~ipation.~~ Reduced retention in grade and placement in special education. Some In the Los Angeles 4-H after-school school districts, such as Chicago and program, over 85 percent of students Washington, D.C., are making concerted reported that they received help with efforts to provide students at risk of non- homework, and 90 percent said they promotion with after-school and summer finished their homework while attending extended learning opportunities. These the program each day. Over one-half of programs give children the extra help they teachers rated the students’ homework need to improve achievement in reading and completion as improved or much math so that they not be kept behind. improved.64 A recent report by the National Academy of One-third of teachers in the U.S. Sciences concludes that many reading Department of Agriculture’s Cooperative disabilities are preventable. Children Extension Service Youth-at-Risk without literature-rich environments and htiative study said that children were strong reading instruction are much more completing more and better quality likely to show delayed or impeded homework assignments due to their development of their reading ability. One participation in the major recommendation in the report is to

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This document is a research report submitted to the U.S. Department of Justice. This report has not been published by the Department. Opinions or points of view expressed are those of the author(s) and do not necessarily reflect the official position or policies of the U.S. Department of Justice. increase the oppartunities for children to spent as little as one to four hours a week in engage in independent reading, an activity extracurricular activities were almost 60 well-suited to after-school programs.68 percent less likely to have dropped out of school by the time they were seniors than In 1996, over one-half of the students their peers who did not parti~ipate.~~ who attended Chicago’s summer program raised their test scores enough t Ninety percent of students in ASPIRA, a to proceed to high school.69 nationwide after-school education and leadership program for Hispanic youth, Sixteen percent of children participating have continued their education beyond in programs supported by United States high school, whether in college or in Department of Agriculture’s cooperative technical training. This percentage far extension service assisbnce avoided exceeds the national average for 45 being retained in grade.’O percent of Hispanic students pursuing postsecondary education.74 According to teachers in Manchester, New Hampshire, several students t The San Antonio Pre-Freshman avoided being retained in grade or Engineering Program (San Antonio placed in special education due to their PREP) is a summer and after-school participation in the Y.O.U. after-school program that targets low-income, minority students, helping them develop reasoning and problem solving skills through mentoring in the fields of math Higher aspirations for the future, and science. Of the students who including intention to complete high participated, 99.9 percent graduated school and to go to college. Caring adults fiom high school, and 92 percent were can make a big impression on the way a either college students or graduates. child thinks about his or her hture. By Eighty percent of college attendees giving children role models and the tools graduated, and 53 percent of college they need to succeed in school, after-school graduates were science or engineering programs can help children realize their full majodS potential. Research shows that appropriate after-school programs for middle school children contribute to increasing rates of high school graduation.n Students who

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After-school programs provide opportunities In the Manchester, New Hampshire, for children to work and play together in a after-school program, teachers reported more informal setting than during the that almost one-half of participating regular school day. The increased students demonstrated fewer behavioral interaction with peers contributes to the pr~blems.’~ development of social skills. In addition, after-school programs can help to improve Handling conflicts better. Children in after- I children’s self-discipline by setting a routine school programs can learn to handle i for time spent outside of school and by conflicts by talking or negotiating rather i giving children the opportunity to make than hitting and fighting.79 i choices among various activities. Children also benefit fiom increased interaction with In Georgia, a majority of parents and caring adults, who serve as role models and children agree that middle school youth mentors. learned to handle conflicts better and were getting along better with people since they began attending an after- Improved behavior in school. Research school progr&~.~ shows that children who participate in after- school programs may behave better in class, I, In the New Hampshire program, teachers I handle conflict more effectively, and I reported that almost 40 percent of cooperate more with authority figures and participating students learned to handle with their peers. conflicts better8’

Fewer behavioratproblems. Children who More cooperativewith adults and with experience positive emotional climates in peers. Children fiom low-income urban their after-school programs exhibit fewer families who attended formal after-school behavioral problems at scho01.’~ programs or who went home to a parent were less likely to be identified as anti-social c In one study, over one-third of principals or headstrong than unsupervised or reported that children were showing informally supervised children.82 fewer behavior problems because of their participation in after-school b In one program in Los Angeles, over 60 programs.n percent of teachers and 85 percent of parents rated children who participated as making some or much improvement in being cooperative with peers.83

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This document is a research report submitted to the U.S. Department of Justice. This report has not been published by the Department. Opinions or points of view expressed are those of the author(s) and do not necessarily reflect the official position or policies of the U.S. Department of Justice. . Nearly one-half of school principals and Improved self-confidence through one-third of teachers reported in another development of caring relationships with study that after-school programs caused adults and peers. Youth organizations have some children to become more indicated that the single most important cooperative with adults.” factor in the success of their programs is the relationship between participants and the adults who work with them. Research Better social skills. The after-school identifies a common characteristic of environment allows children to interact “resilient” children as having stable socially in a more relaxed atmosphere than relationships with one or more caring during the regular school day. Children can adults.89 Children, especially adolescents, develop important interpersonal skills during say that they want and seek caring adults the out-of-school hours as they work on they can trust, who listen to and respect learning activities or join in recreation them.9o Research shows that children need together. Research indicates that children four to five hours of discussion with with the opportunity to make social knowledgeable adults or peers to support connections during after-school hours are personal growth and development, a finding more well adjusted and happier than those which the Boys and Girls Clubs of America who do not.85 have incorporated into the operation of their Educational Enhancement Sites in housing . In an evaluation of eight sites in the Save devel~prnents.~ the Children Out-of-School Time Rural Initiative, 86 percent of participating youth, ages 12-18, showed improvement We need someone to listen to us-really take in attitude and behavior and 72 percent it in. I don ’t have anybody to talk to, so showed improvement in social skills.86 when I have a problem inside, Ijust have to deal with it myseF I wGh there would be . Eighty-three percent of school-age child more adults that ask questions because that care staff in 71 programs said that some shows that they care and want to know children who had been socially rejected more. by peers leapd healthy ways to make -Cindy, 16 new &ends because of their participation in an after-school . One hundred percent of youth participating in the Y.O.U. after-school In a survey of after-school programs in program in Manchester, New Georgia, approximately 60 percent of Hampshire, said that the program helps students and teachers and over 80 them feel proud of themselves. Youth in percent of parents agreed that the after- the program cited staff as a popular school program enhanced students’ source of advice when they have a interpersonal skills.88 problem, second only to a family member.92

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This document is a research report submitted to the U.S. Department of Justice. This report has not been published by the Department. Opinions or points of view expressed are those of the author(s) and do not necessarily reflect the official position or policies of the U.S. Department of Justice. Stren&hening Schools, Families, and Communities Greater family and community Many existing after-school programs arose involvement in children’s learning and out of a need and a commitment by schools, schools. Many after-school programs families, employers, and community members to provide safe, enriching activities depend on and draw upon parent and to children when they are not in school. In community volunteers. Research shows that addressing this need, new family-school- when families are involved in schools, community partnerships have formed in students do better. We can also expect that when family and community members make I local communities across the country, - benefitting everyone involved-especially an investment, however large or small, in a the children. school-based after-school program, they will I tend to be more interested and involved in More effective use of funding. After- their own children’s learning, in the learning school programs can help school districts of all children in the program, and in the life save money over the long term because of of the school as a whole. decreased student retention and special education placements. Where there is a Increase in capacity to serve chiidren decrease in juvenile crime due to a program, . Meeting the great demand by families communities also save resources. for quality, affordable after-school programs is one of the major goals of the Manchester, New Hampshire, saved an MOST Initiative. Through community estimated $72,692 over a period of three collaboration, the Boston MOST years because students participating in Initiative succeeded in subsidizing 754 the Y.O.U. after-school program avoided additional spaces for children in after- being retained in grade and being placed school programs and 300 new spaces in in special education.93 before-school programs. Chicago MOST helped the Chicago Park District ChiZdCare ActioNews recently reported to add 10 additional spaces for children that preventing one youth fiom to each of 4Opromising programs, for a becoming a lifelong criminal saves $1.3- total of 400 new slots. And Seattle 1.5 million dollars. According to the MOST created 250 new spaces in both newsletter: ‘The savings could easily after-school and summer programs.95 pay for a quality after-school program for 125 children during four years of high school!’w

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This document is a research report submitted to the U.S. Department of Justice. This report has not been published by the Department. Opinions or points of view expressed are those of the author(s) and do not necessarily reflect the official position or policies of the U.S. Department of Justice. Increase in business support and exploration opportunities; expertise in involvement management, educational technology, b Murfreesboro, Tennessee, school stay marketing, and public relations; and by open fiom 6 am. to 7 p.m. for an donating computers and software, extended learning program. The City supplies for arts and crafts and learning Schools reported increased support from projects, and nutritious snacks?* business and industry due, in part, to a schedule for children that better matches the employee work day. Increase in parental involvement At the C-hallenger Boys and Girls Club b Through the leadership of the non-profit in South Central Los Angeles, parents organization T.H.I.N.K. Together, agree to volunteer eight hours a month in Southern California Edison and other the after-school program when they corporations have teamed up with two enroll their child. Parent volunteers Episcopal churches and a Catholic coordinate transportation, assist in church in downtown Santa Ana, administration, chaperone field trips, and California, to provide tutoring, help with homework.w homework help, and mentoring to over 400 children and teens at the Noah The Y.O.U. program in Manchester, Project Learning Center. Each of the New Hampshire, helps parents gain five T.H.I.N.K. Together Learning confidence in their own abilities through Centers utilizes a team of 75-100 volunteering and other means. Ninety- volunteer tutors, many of whom are five percent of parents reported that they employees of the sponsoring have learned how to be a better parent by corporations. At the Highland Street observing staff interact in positive ways Learning center, almost 50 volunteers with the children.1oo signed up before the volunteer drive had even begun.% The Chicago Lighthouse Mer-School Program off' programs in some b In Los Angeles, the 4-H ASAP (After- schools to teach parents how to help School Activity Program) serves over their children with homework. These 1,200 youthein24 sites with the help of a efforts have sparked renewed extensive network of community community involvement in the schools partners. Since 1993, Unocal, a natural and are part of a renewed effort to create gas company, has paid for 11 percent of community schools.*O' the annual operating budget of 4-H . ASAP in Los hgeles h I.S. 218 in New York City offers English addition, fourteen area colleges and as a second language classes nightly to universities along with businesses, over 350 adults and a Saturday program parents, community volunteers, and that draws in 150 adults and 100 federal, state, and local agencies support children for family activities, such as 4-HASAP by providing transportation aerobics, computer lab, and additional for field trips and special events; career English as a second language classes.'m

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This document is a research report submitted to the U.S. Department of Justice. This report has not been published by the Department. Opinions or points of view expressed are those of the author(s) and do not necessarily reflect the official position or policies of the U.S. Department of Justice. Growth in children ’s personal sense of Replication 1 The Charles Stewart communi@ Mott Foundation, b Teenagers say they feel pride and a sense associated with Community Schools for of accomplishment when they help more than 60 years, brings extended others, whether they care for the elderly leaming, recreation, and social activities into or tutor a younger child.Io3 A majority school buildings under the auspices of local of youth in Georgia’s 3:OO Project education systems. It is estimated that reported that they enjoyed doing 10,000 schools in the country have at one volunteer work, that they planned to time or another adopted some aspects of this volunteer in the future, and that they felt model.loS they were making a contribution to the c~mmunity.’~Senice learning can be Parent and community involvement I an important part of after-school The West Des Moines Community School programs, strengthening the connection District includes parents and community between children and the community. members, teachers, business people, and representatives from city government on site improvement teams that set the direction for Development of community schools. each of the District’s 15 schools. In Often, after-school programs involve addition, a community education advisory parents, volunteers, and others in the council conducts a needs assessment every schools. As they become involved, the few years to determine whether facilities and schools become a center for the community. programs offered to all members of the There are many models for community community are still current. Due to the schools and many groups involved in their schools’ outreach and offerings, 95 percent nurturing. These include the Charles of parents and community volunteers flow in Stewart Mott Foundation, the National and out of the schools dai1y.P Center for Community Education, the National Community Education Association, Improved student performance the Children’s Aid Society, the National The Children’s Aid Society has adopted a Center for Schools and Communities at ‘‘settlement house” approach to schools in Fordham University, the Center for New York City, integrating school Community Partnerships of the University restructuring with “one-stop” social services, of Pennsylvania, Beacon Schools and its cultural opportunities, and recreational expansion through the DeWitt activities. The schools focus intensively on Wallace-Reader’s Digest Fund, United improving educational outcomes for Way’s Bridges to Success, Schools of the children and youth by offering extended 21st Century, Missouri’s Caring learning programs that complement the Communities, Communities in Schools, and regular school day, Evaluation evidence the Institute for Educational Leadership’s indicates that children in these schools out Community Schools Coalition. In addition, perform similar students not enrolled in this many states and local school systems have type of community school model.’m adopted the community schools model.

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Risk can be transformed into opportunity for our youth by turning their non-school hours into the time of their lives.

-A Matter of Time Carnegie Corporation December, I992

Quality after-school programs can provide language; employment preparation or safe, engaging environments that motivate training; mentoring; activities linked to law and inspire learning outside of the regular enforcement; and supervised recreation and school day. While there is no one single athletic programs and events. formula for success in after-school programs, both practitioners and researchers However, many programs allow children to have found that effective programs combine spend far too much time in passive activities academic, enrichment, cultural, and such as television or video viewing. One recreational activities to guide leaming and reason for poor-quality after-school engage children and youth in wholesome activities may be inadequate facilities. Most activities. They also find that the best after-school programs do not have the use of programs develop activities to meet the a library, computers, museum, art room, particular needs of the communities they music room, or game room on a weekly serve. basis. Too many programs do not have access to a playground or park.'08 The types of activities found in a quality after-school program include tutoring and Looking across the constellation of after- supplementing instruction in basic skills, school programs-those in schools, those such as reading, math, and science; drug and run in the facilities of community-baied violence prevention curricula and organizations, or those found in houses of counseling; youth leadership activities (e.g., faith-researchers have identified some Boy Scouts, Girl Scouts, academic clubs); common charactexistics necessary to volunteer and community service developing high-quality programs that meet opportunities; college awareness and the needs of a diverse population of preparation; homework assistance centers; school-age children.'@ courses and enrichment in the arts and culture; computer instruction; language instruction, including English as a second

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This document is a research report submitted to the U.S. Department of Justice. This report has not been published by the Department. Opinions or points of view expressed are those of the author(s) and do not necessarily reflect the official position or policies of the U.S. Department of Justice. Goal setting and strong management goals through collaborative decision- Quality after-school Staffing making. Once the goals have been Low sWstudent ratios established, the program should be managed Attention to safety, health, and nutrition with an eye to meeting those goals. By issues creating an evaluation plan that focuses on Effective partnerships with community- the goals, an after-school program can set a based organizations, juvenile justice course for continuous improvement in which agencies, law enforcement, and youth the goals may shift or be refined over time. POUPS Strong involvement of families Communicating the goals of the program is Coordinating leaming with the regular a primary function of the leaders and sm. school day The program’s goals influence and guide the Linkages between school-day teachers allocation of funding, the structure and and after-school personnel activities of the program, the overall size Evaluation of program progress and and staffing, and many other factors. In effectiveness addition, a clear set of goals lets families and community members know what the These characteristics of highquality after- program offers to children and how they can school programs help ensure children’s help. continued growth, development, and leaming throughout the pre-adolescent and Solid organizational structure. adolescent school years.110 Organization and management structures vary across after-school programs. The Goal Setting and Strong shape of these structures dqends on whether the programs are developed by Management schools or districts, by community-based organizations or other social service Community coordination and collaboration providers, or in partnership with several are key to running successful after-school agencies or or&nhtions. Regardless of the programs. Programs need to set and communicate goals hmthe beginning, sponsoring group or groups, a successful governance structure combines develop a solid organizational structure, and hands-on, manage effectively. site-based management.with regular oversight and accountability to all partners. Focus on the goals of the program. Mer- In programs focused on academic enhancement, school personnel and after- school programs should be clear about their school program administrators a intended goals. Some after-school programs need system in place that allows for effective are designed primarily as safe havens, some communication, flexibility, and focus on recreation, and others have a strong accountability for actions and results. academic focus. Leaders, stafT, parents, and community members should establish these

26 Safe and Smart

Meeting legal requirements. Successful programs develop procedures and policies that protect children and staff by meeting licensing requirements, addressing liability issues, carrying adequate liability insurance, maintaining appropriate records, regularly reviewing health and safety practices, and complying with the Americans with Disabilities Act requirements. Inclusion of children with disabilities is part of a good after-school program.

