Bibliography / OST Database & Bibliography / Out-of-School Time / HFRP

updated! 21st Century After Hours Program

Initially funded in 1999, this program provides expanded learning and enrichment opportunities outside the regular school hours for children and adults in junior high and elementary schools in Fort Collins, Colorado.

(Academic/Enrichment, Family/Community Involvement)

Albright, L. (2002). Evaluation of the 21st Century After Hours Program: Poudre school district. Fort Collins, CO: Research and Development Center for the Advancement of Student Learning.

new! 21st Century Community Learning Centers—Children's Aid Society

This program provides health, mental health, after school, parent, Head Start, Early Head Start, weekend and summer programs in 21 New York City community schools. Programs offer academic enrichment and youth development activities. Each site is a 21st Century Community Learning Center and has a different specific focus.

(Academic/Enrichment, Complementary Learning, Positive Youth Development)

Krenichyn, K., Clark, H., Schaefer-McDaniel, N., & Benitez, L. (2006). 21st Century Community Learning Centers at six New York City middle schools: Year one report. New York: The Children’s Aid Society.

Krenichyn, K., Clark, H., & Schaefer-McDaniel, N. (2007). 21st Century Community Learning Centers at six New York City middle schools: Year two report. New York: The Children’s Aid Society.

updated! 21st Century Community Learning Centers—Delaware

These out-of-school time programs in Delaware offer students and their families opportunities for academic and cultural enrichment and assist students in meeting state academic standards in core subjects.

(Academic/Enrichment, Multi-Component/Comprehensive, Tutoring/Extra Instruction)

Jurich, S., Russell, W., & Frye, M. (2006). Delaware 21st Century Community Learning Centers: Evaluation report (SY 2003–04–SY 2005–06). Arlington, VA: RMC Research Corporation. elo.ccsso.org/alfresco/d/d/workspace/SpacesStore/3ad702a8-b9a3-11dd-84ce-1bf8a914463c/DE_2005-06.pdf

Jurich, S., & Frye, M. (2009). Evaluation report: Delaware 21st Century Community of Learning Centers. Arlington, VA: RMC Research Corporation. www.doe.k12.de.us/infosuites/staff/si/state_fed_programs/cclc/

updated! 21st Century Community Learning Centers—Michigan

These after school programs in Michigan offer homework help, tutoring, and academic enrichment activities to help students meet state academic standards in subjects such as reading and math. They also provide other enrichment activities focused on youth development, drug and violence prevention, technology, art, music, recreation, and character education.

(Academic/Enrichment, Multi-Component/Comprehensive, Tutoring/Extra Instruction)

Van Egeren, L. A., Bates, L., & Reed, C. S. (2003). 21st Century Community Learning Centers state evaluation report: Implementation of the state evaluation/baseline data. Lansing: Michigan State University Department of Education. outreach.msu.edu/CERC/documents/21stCentury_2003_baseline.pdf

Bates, L. V., Reed, C. S., Donahue, T. S., Prince, B., Smith, A., & Van Egeren. L. A. (2004). 21st Century Community Learning Centers state evaluation: Mid-year implementation report, July, 2003–February, 2004. East Lansing: Michigan State University Outreach and Engagement. outreach.msu.edu/CERC/documents/21stCCLC_2004_midyear_Final.pdf

Reed, C. S., Bates, L. V., Van Egeren, L. A., Baker, D., Dunbar, C., Smith, B., et al. (2004). 21st Century Community Learning Centers state evaluation: Implementation report, January–June, 2003. East Lansing: Michigan State University Outreach & Engagement. outreach.msu.edu/CERC/documents/21stCentury_2003.pdf

Reed, C. S., Van Egeren, L. A., & Bates, L. V. (2008). 21st Century Community Learning Centers state evaluation annual report, 2005–2006. Lansing: Michigan Department of Education. outreach.msu.edu/CERC/documents/ARF_report_2005-06-FINAL.pdf

Reed, C.S., Van Egeren, L. A., & Bates, L. V. (2009). 21st Century Community Learning Centers state evaluation annual report, 2006–2007. Lansing: Michigan Department of Education. outreach.msu.edu/CERC/documents/08_ARF_Report_to_MDE_for_06-07.pdf

updated! 21st Century Community Learning Centers—national

Begun in 1997 and authorized under the federal Elementary and Secondary Education Act, this program provides expanded learning opportunities for participating elementary and middle school children in a safe, drug-free, and supervised environment. States receive funding, administered by the U.S. Department of Education, to allocate to local educational agencies.

