What did you do after school
Annual Report 2007-2008 “I played flute, ran track, was active in student government and danced, badly. What better preparation is there for live broadcasting than playing a flute solo? What makes you feel better than running?”
Kids who attend the high-energy Abundant Waters after-school program at PS 51 in Manhattan like to trampoline, hit tennis balls, ice-skate in Bryant Park and climb the walls at Manhattan Plaza Health Club. Soledad O’Brien joined fifth grader Kaila Smith on her descent Soledad O’Brien from a 40-foot climb. Anchor and Special Correspondent, CNN T h e A f t e r - S c h o o l C o r p o r at i o n Annual Report 2007-2008
A Letter from the President A Letter from the Chair
me, after-school is personal. My identity grew out of what I did in those never forget the first time we accomplish something significant for the world For hours. First it was Brownies, then Girl Scouts, then dance lessons with a We to see. For me it was editing “The Mirror,” my high school yearbook. I don’t pioneer of modern choreography, Anna Sokolow. know how many hours I spent working on that project after school, but they paid off As a high school student, I got my first job working with children at Henry Street in the confidence I developed, and the notion that someday I might manage a project Settlement. These days, I often visit programs where TASC is training high school even greater than commemorating the Columbia High School class of ’61. students to work with younger children after school and during summers. Our matur- After-school opportunities were important to my friends and me. But given the ing teens treat the smaller kids with such care, and radiate such yearning to do well. I demands and complexities of today’s world, now they are essential. How will kids feel like I’m watching the coming attractions roll on tomorrow’s leaders. thrive in a global economy unless they have time beyond the traditional school day For this report, TASC invited highly accomplished people to share with us their for cultural opportunities, and to advance basic educational skills? memories of what they did after school. In the young lives of each of these achievers, That’s what George Soros had in mind almost ten years ago when he launched one someone made sure their development and intellectual and emotional growth didn’t of the most transformational private-public initiatives in New York City history. At stop at 3 PM. Their after-school experiences – from Tom Sawyer-ish adventures to the time, the school day ended at 3 PM for the vast majority of New York City public literary and artistic awakenings — are alive in them today. school kids. The next great entrepreneurs, physicists, sports stars, musicians, filmmakers and By creating TASC, George Soros and the Open Society Institute energized a move- university presidents are in after-school programs today, or should be. When kids are ment to help kids access daily, complete after-school programs, not just in a few shut out — because of their families’ lack of means or the public’s lack of investment schools or neighborhoods, but across New York and the nation. in their schools or communities — vast potential is squandered. TASC has an outstanding track record for developing after-school programs that Help us communicate the importance of these opportunities. I invite you to drop me demonstrably improve kids’ school engagement, motivation and achievement. We’ve a note and tell me, what did you do after school? served hundreds of thousands of kids in New York and the region, and inspired the If you’re remembering those after-school experiences right now, ask yourself a growth of after-school from New Jersey to New Orleans to New Mexico. question. Without them, would you still be you? But for millions of kids and families, after-school is still an unattainable luxury. Help us reach them in our second decade.
My scouting days Lucy N. Friedman president Robert D. Joffe chair
Editor of “The Mirror” with my associate editor T h e A f t e r - S c h o o l C o r p o r at i o n Annual Report 2007-2008
“Every day of my life after school in suburban Seattle we would come home, let the dog out and set up to play whatever game was being played by pros on our impromptu field in Marine Hills. You did not have to make a play date, you always got picked and you always played for as long as you wanted, pretending to be Sonny Sixkiller, Dr. J, Joe Namath or Brooks Robinson. The final bell was always Mom yelling out the front door that it was supper time, invariably at exactly 6:15 every night.”