Effective management. Successful programs use annual operating budgets, accurate bookkeeping systems, affordable fee structures, and multiple funding sources, including in-kind support. Program adrmnistrators search for funding continuously and creatively, looking to both new sources (e.g., community foundations and groups, such as the United Way, local education funds, and employers) and traditional sources (e.g., federal formula and discretionary programs, state programs, foundations, community agencies, and organizations). In addition, a number of mayors and governors are proposing new funding for after-school programs. At the national level, President Clinton and Vice

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Role of the program administrator. The program director plays an important part in ensuring that the after-school program provides high-quality services that meet the needs of program staff, students and families. Effective administrators also develop strong relationships with the schools that the participating children attend and with important community partners.

Hiring and retaining qualified staff. Children in school-age programs indicate that warm, caring, and stable adult relationships are important to their success in an after-school program. This is especially critical for children and youth who may not have the support and guidance they need at hode. Having a staffwith higher levels of education is related to fewer negative interactions between staff and children and greater parental satisfaction. As such, programs should hire skilled and qualified staff who are experienced in working with school-age children on learning, enrichment, and recreational activities. I

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I Use of volunteers. Most after-school programs welcome volunteers. Volunteers can include parents, grandparents, caring Smaller group sizes. Group size also senior citizens, Federal Work-Study college matters when undertaking leaming and students, or Amencorps personnel. Their enrichment activities, depending on the type use can dramatically reduce the price of a and complexity of the activity. Group size program while reducing the staff-to-child should not exceed 30 in any case. By ratio. Program directors should incorporate limiting group sizes, children have more volunteers into the program appropriate to positive interactions with stiff and other their skill levels and interests. As with the children. Programs in which children are in regular after-school sM,volunteers should groups that exceed 30 tend towards serving a be oriented to working with children and baby-sitting function rather than a leaming, youth before entering the program and given enriching one. Ratios and group sizes the opportunity to iarticipate in on-going should be kept small when students are staff development. leaming a new or difficult skill. This is also true for activities involving equipment that Low staff-to-student ratio. For true couli be dangerous if children are not student enrichment, the staff-to-student ratio supervised properly. I l3 should be low, especially when tutoring or mentoring activities are taking place. StafUchild ratios vary according to the ages and abilities of children. Usually, the ratio is between 1 :10 and 1: 15 for groups of children age six and older.

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30 Safe and Smart

Steps to building an after-school partnership. Collaboration often requires changes in traditional roles, responsibilities, expectations, relationships, and schedules. These changes can frustrate even the best of efforts if the people who implement the new program do not share common goals, a vision for what the after-school program can accomplish, and an understanding of the populations the program will target and the strategies to be used. Schools, parents, after-

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This document is a research report submitted to the U.S. Department of Justice. This report has not been published by the Department. Opinions or points of view expressed are those of the author(s) and do not necessarily reflect the official position or policies of the U.S. Department of Justice. Law enforcement officials make strong community partners. Law enforcement officials are stepping up to the plate in support of after-school programs as strong prevention measures against crime. Nine out of ten police chiefs agree that “if America doesn’t pay for greater investments in programs to help children and youth now, we will all pay far more later in crime, welfare, and other costs.” Indeed, when asked to pick the strategy that would be “most effective” in the long term in reducing crime and violence, the chiefs chose “increasing investment in programs that help all children and youth get a good start” nearly four to one over “trying more juveniles as adults” or even “hiring additional police officers.” Following up on their beliefs, police officers and other law enforcement officials are collaborating with Using community resources effectively. community groups, sponsoring after-school Effective collaboration between the after- programs for children and youth, and school program and the community, whether serving as role models and mentors in the through partnerships or developed networks, programs. gives students more options and helps to extend the resources available for after- school leaming, enrichment, and recreation. We can make ourselves and-our children Communities can provide a wide range of safer by investing in child care and affer- resources for developing high-quality school programs for America ’s most programs, such as funding, facilities, vulnerable kiak, instead of waiting to spend materials, expertise, job shadowing far more-in money and lives-on those who experiences, mentirs, tutors, and community become America’s ‘Most Wanted’ adults. service and leaming experiences. Advisory boards help maintain strong links among the -R. Gil Kerlikowske community, families, community-based Buffalo Police Commissioner organizations, religious organizations, President, Police Executive employers, and the school system, and Research Forum maximize a community’s various resources. These boards can help the community conduct an inventory of existing after-school resources, such as opportunities at a Boys and Girls Club or local church, and identify the ongoing needs of a neighborhood.

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Making afier-schooi afiordabie Cost is an imporfimt factor for working families. Good after-school programs work hard to be cost effective and to make accommodations for families enrolling more than one child. Serving siblings of different ages is critical, whether in the same after-school program or in linked, age-specific programs. Siblings do not need to be served by the same program, but programs should work together to serve all children in a family in a convenient and cost-effective manner.

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Coordinating Learning with the Regular School Day By extending the hours in which children learn, after-school programs can be an important resource for improving their academic performance. Instructional practices can be used to actively engage students’ attention and commitment. In addition, enrichment opportunities not found during the regular school day-such as art, music, and drama-can be offered to supplement the regular school program.

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Challenging curriculum in an enriching Quality programs support and coordinate Successful programs make their activities with the school in a way that the extended-time curriculum challenging supports true partnership. In those after- but not overwhelming. According to school programs physically housed in school research, a challenging curriculum buildings, there is the opportunity to link accommodates individual student needs, together school-day and after-school coordinates with in-school instruction, and personnel and resources in a seamless focuses on more than remedial work.’l6 It continuum of activities that focus on the also combines direct teaching with indirect well-being and growth of participants. instruction, such computer use, scientific as Quality programs have: experiments and other hands-on projects, art, music, reading for pleasure, youth Planning time to maximize children’s leadership, and participation in community opportunities. Time is provided for schoolactivities. Research suggests that combining day and after-school to establish and these approaches helps students acquire a set staff relationships of respect and of skills usefbl in school and in life. maintain mutual understanding. In so doing, teachers and the after-school or summer-time staff can confer Connecting the after-school curriculum. on the social and academic status of Quality after-school curricula integrate participating children, create a welcoming learning and enrichplent through clear cycles environment for parent and community of assessment, feedback, and evaluation that voluteers, and make arrangements for the meet students’ needs. Enrichment activities often include interdisciplinary, thematic use of facilities and materials, such as comuuter labs and recreational equipment. group projects to integrate and reinforce In some school-based programs, the after- concepts learned in school. For example, students studying multiplication in their school staff attend faculty meetings with the math class might practice the multiplication regular school-day staff and share teacher work areas. tables through tap in a dance class or students studying cloud formations in their science class might draw cumulus, cirrus, and stratus clouds in their after-school art class.

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-National PTA Policy Statement

Evaluation of Program Progress and Egectiveness

After-school programs are, by nature, varied and complex, and no matter how well designed, programs must also take experience into account. Effkctive after- school programs have a continuous Coordinated use of facilities and evaluation component built into the design resources. The most common complaint so that program planners can objectively voiced in after-school programs is the lack gauge their success based on the clear goals of connection and coordination between the set for the program. For example, programs school and after-school staffregarding the specifically designed to provide safe places I use of facilities and equipment. These for children need to monitorhdicators logistical problems are often more severe associated with safety, such as drug use and when the after-school program depends on victimization, but may not assess academic resources brought together by partnerships achievement. On the other hand, programs between schools an4 other agencies or with a strong academic component will want organizations. Typical problems include to assess student progress in the after-school using classrooms and other school facilities and regular school program. and equipment (such as sports equipment and computers), providing transportation, Using data for improvement. A system of and hiring staff. Communication and accountability and continuous evaluation planning can prevent potential problems and supports program improvement. It is misunderstandings about use of space and important to set clear goals for the program resources, against which leaders, staff, and families can monitor the progress of the program and participating students. Depending on the focus of the program and its goals, data may

36 Safe Smart !!' and

Designing effective evaluations. Programs t should be regularly evaluated through the

I use of both self-assessment and outside assessment efforts that incorporate multiple measures of success that reflect program goals. The best evaluations employ well- designed, quantitative studies that include a control or comparison group of similar students who have not participated in the program. Finally, the evaluation will be most valuable if it is based on the specific goals of the after-school program and focused on measuring the program’s progress towards and success in meeting those goals.

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You know trouble can start when the clock hits three, When there 's no place after school for kia's to be, Nothing to do but hang out on city streets, When Mom and Dad are working to make ends meet.

-Now It's Time to Beat the Street Public Service Announcement} National Urban League

The following examples incorporate many Bridgeport schools, serves children in grades of the components discussed in the previous K-12 three hours a day, five days a week, chapter. They describe how local and all day during the summer. In providing communities across the country are meeting educational enrichment, cultural awareness, the need for safe and smart after-school and recreational activities, the program activities that serve young people of all ages. offers children a range of options fkom By addressing the needs and tapping karate and dance to reading skills and math resources within local communities, and science programs. Volunteers, programs like these provide learning, including parents, teach special classes, car- enrichment, and recreational activities to pool students, read with children, and help children in safe and drug-fkee environments. with homework. The pro@ is well These examples are by no means exhaustive: connected to the schools: each site they are intended to illustrate the kinds of coordinator is a teacher in the school. The innovative, exciting after-school programs principal, other teachers, and community that are working in schools and communities agencies manage the program with the across the country. For more information, cooperation of families, students, school you can reach the contact listed with each custodians, and security guards. example. The chief of police credits the Lighthouse program with the decrease in crime, ASPIRA Lighthouse Program especially in juvenile crime, throughout the I Bridgeport, Connecticut city. Lighthouse children outperformed Contact: Tammy Papa, 203-576-7252 other students on standardized tests in reading and math, and they showed better The Lighthouse Program, an educational and attendance rates. Parents, teachers, and recreational program located in 11 students also reported improved student self-

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This document is a research report submitted to the U.S. Department of Justice. This report has not been published by the Department. Opinions or points of view expressed are those of the author(s) and do not necessarily reflect the official position or policies of the U.S. Department of Justice. motivation, higher levels of homework videos, books, brochures, and other quality and completion, fewer disciplinary mediums, students are introduced to a referrals, and better peer and teacher multitude of careers in math and science. relationships. Latino scientists, mathematicians, engineers and other technology specialists visit students in the program and interact with ASPIRA Math and Science (MAS) them informally, answering questions about Academy what itk like and what it takes to be a ASPIRA Association, Inc. scientist. Washington, DC Contact: AI Staropoli, 202-835-3600 Outcomes of the MAS Academy include measurable changes in the motivational and educational levels of participants, awareness ! The Math and Science Academy was created to improve the low representation and of the role of math and science in their achievement rates of Latinos in math and future, an increase in family involvement in science. Since 1995, the MAS Academy has the education of children, and stronger served hundreds of students and parents in linkages among scientists, educators, and Miami and Chicago. The ASPIRA MAS science and educational institutions. One Academy aims to positively af€ect middle student commented: “In school we learned a school, Latino youth by offering lot about science and math but] in the MAS constructive, after-school and summer program we learned about it in a fun way.” activities, including tutoring, field trips, The program will be expanded to New York counseling, family involvement activities, City and Newark this year to serve a yet hands-on math and science activities, and larger audience of Latino students. other support activities that help students remain in school and progress to the next academic level. Bailey Gatzert Elementary School, Extended Day and Saturday Academy Each year, the MAS Academy kicks off with Seattle, Washington a meeting of parents, students, and teachers Contact: Pat Sander. 206-726-6720 to discuss the goals of the Academy. At this - time, parents, teachers, and tutors meet one The Extended Day and Saturday Academy mother, and together, they talk about the at Bailey Gatzert Elementary School, a Title importance of math and science education. I school, offers voluntary enrichment Throughout the year students gather in small activities in reading and math to students groups to perform hands-on math and identified as achieving below age- or grade- science activities with teachers or college appropriate levels based on standardized test tutors in the areas of general science, scores or classroom teacher observation. biology, physics, earth sciences, and math. The program is primarily for students in The Academy also fosters math and science grades 2-5, but some kindergartners and education through visits to scientific first-grade students participate. institutions (e.g., museums, zoos, research institutions) and career planning. Through Bailey Gatzert offers extended day tutoring

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This document is a research report submitted to the U.S. Department of Justice. This report has not been published by the Department. Opinions or points of view expressed are those of the author(s) and do not necessarily reflect the official position or policies of the U.S. Department of Justice. activities to about 50 students hm3:20 schools to develop and manage the 40 p.m. to 4:30 p.m., three days a week. A Beacon schools. corps of certified teachers and volunteers-college students fulfilling At least 75 percent of the Beacon Schools course work requirements, high school are open 13-14 hours a day, seven days a students, and stockbrokers who have week; the rest are open at least 12 hours a adopted the school-provide students With day, six days a week. Typical ongoing onesn-one tutoring daily. On one other participant enrollment at the Beacons afternoon, students participate from 3:30 averages 1,700 community residents. p.m. to 5:30 p.m. in community-sponsored Beacons offer sports and recreation, arts and activities, such as a kids’ cooking team, culture, educational opportunities, literacy group, and Campfire Boys and vocational training, health education, and the Girls. opportunity for community meetings and neighborhood social activities. The New On Saturday mornings fiom 9 a.m. to 12 York City Department of Youth and p.m., about 50-60 children and parents join Community Development funds the an enrichment program with activities such program. Each Beacon receives $400,000 as reading, computer lab and library, and annually, along with $50,000 for custodial science, cooking, and language arts. In services. Several private foundations also addition, the school hosts a schoolwide provide funds to enhance Beacon dinner one night a month, where 150-200 programming. parents, guardians, teachers, students, and community members participate in At P.S. 194, a Beacon School, the Countee educational games and learn about proper Cullen Community Center operates fiom 8 nutrition. a.m. to 11 p.m. every day of the week, serving 150 youth. A Teen Youth Council has launched a community beautification Beacon School-Based Community effort, sponsored workshops on job Centers readiness and employment skills, and New York, New York organized a peer mediation program to Contact: Jennie Soler-McIntosh, prevent youth violence. Narcotics 212-676-82’55, or Anonymous, the Boy Scouts, a meal Michelle CahiU, 212-9256675 program, cultural studies, and supervised sports also take place at the community The Beacon Schools initiative formed based center. Through the center’s Family on recommendations of a task force charged Development Program,case managers work with developing an antidrug strategy for with families to keep children out of the New York City. The intent was to create foster care system, to help students with safe, drug-free havens where children, remedial academics, and to support parents youth, and families would engage in a wide as the primary educators of their children. range of positive activities. Community- The Beacon Program has increased youth based organizations work collaboratively access to vocational arenas, therapeutic with community advisory councils and counseling, and academic enrichment.