(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)

U.S. Department of Education, Office of the Under Secretary. (2003). When schools stay open late: The national evaluation of the 21st-Century Learning Centers program, first year findings. Washington, DC: Author. www.ed.gov/pubs/21cent/firstyear

Dynarski, M., James-Burdumy, S., Moore, M., Rosenberge, L., Deke, J., & Mansfield, W. (2004). When schools stay open late: The national evaluation of the 21st Century Community Learning Centers Program: New findings. Washington, DC: U.S. Department of Education, National Center for Education Evaluation and Regional Assistance, U.S. Government Printing Office. www.ed.gov/rschstat/eval/other/learningcenters/index.html

James-Burdumy, S., Dynarski, M., Moore, M., Deke, J., Mansfield, W., & Pistorino, C. (2005). When schools stay open late: The national evaluation of the 21st Century Community Learning Centers Program: Final report. Washington, DC: U.S. Department of Education, National Center for Education Evaluation and Regional Assistance, U.S. Government Printing Office. www.mathematica-mpr.com/publications/pdfs/21stfinal.pdf

James-Burdumy, S., Dyanarski, M., & Deke, J. (2008). After-school program effects on behavior: Results from the 21st Century Community Learning Centers Program national evaluation. Economic Inquiry, 46(1): 13–18. www3.interscience.wiley.com/cgi-bin/fulltext/119397839/PDFSTART

updated! 3:00 Project®

Begun in 1994, this program is a statewide after school initiative in Georgia for middle school students. The program has three key goals: provide safety for children when they are out of school, encourage the collaboration of community resources, and build skills and improve the academic success of participating students.

(Academic/Enrichment, Positive Youth Development, Service-Learning/Civic Engagement)

Carlisi, A. M. (1996). The 3:00 Project® program evaluation: Executive summary September 1995–May 1996. Decatur, GA: Georgia School Age Care Association.

Manior, S. H. (1997). Effects of a structured after school program on middle school students. Unpublished dissertation, South Carolina State University, Orangeburg.

Lipana, J. A. (1998). The 3:00 Project®: 1997/1998 program evaluation. Decatur, GA: Georgia School Age Care Association.

Bockrath, S. E. (1999). The 3:00 Project®: 1998/1999 program evaluation. Decatur, GA: Georgia School Age Care Association.

Georgia School Age Care Association. (2000). The 3:00 Project®: 1999/2000 program evaluation. Decatur, GA: Author.

updated! Across Ages Program

Initiated in 1991, this program uses older adults as mentors for youth. By acting as advocates, challengers, nurturers, role models, and friends, older (age 55 and over) mentors help at-risk youth develop awareness, self-confidence, and skills to help resist drugs and overcome obstacles. Originally located in four sites in Philadelphia, Pennsylvania, the program is being replicated in 50 other sites around the country.

(Mentoring, Prevention)

LoSciuto, L., Rajala, A. K., Townsend, T. N., & Taylor, A. S. (1996). An outcome evaluation of Across Ages: An intergenerational mentoring approach to drug prevention. Journal of Adolescent Research, 11(1), 116–129.

Rogers, A. & Taylor, A. (1997). Intergenerational mentoring: a viable strategy for meeting the needs of vulnerable youth. Journal of Gerontological Social Work. 28 (1&2), 125–140.

Taylor, A., LoSciuto, L., Fox, M., & Hilbert, S. (1999). The mentoring factor: An evaluation of Across Ages. Intergenerational program research: Understanding what we have created. Binghamton, NY: Haworth.