Budding chefs (from left) Thalia Frontani, Malik Bailey and Christina Henry, third graders at Community Partnership Charter School, joined the chefs at Brooklyn’s Red Bamboo Grill to make whole wheat veggie pizza from scratch. TASC works with the nonprofit Mario Batali organization FoodChange to get kids cooking after Chef, restaurateur and cookbook author school with whole grains, fruits and vegetables. T h e A f t e r - S c h o o l C o r p o r at i o n Annual Report 2007-2008
PS 51, a school tucked between The Scale At warehouses in Hell’s Kitchen, We’ve supported 300,000 kids and Darian Jalashgar races into the yard at families through strong programs in dismissal time. He gets some heart- more than 320 New York City public pumpingPS exercise, 51, a school then tucked a healthy between snack schools.The scale. We’ve supported 300,000 Aand homeworktwarehouses help in from Hell’s an Kitchen, after-school kids and families through strong pro- Desireeeducator. Smith races into the yard at Thegrams Logic in more than 320 New York City dismissalIn this school time. Shecommunity, gets some where heart- two- Kidspublic spend schools. about 20 percent of their Q: In 1998, before TASC, pumpingthirds of kidsexercise, qualify then for a freehealthy lunch, snack wakingThe logic. hours Kids in the spend traditional about 20 school percent Where andtheir homework late afternoon help hoursfrom anbuzz after-school with day.of their If we waking ever hope hours to in close the thetraditional achieve - how many of New York City’s We educator.industry. Third graders work with their mentschool gap, day. we’ve If we gotever to hope deal toseriously close the grandfatherlyIn this school chess community, coach, fourth where grad two-- withachievement the other gap, 80 percent.we’ve got to deal seri- 1.1 million school kids attended thirdsers try ofout kids forensic qualify science for free and lunch, first ouslyTASC with is athe nonprofit other 80 organizationpercent. that theirgraders late kids afternoon count off hours dance buzz turns. with supportsTASC is and a nonprofit enhances after-schoolorganization that after-school programs that met Are industry.Where isThird The gradersAfter-School work Corporawith their- programsfunds, supports, that give and kids enhances experiences after- grandfatherlytion (TASC)? In chess every coach, particle fourth of this grad - theyschool need programs to shape that their give futures. kids the Pairing expe- every day from 3 to 6? ersafter-school try out forensic program’s science DNA. and first community-basedriences they need to after-school shape their providers futures. “My most avid,“My mostbest-remembered avid, best-re- graders kids count off dance turns. withPairing schools, community-based we’re the glue after-school that con- activitymembered was the activitydebate team,was the in TheWhere Formula is The After-School Corpora- nectsproviders the peoplewith schools, and institutions we’re the whoglue A: 10,000 which I participateddebate team, throughout in which I tion?TASC’s In dailyevery programs particle of in this New after- York City convertthat connects kids’ mostthe people vulnerable and institutions hours into highparticipated school. We throughout debated topics high schoolpublic schoolsprogram’s offer DNA. everything from hourswho convert of great kids’ opportunity. most vulnerable hours suchschool. as, “Should We debated the Electoral topics literacyThe formula. to arts toTASC’s sports daily and service-programs intoAs hoursa leader of greatin a national opportunity. movement of Collegesuch as, be “Should Abolished,” the E stilllec- inlearning. New York We Cityhave publica track schools record offerof smartAs a programs leader in thata national keep kids movement on track of relevanttoral College 50 years be later.Abolished,” I also everythinghelping kids from develop literacy their to minds, arts to theirsports tosmart graduation, programs we that influence keep kids the on shape track Q: How many attended in 2008? rememberstill relevantimmersion 50 inyears the schoollater. I andbodies service. and the We positive have a trackattitudes record critical of andto graduation, scope of after-school. we influence We’re the pursuingshape newspaper,also remember of which immersion I became helpingto school kids success. develop their minds, their and promotingscope of after-school research. We’re from buildNew - Editor-in-Chief.in the school Both newspaper, activities bodies ingJersey a new to New profession, Orleans the to after-schoolNew Mexico. A: 140,000 unquestionablyof whichfueled I my became dream E dito- andThe theTools positive attitudes critical to educator,TASC programs trained are to instructthe model and for inspire the be a journalist,tor-in-Chief. and thenBoth aactivities lawyer.” schoolWe provide success. materials, curricula and staff kidslargest through after-school many kinds system of inlearning the coun - unquestionably fueled trainingThe tools. so kids We provideare motivated materials, to aspire cur- experiences.try, New York And City’s together Out-of-School with schools, Time my dream Judithto be a S. journal Kaye- riculaand achieve. and staff training so kids are familiesInitiative. and community partners, we chief judge ist,of the and state then of a newlawyer.” york motivated to aspire and achieve. advocateWe’re pursuing for more and efficient promoting funding re- to TheThe Means means. We advocated with New reachsearch. more We’re kids. building a new profession, Judith S. Kaye, YorkWe advocated policymakers with toNew fund York the policymak Abundant- the after-school educator, trained to Chief Judge of the Watersers to fund program this program at this school, and others and othin - instruct and inspire kids through many State of New York ersunderserved in underserved neighborhoods. neighborhoods. kinds of learning experiences. And to- T h e A f t e r - S c h o o l C o r p o r at i o n Annual Report 2007-2008