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The City of White Plains Youth Bureau Carr Creek Family Resource and Youth provides children and youth, ages 5-21, with Service Center effective youth development programs. The Knott County, Kentucky programs focus on enabling children and Contact: Debbie Joseph, 606-642-3831 youth to believe in their future by applying their energy and skills in a productive way Carr Creek Family Resource and Youth today. The program builds individual Service Center (FRYSC), the largest and character, provides “safe space” for after- best developed in Knott Gunty, has been school structured activities that engage operating its after-school program for seven interest and develop skills, and presents years through energetic and creative opportunities for community service under leadership and the combined funding of the supervision of positive role models. The various grants. Through community program’s focus on the prevention of risk- support fiom local agencies and businesses, taking behavior helps to strengthen families, sixty-two parent volunteers and nine schools, and communities. welfare-to-work employees are actively engaged in providing quality after-school The Youth Bureau builds strong enrichment activities to over 85 children and communities by offering an after-school their families. The program operates until program for elementary and middle school 5:30 p.m. each day after school, and from students, which provides affordable quality 7:30 a.m.-5:30 p.m. on holidays, school care for children in working families. The vacations, and during the summer. The Youth Bureau also offers the Alternatives after-school program offers a diverse and Program, designed for high school students exciting menu of activities fkom homework with a focus on academic support during help, job-sharing with community adults, after-school time; a Bits & Pieces Tutorial and hands-on science projects to sewing, Camp, which provides a relaxed academic drama, music lesspns, and sports activities, enrichment and learning environment for all of which take place in the school. In children in grades one through six; a addtion, workshops on conflict resolution Neighborhood Services Program, providing and alcohol and drug prevention are also safe “drop-in centers” for middle school and offered to both children and families. high school students to go to during after- school and evening hours for recreational and educational activities; and a Youth Employment Service, which provides youth ages 14-21 with job referrals, subsidized employment, counseling, and advocacy.

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This document is a research report submitted to the U.S. Department of Justice. This report has not been published by the Department. Opinions or points of view expressed are those of the author(s) and do not necessarily reflect the official position or policies of the U.S. Department of Justice. Community Education Centers, St. Louis assistant, and a CEC coordinator responsible Public Schools for implementing and monitoring all St. Louis, Missouri services. Each CEC also has an Action Contact: Ron Miller, 314-773-7962 Team that meets regularly to facilitate collaboration and cooperation among the The St. Louis Public School District service providers. Metropolitan St. Louis operates 16 Comprehensive Community Police Department School Beat Officers, Education Centers-nine elementary school City of St. Louis Neighborhood sites and seven middle school sites. Stabilization Officers and AmeriCorps Approximately 18,000 to 22,000 youth and members also comprise the Action Teams. adults participate in Community Education The Action Teams make use of information . programs, which have been offered by St. fiom ongoing evaluations of the program. Louis Public Schools in partnership with the city government since 1968. Elk Grove Unified School District, Operating throughout the year and during Twilight Schools the summer, Community Education Centers Elk Grove, California (CEC) are open four days a week fiom 6:30 Contact: Elizabeth Pinkerton, a.m. until 10 p.m., and some facilities 91 6-606-7712 remain open on Friday evenings and weekends. Day camps and teen drop-in The Twilight Schools in the Elk Grove activities complement academic course Unified School District in South Sacramento offerings during the summer. All CECs County provide after-school programs for have after-school programs for youth, the entire family. There are three including tutoring and homework assistance, components to the program: preschool for cultural enrichment, recreation, organized four-year-olds; homework and tutoring team sports, violence and drug prevention, center for K-12 students; and parent and other activities that enhance academic workshops and classes. Twilight Schools achievement. Additionally, career are located in empty classrooms at four exploration programs for teenagers are elementary school buildings three days a offered at some CECs, and adult week f?om 4 p.m.-to 7 p.m. The Schools programming is available through general utilize classrooms after hours to provide education, home and family, arts and crafts, homework tutoring centers and to enable use recreation, vocational, and college courses. of the libraries and computer rooms. Parents, many of whom are recent Each CEC has a Community Council of immigrants, attend specialized classes, such local residents, parents, service providers, as English as a second language, GED elected officials, local business leaders, preparation, family literacy, parenting, and clergy, and youth. The Councils meet at job training, also offered through the least once a month to assess and advise on Twilight program. Program funding and the needs of the program. Each CEC has an support come from Title I, the Gifted and administrative team of a principal, Talented program, emergency immigrant instructional coordinator or administrative program funds, and businesses, such as

Sake and Smart 43

This document is a research report submitted to the U.S. Department of Justice. This report has not been published by the Department. Opinions or points of view expressed are those of the author(s) and do not necessarily reflect the official position or policies of the U.S. Department of Justice. Campbells, a large local employer that 4-HAfter-School Activity Program donates soup nightly. (4-HASAP) Los Angeles, California Each of the four elementary school buildings Contact: Don MacNeil, 805-498-3937 utilized in the Twilight program are located in high-poverty neighborhoods, and each Through the U.S. Department of school serves its own population of Agriculture's Cooperative Extension Service approximately 1,000 children and families in conjunction with the University of fiom nearby schools. About 700 students California, business, education, and and parents attend the program each night, govemment join together in a local with approximately 150-200 persons at each partnership to run the 4-H After-School site. The Elk Grove Unified School District Activity Program. It provides hands-on population continues to grow, with at least learning to over 1,000 children, ages 7-13, 2,000 new students enrolling each year. The in 20 public housing and school sites. Twilight program is designed to serve a Operated in a school or public housing growing population in which more than 60 facility, the program offers students a safe different languages are spoken, and it haven after school, caring adult mentors, focuses on developing literacy and language assistance with school work, extended skills and ensuring competency in academic learning activities, and encouragement and subjects, especially reading and reinforcement of positive attitudes and mathematics. healthy living. other activities include reading, computer literacy, conflict Modeled on Head Start program resolution, community service, and career performance standards, the Twilight exploration. preschool program, funded by Title I, promotes parent participation in program Supporting the program are area colleges activities. Parents volunteer in the preschool and universities, businesses such as Unocal, classrooms, attend tutoring sessions for their various foundations, federal and state children, and participate in workshops to agencies, the resident advisory councils, learn about their children's development and parents, and community volunteers. how to better prepare their children for . academic learning. Additionally, high In an evaluation of the'program in Los school students emcredit while serving as Angeles, many parents reported that the 4-H mentors and role models for participants in program had a positive effect on the attitude the program. In addition to certified and behavior of their child. Over 85 percent teachers, community and AmeriCorps of parents claimed that the program has kept volunteers teach workshops on various their children out of gangs, and over 83 topics, such as nutrition, the job market, percent noted that their children's interest in reading strategies to use at home, car and school has increased. bicycle safety, and family math.

44 Safe and Smart

This document is a research report submitted to the U.S. Department of Justice. This report has not been published by the Department. Opinions or points of view expressed are those of the author(s) and do not necessarily reflect the official position or policies of the U.S. Department of Justice. Gateways Summer School STAR (Success Through Academic San Diego, California Readiness) supports high school students Contact: Carolyn Wood, 619-453-8167 through academic enrichment and counseling for at least two hours a day after The Gateways Summer School program was school. COMET (Children of Many formed in 1982, and provides unique Educational Talents) addresses the special educational experiences for students during needs of middle school students, helping the summer. Gateways functions as a non- them to improve communication, profit community-based organization comprehension, and social interaction skills I operated by parents. Gateways provides and to make the transition to high school enrichulg experiences for children in grades smoothly. ' 1-1 2 through comes designed for students who have mastered basic concepts and are After-school staff coordinate with the interested in learning new material. Classes teachers of participating children to make are conducted in school classrooms that sure children get the extra help they need in would otherwise be vacant in the summer. academic subjects through tutoring, academic enrichment activities, and A maximum of 20 students are enrolled in computer-assisted instruction. School staff, each class. In 1997, over 2,000 students after-school staff, students, and parents attended classes taught by 71 teachers with together develop an Individual Enrichment help fiom 61 high school students hired as Plan to set goals and measure progress. In aides. These high school students assist in addition, studentsjoin weekly individual or the classroom and also supervise students group counseling sessions. between classes and lunch time. Since Gateway s is a first job for many of the high Community service and family involvement school students, the program is a learning are key components of the after-school experience for them, too. programs. For example, students who first learned technology skills through the program then led a computer class for Institute for Student Achievement parents. Parents attend conflict mediation New York State training and parenting skills workshops. Contact: LaviniaT. Dickerson, 51 6-562-5440 Every STAR student has graduated hm high school, and 96 percent have gone on to The Institute for Student Achievement college. Test scores at participating provides a school-based program of Hempstead High School on Long Island counseling and academic assistance to improved so much that the state removed the middle and high school students who are school fiom its list of low-performing having trouble in school. The program, schools a year ahead of schedule. whch has both after-school and summer components, operates in six school districts in New York State, including Long Island, New York City, Mt. Vernon, and Troy.

Safe and Smart 45

This document is a research report submitted to the U.S. Department of Justice. This report has not been published by the Department. Opinions or points of view expressed are those of the author(s) and do not necessarily reflect the official position or policies of the U.S. Department of Justice. I.S. 218 and P.S. 5, Children’s Aid Society homework help, fine arts, gym, dramatics, Community Schools and recreation. The Broadway Theater New York City, New York Institute helps children put on musicals. Contact: C. Warren Moses, 212-9494921 Teachers in the extended day program communicate daily with regular teachers I.S. 218 about homework and special help that When I.S. 218 in New York City decided to students may need. Parents serve as become a community learning center, the assistants in the program, and over 300 school created an after-school program with adults participate in the Adult Education the help of the Children’s Aid Society and program, which offers classes in English as other community partners. A parent survey a second language, GED preparation, indicated concern about homework, so the literacy, and arts and crafts. Students and after-school program initially focused on families also have access to physical and providing homework assistance. Within mental health services and an on-site months, two computer labs, dance classes, Headstart program. arts and crafts, band, and some entrepreneurial programs were also added to Since 1995, the school has shown the after-school program, with leaming and impressive gains in reading and math homework always central. The after-school achievement. In math, the number of program gradually evolved into an extended students performing at grade level improved day program in which, for example, non- from 45 to 59 percent, compared to 42 English speaking children can attend Project percent in similar schools. Thxrty-five Advance for special instruction in Spanish percent of students are now reading at grade and English as a second language. level, compared to only 21 percent in 1995 and just 17 percent in similar city schools. Evaluations show that the after-school program at IS. 218 positively affected both the school’s and children’s attitudes. KIDCO, Tucson Parks & Recreation Whzn compared to a school with similar Department cha.-acteristics, I.S. 218 students performed, Tucson, Arizona on average, 15 percent higher on reading and Contact: Peg Webber, 520-791-4873 matll exams. These results can be attributed, in part, to the after-school activities provided The KIDCO initiative began in 1989 by to a!l students. providing free after-school and summer recreation programs for elementary school P.S. 5 children. The after-school program runs 24 Before- and after-school activities have been weeks a year at 31 sites, four days a week a part of P.S. 5 fiom its opening day as a and two and a half hours a day, from school community school. Half of the students at dismissal to 6 p.m. The after-school P.S. 5 participate in the breakfast program, program enrolls more than 3,700 children, which begins at 7:30 a.m. The extended day and the summer program serves almost program organizes students by classes, and 5,000 children at 47 locations. Following the daily schedule includes academics and reports of drastically increasing juvenile

46 Safe and Smart

This document is a research report submitted to the U.S. Department of Justice. This report has not been published by the Department. Opinions or points of view expressed are those of the author(s) and do not necessarily reflect the official position or policies of the U.S. Department of Justice. crime and delinquency in 1992, the Mayor LA’S BEST (Better Educated Students for and Council of Tucson pledged to provide Tomorrow) enhanced services for children, and in 1993, Los Angeles, California the City Council provided KIDCO with Contact: Carla Sanger, 213-847-3681 $500,000 in additional funding, which enabled the program to undergo a major By employing teachers and other staff, LA’s expansion of services. Designating Tucson BEST (Better Educated Students for a “child-fiiendly community,” the City Tomorrow) provides 5,000 students in 24 Council continues to identi@ innovative schools across the city with academic mechanisms to raise funds to support tutoring and instruction, a safe haven for KIDCO youth programs. enrichment and recreation, and an opportunity to develop self-discipline, self- The KIDCO programs are usually located in confidence, and interpersonal skills. neighborhood schools, and each is unique to Through a partnership of the Los Angeles the neighborhood and its particular partners, Unified School District, the City of Los which include tribal village councils, Angeles, the state department of education, Arizona Commission on the Arts, Tucson and private sector companies, the program Audubon Society, University of Arizona, runs until 6 p.m. after school, Monday to Pima Community College, a cable television Friday, serving children in neighborhoods corporation, school districts, private schools, vulnerable to gangs, crime, and drugs. malls, and community agencies, such as the YMCA, Girl Scouts, and Campfiie Bdys and The program includes homework assistance Girls. Other city agencies and departments and learning activities, clubs ranging fiom such as Police and Fire, Education, and computers to cooking, organized sports, Water helped in the development of field trips, and the arts. Diverse and creative materials and program options. The enrichment activities involve children in program is offered fiee of cost to families dance, music, science, and art. A significant who participate. It provides varied number of parents and volunteers participate recreational and leisure activities, including in LA’s BEST programs on-site and in physical fitness, sports, arts, crafts, values, regional and citywide activities. self-esteem building, self-respect, listening and caring skills, social skills, friendship, Independent evaluations have shown that cooperation, free time, and creative children who participate in LA’s BEST get expression. Participants also join in special better grades, have greater enthusiasm for events, such as the Safe Kid Bicycle Event, regula; school and show positive changes in Bike Rodeos, and the On the Right Track behavior. Schools running an LA’s BEST drug prevention program. program have shown a 40-60 percent reduction in reports of school-baed crime.