Taylor, A., & Bressler, J. (2000). Mentoring across generations: Partnerships for positive youth development. New York: Kluwer/Plenum.

Aseltine, R., Dupre, M., & Lamlein, P. (2000). Mentoring as a drug prevention strategy: An evaluation of Across Ages. Adolescent and Family Health, 1, 11–20.

new! Adolescent Literacy Initiative

This initiative involved 8 after school program providers who planned and implemented 11 school-based, after school adolescent literacy programs in New York, New York.

(Literacy)

Haslam, M. B., Allender, S. P., Simko, C. E., & Reisner, E. R. (2008). New York City Department of Youth and Community Development Adolescent Literacy Initiative: Evaluation of early implementation. Washington, DC: Policy Studies Associates. www.policystudies.com/studies/youth/Adolescent%20Literacy%20Final%20Report.pdf

updated! After School Achievement Program

This program was founded in 1997 by the city of Houston, Texas. By providing a safe, supervised place for youth, the program aims to reduce delinquency, crime, and school dropout as well as provide academic enrichment and develop positive citizenship.

(Academic/Enrichment, Prevention, Service-Learning/Civic Engagement)

Smith, D. W., Zhang, J. J., Cheng, E. Y., & Lam, E. T. C. (1998). After School Achievement Program (ASAP). Houston, TX: University of Houston.

Smith, D. W., Zhang, J. J., Rodriquez, A., Haynes, M., & Brimer, J. (1999). Great cities do great things: Year 2 evaluation of the After School Achievement Program (ASAP). Houston, TX: University of Houston.

Smith, D. W., Zhang, J. J., Brimer, J., & Rodriquez, A. (2000). Terrific children: A city-wide program to support communities year 3 evaluation of the After School Achievement Program (ASAP). Houston, TX: University of Houston.

Smith, D. W., & Zhang, J. J. (2001). Shaping our children's future: Keeping a promise in Houston communities year 4 evaluation of the mayor's After School Achievement Program (ASAP). Houston, TX: University of Houston.

updated! After School Matters

This public–private collaboration works to create a citywide system of OST opportunities for adolescents in Chicago. The collaboration uses three strategies to build the system: (a) create a comprehensive network of OST opportunities that mobilizes and builds on what exists; (b) pursue both a neighborhood-based and a citywide strategy; and (c) enlist key sectors to align their contributions in order to create a sustainable infrastructure of quality opportunities.

(Multi-Component/Comprehensive, System-Building)

Halpern, R. (2006). After-school matters in Chicago: Apprenticeship as a model for youth programming. Youth & Society, 38, 203–235.

Goerge, R., Cusick, G. R., Wasserman, M., & Gladden, R. M. (2007). After-school programs and academic impact: A study of Chicago’s After School Matters. Chicago, IL: Chapin Hall Center for Children. www.chapinhall.org/sites/default/files/publications/ChapinHallDocument(2)_0.pdf

updated! Baltimore City Public School System Summer School

Initiated in 2001, this program was designed to provide an opportunity for students in Grades 1–12 in Baltimore, Maryland, who did not meet grade promotion standards during the regular school year to meet these standards during a summer session. Some students also received enrichment opportunities.

(Academic/Enrichment, Tutoring/Extra Instruction)

Division of Research, Evaluation, Assessment, and Accountability. (2002). An evaluation of Summer School 2002: Phase I. Baltimore, MD: Baltimore City Public School System. www.baltimorecityschools.org/Student_Performance
/PDF/PE_SS2002_PhaseI_Report.pdf

Division of Research, Evaluation, Assessment, and Accountability. (2002). An evaluation of Summer School 2001: Phase II. Baltimore, MD: Baltimore City Public School System. www.baltimorecityschools.org/Student_Performance/
PDF/PE_SS2001_PhaseII_Report.pdf

Division of Research, Evaluation, Assessment, and Accountability. (2002). An evaluation of Summer School 2001: Phase III. Baltimore, MD: Baltimore City Public School System. www.baltimorecityschools.org/Student_Performance/PDF/
PE_Summer2001_PhaseIII_Comprehensive_Report_August2002.pdf

Division of Research, Evaluation, Assessment, and Accountability. (2003). An evaluation of Summer School 2003: Phase I. Baltimore, MD: Baltimore City Public School System. www.bcps.k12.md.us/Student_Performance/pdf/comprehensive_report_summer_school2003.pdf

new! Beacon Community Centers Middle School Initiative—New York, New York

Launched in 2007, this initiative enrolls participants in grades 5–8 in structured programming developed and delivered by New York City’s 80 Beacon Community Centers. The initiative offers activities and services to enhance the intellectual, physical, emotional, and social growth of young adolescents.