“When I was in sixth grade at PS 81 on Riverdale Avenue in the Bronx, my teacher, Mrs. Kriendler, clipped a small advertisement from the local newspaper announcing that year’s offering of astronomy courses at the Hayden Planetarium. One of them was called Advanced Topics in Astronomy for Young People, intended for kids in upper junior high school and the first years of high school. Mrs. Kreindler knew of my growing interest in the universe based on the alarming proportion of astronomy-related book reports I had submitted. In spite of the age requirements, she presumed these courses would not be out of my reach. From then on, the Hayden Planetarium became a much broader and deeper resource for the growth of my life’s interests. TASC trains high school A student’s academic life experience can be students, including constructed from much more than what happens AmeriCorps member Rafiel (Raf) Pastor, to in a classroom. Good teachers know this.” guide younger kids through hands-on after-school projects. Raf helped second grader Vanessa Benitez collect plant specimens during a science field trip to Queens Botanical Neil deGrasse Tyson Garden from the after- school program at Frederick P. Rose Director, Hayden Planetarium at the American Museum of Natural History PS 120, operated by and host of NOVA scienceNow, PBS Flushing YMCA. T h e A f t e r - S c h o o l C o r p o r at i o n Annual Report 2007-2008
New York City, 1998 For every dollar OSI gave through ore than one million kids attend its founding $125 million grant, TASC Mpublic schools. Just 10,000 attend leveraged four times that amount. We 1998-2008 daily after-school programs until 6 PM. built a network of programs serving The resources that families with means large numbers of kids across New York $600 Million With its founding treat asPS routine 51, a extensionsschool tucked of their between City.The Private scale. We’ve donors, supported community-based 300,000 grant, the Open Society TASC Match Akids’ teducationwarehouses – music in Hell’s lessons, Kitchen, sports, nonprofitskids and families and all through levels ofstrong government pro- Institute challenged Achieved TASC to build a academicDesiree Smith help races– are outinto of the reach yard for at kids camegrams together in more thanto invest 320 Newmore York than City $500 $538 Million citywide after-school indismissal broad swaths time. She of the gets city. some Kids heart- on the millionpublic schools. to bridge the opportunity divide system by raising three wrongpumping side exercise, of the opportunity then a healthy gap snackface andThe strengthen logic. Kids the spend healthy about development 20 percent $500 Million dollars for every dollar Where Where limitedand homework possibilities help tofrom develop an after-school the tal- of Newtheir Yorkwaking kids. hours in the traditional OSI invested. ents,educator. skills and breadth of learning that schoolTASC day. supports If we evercommunity-based hope to close the TASC did better. We We’veWe leveraged more than In this school community, where two- organizationsachievement gap, that we’ve operate got after-school to deal seri - would prepare them for college four dollars for every andthirds careers. of kids qualify for free lunch, programsously with in the partnership other 80 percent. with school dollar OSI invested. their late afternoon hours buzz with leaders.TASC Withis a nonprofit a ratio of organizationone adult for that Private donors, TASC Match Newindustry. York Third City, graders2008 work with their everyfunds, 10 supports, kids in aand program, enhances these after- organi- $400 Million community-based Been Are Required nonprofit organizations Somegrandfatherly 140,000 kidschess – coach,a fourteen-fold fourth grad - zationsschool programs bring a wealth that give of talents kids the and expe - $375 Million and local, state and increaseers try out – attendforensic publicly-funded science and first after- resourcesriences they to programsneed to shape customized their futures. for federal government all “There was “Mya music most teacher avid, best-re at our- schoolgraders programs kids count rich off with dance new turns. possibili - eachPairing school. community-based after-school came together to invest elementary memberedschool who activitywanted wasto have the tiesWhere every is school The After-School day until 6 PM. Corpora Kids- providersWith TASC with programs schools, we’reas the the model, glue more than $500 million in strengthening New a little orchestra afterdebate school. team, The in which school I readtion? forIn everythe pure particle joy of of it this in elementary after- wethat started connects a wave the people of change. and institutionsNew York $300 Million York City public schools, school program’s DNA. who convert kids’ most vulnerable hours gave him aparticipated little room. Whoeverthroughout signed high school through literacy initiatives that State launched Advantage After-School, through after-school. up couldschool. come and We playdebated from topics 4 to 6 engageThe formula. their imagination. TASC’s daily They programs beautify whichinto hours helps of 27,000 great opportunity.kids a year. New every day, Mondaysuch toas, F “Shouldriday. Because the Elec it- theirin New neighborhoods York City public through schools middle offer JerseyAs a Afterleader 3 in launched a national after-school movement of wasn’t a one-on-onetoral College lesson be Abolished,”where kids schooleverything community from literacy service-learning to arts to sports programssmart programs in 108 thatschools. keep New kids York on track City can feel pushedstill relevant and pressured, 50 years later.it was I projects.and service. In high We have school, a track they recordguide of launchedto graduation, the Out-of-School we influence Timethe shape Initia - $200 Million more fun foralso us to remember be there all immersion together youngerhelping kids kids develop in after-school their minds, and their tive,and scopethe largest of after-school municipally-funded from New after school. Iint’s the our school happiest newspaper, memory