Safe and Smart 47

This document is a research report submitted to the U.S. Department of Justice. This report has not been published by the Department. Opinions or points of view expressed are those of the author(s) and do not necessarily reflect the official position or policies of the U.S. Department of Justice. The Lighted Schools Project Children who participate in Lighted Schools Communities in Schools, McLennan say they appreciate having a safe place to go Youth Collaboration, Inc. after school, that it keeps them off the Waco, Texas streets, and that it is more fun than sitting at Contact. Joyce Reynolds, 2567534002 home in front of the television. Several say that if the program did not exist, they would The Lighted Schools Project provides over probably be in trouble. In a 1997 650 middle school youth with a safe, evaluation, 57 percent of students at four of supervised environment during after-school the sites improved their school attendance. hours four days a week from 3:45 p.m. to Two sites experienced a 38 percent decrease 6:30 p.m. Children are transported home at in the number of participants failing two or the end of the program each qight. more classes. * Communities in Schools cask management and social work staff oversee operations at each site. Thirteen community agencies The Milwaukee Project provide all after-school services and Milwaukee, Illinois programs for students and families at the Contact: Sue Kenealy, 414-935-7868 sites. The Milwaukee Project is a U.S. Department While the program targets at-risk youth, all of Justice Weed and Seed site, in which law middle school youth can participate in ftee enforcement, community-based activities, including sports, crafts, special organizations, and residents work together to events, and art instruction. Students have improve their neighborhood. The access to primary health care if it is needed, Milwaukee Public Schools system and may also participate in small group collaborates with local groups to provide activities addressing issues such as building Safe Havens at three neighborhood sites. self-confidence, making positive choices, Approximately 8,300 youth participate in violence prevention, dangers of drug and Safe Haven after-school programs. The alcohol abuse, and conflict resolution. Some programs provide homework and tutoring of the schools provide children with tutoring assistance, recreational activities, games, and homework assistance. Some sites choir, arts and cra'fts, and computer skills. participate in community volunteer projects. Additionally, a number of students each year The Safe Havens involve the police are matched with a Baylor University department in program planning, and also mentor, who commits to mentoring a student encourage students to participate in the for the entire year while participating in a Police Athletic League. The programs have college course on mentoring skills. Other played a role in the reduction in the crime community partners include local school rate in areas with a Safe Haven by providing districts, a hospital, the city recreation youth with alternative activities during high- department, the community arts center, and risk hours for delinquency. In the 15 a local council on alcohol and drug abuse months following inception of the program, A prevention. the crime rate dropped by 20.7 percent in the areas with the neighborhood sites.

48 Sa& and Smart

The MOST Initiative (Making the Most of Boston, Massachusetts Ont-ofSchool Time) Contact: Elkine Fmh, 612-426-8288 Contact: Joyce Shortt, 781-283-2526 Parents United for Child Care leads the Boston MOST Initiative with funding The MOST Initiative (Making the Most of support fiom the Boston Foundation, the Out-of-School Time), an initiative of the City of Boston, and many others. The DeWitt Wallace-Reader's Digest Fund Boston MOST Initiative provides small which is managed by the National Institute start-up grants and intensive technical on Out-of-School Time, has helped to assistance to a group of public schools that increase the supply and improve the quality are initiating new school-based before- and of activities, experiences and programs for after-school programs. Boston has made a children ages 5-14 during their non-school concerted effort to link with the arts hours. Among the national goals of the community and cultural institutions so MOST initiative are raising public children have the opportunity to participate awareness of the need for after-school in the arts and to take advantage of the programs; increasing the numbers of cultural resources in their community. children served; assisting in program start- up and improvement and in training Chkago, lxlinois opportunities for providers; and sharing Contact: Leon& Gwies, 773-5W874 information about "what works." The Chicago MOST Initiative is working with the Chicago Park District to transform Three cities-Boston, Chicago and drop-in programs into regularly scheduled Seattle-are now completing the third year after-school programs in areas where the of their action plans, which focus on need is greatest. Chicago has also focused community-based, collaborative strategies on training and professional development for designed to improve opportunities for after-school st& as well as recruitment and children and you&. Developing a system of preparation of future staff. school-age care in each community requires bringing different players to the table. In Sea&, Wkshin@n each city, MOST has facilitated discussions Adrienne Bloom, 206-461-3602 among various stakeholders bmdirect In Seattle, Reading Is Cool, a program service providers, who contribute their planned cooperatively by MOST, the Seattle knowledge of the needs in the community Public Schools' Director of Academic and of what constitutes good programming, Achievement, and Washington Literacy, to representatives of city and state agencies encourages children to enjoy recreational and schools, which contribute both resources reading and to increase their exposure to and facilities. The Chapin Hall Center for reading-based activities during the summer, Children at the University of Chicago is Seattle has 10 new programs through the

Safe and smart 49

This document is a research report submitted to the U.S. Department of Justice. This report has not been published by the Department. Opinions or points of view expressed are those of the author(s) and do not necessarily reflect the official position or policies of the U.S. Department of Justice. MOST efforts, which serve some of the Cooperative Extension, State Parks and city’s most low-income areas, as well as Recreation, YMCA, YWCA, Department of summer programming for 560 Education, Department of Health and children-immigrants, refugees, and Human Services, and Boys and Girls Clubs. children with special needs-most of whom had not previously participated in a program. Y.0. U. AfierrShool Program Beech Street School Contact: Andy Hamblett, 603-623-3558 Plus Time New Hampshire, Statewide Supported by PlusTime New Hampshire and Network its partners, the Y.O.U. after-school Youth Opportunities Unlimited (Y.O.U.), program, which stands for “Youth Manchester, New Hampshire Opportunities Unlimited,” serves 80 children, ages 5-14, who attend Beech PlusTime New Hampshire Street School, located in a poor, crime- Contact: Cynthia Holt, 603-798-5850 ridden area of Manchester, New Hampshire. PlusTime is a statewide network dedicated The Y.O.U. program focuses on community to ensuring that all youth have access to collaboration and comprehensive approaches affordable, quality out-of-school time to supporting children, one-on-one attention, programs in New Hampshire. To increase high expectations and strong links to the community awareness about the need for school, family involvement, and life skills after-school programs, PlusTime uses the training for students of all ages. media, works directly with communities, conducts workshops and conferences, and For the 45 young children, ages 5-9, who disseminates materials to after-school attend the Y.O.U. After School Adventure providers and schools. PlusTime convened Program, the hours are filled with homework a statewide strategic planning meeting for help and other leaming activities, a local communities, after-school service nutritious snack, small group activities, providers, religious leaders, businesses, games, projects, and reading. Fourth- families, schools, children’s advocates, and through sixth-graders take part in the Y.O.U. government and juvenile justice agencies. Peer Adventure program, where they can get The network has collaborated with other extra help with schoolwork and homework partners to apply for grant funding, and they and join together in comniunity service have disseminated a number of start-up and projects, such as a river clean-up. The Teen expansion grants. Program serves students in grades 7-12 in a club-like atmosphere. Y.O.U.Teen PlusThe New Hampshire works to improve Leadership builds critical thinking skills and quality and to increase capacity. They have trains high school students to serve as assisted 53 after-school programs in mentors to middle school students in the program improvement. By working with Peer Adventure Program. Monthly family another 59 communities, the organization activities bring everyone together. has helped to start 24 new programs, serving almost 1,000 youth. PlusTime partners Students benefit from the Y.O.U.program in include University of New Hampshire a myriad of ways. They name caring adults

50 Safe and Smart

This document is a research report submitted to the U.S. Department of Justice. This report has not been published by the Department. Opinions or points of view expressed are those of the author(s) and do not necessarily reflect the official position or policies of the U.S. Department of Justice. in their lives whom they trust. They make Programming includes homework tutoring, new friends and develop social skills. They access to two libraries, arts and crafts, do better in school and attend more athletics, karate classes, computers, and field regularly. Their self-esteem and ability to trips. The Sank Fe Boys & Girls Club solve problems improves. They show a works with Amencorps VISTA members to willingness to try new things and an provide enhanced services to children and increased capacity to think before acting. families in the area. The Santa Fe County And their families are more involved in their sheriff reported: “Since the satellite lives and in their learning. Y.O.U.helped to programs have been set up in the County, establish a parent-teacher organization at the Sheriff Department calls to those areas Beech Street School, which did not have have dropped considerably, youth violence one. In addition, two Y.O.U. parents headed and vandalism have also decreased.” a community project to tear down a former crack house and build a park in the neighborhood. Save the Children Out-of-School Time Rural Initiative Western Region Santa Fe Boys & Girls Club Contact: Renee Paisano, 505-268-5364 Santa Fe, New Mexico Contact: Patricia Martin, 505-983-6632 Through the Save the Children Out-of- School Time Rural Initiative, Save the The Santa Fe Boys & Girls Club provides Children, the National Institute for Out-of- out-of-school programming for children and School Time, aid Aguirre International have youth ages 6-17. Programs are conducted teamed up to provide training, technical during after-school hours, smer assistance, and ongoing evaluation to rural vacations, and school recesses. The Club’s sites across the country that are working to program, Education and Health 2000, is provide children with constructive activities, conducted at a central facility in Santa Fe safe places, and caring adults. Many of and five satellite sites in suburban and rural these examples highlight the special needs areas surrounding the city. Participating for and challenges in providing after-school youth come from all economic and ethnic activities to children in rural areas. backgrounds, altho&h a high percentage are Hispanic or Native American youth from El Rito, New Mexico, Family Learning single-parent homes. The Santa Fe Boys & Center. The Family Learning Center has an Girls Club is the sole provider in the area of ongoing commitment to El Rito, a teen programs, which run throughout the community in the Mesa Verde region of year and serve up to 5,500 youth at any Northern New Mexico. At the Center, after- given time. school and summer programs are the primary targets for children and youth. Club programs promote youth development Currently, 192 children and youth are served and prevent delinquency among youth at the Center. Activities range from through activities intended to build both traditional arts to computer lab instruction, educational and recreational skills. all funded by Save the Children.

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This document is a research report submitted to the U.S. Department of Justice. This report has not been published by the Department. Opinions or points of view expressed are those of the author(s) and do not necessarily reflect the official position or policies of the U.S. Department of Justice. The Center provides a safe and stimulating and recreational activities, including place for children and youth that meets intergenerational activities, sports, survival educational and social needs and an camps, and peer tutoring. intergenmtional environment for young children and older youth alike. It focuses on Zuni, New Mexico. Currently Operating in the need for healthy altematives to the both elementary schools, the middle school, unemployment factors that threaten the and in one high school in the Zuni School community, and it serves as a central District, the after-school enrichment meeting place for the social, cultural, and activities in ZUni, New Mexico, reach 500 educational activities of many community sponsored children and their families. As a groups. Children benefit academically and model family literacy effort, the program socially fi-om the ongoing projects at the includes a ten-year-old Family Book Bag Center, especially from the tutoring program Project in which families check out bags of that operates during the school year. books to take home, and they attend guest authors and illustrators workshops, Chink, Arizona, Youth Development community read-a-thons, and the Book Program. Chinle is a community in Arizona Publishing Project. In addition, students are of approximately 5,100 people, of which guided through a project found on the 2,700 are youth. Among the youth I*EARN (International Educational population, it is estimated that almost one- Resource Network) Web page in which half are involved in either substance abuse children from around the world exchange or gangs. Chinle's Youth Development cultural understanding and knowledge. Program aims to help youth develop positive About 40-50 children are now participating relationships among themselves and with in a new Summer Arts and Reading Program adults, especially with their parents. The that promotes recreational reading and other program also promotes self-esteem and literacy-based activities. addresses issues that teenagers face, such as drugs, gangs, employment skills, puberty, According to the coordinator, the training and other topics. provided through the Rural Initiative has been a key component: she has learned new Yogth programs attempt to instill pride by strategies and ideas for activities and use of presenting alternatives to destructive space and made connections to other similar choices. According to Save the Children's programs across the country. The volmteers in Chinle, community members coordinator attributes the increased bonding strongly support the program because it among families and teachers to training in improves the lives of children and addresses child development. Training in data the needs of future leaders. Locally, the collection and evaluation methods has been program supports a Learning Center and extremely useful to the staff in documenting networks with the Navajo AmeriCorps and the success of enrichment activities with the the tribal Division of Youth Programs. help of participating children. This About 500 youth take part in educational information will help the program to reinforce and communicate its success.

52 Safe and Smart

This document is a research report submitted to the U.S. Department of Justice. This report has not been published by the Department. Opinions or points of view expressed are those of the author(s) and do not necessarily reflect the official position or policies of the U.S. Department of Justice. Shalimar Learning Center The 3:OO Project T.H.I.N.K. Together Decatur, Georgia Costa Mesa, California Contact: Anne Bramlette, 404-373-7414 Contact: Pablo Diaz, 714-543-3807 Initiated in 1994 and funded by the private Located in three apartments in a high-crime, and public sectors, the 3:OO Project now low-income neighborhood in Orange serves more than 750 middle school students County, California, Shalimar Learning at 17 sites throughout the state of Georgia, Center provides tutoring in reading and including Atlanta, Columbus, Decatur, math, homework help, mentoring, English Macon, and Savannah. The curriculum language development classes, and use of focuses on four key goals: providing a safe the computer lab to over 150 students who environment for children out of school, drop in daily after school. Students in encouraging collaboration of community grades 1-12 who come to the learning center resources, and improving both academic know that schoolwork is the priority at this success and skill-building for students. center, which was created in response to a need expressed by the parents in the Staff in The 3:OO Project sites and other neighborhood. Running the center, which is after-school programs receive training from open year-round, five days a week, is a team the Georgia School Age Care Association, of 2-5 paid staff and a pool of 75-120 with an emphasis on childadolescent volunteers who commit to two-hours shifts development, community service learning, one day per week. The grade point average and community collaboration. AmeriCorps of teen students at Shalimar Leaming Center provides staff in Decatur, Macon, and improved by 34 percent, and not one of the Savannah. Community service activities participating students dropped out of school. range from stocking food banks to performing puppet shows on substance Since the opening of the Shalimar Learning abuse at elementary schools. Approximately Center in 1994, the nonprofit organization 60 percent of students and teachers and over T.H.I.N.K. Together has organized 80 percent of parents agree that the 3:OO community, school, and corporate resources Project also enhances students’ interpersonal to open four more le-g centers in skills and helps thestudents learn how to different neighborhoods. The locations make a positive contribution to the include a downtown church, schools, and community through volunteer work. donated apartment space, and the number of students reaches up to 400 in some sites.