(Multi-Component/Comprehensive, Positive Youth Development)

LaFleur, J., Russell, C. A., Scott, T. A., & Reisner, E. R. (2009). Evaluation of the Beacon Community Centers Middle School Initiative: Report on the first year. Washington, DC: Policy Studies Associates, Inc. www.wallacefoundation.org/KnowledgeCenter/KnowledgeTopics/CurrentAreasofFocus/Out-Of-SchoolLearning/Documents/Evaluation-of-Beacon-Community-Centers-Middle-School-Initiative-First-Year.pdf

updated! Boys & Girls Clubs of America—national

Begun in 1860, this community-based national organization seeks to improve the psychosocial development of youth while also inspiring them to become productive and responsive citizens. BGCA provides youth with a safe place to learn, ongoing relationships with caring professionals and life-enhancing programs.

(Positive Youth Development, Service-Learning/Civic Engagement)

Roffman, J. G., Pagano, M. E., & Hirsch, B. J. (2001). Youth functioning and experiences in inner-city after-school programs among age, gender, and race groups. Journal of Child and Family Studies, 10(1), 85–100.

Anderson-Butcher, D., Newsome, W. S., & Ferrari, T. M. (2003). Participation in Boys and Girls Clubs and relationships to youth outcomes. Journal of Community Psychology, 31(1), 39–53.

Arbreton, A. J. A., Sheldon, J., & Herrera, C. (2005). Beyond safe havens: A synthesis of research on the Boys & Girls Clubs. Philadelphia, PA: Public/Private Ventures. www.ppv.org/ppv/publications/publications.asp?search_id=20

Arbreton, A., Bradshaw, M. Metz, R., & Sheldon J. (2008). More time for teens: Understanding teen participation—frequency, intensity and duration—in Boys & Girls Clubs. Philadelphia: Public/Private Ventures. www.ppv.org/ppv/publication.asp?section_id=23&search_id=0&publication_id=231

Arbreton, A. Bradshaw, M., Sheldon, J. & Pepper, S. (2009). Making every day count: Boys & Girls Clubs' role in promoting positive outcomes for teens. Philadelphia: Public/Private Ventures. www.ppv.org/ppv/publication.asp?section_id=23&search_id=0&publication_id=295

new! Children’s Environmental Learning After School Study

This study examined fifth and sixth grade youth who participated in an after school program in New York, New York, to discover and foster their knowledge of animal behavior, ecology, and vulnerability.

(Complementary Learning, Research Studies)

Douglas, J. A., & Katz, C. (2009). It’s all happening at the zoo: Children’s environmental learning after school. Afterschool Matters, 8: 36–45. www.robertbownefoundation.org/pdf_files/2009_asm_spring.pdf

new! College Now

This program supports 17 campus-based college transition programs for high school students in New York, New York. The goals are to help students meet high school graduation requirements and prepare for success in college. Course offerings range from art to physics and are offered in the fall, spring, and summer, before or after school hours.

(Academic/Enrichment)

Michalowski, S. (2007). Positive effects associated with College Now participation. The City University of New York: Collaborative Programs Research & Evaluation. web.cuny.edu/academics/CUNYPublicSchoolPrograms/databook/library/cnparticipationpositive917.pdf

new! Cookie Cart

This employment program offers youth ages 14–17 in Minneapolis, Minnesota an opportunity to develop life, leadership, and job skills through training and employment at a retail and commercial bakery.