summerbodies programs, and build college- after-schoolJersey to New system Orleans in theto New nation. Mexico. from those days.of which If it wasn’t I became for thatEdi- readyand the resumes. positive attitudes critical to TASC programs are the model for the OSI Challenge program, Itor-in-Chief. don’t think we Both would activities have schoolThe After-School success. Corporation was largest after-school system in the coun- Grant continued inunquestionably music professionally.” fueled theThe change tools. New We provideYork was materials, waiting for.cur - try, New York City’s Out-of-School Time $125 Million my dream to be a journal- Thanksricula and to thestaff founding training vision so kids of are George Initiative. $100 Million Jenniferist, and and thenAngela a lawyer.” Chun Sorosmotivated and theto aspire Open andSociety achieve. Institute, We’re pursuing and promoting re- concert violinists and TASCThe means.created Wean after-schooladvocated with system New search. We’re building a new profession, royal academy of musicJudith string S. mentors Kaye, whereYork policymakers none existed. to fund the Abundant the after-school educator, trained to Chief Judge of the Waters program at this school, and oth- instruct and inspire kids through many State of New York ers in underserved neighborhoods. kinds of learning experiences. And to-
Co-op City Astoria
Highbridge
Where We’ve Been Washington Flushing
Heights The Bronx
East Tremont knew that to extend after- included. Their team concluded that kids
school to all kids, we would who regularly attend programs like ours We need to demonstrate that it changes the improve their work habits, academic shape of kids’ futures. achievement and school attendance. Maspeth So TASC became one of the first after- They have fewer behavioral problems, Fordham Queens Jamaica school organizations to commission an better attitudes toward school and better independent, multi-year evaluation of social and communication skills. In pro- our programs. We found that kids who grams that address fitness, kids increase Richmond Hill regularly participate in TASC programs their physical activity and knowledge of Harlem increase their school attendance, improve nutrition and health practices.
their math scores, pass more Regents The Harvard study concluded that Bedford-Stuyvesant exams and earn more high school credits while after-school programs have the toward graduation. And we discovered potential to help kids in all these ways, how to use research-based approaches they are more likely to be effective when
to fill gaps in school curriculum, com- they promote frequent and regular plement school reform and strengthen attendance, offer rich, quality pro- Springfield Gardens Brownsville families. gramming and build strong school-com-
Recently the Harvard Family Research munity partnerships. Brooklyn Project reviewed 10 years of research on These are the hallmarks of TASC Manhattan high-quality after-school programs, ours programs. Sunset Park Flatbush
Chinatown In the 2007-08 school Far year, kids were engaged Bensonhurst Rockaway in more than 270
St. George comprehensive after- Sheepshead Bay school programs TASC
Port Richmond launched and supported in its first nine years.
Staten Island
T h e A f t e r - S c h o o l C o r p o r at i o n Annual Report 2007-2008
founding goal of TASC was to Mayor Michael R. Bloomberg commit- A redefine after-school from a collec- ted his administration to an after-school tion of fleeting programs to a sustainable system that’s rooted and growing. In the institution that parents and schools can 2007-08 school year, 644 Out-of-School count on. Time programs served 80,000 kids in Private donors, corporations and foun- kindergarten through high school. dations devoted to the well-being of kids and families have provided crucial sup- The Next Wave port in our first decade. Their support Our tenth anniversary brings us to a Q: In 1998, before TASC, how much has been essential to research and inno- turning point. The OSI challenge grant did government invest in New York City Where vation, and to setting high standards for established one of the most successful We’ve programs that do more than simply help public-private initiatives in city history. after-school programs that met working parents. It’s time for new supporters to build on But private donors and founda- ten years of momentum. every day, from 3 to 6 PM? tions alone can’t sustain networks that Millions of American kids who need Been reach all kids. Our plan from the start after-school instead hit the streets or was to bring reliable public funding to their TV remotes at 3 PM. Too many par- A: $60 million daily after-school. ents still struggle to keep their kids safe “When I was in elementary school and prepare them to meet urgent chal- I spent afternoons in a variety of Public-Private Achievement lenges ahead. To have their best chances lessons: piano, ballet, horseback Thanks to the parents, educators, elected in life, kids need opportunities beyond riding, Brownies. By the time I got to officials and youth development practi- the traditional school day and year. Q: How much did government seventh and eighth grade I was active tioners who energetically advanced this We have made great progress. But in 4-H and raised animals, so I spent a mission, after-school is now established there is so much more to do. invest in 2008? good portion of my afternoons working as a support to education reform, with the sheep and cattle—cleaning workforce development and child health. the stalls, halter breaking my steer, In 1998, when TASC began, govern- A: $295 million grooming, feeding, etc. How this ment was investing $60 million in after- relates to my current job I am not sure!” school programs that met every day from 3 to 6 PM. In 2008, New York City, state Drew Gilpin Faust and federal government invested some president, harvard university $295 million in funding streams, many of them new in this decade, dedicated to after-school in New York City.