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This document is a research report submitted to the U.S. Department of Justice. This report has not been published by the Department. Opinions or points of view expressed are those of the author(s) and do not necessarily reflect the official position or policies of the U.S. Department of Justice. I Virtual Y college work-study students, AmeriCorps New York, New York volunteers, and high school students Contact: Paula Gavin, 212-630-9694 involved in service learning and by garnering hdsand in-kind contributions In partnership with the New York City from an array of public and private sources. Board of Education, Chancellor Rudy Crew, and the United Way of New York City, the YMCA in New York is working to bring Voyager extended school services to 10,000 public Dallas, Tesas school children by turning 200 of the city’s Contact: Marsha Smith. 1-888-399-1995 public schools into Virtual Y’s hm3 p.m. to 6 p.m. after school each day. At each The Voyager Company and its nonprofit Virtual Y, 50 second-, third;., and fourth- foundation are committed to providing all graders take part in the Y’s traditional school children with real life learning curriculum, the spirit-mind-body triangle, “adventures” that build achievement levels designed to build strong values, enhance based on national standards in reading, education, improve academic performance, mathematics, science, and writing. In 1994, and promote healthy lifestyles-with the company launched 11 pilot programs in reading as the “golden thread” woven Texas elementaIy schools with differing throughout to meet the national goal of socioeconomic populations. Voyager offers helping all children learn to read well and public schools and other education providers independently by the end of third grade. a diverse array of curricula that incorporates The Virtual Y Book Club, which provides theme-based, participatory, and hands-on books and incentives for reading, is just one leaming. Partners in developing curricula of many literacy-building activities in which include the Smithsonian Institution’s children take part. National Museum of Natural History, Discovery Channel, and NASA. Families, schools, and the comxnunity-the second Y triangle-work together to make Voyager builds partnerships with school the Virtual-Y program happen. To ensure districts and teachers to help them deliver collaboration between all partners, principals multi-age or grade-specific programs that apply to become a Virtual Y school and improve academic performance and support make several commitments in advance, social development of children. Through including agreeing to provide security and ongoing training by experienced specialists, use of classrooms, gyms, libraries and other teachers learn strategies to engage students facilities during program hours, designating in interdisciplinary projects that also involve a liaison between the YMCA and the school, parents and community members. Teachers and acquiring approval from the PTA, also receive training in assessment of superintendent, and teacher union. Family program effectiveness and student involvement is also key. On a day-to-day performance. Anecdotally, educators and basis, the Virtual Y maximizes resources by parmts say that Voyager has increased using a mixture of full- and part-time children’s interest in learning, student professionals and volunteers, including attendance, and academic performance.

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This document is a research report submitted to the U.S. Department of Justice. This report has not been published by the Department. Opinions or points of view expressed are those of the author(s) and do not necessarily reflect the official position or policies of the U.S. Department of Justice. Since 1994, Voyager has expanded to serve than $1.1 million in financial assistance for over 22,000 students in 60 school districts, those families unable to afford care; 26 some of which use Title I funding for the percent of all families served by the YMCA program- receive financial assistance. Each of the 405 staff members receives extensive training through the YMCA of the USA YMCA of Middle Tennessee national training program, developed in Nashville, Tennessee cooperation with Wellesley College. Contact: Lisa Beck 615-259-3418, ext. 100 YouthARTS Program . The YMCA of Middle Tennessee is the San Antonio, Texas largest provider of school-age care in the Atlanta, Georgia state of Tennessee, providing activities and Portland, Oregon care for 5,660 children after school at 117 Contact: Bill Bulick, 503-823-5405 school sites in middle Tennessee. For 14 years the YMCA has provided year-round YouthArts is a collaborative agreement services, including hll-day care during the between the National Endowment for the summer, on school holidays, and snow days. Arts (NEA) and three local arts agencies in The YMCA works closely with principals, the cities of San Antonio, Texas; Atlanta, teachers, and school officials to create a Georgia; and Portland, Oregon. The project program that enhances the child’s school is designed to determine the effectiveness of experience while developing the child in all arts-related programs to prevent delinquency areas-physical, social, emotional, and among youth at risk. Two of the programs intellectual. The program, Fun Company, target older youth on probation while the incorporates outdoor play, homework time, third is an after-school program for sixth community service activities, character graders. An OJJDP evaluation of the development, dramatic play, games, program found that a greater proportion of artwork, life skills development, and science Youth Arts program participants showed activities. Nashville hosts a number of improvements in their attitudes toward school-based “discoyery learning centers” school, self-esteem, self-efficacy, positive that reinforce academics in fun ways, peer associations, and resistance to peer strengthening math, reading, language arts, pressure than did comparison youth, and and study skills. fewer YouthArts program participants had new court ieferrais during the program In collaboration with the schools, the period than did comparison youth. YMCA provides care both in schools and at local YMCAs. The YMCA provides more

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1. Bureau of Labor Statistics, 1997 Annual Average 10. H. Snyder and M.Sickmund, Juvenile menders Figures from the Current Population Survey and Victim: 1997 Update on Violence (Washington, (Washington, D.C.: U.S. Department of Labor, D.C.: U.S.Department of Justice, Office of Juvenile 1997). Justice and Delinquency Prevention, 1997).

2. National Education Commission on Time and 11. hid. Learning, Prisoners of Time (Washington, D.C.: U.S. Department of Education, 1994). 12. Office of Juvenile Justice and Delinquency Prevention, Juvenile wenders and Victims: A 3. US.Department of Education, Partnership for National Report (Washmgton, D.C.: U.S. Department . Family Involvement in Education, and the GTE of Justice, 1995). - Foundation based on data from the National Opinion Research Center at the University of Chicago. 13. McLennan Youth Collaboration, Inc., Fami& Involvement in Education: A Snapshot of Communities in School Case Management Staff Out-of-School Time (Washington, D.C.: U.S. Evaluation. (Waco, TX: Lighted Schools, 1997). Department of Education, 1998). 14. P. Schinke, M. Orlandi, andK. Cole, “Boys and 4. Ibid. Girls Clubs in Public Housing Developments: Prevention Services for Youth at Risk,” Journal of 5. YMCA of the USA. YMCA Healthy Kids Public Community Psychology, OSAP Special Issue ( 1992). Opinion Survey (Washington,D.C.: Author, 1998). 15. Adriana de Kanter et al., Keeping Schools Open 6. Beth M.Miller, Out-ofshool Time: Efmts on as Community Learning Centers: Extending Learning Learning in the Primary Grades (Wellesley, MA: in a Safe, Dnrg-Free Environment Before and After School Age Child Care Project, 1995). School (Washmgton, D.C.: U.S. Department of Education, 1997). 7. Olatokunbo S. Fashola, Review of Extended Day and After-School Program and Their Efiectiveness 16. James Alan Fox and Sanford Newman, After- (Baltimore, MD:Center for Research on the School Crime or After-School Program: Tuning into Education of Students Placed at Risk, In press). the Prime Timefor Violent Juvenile Crime and Implicationsfor National Policy (Washington,D.C.: 8. G. Austin and A. Bickel. Beyond Prevention Fight Crime: Invest in Kids, 1998). Curricula: A Guide to Developing Alternative Activities Program (Submitted to the U.S. 17. Baltimore Police Department Division of Department of Education,1994). Planning and Research, Juvenile Victimizations Comparisonfor Goodnow PAL Center Area 9. Fashola and other researchers caution that few (Baltimore, MD: Baltimore Police Athletic League, evaluations of after-school programs use comparison 1998). groups in their study designs. As a result, many studies are compromised by self-selection bias, 18. Pauline E. Brooks et al., Longitudinal Study of meaning that students who choose to attend after- LA S BEST After School Education and Enrichment school programs may difier lkom those who do not. Program, 1992-1994 (Los Angeles, CA: UCLA Students may be more motivated since participation Center for the Study of Evaluation, 1995). is generally voluntary, or in programs that target students with difficulties in school, the participating 19. D. Riley et al., Preventing Problem Behavior students may begin the program with comparatively and Raising Academic Performance in the Nation ‘s low achievement. Another challenge in evaluating Youth: The Impacts of School-Age Child Care after-school programs is the Qfficulty of isolating 64 Programs in States Supported by the Cooperative measures that can be attributed specifically to the I5

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24. Anne Marie Carlisi The 3:OO Project Program 35. Chicago Public Schools Office of Schools and Evaluation (Decatur, GA: Georgia School Age Care Regions, The McPrep Lighthouse Program (Chicago, Association, 1996). IL: Chicago Public Schools, 1998).

25. U.S. Department of Health and Humpn Services, 36. Paula J. Gregory, Youth Opportunities Adolescent Time Use, Risky Behavior, and Unlimited: Improving Outcomesfor Youth Though Outcomes: An Analysis of National Data Afler School Care. (Manchester, MI: University of (Washington, D.C.: Author, 1995). New Hampshire, 1996).

26. Dale Blyth and Nancy Leffert, “Communities as 37. Louisiana Department of Education, A Capsule Contexts for Adolescent Development: An Empirical of the Louisiana Church-Based Tutorial Network Analysis,” Journal ofAdolescent Research 10, no. 1 (Baton Rouge, LA: State Department of Education, (January 1995): 64-87. 1996).

27. E. Suyapa Silvia, Judy Thorne, and Chnstene A. 38. Pauhe E. Brooks and Cynthia M. Mojica, Final Tashjian, School-Based Drug Prevention Program: Evaluation Report: Longitudinal Study of LA ’s BEST A Longitudinal Study in Selected School Districts Afier-School Education and Enrichment Program (Research Triangle Park, NC: Research Triangle (Los Angeles, Ch: Center for the Study of Institute and U.S.Department of Education, 1997). Evaluation, 1995).

28. School-Age Child Care Project, School-Age 39. McLennan Youth Collaboration, Inc., 1997. Care Out-ofSchool Time Resource Notebook (Washgton, D.C.: U.S. Department of Health and 40. Carlisi, 1996. Human Services, 1997). 41. S.M.Ross, T. Lewis, L. Smith, and A. Sterbin. 29. F.C. Lawrence and P.H. Woznadc, “Children’s Evaluation of the Extended-Day Tutoring Program in Television Viewing with Family Members,” Memphis County Schools: Final Report to CRESPAR Psychological Reports 65 (1989): 396-400; G.A. (Memphis, TN: Center for Research in Educational Constock and H.J. Pa&, Television and the American Policy, University of Memphis, 1996). Child (San Diego, CA: Academic Press, 1991). 42. Dwayne Baker and Peter Witt, Evaluation of an Afer-School Program for At-Risk Youth (College

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43. The National Federation of High School 51. D. Morris, B. Shaw, and J. Pemey, “Helping Associations, The Casefor High School Activities Low Readers in Grades 2 and 3: An After-School (Kansas City, MO: author, 1998). Volunteer Tutoring Program,” Elementary School Journal 91 (November 1990): 133-151. 44. Reginald Clark, The Role of Parents in Ensuring Educational Success in School Restructuring Efforts. 52. National Assessment of Educational Progress, (Washington, D.C.: Council of Ckef State School 1992,1994; Beentjes and Van der Voort, Officers, 1989). “Television’s Impact on Children’s Readmg Skills: A Review of the Research,” Reading Research 45. P.A. Cohen, J. A. Kulik, and C.L.C. Kulik, Quarterly 23 (1988). “Educational Outcomes of Tutoring: A Meta- Analysis of Findings,” American Educational 53. G. Salomon, “Television Watching and Mental Research Journal 19 (1982): 237-248; K. Topping Effort: A Social Psychological View,” (1983) in J. and M. Whitley, “Participant Evaluation of Parent- Bryant and D. R. Anderson, ed., Children ’s Tutored and Peer-Tutored Projects in Reading,” Understanding of Television: Research on Attention Educational Research 32 (1990): 14-32; N.A. and Comprehension (San Diego, CA: Academic Madden and R.E. Slavin, “Effective Pullout Press, 1993). Programs for Students at Risk” in RE. Slavin, N.L. Karweit, and N.A. Madden, ed., Effective Programs 54. A.C. Nielsen and Company, correspondence for Students at Risk, (Boston: Allyn and Bacon, with author, 1992. 1989); and D.S. Bender, G. Giovanis, and M. Mazzoni, “After-School Tutoring Program,” Paper 55. Silvia, Thorne, and Tashjian, 1997. presented at the National Middle School Association annual conference, 1994. 56. McCormick and Tushnet, 1996.

46. M. del R. Robledo, Partners for Valued Youth: 57. Gregory, 1996. Also, 95 percent of students in Dropout Prevention Strategies for At-Risk Language the Los Angeles 4-H after-school program said they Minority Students (Washgton, D.C.: U.S. had learned new things. About one-fourth of parents Department of Education, 1990); P.A. Cohen, J.A. said that the variety of experiences to which children Kulik, and C.L.C. Kuhk, 1982; M. R Lepper and are exposed is a reason they would recommend the R.W. Chabay, Socializing the Intelligent Tutor: program to other families (McCormick and Tushnet, Bringing Empathy to Computer Tutors (New York: 1996.). Springer-Verlag, 1988); K. Topping and M. Whitely, 1990; and D.C. Memll et al., “Tutoring: Guided 58. Gregory, 1996; McConnick and Tushnet, 1996. Learning by Doing,” Cognition and Instruction 13, - no. 3 (1995): 315-372.‘ 59. McLennan Youth Collaboration, Inc., 1997.

47. Catherine T. Snow et al., Preventing Reading 60. Carlisi, 1996. Difficulties in Young Children (Washington, D.C.: National Research Council and National Academy of 61. J. A. Cardenas et al., ‘%e Coca-Cola Valued Sciences, 1998). Youth Program: Dropout Prevention Strategies for At-Risk Students,” Texas Researcher 3 ( 1 1 1 - 130); 48. Riley, 1994. Coca-Cola Valued Youth Program, Proposal submitted to the Program Efectiveness Panel of the 49. Gregory, 1996. U.S.Department of Education (Washington, DC: U.S.Department of Education, 1991). 50. Treseen Fleming-McCormick and Naida C. Tushnet, 4-H After School Activity Program (Los 62. Posner and Vandell, 1994. Angeies: Southwest Regional Education Laboratory

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66. National Education Commission on Time and 78. Gregory, 1996. Learning, 1994. 79. Steinberg, Riley, and Todd, 1993; Carlisi, 1996; 67. Mary T. Moore and Janie Funkhouser, More Gregory, 1996. Time to Learn: Extended Time Strategiesfor Chapter 1 Students (Washmgton,D.C.: U.S. Department of 80. Carlisi, 1996. Education, 1990). , 81. Gregory, 1996. 68. Catherine T. Snow et al., 1998. 82. Posner and Vandell, 1994. 69. “DOor Die,“ Education Week, August 8,1997 83. McCormick and Tushnet, 1996. 70. Riley et al, 1994. 84. Steinberg, Riley, and Todd, 1993. 71. Gregory, 1996. 85. D. Belle and R Burr, Alone and With Others: 72. The Atlanta Project, A Working Paper: TAP The Context of Children ‘s A$er-School Experiences. Goal and Pe$ormance Measures in Support of (Unpublished paper, Department of Psychology, Georgia Policy Councilfor Children and Families Boston University, 1989) as cited in School-Age Desired Results and Benchmark (Atlanta, Georgia: Child Care Project, 1997. The Atlanta Project, 1996), as cited in Theresa Feeley, The Ajier-School Partnership Initiative: An 86. Ken Terao, Rural Out-of-School Times Issue Paper (Washington DC: Georgetown Public Newsletter 1, no. 1 (Winter 1997). Policy Institute, 1997). 87. Steinberg, Riley, and Todd, 1993. 73. The National Federation of High School Associations, 1998. 88. Carlisi, 1996.