(Vocational Education)

Cooper, T., Owen, G., & Ulstad, K. (2009). The Cookie Cart: An evaluation of an innovative youth employment program. Saint Paul, MN: Wilder Research. www.wilder.org/download.0.html?report=2188

new! Cool Girls, Inc.

Founded in 1989 and based in Atlanta, Georgia, this program is concerned with the self-empowerment of girls in low-income communities. Programming takes place after school and in the summer, and includes mentoring relationships, field trips, health and life skills education, and academic tutoring.

(Complementary Learning, Multi-Component/Comprehensive, Positive Youth Development)

Kuperminc, G., & Emshoff, J., et al. (2006). Program evaluation of Cool Girls, Inc., Data from the 2005–06 Cool Girls Evaluation. Georgia State University Evaluation Team.

updated! Cost of Out-of-School Time Study

This study examines the costs of 111 diverse, quality out-of-school time programs in 6 cities: Boston, Massachusetts; Charlotte, North Carolina; Chicago, Illinois; Denver, Colorado; New York, New York; and Seattle, Washington. Data were collected 2007–2008.

(Research Studies)

Lind, C., Relave, N., Deich, S., Grossman, J., & Gersick, A. (2006). The costs of out-of-school-time programs: A review of the available evidence. Philadelphia: Public/Private Ventures. www.wallacefoundation.org/KnowledgeCenter/KnowledgeTopics/CurrentAreasofFocus/Out-Of-SchoolLearning/Pages/costs-of-ost-programs.aspx

Grossman, J. B., Lind, C., Hayes, C., McMaken, J., & Gersick, A. (2009). The cost of quality out-of-school-time programs. Philadelphia: Public/Private Ventures. www.wallacefoundation.org/KnowledgeCenter/KnowledgeTopics/CurrentAreasofFocus/Out-Of-SchoolLearning/Pages/The-Cost-of-Quality-Out-of-School-Time-Programs.aspx

updated! Effects of an Academic Extended-Day Program on Student Achievement, School Attendance, and Discipline

The purpose of this study was to measure effects of an academic extended-day program on students’ achievement in reading, school attendance, and discipline. Third graders from two Title 1 schools in central Virginia were selected for the study.

(Complementary Learning, Research Studies, Tutoring/Extra Instruction)

Welch, J. B. (2002). Effects of an academic extended-day program on student achievement, school attendance, and discipline. Charlottesville, VA: University of Virginia Unpublished Doctoral Dissertation.

updated! Enhanced Academic Instruction in After-School Programs

This study examines two interventions that provide 45 minutes of formal academic instruction during after school programs to students who need help meeting local academic standards. The enhanced instruction was implemented in 2005 in 50 after school centers in 13 states.

(Academic/Enrichment, Research Studies)

Black, A. R., Doolittle, F., Zhu, P., Unterman, R., & Grossman, J. B. (2008). The evaluation of Enhanced Academic Instruction in After-School Programs: Findings after the first year of implementation. Washington, DC: U.S. Department of Education. ies.ed.gov/ncee/pdf/20084021.pdf

new! Experience Sampling Study

The goal of the study was to contrast the experiences of youth who attended after school programs with the experiences of comparison youth who did not attend the programs. Data were collected on eighth graders enrolled in 8 schools in 3 states.

(Research Studies)

Vandell, D. L., Shernoff, D. J., Pierce, K. M., Bolt, D. M., Dadisman, K., & Brown, B. B. (2005). Activities, engagement, and emotion in after-school programs (and elsewhere). In H. B. Weiss, P. M. D. Little, & S. M. Bouffard (Eds.), New directions for youth development: No. 105. Participation in youth programs: Enrollment, attendance, and engagement (pp. 121–129). San Francisco: Jossey-Bass.

Shernoff, D. J., & Vandell, D. L. (2007). Engagement in after-school program activities: Quality of experience from the perspective of participants. Journal of Youth and Adolescence, 36, 891–903.