T h e A f t e r - S c h o o l C o r p o r at i o n Annual Report 2007-2008
“Looking back at my after-school experiences, I realize how important they were to my personal and profes- sional journey. Of course, I enjoyed just playing: jacks on the steps, jumping rope (double- Dutch), hopscotch and hand jive. But most of my afternoons were spent experiencing the arts: piano lessons, playing violin and, of course, dance class. As a young girl in Philadelphia, discovering dance as a passion and, later, a profession, has taken me to places one could only imagine. With Alvin Ailey American Dance Theater, first as a dancer and now as Artistic Director, I’ve been able to share my artistry with audiences all over the world. It’s been an incredible celebration of the human spirit that continues to this day. And it all Samara Cohen is a circus started after school.” performer and “locker” who combines dance with comedy and mime. She is also a devoted instructor and choreographer in the Sunnyside Community Services after-school program at PS 199 in Queens. She makes her kids’ costumes, and recently she coached Judith Jamison them to perform at the Apollo Theater. Here she Artistic Director, Alvin Ailey American Dance Theater preps second grader Elias Hurtado for dress rehearsal. T h e A f t e r - S c h o o l C o r p o r at i o n Annual Report 2007-2008
he after-school field faces a serious Policy and Advocacy T challenge. We can’t allow after- We’re helping local, state and federal school to split into two tracks: one that policymakers make public systems more allows high-achieving kids to dance, effective and bring more resources to play instruments and become debate kids after school. Using research and champs, while another overloads aca- evaluation as our guide, we’re advocat- demically struggling kids with remedia- ing for more programs that produce tion and test prep. demonstrable benefits for kids and We believe that for kids to compete in communities. tomorrow’s economy, many need more Where time to master challenging content. Building the After-School Field We’re That’s part of the after-school mix. But Teachers travel from all over to work in as the successful adults in this report city schools, but after-school educators Q: When a child attends a TASC demonstrate, young people’s participa- often live in the same neighborhoods as tion in the arts, athletics, and other kids. They speak their kids’ languages, after-school program, how many Going worthwhile pursuits matter too. know their challenges, bond with their We are committed to helping kids get parents and model success in their more days of learning and the chance to discover and maximize communities. “When my school day was their potential. Many after-school educators, however, discovery are added to his over I could always be found After-school should not feel like don’t have college degrees. Research playing sports. Basketball and punishment. If it does, we risk losing shows that better educated staff help or her school year? tennis were my favorites. When the very young people we most need to kids achieve the best outcomes. I reached high school, my reach. TASC makes sure families TASC launched The Center for after-school hours were spent don’t have to choose between learning After-School Excellence to help after- working part-time at a local and fun. school educators earn college credits grocery store in Oklahoma. This is our approach: toward degrees and professional cer- A: 72 I was always keeping busy.” tificates. In partnership with the City Support and Innovation University of New York, the Center is John Starks We’re influencing the expansion of creating a national model, backed by new york knicks elementary and middle school programs research, to help after-school educa- that don’t sacrifice kids’ healthy devel- tors improve their skills and effec- opment for standardized test prepara- tiveness. We help them practice what tion. We’re developing new approaches they preach to kids: go to college. to help high school kids graduate on time. We’re modeling strong school- community partnerships to expand kids’ learning time and experiences. T h e A f t e r - S c h o o l C o r p o r at i o n Annual Report 2007-2008
“After school I’d go to the nearby bakery that sold day-old cakes. I’d usually get a ginger raisin one with the white icing. Then I’d sit down and eat it with a glass of milk. I’d put on some music and I’d begin to draw or paint, inspired by the music.”