74. Janie Funkhouser et al., Extending Learning 89. Miller, 1995. - T:mefor Disadvantaged Students (Washmgton, D.C.: U S. Department of Education, 1995). 90. Carnegie Council on Adolescent Development, A Matter of Time: Risk And Opportunity in the Out- 75. U.S.Department of Education, Yes You Can! ofSchool Hours (New York: Camegie Corporation, (Washmgton, D.C.: Author, In press). 1994).

76. Deborah Lowe Vandell et al, Experiences in 9 1. Boys and Girls Clubs of America, based on the Ajier-School Programs and Children’s Adjustment at research of Dr. Reginald Clark. School and at Home (Madson, Wisconsin: University of Wisconsin, nd). Note: The positive 92. Gregory, 1996. emotional climate was not necessarily determined by indwidual interaction with after-school program staff 93. Gregory, 1996. but rather by the general emotional atmosphere of the program.

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98. McCormick and Tushnet, 1996. 1 10. This chapter contains a number of examples. Following are citations for these examples: Ankeny, 99. Carnegie Council of Adolescent Development, Iowa, Community Schools Community Education 1994. Department (Kevin Koester, 5 15-965-9606); KOALA,Boston, Massachusetts (Laura Gang, 100. Gregory, 1996. School-Age Child Care Project, 617-426-8288); Cason Lane Academy, Murfreesboro, Tennessee 1 101. Chicago Public Schools, 1998. (David Burnham, 615-898-7145); Tulsa Children’s I Coalition, Tulsa, Oklahoma (Betty Lehman, 9 18- 102. Esther Robison, An Interim Evaluative Report 835-6500); Police Athletic League, Baltimore, Concerning a Collaboration Between the Children ’s Maryland (Detective Regina Cooper, 410-396-2012); Aid Society, New York City Board of Education, Before and After School Explorers (B.A.S.E.) Community School District 6, and the I.S. 218 Enrichment Workshop for Children, Lansdale, Salome Urena de Henriquez School (New York City: Pennsylvania (Nancy Schall, 215-368-1288); Fordham University, 1993). Chicago YouthNet Program, Chicago, Illinois (Anthony McGee, 312-744-391 1); Master Program, 103. bid. Montgomery, Texas (Wendy Zunker, 409-597-6333); Bridger Junior High School, Independence, Missouri 104. Carlisi, 1996. (Pnncipal Grover Gelven, 816-796-4800); FOUNDATIONS, hc. (609-727-8000); P.S. 5, 105. Joy G. Dryfoos, A Look at Community Schools Washgton Heights, New York (C. Warren Moses, in I998 (New York: Fordham University National Children’s Aid Society, 2 12-949-492 1)); St. Ann’s Center for Schools and Communities, 1998). Catholic Outreach Center, Kingstree, South Carolina (An-Me Chung, Our-of-School Time Rural Initiative, 106. Patty Burness, ed., Learn and Live (Nicasio, 78 1-263-3497). California: The George Lucas Educational Foundation, 1997). 1 1 1. Deborah Lowe Vandell, “After-school programs vary in quality,” Wisconsin Centerfor 107. Brickman, 1996; Robison, 1993. Educarron Research Highlights 7, no. 2 (Summer 1995). 108. P. Seppanen, J. Love, D. deVries, and L. Bernstein, National Study of Before and Ajier School 112. bid. Programs (Washmgton,D.C.: U.S. Department of Education, 1993). 113. Roman, 1998.

109. Camegie Council of Adolescent Development, 114. de Kanter et al., 1997. 1994; Fashola, In press; Janie Funkhouser et al., Extending Learning Time for Disadvantaged 115. Fox and Newmae 1998.

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117. Waco, Texas, Lighted Schools Program, conversation with author, May 1998.

118. Marquette University, The City OfMilwaukee Weed and Seed Program Evaluation Final Report (Milwaukee, WI: Author, September 1997).

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Blyth, Dale and Nancy Leffert. Carnegie CounEil on Adolescent “Communities as Contexts for Adolescent Development. A Matter of Time: Risk And Development: An Empirical Analysis.” Opportunity in the Out-of-School Hours. Journal of Adolescent Research 10, no. 1 New York: Camegie Corporation, 1994. (J~I~UW1995): 64-87. Chapin Hall Center for Children at the Brickman, Ellen. A Formative Evaluation of University of Chicago. The MOST P.S. 5. New York City: Fordham Initiative: An Interim Evaluation Report. University, 1996. Chicago, IL: DeWitt Wallace-Reader’s Digest Fund, In press.

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Dryfoos, Joy G. A Look at Community Lepper, M.R. and R.W. Chabay. Socializing Schools in 1998. New York: Fordham the Intelligent Tutor: Bringing Empathy to University National Center for Schools and Computer Tutors. New York: Springer- Communities, 1998. Verlag, 1988.

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This document is a research report submitted to the U.S. Department of Justice. This report has not been published by the Department. Opinions or points of view expressed are those of the author(s) and do not necessarily reflect the official position or policies of the U.S. Department of Justice. Louisiana Department of Education. A National Education Commission on Time Capsule of the Louisiana Church-Based and Learning. Prisoners of Time. Tutorial Network. Baton Rouge, Louisiana: Washington, D.C.: U.S. Department of State Department of Education, 1996. Education, 1994. I i Madden, N.A. and R.E.Slavin, “Effective The National Federation of High School Pullout Programs for Students at Risk” in Associations. The Casefor High School R.E. Slavin, N.L. Karweit, andN.A. Activities. Kansas City, MO: Author, 1998. Madden, ed. Efective Programsfor Students at Risk (Boston: Allyn and Bacon, National PTA and Boys Town. Television 1989). and Your Family. Chicago, Illinois: National PTA, 1992. Marquette University. The City of Milwaukee Weed and Seed Program Office of Juvenile Justice and Delinquency Evaluation. Milwaukee, WI:Author, 1997. Prevention. Juvenile Offenders and Victims: A National Report. Washington, D.C.: U.S. McLennan Youth Collaboration, Inc. Department of Justice, 1995. Communities in Schools Case Management StaffEvahation. Waco, TX: Lighted Posner, Jill and Deborah Lowe Vandell. Schools, 1997). “Low-Income Children’s After-School Care: Are There Beneficial Effects of After- Memll, D.C. et al. “Tutoring: Guided School Programs?” Child Development 65 Learning by Doing.” Cognition and (1994): 440-456. Instruction 13, no. 3 (1995): 315-372. PRIDE. Questionnaire Report: 1996-97 Miller, Beth M. Out-of-School Time: Eflects National Summary, Grades 612. Atlanta, on Learning in the Primary Grades. Georgia: PRIDE, 1997 Wellesley, MA: School Age Child Care Project, 1995. Richardson, J. L. et al. “Substance Use among Eighth-Grade Students who Take Moore, Mary T. and. Janie Funkhouser. Care of Themselves Mer School.” More Time to Learn: fitended Time Pediatrics 84 (3): 556-566. Strategies for Chapter I Students. Washington, DC: U.S. Department of Riley, D., J. Steinberg, C. Todd, S. Junge, Education, 1990. and I. McClain. Preventing Problem Behavior and Raising Academic Moms, D., Shaw, B. andPerney, J. Peflonnance in the Nation’s Youth: The “Helping Low Readers in Grades 2 and 3: Impacts of 64 School-Age Child Care An After-School Volunteer Tutoring Programs in 15 States Supported by the Program.” Elementary School Journal 9 1 Cooperative Extension Service Youth-at- (November 1990): 133-151. Risk Initiative. Madison, WI: University of Wisconsin, 1994.

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Salornon, G. “Television Watching and Snyder, H. and M. Siclunund. Juvenile Megtal Effort: A Social Psychological menders and Victims: 1997 Update on View.” (1983) in J. Bryant and D. R Violence. Washington, D.C.: U.S. Anderson, ed. Children’s Understanding of Department of Justice, Office of Juvenile Television: Researchon Attention and Justice and Delinc$mcy Prevention, 1997. Comprehension. San Diego, CA: Academic Pregs, 1993. Steinberg, J., D. Riley, and C. Todd. Preventing Problem Behaviors and Raising Schinke, P., M. Orlandi, and K. Cole. Academic Performance in the Nation’s “Boys and Girls Clubs in Public Housing Youth: Tie Impacts of 71 School-Age Child Developments: Prevention Services for Care Programs Supported by the CES Youth at Risk.” Journal of Community Youth-At-Risk Initiative. Illinois: University Psychology. OSAP Special Issue. 1992. ofIllinois at Urbana-Champaign and the University of Wisconsin Center for Action on the Family, 1993.

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The organizations, Web sites, and other resources listed in this publication are not exhaustive, nor is their inclusion intended as an endorsement by the Department of Education or the Department of Justice. Rather, these listings are intended to assist educators, youth-serving organizations, parents, and others in developing or enhancing after-school programs in local communities.

Organizations

Action for Children American Library Association 78 Jefferson Avenue Young Adult Services Division Columbus, OH 43215 50 East Huron Street (61 4) 224-0222 Chicago, IL 6061 1 www .childcare-experts.org (3 12) 944-6780 www.ala.org The AFL-CIO Working Women’s Department AmeriCorps 8 15 16th Street, NW Corporation for National Service Washington, DC 20006 1201 New York Avenue, NW (202) 637-5064 Washington, DC 20525 www .aflcio. org/women 1-800-94-ACORF’S www.americorps.org America Reads Challenge U.S. Department of Education Annenberg Rural Challenge 600 Independence Avenue, SW P.O.Box 1569 Washington, DC 20202 Granby, CO 80446 (202) 401-8888 (978) 779-0047 (8 00) USA-LEARN www.nualchalle-nge.com www. ed. govlinits/americareads Association of Science-Technology America’s Promis+The Alliance for Centers Youth Youth Alive Initiative 909 North Washington Street 1025 Vermont Avenue, NW, Suite 500 Alexandria, VA 22314-1556 Washington, DC 20005-35 16 (800) 365-0153 (202) 783-7200 (703) 684-4500 www.astc.org www.americaspromise.org

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Association of Junior Leagues CampFire Boys and Girls International 4601 Madison Avenue 660 First Avenue Kansas City, MO 64112 New York, NY 10016 (816) 756-1950 (212) 683-1515 www.campfire.org www.aj li.org Charles Stewart Mott Foundation Beacon Schools 1200 Mott Foundation Building Fund for the City of New York Flht, MI 48502-565 121 6th Avenue Phone: (810) 238-5651 New York, NY 10013 www .mott.org (212) 925-6675 www. fcny.org Center for Community Partnerships University of Pennsylvania Big Brothersmig Sisters of America 3440 Market Street, Suite 440 230 North 13th Street Philadelphia, PA 19104 Philadelphia, PA 19 107 (2 15) 573-2096 (2 15) 567-7000 www.upeml.edu/ccp www.bbbsa.org Center for Creative Education Boys and Girls Clubs of America 3359 Belvedere Road, Suite 5 1230 West Peachtree Street, NW West Palm Beach, FL 33406 Atlanta, GA 30309 (561) 687-5200 (404) 815-5765 . www .bgca. org Center for the Study and Prevention of Violence Boy Scouts of America University of Colorado, Campus Box 442 1325 West Walnut Hill Lane Boulder, CO Box 152079 (303) 492-1032 Ining, TX 75015-2079 www.colorado.edu/cpsv (972) 580-2000 www. bsa. scouting.org

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Child Care Aware Communities in Schools, Inc. 2 116 Campus Drive, S.E. 1199 North Fairfax Street, Suite 300 Rochester, MN 55904 Alexandria, VA 223 14 (800) 424-2246 (703) 5 19-8999

Children’s Aid Society Community Solutions for Children I.S. 218 P.O.Box 10773 4600 Broadway and 196th Street Bainbridge Island, WA 98 110

I New York, Nk’ 10040 (206) 855-9123 (2 12) 949-4929 E-mail: [email protected] www .childrensaidsociety.org Conference Board Children’s Defense Fund 845 Third Avenue 25 E Street, NW NY,NY 10022-6679 Washington, DC 20001 212-759-0900 (202) 628-8787 212-980-7014 fa www.childrensdef+nse.org www .conference-board.org

CityKids Foundation The Congress of National Black 57 Leonard Street Churches, Inc. New York, NY 10013 1225 Eye Street, NW, Suite 750 (2 12) 925-3320 Washington, DC 20005-3914 www .city kids. com (202) 371-1091 www.cnbc.org

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DeWitt Wallace-Reader’s Digest Fund Girls, Inc. National Headquarters Two Park Avenue 30 East 33rd Street New York, NY 10016 New York, NY 10016 (212) 251-9800 (212) 509-2000 www.dewittwallace.org www.girlsinc.org

Families and Work Instihe Illinois Institute for Dispute Resolution 330 Seventh Avenue 110 West Main Street New York, NY 1000 1 Urbana, IL 61801 (212)465-2044 (217) 384-41 18 www .familiesandwork.org Institute for Responsive Education Family Resource Coalition of America Northeastern University 20 North Wacker Drive, Suite 1100 50 Nightingale Hall Chicago, IL 60606 Boston, MA 021 15 (312) 338-0900 (617) 373-2595 www. fica.org www.resp-ed.org

Fight Crime: Invest in Kids Interfaith Areas Foundation of Texas and 1334 G Street, NW the Southwest Washington, DC 20005-3107 1 106 Clayton Lane, Suite 120W (SOO) 245-6476 Austin, TX 78723 www. fightcrime.org (512)459-6551

Foundation for Excellent Schools Junior AchievEment RD 4, Box 480 One Education Way ?.fiddlebury, VT 05753 Colorado Springs, CO 80906 (802)462-3170 (7 19) 540-8000 www. fesnet.org www.ja.org

Georgia School Age Care Association League of Women Voters Education 246 Sycamore Street, Suite 252 Fund Decatur, GA 30030 1730 M Street, NW (404)373-7414 Washington, DC 20036 E-mai 1: [email protected] (202)429-1 965 www.lwv.org

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National 4-H Council National Center for Service Learning in 7 100 Connecticut Avenue Early Adolescence Chevy Chase, MD 20815 CASE/CUNY Graduate Center (301) 961-2808 25 West 43rd Street www.fourhcounci1. edu New York, NY 10036-8099 (2 12) 642-2946 National Association of Child Care Resources and Referral Agencies National Center for Schools and 1319 F Street, NW, Suite 810 Communities Washington, DC 20004 Fordham University (202) 393-5501 33 W. 60th Street, 8th Floor www.childcarm.org New York, NY 10023 (2 12) 636-6699 National Association of Elementary School Principals National Coalition of Hispanic Health and 1615 Duke Street Human Service Organizations Alexandria, VA 223 14-3483 1501 16th Street, NW (703) 684-3345 Washington, DC 20036 www.naesp. org (202) 387-5000 www .cossmho.org National Association of Police Athletic Leagues National Community Education 618 U.S. Highway 1, Suite 201 Association North Palm Beach, FL 33408-4609 3929 Old Lee Highway (561) 844-1823 Suite 91-A E-mail: copnkidl @aol.com Faida~,VA 22030 (703) 359-8973 National Center for Child Care www.ncea.org Workforce 733 15th Street, NW, Suite 800 National Federation of State High School Washington, DC 20005-21 12 Associations (202) 737-7700 PO BOX20626 [64195-06261 www.ccw.org 11724 NW Plaza Circle Kansas City, MO 641 53 (8 16) 464-5400 www.nfhs.org