Shernoff, D. J., & Vandell, D. L. (in press). Youth engagement and quality of experience in afterschool programs. Afterschool Matters Occasional Papers Series. New York: Robert Bowne Foundation.

childcare.gse.uci.edu/des2.html

updated! Experiences in After-School Programs and Children’s Adjustment in First-Grade Classrooms

The experiences of 150 children in after school programs in Madison, Wisconsin, were examined in relation to performance in first grade.

(Research Studies)

Pierce, K. M., Hamm, J. V., & Vandell, D. L. (1999). Experiences in after-school programs and children's adjustment in first-grade classrooms. Child Development, 70(3), 756–767.

Pierce, K. M., Bolt, D. M., & Vandell, D. L. (in press). Specific features of after-school program quality: Associations with children's functioning in middle childhood. American Journal of Community Psychology.

new! Families and Schools Together® (FAST)

Operating on an international scale (including nationally in the U.S.), this organization helps communities create barriers to the risks youth face by creating a strong family accountability infrastructure. It provides parental involvement and alcohol and drug prevention/intervention programs, as well as multiple programs held after school for pre-k through high school-aged children and youth.

(Complementary Learning, Family/Community Involvement, Prevention)

McDonald, L., & Price, K. (2007). Evaluation report for middle school FAST, Aggregate summary 2002–2007. Madison, WI: FAST National Training & Evaluation Center.

updated! Fifth Dimension/University-Community Links

Begun in 1986, this after school programming approach is used by Boys and Girls Clubs, YMCAs and YWCAs, recreation centers, and public schools in several countries, including the U.S., with a special focus in California. It provides a way to increase the educational programming of such institutions without substantially increasing the costs of operation.

(Academic/Enrichment, Literacy, Science/Technology/Mathematics)

Blanton, W. E., Moorman, G. B., & Zimmerman, S. J. (n.d.). Ways of knowing, ways of doing, ways of transporting: Mastering social practices in the Fifth Dimension. Boone, NC: College of Education Appalachian State University, Laboratory of Learning and Technology.

DeKes-Woodruff, M., & Waldorf, J. (1995). Educational telecommunication usage in an after school environment: Using recreational practices toward educational goals. Electronic Journal of Communication, 5(4).

Blanton, W. E., Moorman, G. B., Hayes, B. A., & Warner, M. L. (1997). Effects of participation in the Fifth Dimension on far transfer. Journal of Educational Computing Research, 16, 371–396.

Schustack, M. W., Strauss, R., & Worden, P. E. (1997). Learning about technology in a non-instructional environment. Journal of Educational Computing Research, 16, 337–352.

Mayer, R. E., Quilici, J., Moreno, R., Durán, R., Woodbridge, S., Simon, R., et al. (1997). Cognitive consequences of participation in a Fifth Dimension after-school computer club. Journal of Educational Computing Research, 16, 353–369.

Mayer, R. E., Quilici, J. H., & Moreno, R. (1999). What is learned in an after-school computer club? Journal of Educational Computing Research, 20, 223–235.

Sturak, T. L. (2000). Evaluation of Expedition: Computers and archaeology after school. Berkeley: University of California at Berkeley, Interactive University Project.

Klein, A., & Starkey, P. (2000). Enhancing low-income children's early achievement in an academically enriched after-school program: The UC Links program. In N. H. Gabelko (Ed.), Toward a collective wisdom: Forging successful educational partnerships (pp. 43–55). Berkeley: University of California, ECO Center.

Greene, M. W., & Zimmerman, S. O. (2000). The effects of Fifth Dimension on preservice teacher beliefs. Paper presented at the meeting of the Society for Information Technology & Teacher Education, San Diego, CA.

Sturak, T. L. (2001). Expedition-computers and archaeology after school: Year-end report, 2000–2001. Berkeley: University of California at Berkeley, Interactive University Project.

Gauvain, M., & Borthwick-Duffy, S. (2004). Building children's computer competence along with their social and intellectual confidence in an after-school program. In M. Rabinowitz, F. C. Blumberg, & H. Everson (Eds.), The impact of media and technology on education. Mahwah, NJ: Erlbaum.

updated! Fort Worth After School Program

Initiated in 2000, this initiative provides after school programs for Fort Worth, Texas, youth at elementary and middle school sites. Program goals revolve around educational competence, physical and social development, and crime reduction. Services include homework assistance, tutoring, snacks, cultural and recreational activities, and mentoring.