Young musicians in the Bronx have their choice in the after-school program WHEDCo operates at PS/MS 218. They can learn to play the violin. Or they can join sixth graders Joanna Hunte (playing the red drum, left) and Jahvoni Barnes (red drum, right) David Byrne in shaking the school auditorium with the Musician, photographer, designer and co-founder, Talking Heads joyful noise of a Latin percussion ensemble. T h e A f t e r - S c h o o l C o r p o r at i o n Annual Report 2007-2008
Statement of Activity – Fiscal Year 2007 A summary of revenue and expenses:
REVENUE & SUPPORT Government Grants and Contracts $22,738,738 Grants and Contributions 4,979,396 TASC Contracted Services 1,012,847 Donated Services 576,881 Financials Investment & Other Income 798,709 Fiscal Year July 1, 2006 through June 30, 2007 TOTAL SUPPORT AND REVENUE $30,106,571
EXPENSES “Once I turned 14, I got the job I had always wanted: as a page in the Program $30,847,880 local library. I had seen older kids Management & General 3,871,299 working there and I wanted such a Fundraising 592,164 job myself. My primary duties were to return books to the stacks. I ended up TOTAL EXPENSES $35,311,343 knowing the Dewey Decimal system pretty much by heart. And of course, CHANGE IN NET ASSETS ($5,204,772) * I got to give advice to readers and Net Assets - Beginning of year $37,417,985 learn about all kinds of things. I loved that job. They even paid me.” NET ASSETS - END OF YEAR $32,213,213 *
Esther Dyson tasc director * Under the terms of its challenge grant with the Open Society Institute, TASC is spending down its unrestricted net assets.
Copies of the complete audited financial statements from which this information was excerpted are available upon request or on the TASC Web site at www.tascorp.org. T h e A f t e r - S c h o o l C o r p o r at i o n Annual Report 2007-2008
“I played sports, where I learned three things. First, I learned how to work hard today to prepare for events that are months away, and not to question it. Second, I learned who among my friends were loyal, honest, dependable or not, and I ended up loving them all. Third, my strengths and shortcomings became clearer, which gave me a chance to focus and change, or not. Either way it was an advantage, because I knew more.”
Cletus Emokpae, a Staten Island eighth grader, visited the Museum of American Finance on Wall Street with his after- school stock-picking team from the Sports & Arts in Schools Foundation program at IS 51. The team won first place among New York City middle schools Dick Cashin for their management of a hypothetical $100,000 Managing Partner, One Equity Partners, two-time Olympic rower and world champion rower in 1974 portfolio in the Stock Market Game.
T h e A f t e r - S c h o o l C o r p o r at i o n Annual Report 2007-2008
Foundations Corporations & Partners National Fish and Wildlife Foundation Michael Garin Louis and Anne Abrons Foundation 100 Women in Hedge Funds New York City Council Suzanne Goldstein* “When I started Grant High in Portland, The Atlantic Philanthropies, Inc. Citi Foundation NYC Department for the Aging Victor Gotbaum Oregon in 1952, freshmen could not Beginning with Children Foundation* Con Edison NYC Department of Education Chris Gwozdo write for The Grantonian, the school’s Blue Ridge Foundation New York Cravath, Swaine and Moore LLP* NYC Department of Youth & Norbert Hendrikse high-quality weekly newspaper. So The Robert Bowne Foundation** Deutsche Bank Americas Foundation Community Development Justin L. Hirsch some friends and I, passionate about Robert Sterling Clark Foundation, Inc.** FoodChange* New York State Assembly Robert D. Joffe journalism, started our own little Salute New York State Senate Kanan Kapadia to Cornerstones for Kids High Water Women Foundation freshman class paper. We called The Dyson Foundation Lawyers Alliance* NYS Center for School Safety Jay L. Kriegel it The Silo; our modest motto was Supporters, Educational Foundation of America Madison Square Garden/Garden of NYS Education Department Stanley S. Litow “Mostly Corn.” We had no money for Garfield Foundation Dreams Foundation* NYS Office of Children & Michael Melnick printing but the school let us use 2006-Spring 2008 Golden Family Foundation Mayor’s Fund to Advance Family Services Pedro A. Noguera its mimeograph machine and the William T. Grant Foundation New York City** NYS Department of Soledad O’Brien 250 copies we ran off every other Greentree Foundation MetLife Foundation Environmental Conservation* Margaret Orwig week were quickly scooped up.” The Charles Hayden Foundation Neighborhood Family Services US Department of Agriculture* Frederica P. Perera “I didn’t really have any ‘after-school’ Independence Community Foundation Coalition** US