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National Institute on Out of School Time National Urban League The MOST Initiative Time to Beat the Street Center for Research on Women Office of Development Wellesley College The Equal Opportunity Building Wellesley, MA 02 181-8259 500 East 62"6 Street (78 1) 283-2547 New York, NY 1002 1 www. Wellesley.eddWCW/CRW/SAC 1-888-326-9688 www.nul.org National Network for Youth 1319 F Street, NW, Suite 401 North Carolina Center for the Prevention Washington, DC 20004 of School Violence (202) 783-7949 20 Enterprise Street, Suite Two www.NN4Youth.org Raleigh, NC 27607-6704 (919) 515-9397 National PTA www.ncsu.edu/cpsv 330 N. Wabash Avenue, Suite 2100 Chicago, IL 606 11-3690 Open Society Institute (800) 3074PTA New York After-School Programs (3 12) 670-6782 400 West 59th Street www.pta.org New York, NY 10019 E-mail: [email protected] (212) 548 0600 or (212) 757 2323

National Recreation and Park Association 22377 Belmont Ridge Road Parents Unittd for Child Care Ashburn, VA 20148 30 Winter Street (703) 858-0784 Boston, MA 02108-4720 (6 17) 426-8288 National School-Age Child Care Alliance 1137 Washington Street Save the Children Boston, MA 02 124 54 Wilton Road (617) 298-5012 Westport, CT 06881 www.nsaca.org (203) 22 14084 www.savethechifdren.org

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United Way of America 701 N. Fairfax Street Alexandria, VA 223 14 (703) 836-71 12 www .unitedway .org

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Partnership for Family Involvement in Benton Foundation Kids Campaign Education URL: mvw.kidscampaign.org URL: www.ed.gov/PFIE An information, knowledge and action Information about the Partnership, including center for adults who want to make their how to join, a list of members, examples of communities work for kids. Explore the Partner activities, a comprehensive listing of pathway with infomation and resources on U.S.Department of Education publications after-school time. on family and community involvement, and other resources that are updated on an C. S. Mott Foundation ongoing basis. URL: www.mott.org Web site for the C.S. Mott Foundation, a Federal Resources for Educational leading partner in the U.S. Department of Excellence (FREE) Education’s 2 1st Century Community URL: m.ed.gov/free Learning Centers initiative. Resources for teaching and learning from 30 federal agencies with search tools and a Mid-continent Regional Educational bulletin board for teachers and federal Laboratory agencies to communicate about potential www.mcrel.org/programs/21stcentury collaboration on new teaching and learning A useful compendium of Internet resources resources. and examples of innovative after-school programs compiled by one of the U.S. U.S. Department of Education Department of Education-hded regional URL: www.ed.gov education laborat ones. The latest information about national education issues, publications, education National Institute for Out of School Time statistics, and information about the different www.wellesley.edu/WCW/CRW/SAC offices and programs at the U.S. Department Information about school-age child care of Education. from the National Institute for Out-of- School Time atWellesley College (formerly U.S. Department of Justice the School-Age Child Care Project). Justice for Kids and Youth home page URL: mrw.usdoj.gov/kidspage National Network for Child Care Information for children and youth on crime www.exnet.iastate.edu/Pages/famiiies/nncc prevention, staying safe, volunteer and Extensive database of publications and a community service opportunities, and the listserv supported by the U.S. Department of criminal justice system. Agriculture’s Cooperative Extension Service. U.S. Department of Health and Human Services URL: m.hhs.gov

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EDInfo Back to School: Families and Subscribe to ~s news service listserv with Communities Together for Learning the latest information about the U.S. Satellite Town Meeting, September 1997 Department of Education at In a panel moderated by U.S. Secretary of mnr.ed.gov/news.html. Education Richard W. Riley, a superintendent, parent, business executive, and others talk about how schools and ERIC Clearinghouse on Elementary and Early Childhood Education listserv communities can extend learning before and Subscribe to a joint ERIC Clearinghouse on after school. Call 1 -800-USA-LEARN to Elementary and Early Childhood Education get a free copy. listserv where practitioners, policymakers, and parents share ideas, resources, problems, Conflict Resolution for Youth: and solutions. Send a message (without Programming for Schools, Youth-Senring your e-mail signature, if you have one) to: Organizations, and Community and [email protected]. Leave Juvenile Justice Settings-Satellite the subject line blank and just type subscribe Teleconference. Presents videotaped SAC-L

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As part of the President’s 1998 State of the Union address, the President proposed spending over $20 million over five years on child care initiatives that can improve the quality and supply of after-school programs and child care for America’s working families. Included in his child care proposal are opportunities to help build a good supply of after-school programs, help working families pay for child care, improve the safety and quality of care, and promote early learning. Specifically, the new initiative would:

Expanding access to safe after-school activities by increasing the 21st Century Community Learning Center Program by $800 million over five years to provide school-based, after-school opportunities for up to half a million children a year.

Make child care more affordable for working families by investing $7.5 billion over five years to double the number of children receiving child care subsidies to more than two million by the year 2003. The initiative also invests $5.1 billion over five years to increase tax credits for child care for three million families and provides a new tax credit for businesses that offer child care services to their employees at a cost of $500 million over five years.

Increase access to and promote early learning and healthy child development by establishing a $3 billion Early learning Fund that helps local communities improve the quality and safety of child care for children ages zero to five and increasing the investment in Head Start, doubling the number of children served in Early Head Start to 80,000.. Improve the safety and quality of child care by stqping up enforcement of state health and safety standards in child care settings, facilitating background checks on child care providers, increasing scholarships and training for child care providers, and investing in child care research and evaluation.

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This document is a research report submitted to the U.S. Department of Justice. This report has not been published by the Department. Opinions or points of view expressed are those of the author(s) and do not necessarily reflect the official position or policies of the U.S. Department of Justice. U.S. DeDartment of Education America Reads Challenge Many of the U.S. Department of Education's The America Reads Challenge calls on all programs support after-school activities. Americans to support teachers and help They include: ensure that every child can read well and independently by the end of 3rd grade. This 21st Century Community Learning summer, over 50 community coalitions, at Centers least one in every state, are participating as The 2 1 st Century Community Learning America Reads sites. These sites match Center program is .authorized under Title X, reading partners-college and high school Part I (2 1st Century Community Learning students, community volunteers, parents, Centers) of the Elementary and Secondary senior citizens-with young children to read Education Act. The funds can be used to together and do activities that build literacy build a school's capacity to address the skills and to encourage children to read for educational needs of its community after at least twenty minutes every day. school, on weekends, and during summers. The focus of this program is to provide Thousands of college students are answering extended learning opportunities for the challenge by serving as reading tutors for participating children in a safe, drug-free pre-school and elementary school students. and supervised environment. Under the These tutors can be a great resource for FY98 appropriation, over 300 schools will after-school programs. To encourage more receive funding to support after-school colleges and universities to participate in the activities. The president is proposing a America Reads Challenge by allowing their billion dollar expansion of the program in Federal Work-Study students to work as FY99, at $200 million a year over five years, reading tutors, the Department of Education pending Congressional approval. For more has waived the institutional match for mformation, call 202-2 19-2 164. Federal Work-Study students who tutor kindergarten and elementary school students Partnership for Family Involvement in in reading. Effective July 1, 1998, this Education waiver will be extended to include'Federa1 The Partnership is a growing grassroots Work-Study students who work in family network of thousaiids of family-school literacy programs. To date, over 1,000 partners, employers, community colleges and universities have committed to organizations, and religious groups that the America Reads Challenge. For support family-school-community information, call 202-401 -8888. partnershps for learning. After-school activities are a national priority for the Extending Learning in the BasiccTitle I Partnershp. Call 1-800-USA-LEARN for Title I encourages greater and more more information. productive use of time outside of the classroom. Extending Learning Time for Disadvantaged Students: An Idea Book produced by the U.S. Department of Education, provides information on how

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This document is a research report submitted to the U.S. Department of Justice. This report has not been published by the Department. Opinions or points of view expressed are those of the author(s) and do not necessarily reflect the official position or policies of the U.S. Department of Justice. Title I schools can enhance learning outside aid information, and a special initiative of the traditional school day, week, or year. focusing on academic enrichment for sixth- Contact your State Department of Education and seventh-graders. For information, call for more infomation on your state’s Title I 202-347-7430. program or contact the U.S. Department of Education at 202-260-0826. U.S. Department of Justice Making Schools Safe and Drug Free The Safe and Drug-Free Schools and Youth Substance Use Prevention - Ounce Communities Act provides funding through of Prevention Grant Program the U.S. Department of Education to help The Office of Juvenile Justice and ’ schools build local partnerships to reduce Delinquency Prevention (OJJDP) is co- violence and drug use. The law authorizes administering the President’s Crime “the promotion of before- and after-school Prevention Council, Ounce of Prevention recreational, instructional, cultural, and Grant Program. These funds assist artistic programs in supervised community community-based, youth-led private, non- settings.” Over 3,000 schools use this profit organizations in developing activities funding for after-school programs. The act designed to combat youth substance use. A offers school districts the flexibility to separate grant has been awarded to conduct design their own comprehensive school a formative evaluation of the Youth safety programs and coordinate them with Substance Use Prevention Grant Program. community agencies. For information, call 202-260-3954. Pathways to Success The Pathways to Success (PTS) program is a The Federal TFUO Programs collaborative effort among the Office of The TRIO programs fund postsecondary Juvenile Justice and Delinquency Prevention education outreach and student support (OJJDP), the Bureau for Justice Assistance services designed to encourage students (BJA), and the National Endowment for the from disadvantaged backgrounds to enter Arts (NEA). PTS has funded four local and complete college. Upward Bound programs that promote one or a combination provides intensive academic instruction, of the following activities: the arts, tutoring, and cultural enrichment activities recreation, vocational skills, and to high school students in Saturday and entrepreneurial skills during after school, summer classes, and funds mathematics and weekend, and/or summer hours. Programs science regional centers to encourage may include a combination of a youth students to pursue postsecondary degrees in baseball league-with academic tutoring those fields. Talent Search identifies and one-on-one interaction with an adult disadvantaged youth ages 11 and up with the mentor; alternative activities, prevention potential for postsecondary education and education and skill-building, peer support, encourages them to graduate from secondary and youth/adult partnerships; linkages with school and enroll in college by providing professional arts and other community services such as mentoring, academic resources. counseling, college admission and financial

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This document is a research report submitted to the U.S. Department of Justice. This report has not been published by the Department. Opinions or points of view expressed are those of the author(s) and do not necessarily reflect the official position or policies of the U.S. Department of Justice. Juvenile Mentoring Program (JUMP) consider expanding the number of centers in The Office of Juvenile Justice and 1998. DOL funds will support program Delinquency Prevention’s Juvenile staffing in the existing 41 TeenSupreme Mentoring Program (JUMP) provides Centers and provide intensive training and funding for local programs matching at-risk technical assistance to each site. These youth and caring adult role models in a funds will also be used by the Boys and school-based or community setting. Girls Clubs of America to provide Mentors include law enforcement and fire administrative and staffing support to their department personnel, college students, program fiom the national office. senior citizens, Federal employees and other private citizens representing a wide variety Boys and Girls Club of America-OJJDP of professional and occupational Gang Prevention Initiative backgrounds. The young people are of all The Office of Juvenile Justice and races and range in age fiom 5 to 20. Some Delinquency Prevention (OJJDP) has are incarcerated or on probation, some are in awarded funds to support gang prevention school, and others are dropouts. Programs efforts of local Boys and Girls Clubs of emphasize tutoring and academic assistance, America (BGCA) chapters. BGCA has while others stress vocational counseling developed programs to prevent youth fiom and training. In its first year (July 1995 to entering gangs, intervene with gang July 1996), JUMP worked with more than members in the early stages of gang 2,000 at-risk young people in 25 states involvement and divert youth fiom gang through one-to-one mentoring. activities to constructive endeavors and programs. BGCA proposes to provide Teensupreme Career Preparation training and technical assistance to 20 new Initiative gang prevention sites, three new intervention In FY1998, the Office of Juvenile Justice sites, and six SafeFutures sites and initiate a and Delinquency Prevention (OJJDP), in national evaluation of the Gang Prevention partnership with the U.S.Department of and Intervention program in FY 1998. Labor’s (DOL’S) Employment and Training Administration, is providing funding support SafeFutures to the Boys and Girls Clubs of America for The Office of Juvenile Justice and demonstration and ;valuation of the Delinquency Prevention (OJJDP) provides Teensupreme Career Preparation Initiative. discretionary funds to the six sites under the DOL is providing $2.5 million to support SafeFutures initiative, which calls on the program, and OJJDP is providing communities and jurisdictions to enhance $250,000 to support the initial costs of the their partnerships in order to address the evaluation. Th~sinitiative will provide needs of at-risk and delinquent youth employment training and other related collaboratively. The goal of the initiative is services to at-risk youth through local Boys to prevent and control youth crime and and Girls Clubs with Teensupreme Centers. victimization through the creation of a The Boys and Girls Clubs of America continuum of care during child development currently has 41 Teensupreme Centers in (ages 0-1 8). SafeFutures offers prevention, local clubs around the country and may intervention, treatment, and graduated

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This document is a research report submitted to the U.S. Department of Justice. This report has not been published by the Department. Opinions or points of view expressed are those of the author(s) and do not necessarily reflect the official position or policies of the U.S. Department of Justice. sanctions. The strategy involves key U.S. Department of Health and leaders, agencies, community organizations, Human Services residents and youth, to work together at both the planning level and the operational level. Child Care and Development Block Grant Quantum Opportunities Program (QOP) This block grant is the primary federal Evaluation subsidy program to pay for child care, In FY 1997, OJJDP funded an impact enabling low-income parents to work. evaluation of the Quantum Opportunities Funds are distributed by formula to the Program (QOP) through an interagency fund States to operate direct child care subsidy transfer to the U.S. Department of Labor programs, as well as to improve the quality (DOL). QOP was designed by the Ford and availability of care. As part of the Foundation and Opportunities President's child care initiative, he has Industrialization Centers of America as a proposed to expand the block grant by $7.5 career enrichment program using a model billion over five years to double the number providing basic education, personal and of children receiving child care subsidies. cultural development, community service, and mentoring. The purpose of the OJJDP National Clearinghouse on Families & funding for the evaluation is to determine Youth whether QOP reduces the likelihood that Family and Youth Services Bureau inner-city youth at educational risk will Administration on Children, Youth and enter the criminal justice system, including Families the juvenile justice system. The QOP US. Department of Health and Human impact evaluation is designed to measure the Services impact of QOP participation on such P.O. Box 13505 outcomes as hgh school graduation and Silver Spring, MD 2091 1-3505 enrollment in postsecondary education and (301) 608-8098 training. Other student outcomes to be Fax (301) 608-8721 examined include academic achievement in hgh school, misbehavior in school, self- National Child Care Information Center esteem and sense of control over one's life, A Service of the Child Care Bureau educational and care& goals, and personal Administration on Children, Youth and decisions such as teenage parenthood, Families substance abuse, and criminal activity. Data U.S. Department of Health and Human on criminal activity is being collected from Services individual student interviews. 243 Church Street, NW, 2nd Floor Vienna, Virginia 22 180 (800) 7 16-2242 TTY (800) 5 16-2242 www.nccic.org