(Academic/Enrichment, Positive Youth Development, Tutoring/Extra Instruction)

Witt, P. A., & King, T. (2001). Fort Worth After School Program: “A diamond in the rough.” First year evaluation. College Station: Texas A&M University.

Witt, P.A., King, T., & Lee, J. H. (2002). Fort Worth After School second year evaluation. College Station: Texas A&M University. www.rpts.tamu.edu/faculty/witt/Fortworthreports/FortWorth2002Report.pdf

Witt, P. A., King, T., & Montandoni, K. (2003). Fort Worth After School third year evaluation. College Station: Texas A&M University. www.rpts.tamu.edu/faculty/witt/Fortworthreports/FortWorth2003Report.pdf

Witt, P.A., King, T., & Cronan, M. (2004). Fourth year evaluation: Fort Worth After School. College Station: Texas A&M University. www.rpts.tamu.edu/faculty/witt/Fortworthreports/FortWorth2004Report.pdf

Witt, P. A., King T., Justice, L., Oh, J., & Brown B. (2005). Fifth year evaluation: Fort Worth After School. College Station: Texas A&M University.

Witt, P. A., & King, T. (2008). Fort Worth After School 2007–08 evaluation report. College Station: Texas A&M University. www.rpts.tamu.edu/Faculty/Witt/FWASREPORTFINA2008.pdf

updated! Generacion Diez

Begun in 1998, this after school program provides first to sixth grade migrant Latino children in rural Pennsylvania with snacks, homework help, and group activities ranging from indoor games and outdoor play to field trips and specialized curricula promoting academic achievement and social/emotional competence.

(Academic/Enrichment, Positive Youth Development)

Riggs, N. R., & Greenberg, M. T. (2004). Moderators in the academic development of migrant Latino children attending after-school programs. Applied Developmental Psychology, 25, 349–367.

Riggs, N. R., & Medina, C. (2005). The Generacion Diez after-school program and Latino parent involvement with schools. Journal of Primary Prevention, 26(6): 471-484.

Riggs, N. R. (2006). After-school program attendance and the social development of rural children of Latino immigrant families. Journal of Community Psychology, 34, (1): 75-87.

new! Girl Scouts of America: PAVE the Way (Project Anti-Violence Education)

Begun in 2000, this national antiviolence program encourages girls to think critically about their personal safety and utilizes innovative programming to unearth girls’ innate ability to build healthy, productive lives. Programming focuses on crime prevention, bullying prevention and intervention, Internet safety, and gang prevention.

(Prevention)

Eichinger, M. K., et al., of the Improve Group. (2007). PAVE the Way (Project Anti-Violence Education) evaluation DRAFT report for Girl Scouts of the USA. Unpublished report.

new! Girls on the Run®

This prevention program, which operates across the U.S. and Canada, encourages preteen girls to develop self-respect and healthy lifestyles through running. The curricula address all aspects of girls' development—their physical, emotional, mental, social and spiritual well-being. The program curriculum is delivered through after school programs, recreation centers and other non-profit settings.

(Positive Youth Development, Prevention, Sports/Recreation)

DeBate, R. D. (2002). Girls on the Run® International evaluation report: Spring 2002. Charlotte, NC: Girls on the Run®. www.girlsontherun.org/customers/105120616203947/filemanager/evaluation_2002.pdf

DeBate, R. D. & Otero-Fisher, K. A. (2005). Girls on the Run formative evaluation report: Spring 2005 results. Charlotte, NC: Girls on the Run®. www.girlsontherun.org/customers/105120616203947/filemanager/evaluation_2005.pdf

DeBate, R. D. & Delmar, R. (2006). Girls on the Run formative evaluation report: Spring 2006 results. Charlotte, NC: Girls on the Run®. www.girlsontherun.org/customers/105120616203947/filemanager/2006speval.pdf

updated! Go Grrrls

Initiated in 1995 as an after school curriculum for middle school girls in Tucson, Arizona, this program is designed to address developmental tasks considered critical for the healthy psychosocial development of early adolescent girls.