Department of Education Jennifer J. Raab Jack Rosenthal per se. I just stayed at school and Meriwether Family Fund Newmark Knight Frank US Department of Labor Leslie and J. Andrew Rahl president, the new york times played kickball in the yard until there Charles Stewart Mott Foundation** The New York Times Neediest US Department of Justice Charles V. Raymond company foundation was no one left to play against or until New York Community Trust** Cases Fund Cynthia T. Remec the teachers (nuns in this case) made The Noyce Foundation Orrick, Herrington & Sutcliffe LLP* Individuals Robert K. Steel us go home. I still love kickball!” Open Society Institute Public Policy & Education Fund of Anonymous Theodore Steingut “I went to the Boys Club on 10th Street The Carroll and Milton Petrie Foundation New York** Eric Altmann Herbert Sturz and Avenue A for 10 cents a year. I Courtney O’Malley The Picower Foundation Scholastic, Inc.* Richard I. Beattie Diana Taylor swam and was taken along with the vice president, the starr foundation Rochester Area Community Foundation** Teachers College, Columbia Edris and Randall Bloomfield Paul Verbinnen other urchins to Madison Square Charles and Mildred Schnurmacher University* Yvonne and Geoffrey Canada Tayyab Walker Garden for the circus, rodeo and Foundation Time Warner Inc. Stanley Carroll Rhonda Zapatka Knicks games, all free of charge.” The Shubert Foundation United Neighborhood Houses Arthur C. Chang and Allison Thrush Sandra and Lawrence Simon Family United Way of New York City Lois Collier * In-kind donation Stanley S. Litow ** New York State Afterschool Network Foundation Winter Management Corporation Mimi Clarke Corcoran tasc director (NYSAN) supporter The Starr Foundation Helen Davidson The Staten Island Foundation Public Funders Esther Dyson Sulzberger Foundation Corporation for National & Lucy N. and William S. Friedman Malcolm Hewitt Wiener Foundation Community Service Melanie and Michael Garfinkle T h e A f t e r - S c h o o l C o r p o r at i o n Annual Report 2007-2008
What did you do Robert D. Joffe, Chairman Frederica P. Perera after school cravath, swaine & moore columbia center for children’s environmental health Lucy N. Friedman, President the after-school corporation Jennifer J. Raab hunter college of the city Help us celebrate the tenth anniversary of TASC by sharing your favorite after-school memory. Visit our Pedro A. Noguera, Secretary university of new york Web site throughout 2008-09 to find yours among memories of great achievers in many fields. Board nyu metropolitan center for urban education of Charles V. Raymond Send your name and memory to: [email protected] Mimi Clarke Corcoran, Treasurer hudson heights partners The After-School Corporation management consultant Directors th Cynthia T. Remec 1440 Broadway, 16 Floor Spring 2008 Leon Botstein boardassist New York, New York 10018 bard college (646) 943-8700 Herbert Sturz www.tascorp.org “When I was in high school in 1972, Geoffrey Canada open society institute [email protected] Title IX became a law and opened up harlem children’s zone greater athletic opportunities for girls. Diana Taylor I joined the first girls’ track team and Esther Dyson wolfensohn & co. llc learned how to compete, earned Athlete edventure Paul Verbinnen of the Year for the state of Connecti- BKSFOLKJBKQ>I?BKBCFQPPQ>QBJBKQ PGVTJOHQPTUDPOTVNFSXBTUFGJCFSWTWJSHJOGJCFS cut and learned about leadership. Victor Gotbaum sard verbinnen & co 5IF"GUFS4DIPPM$PSQPSBUJPOTBWFEUIFGPMMPXJOHSFTPVSDFTCZVTJOH/FX-FBG*NBHJOBUJPO '4$ This publication was printed with NBEFXJUIQPTUDPOTVNFSXBTUF QSPDFTTFEDIMPSJOFGSFF BOENBOVGBDUVSFEXJUIFMFDUSJDJUZ UIBUJTPGGTFUXJUI(SFFOFDFSUJGJFESFOFXBCMFFOFSHZDFSUJGJDBUFT Through athletics I gained a sense HSFFOIPVTF XX% vegetable-based ink on 100% wind- USFFT XBUFS FOFSHZ TPMJEXBTUF HBTFT Directors Emeritus of myself; the meaning of teamwork; Jay L. Kriegel powered energy by Harris Lithographics Cert no. XXXXXX GVMMZHSPXO HBMMPOT NJMMJPO#UV QPVOET QPVOET that public policies can change lives; the related companies (www.harrislitho.com). $BMDVMBUJPOTCBTFEPOSFTFBSDICZ&OWJSPONFOUBM%FGFOTFBOEPUIFSNFNCFSTPGUIF1BQFS5BTL'PSDF and to stand up and advocate for Amalia V. Betanzos /FX-FBG1BQFSXXXOFXMFBGQBQFSDPN what is right. These experiences in Stanley S. Litow Robert K. Steel after-school truly made a difference ibm international foundation Isabel Stewart in my life. And it was fun to boot.” Excerpt from The Sky is Not the Limit: Adventures of An Urban Astrophysicist Soledad O’Brien © Neil deGrasse Tyson, 2004, Prometheus Books, Amherst, NY