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U.S. Department of Education A Compactfor Learning: An Action Most publications are available, fiee of Handbook for Family-School-Community charge, by calling 1-800-USA-LEARN or Partnerships. This kit can help you develop on the Internet at www.ed.gov. An asterisk and use a compact that outlines the shared (*) means that the publication is available responsibilities of families, schools, and through the National Library of Education at others for children’s learning. The guidebook 1-800-424- 16 16. and its activity sheets engage partners in a continuous improvement process to build America Goes Back to School Partners’ and strengthen partnerships for learning. Activity Guide. This packet will help you create your own America Goes Back to Creating Quality in After-School Programs: School event in your local community A Guide to Eflective Project Management. during the months of August to October to This guide provides step-by-step project celebrate and launch family-school- management guidance for after-school community partnerships, making a year-long programs, focusing on a core set of commitment to better education. indicators fiom which to manage. The guide, designed for use by grantees of the 21st Checbointsfor Progress for Families and Century Community Learning Centers Communities program, is available to all after-school Checbointsfor Progress for Teachers and programs. (NOT AVAILABLE UNTIL Learning Partners AUGUST 1,1998) These two publications help teachers and learning partners to identify what most Employers, Families and Education. Learn children can do in reading and writing at about what employers are doing to support different ages and what most children can their employees’ involvement in their read by grade level. children’s learning and to support education in their communitip. Community Update. i?lls monthly newsletter contains lots of valuable Family Involvement in Children ’s information-examples of what Education: Successful Local Approaches. communities across the country are doing to Intended to assist educators, parents, and improve schools; listings of resources, policy makers as they develop and nurture services, publications, and upcoming events; school-family partnerships, this idea book and summaries of the latest research in identifies and describes successful strategies education. used by 20 local Title I programs that have overcome barriers to parent involvement.

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This document is a research report submitted to the U.S. Department of Justice. This report has not been published by the Department. Opinions or points of view expressed are those of the author(s) and do not necessarily reflect the official position or policies of the U.S. Department of Justice. Helping Your Child series.* These Learning Partners Series. *These booklets pamphlets for families address a range of show families how they can get involved topics, including test taking and teaching with their children’s learning in a range of responsible behavior as well as learning areas, from math and reading to homework math, science, and how to write. They may and using the library. Some contain ideas also be useful to after-school staff in for after-school learning activities. designing activities that address the individual needs of children. Learning to Read: Reading to Learn. This book discusses how families, teachers, and Including Your Child. This booklet for others can help children with learning parents of children with special needs covers disabilities to succeed in reading and in the first eight years of a child‘s life and gives school. information that may answer some questions and guide parents in their search for the New Skills for New Schools: Preparing education and services that will best help Teachers in Family Involvement. Developed their children succeed. by the Harvard Family Research Project and released in conjunction with the November Getting Ready for College Ear&. This 1997 teleconference “Partners for Learning: booklet will help families and their children Preparing Teachers to Involve Families,” understand the steps necessary to take this report emphasizes the critical role of during the middle and junior high school teacher preparation for the success of family years to get ready for college academically involvement in education. and financially. The Spanish version of this document, Preparandose a Tiempo Para la Parent’s Guide to the Internet. Learn about Universidad, is also available on the Internet using the Internet as an educational tool, at www.ed.gov/pubs. regardless of your technological know-how. This guide suggests how parents can allow Just Add Kids. This resource directory lists their children to tap into the wonders of the learning partners, reading sites, and other Internet while safeguarding them from its literacy organizations that serve children and potential hazards. their families. Preparing Your Childfor College. This Keeping Schools Open as Community resource book for parents and their children Learning Centers: Extending Learning in a gives practical information about what it Safe, Drug-Free Environment Before and takes to go to college and to pay for college. After School. This guidebook shows the benefits of keeping schools and other Reaching All Families: Creating Family- community facilities open for children and Friendly Schools* Learn about school families beyond traditional operational outreach strategies to get all families hours, and it gwes practical advice about involved in their children’s education. how to provide access to valuable education resources in public buildings that are safe for children.

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Strong Families, Strong Schools: Building Community Partnerships for Learning. This report summarizes 30 years of research showing that greater family involvement in children’s learning is crucial to providing a good education and a safe, disciplined learning environment for every student.

Summer Home Learning Recipes. These brochures, available’for grades K-3,4-5,6-8, and 9-12, offer creative ideas for activities families and children can do at home together that build skills in reading, writing, math, and science.

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This document is a research report submitted to the U.S. Department of Justice. This report has not been published by the Department. Opinions or points of view expressed are those of the author(s) and do not necessarily reflect the official position or policies of the U.S. Department of Justice. Combating Violence and Delinquency: The U.S. Department of Justice National Juvenile Justice Action Plan. Unless otherwise noted, all publications are Summarizes innovative and effective available free of charge from the: strategies designed to reduce juvenile violence and victimization that were Juvenile Justice Clearinghouse developed by the Coordinating Council on National Criminal Justice Reference Service P.O. Box 6000 Juvenile Justice and Delinquency Rockville, MD 20849-6000 Prevention. Identifies eight key objectives (800) 638-8736 that individuals, communities, States, and w .ncjrs .org the Federal Government can support to bring about positive change (Summary. 1996. 36 Bridging the Child Werfareand Juvenile pp. NCJ 157105). Justice Systems. Describes four programs that focus on family preservation, Conflict Resolution Education: A Guide to delinquency, early intervention, and Implementing Programs in Schools, Youth- improving the judicial response to the needs Serving Organizations, and Community and of children. Identifies specific opportunities Juvenile Justice Settings. Provides a for increased collaboration among public reference tool that offers both basic officials and community leaders (Juvenile information and the experience of experts to Justice Bulletin. 1995. 4 pp. NCJ 152155). assist educators and other youth-sewing professionals in building effective conflict Child Development-Community Policing: resolution education programs. The guide is Partnership in a Climate of Violence. based on a shared vision that youth of all Describes a unique collaborative program ages can learn to deal constructively with between the New Haven, Connecticut, conflict and live in civil association with one Department of Police Service and the Child another (Program Report. -1996. 134 pp. Study Center at the Yale University School NCJ 160935). of Medicine to address the psychological impact of chronic exposure to community Delinquency Prevention Workr. Provides a violence on children and families. This synthesis of the most current information on program serves as a national model for programs and strategies that seek to prevent policdmental health partnerships across the delinquency. Summarizes research and country (Juvenile Justice Bulletin. 1997. 8 evaluation efforts to assist States and pp. NCJ 164380). jurisdictions in their prevention activities (ProgramSummary. 1995. 74pp. NCJ Combating Fear and Restoring Safety in 155006). Schools. Focuses on the national effort to reach youth who are absent or truant from Guidefor Implementing the Comprehensive school because of school-associated fear and Strategyfor Serious, Violent, and Chronic intimidation (1998. 16 pp. NCJ 167888). Juvenile Ufenders. Provides communities with a framework for preventing delinquency, intervening in early delinquent

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This document is a research report submitted to the U.S. Department of Justice. This report has not been published by the Department. Opinions or points of view expressed are those of the author(s) and do not necessarily reflect the official position or policies of the U.S. Department of Justice. behavior, and responding to serious, Violent, and had better relationships with their and chronic offending. Identifies effective parents and peers than similar youth without prevention and intervention programs and a mentor (Juvenile Justice Bulletin. 1997. 8 offers a blueprint for assessing their present pp. NCJ 164386). juvenile justice system and planning new programs that respond to community needs OJDP and Boys and Girls Clubs of (1995. 255 pp. NCJ 153681). America: Public Housing and High-Risk Youth. Describes successful delinquency Keeping Young People in School: prevention initiatives developed and Community Programs that Work implemented by OJJDP and the Boys and Highlights dropout prevention initiatives, Girls Clubs of America, including Targeted with a particular focus on the Communities Outreach, SMART Moves, and the Drug in Schools (CIS) initiative and its evaluation Demand Reduction Program (Update on conducted by the Urban Institute (1997. 12 Programs. 1991. 5 pp. NCJ 128412). pp. NCJ 162783). Peer Justice and Youth Empowerment: An Law-Related Educationfor Juvenile Justice Implementation Guidefor Teen Court Settings. Assists juvenile justice Programs. Offers juvenile justice agencies practitioners in the implementation of law- baseline information to help them develop, related education &RE) programs and implement, and enhance teen court programs includes information on the benefits of LRE as a Viable alternative for juvenile offenders programs, their use as prevention and in their communities. Appendices include intervention tools, and how to design and model teen court programs, sample implement an LRE curriculum and program resources for program development and (1993. 173 pp. NCJ 147063. $15.00 U.S.). implementation, and sample volunteer and program evaluation resources (1996. 285 Matrix of Community-Based Initiatives. pp. NCJ 162782). Presents, in narrative and graph format, a collection of major public and private Preventing Crime and Promoting comprehensive community-based violence Responsibility: 50 Programs that Help prevention and economic development Communities He& Their Youth. Presents a initiatives that can assist in delinquency planning process, selected programs, and prevention efforts (Program Summary. resources to assist community efforts in 1995. 51 pp. NCJ 154816). preventing youth crime and violence (1 995. 96 pp. NCJ 158622). men toring-A Proven Delinquency Prevention Strategy. Presents the results of Reaching Out to Youth Out of the Education an independent evaluation of the Nation’s Mainstream. Describes a new effort to oldest and largest mentoring program, Big reduce the number of juveniles who leave BrothersBig Sisters of America. The study school prematurely and who are at risk of found that mentored youth were less likely delinquency because they are truants or to start using drugs or alcohol, were less dropouts, afi-aid to attend school, suspended assaultive, slupped fewer days of school, or expelled, or in need of help to be

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This document is a research report submitted to the U.S. Department of Justice. This report has not been published by the Department. Opinions or points of view expressed are those of the author(s) and do not necessarily reflect the official position or policies of the U.S. Department of Justice. reintegrated into their mainstream school Environmental Service (YES) program. fiom the juvenile justice system. This Describes the steps involved in becoming a Bulletin introduces a series of OJJDP site and explains how to obtain Federal Bulletins focusing on effective programs and technical assistance during startup and innovative strategies to reach these children implementation. (Juvenile Justice Bulletin. 1997. 12 pp. NCJ 163920). U.S. Department of Health and Human Services Sharing Information: A Guide to the Family Educational Rights and Privacy Act and Understanding Youth Development: Participation in Juvenile Justice Programs. Promoting Positive Pathways of Growth. Provides basic information on the Family This publication examines the factors that Educational Rights and Wacy Act influence adolescent development and (FERPA) for elementary and secondary provides a brief overview of strategies that education professionals and those involved might help communities support young in the delivery of services to juveniles, people moving fiom adolescence to including students involved in the juvenile adulthood. A companion piece to justice system (1997. 52 pp. NCJ 163705). Reconnecting Youth & Community: A Youth Development Approach, this report provides Truancy: First Step to a Lifetime of the theoretical underpinning of the youth Problems. Discusses truancy as a major development approach. problem in this country, both for youth and society. Highlights seven communities National Clearinghouse on Families and whose truancy reduction programs are Youth Publications acheving good results through innovative Supporting Your Adolescent: Tips for approaches that involve schools, law Parents. This brochure offers parents a enforcement, families, businesses, judicial general Mework for understanding and and social service agencies, and community supporting their child during adolescence. It aqd youth service organizations (Juvenile also provides guidance on recognizing signs Justice Bulletin. 1996. 7 pp. NCJ 161958). that children might need help, locating and interacting witli community resources that YES in Action. Offm an in-depth assist youth, and supporting children who description of the history and structure of the are in trouble with the law. (Also available Youth Environmental Service (YES) on audio cassette and in Spanish.) program, as well as a detailed description of six diverse pilot programs. Designed for Reconnecting Youth & Community: A Youth policymakers and practitioners who want to Development Approach. This publication learn more about YES (Program Summary. provides guidance to youth services 1996. 38 pp. NCJ 159762). providers, community leaders, and policymakers about how they can help YES Technical Assistance Package. Assists communities shift fiom a problem-focused youth service agencies and Federal land approach to serving youth to a managers in developing a Youth

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This document represents the efforts of Thanks to the federal staff who contributed many educators and community to and commented on the document representatives on the front lines of including: providing before- and after-school and summer enrichment opportunities for US.Department of Education children across America. We wish to thank Terry Peterson, Office of the Secretary; them and all the programs that shared their David Stevenson and Christine Li, Office of stones with the Partnership for Family the Deputy Secretary; Val Plisko, Jennifer Involvement in Education. Ballen, Joanne Wiggins, and Martha Chavez, Office of the Under Secretary; Primary authors for the report include: David Frank, Beverly Blondell, and Jacquelyn Zimmermann, Office of Public U.S. Department of Education AfThirs; Mary Jean LeTendre and Bill Julie Pederson Modzeleski, Office of Elementary and Adriana de Kanter Secondary Education; Robert Stonehill, Lynson Moore Bobo Oliver Moles, Kathy Fuller, and Carol Chelemer, Office of Educational Research U.S. Department of Justice and Improvement; Steve Winnick, Susan Katrina Weinig Winchell, Amy Comstock, Phil Rosenfelt, Kristyn Noeth and Mari Colvin, Office of the General Counsel; Greg March, Office of Special Special appreciation is extended to those Education and Rehabilitative Services who reviewed Safe and Smart: John Bartlett with Fight Crime: Invest in Kids, Marianne US.Department of Justice- Kugler with the Charles Stewart Mott David Jones, Office of the Attorney General; Foundation, Glynn Ligon of Education Betty Chemers, Sarah Ingersoll, and Joseph Software Publishing, Inc., Dreama Love Moone, Office of Juvenile Justice and with the National PTA, June Million with Delinquency Prevention the National Association of Elementary School Principals, Ann Petersen of the US. Department of Health and Human W. W. Kellogg Foundation, Jane Quinn and Services Thomas Brock with the DeWitt-Wallace- Joan Lombardi, Administration on Children, Reader's Digest Fund, Michael Rubenstein Youth, and Families; Alice Bettencourt and and Lisa Wiener at Policy Studies Andrew Williams, Child Care Bureau Associates, Michelle Seligson and An-Me Chung with the Institute on Out-of-School Time at Wellesley College, Neera Tanden with the Office of the First Lady at the White House, and Heather Weiss of the Harvard Family Research Project.

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