After-School Programs Matter

06/26/2009

If I had to make a general rule for living and working with children, it might be this: Be wary of saying or doing anything to a child that you would not do to another adult, whose good opinion and affection you valued.
John Holt

Students who take part in high-quality before- and after-school programs show substantial improvement in academic achievement, school attendance, student engagement, and social and emotional development. This is the conclusion of a National Governors Association report, The Quality Imperative: A State Guide to Achieving the Promise of Extended Learning Opportunities. The report outlines seven strategies states can pursue to improve the quality of extended learning opportunities (ELO)...

Create an ELO quality team of key stakeholders to envision, develop, and administer an ELO quality system.
Identify federal and state funding sources to support the state ELO quality system.
Set state ELO goals and program standards that are research-based and adaptable to the wide variety of programs.
Measure ELO performance by determining the extent to which programs meet state ELO program standards and demonstrate results tied to state goals and program mission.
Provide incentives to improve ELO quality through quality rating systems and mechanisms that tie funding to program quality.
Support a strong ELO workforce by helping to recruit talented individuals into the field and by providing for professional development.
Connect students with quality ELOs by performing an ELO supply and demand analysis, targeting resources to those with the greatest need, and informing parents

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