Mimi Clarke Corcoran cnn Photographs by James Hazelwood and Jennifer Warren Sketches by after-school art specialist Rama Hughes Design by Stewart A. Williams Design “When I was growing up, way back when, there were no after school programs.”—Luis Ubiñas, President, The Ford Foundation “I tutored in the Upward Bound program, which was both fun and a way to give back.”—Jill Abramson, Managing Editor, The New York Times “As I look back I realize that my after school-activities affected me far more than I would have thought. I remember being one of only two guys in high school that took the time to play around with the TV and video cameras once our classes were finished. I couldn’t have known that one day this would lead me into the field of TV and filmmaking and eventually the making of Survivorman. What you do after school is for you. It’s when you go after learning about, experiencing or doing full-on the things in life that make you happy.” —Les Stroud, Survivorman, Discovery Network “Speaking as a nerd, after school I went home, read science fiction and ate too many chocolate chip cookies. Books really got me through painful times at school. Nowadays, I realize that much of that fiction prepared me for the rapid social and cultural changes we see, keeping me ahead of the curve.”—Craig Newmark, founder and Director, Craigslist “When I was a child growing up in a small town in Southern India, my favorite activity after school was to attend dance classes. I trained in Indian classical dance (similar in rigor to ballet), and as a kid loved the drama, costumes and music that were part of the dance routines. I also spent a lot of time reading books and playing with friends. Of course, we didn’t have video games back then - so playing meant mostly running around on the playground!”—Padmasree Warrior, Chief Technology Officer, CISCO “When I was in grade school, I came back home and played in the yard with my friends. We climbed trees a lot. Then, when I reached my teens, my father had a store and he wanted to teach me the business, so he had me come after school and I worked with him every day after school in his clothing store, except for Sundays when it was closed. In the meantime, when I think I was 12 years old, my uncle gave me a Christmas present of a horse. I named her Minnie the Moocher. I rode her every free moment that I had.”—Horton Foote, playwright and screenwriter, The Trip to Bountiful, To Kill A Mockingbird “When I wasn’t playing baseball with my friends, I was watching the ‘4:30 movie.’ It was really my introduction to the seductive power of the movies. That, in turn, set in motion what I would do professionally. I can still remember sitting on the edge of the bed in my parents’ room and getting lost in an old movie. Then, it was homework, dinner, and bed.”—Ken Burns, documentary filmmaker, The Civil War “Outside of school, a Columbia graduate student volunteered his time to teach me all sorts of mathematics that I would never have otherwise encountered. For nothing but the joy of teaching, he nurtured my budding interest and profoundly influenced my development.”—Brian Greene, string theorist and author, The Elegant Universe “When I was in 7th grade, I was a tomboy into sports - floor hockey, cheerleading, skiing and especially softball. That summer I broke my leg sliding into third base. Suddenly, no sports. Worried I would sit home alone (or worse, with my little sister) every afternoon, I joined the school chorus. They gave me my first acting job: as Pontius Pilate in “Jesus Christ Su- perstar” because I could wear a long robe over my walking cast. How else would I have found my calling?”—Elizabeth Banks, actress, Scrubs “While I was in school – and there were a number of them as I traveled between my divorced parents a couple of times a year – I spent much of my time building things. Huts, dams in small streams, things made out of wood in any carpentry shop I could find. I loved building anything and spent most of my school time planning on what I could build when school was over.”—DA Pennebaker, documentary filmmaker,The War Room, Don’t Look Back “I focused on my studies and made sure that any scholastic responsibilities were met first. Some of my favorite memories as a kid was shooting pucks with my dad in our driveway. However, that time was always predicated on me having my homework done.”—Adam Graves, New York Rangers “After school, from the age of about eleven through thirteen, I really wanted to play ball but I had much to do: one afternoon of piano lessons, one afternoon of Hebrew school and one afternoon of music theory class. In high school I tutored math at home one or two afternoons a week. It was an important time between classwork and homework when I learned a great deal, felt challenged, and in some instances (not the piano) met those challenges.”—Robert Siegel, host, All Things Considered, National Public Radio