(Positive Youth Development, Prevention)

LeCroy, C. W. (2003). Experimental evaluation of “Go Grrrls.” Tucson, AZ: Author.

updated! Kansas City LULAC National Education Service Center's Young Readers Program

This after school supplemental reading program in Kansas City, Missouri, combines social work principles and philosophies with an educational curriculum for Hispanic/Latino, low-English-proficient, low-income, first- through third-graders with below-grade-level reading scores.

(Literacy)

Boulden, W. T. (2006). Evaluation of the Kansas City LULAC National Education Service Center's Young Readers Program. Children & Schools, 28, 107–114.

new! Minnesota After School Community Learning Programs

In 2007, the Minnesota Department of Education awarded grants to after school programs throughout the state. Grants were made available to establish and/or expand enrichment opportunities for children and youth during times when school is not in session. The purposes of the grants are to increase school connectedness; support and enhance academic achievement in core academic areas; enhance the capacity of participants to become productive adults; and prevent truancy and juvenile crime.

(Academic/Enrichment, Positive Youth Development, Prevention)

Cooperative Ventures. (2008). Minnesota After School Community Learning Programs: Year 1 summary report 2007–2008. West Roseville, MN: Minnesota Department of Education. education.state.mn.us/MDE/Learning_Support/Safe_and_Healthy_Learners/Out_of_School_Time/After_Sch_Comm_Learn_Prog/036530

new! Minnesota Out-Of-School Time Funding Streams Study

In an effort to generate a common understanding regarding the structure of funding for out-of-school time programs in Minnesota, the state commissioned a survey of major funding issues, sources of funding, and major funding allocations.

(Research Studies, System-Building)

Access Philanthropy. (2009). Minnesota out-Of-school time funding streams: Final report. West Roseville, MN: Minnesota Department of Education. education.state.mn.us/mdeprod/groups/SafeHealthy/documents/Report/013896.pdf

new! MOUSE Squad

This program is a school- or community organization-based, student run technical help desk. The program provides middle and high school students with opportunities to develop 21st century skills and apply them as they solve technical problems faced by their schools. Currently, the program operates in New York City, California, and Illinois.

(Complementary Learning, Science/Technology/Mathematics, Vocational Education)

Aaronson, B., Androsiglio, R., Beam, J., Forge, N., Mello, V., Smith, C., & Zusho A. (2007). MOUSE Squad Program implementation and outcomes. New York: National Center for Schools and Communities, Fordham University. www.ncscatfordham.org/binarydata/files/FINALMOUSE.pdf

updated! Museum Youth Initiative

The goal of this initiative, which ran from 2000 to 2004, was to strengthen the ability of California museums to contribute to the education of young people during out-of-school hours.

(Academic/Enrichment, Positive Youth Development, System-Building)

The James Irvine Foundation. (2005). Museums after school: How museums are reaching kids, partnering with schools, and making a difference. San Francisco: Author. www.irvine.org/assets/pdf/pubs/former/Museums_After_School.pdf

updated! Neighborhood Youth Center Program

The program is designed to increase the range and extent of positive experiences for at-risk youth in Connecticut. It focuses specifically on supporting urban neighborhood youth centers that serve youth between the ages of 12 and 17.

(Multi-Component/Comprehensive, Positive Youth Development, Prevention)

Anderson, S. A., Sabatelli, R. M., & Britner, P. A. (2001). Final report: Neighborhood Youth Center Program evaluation. Storrs: School of Family Studies, University of Connecticut.

Anderson, S. A., Sabatelli, R. M., Liefield, J., & Rubinfeld, S. (2004). Final report: Neighborhood Youth Center program evaluation. Storrs: School of Family Studies, University of Connecticut.

Sabatelli, R. M., Anderson, S. A., Liefield, J., & Rubinfeld, S. (2006) Process evaluation report: Neighborhood Youth Center program evaluation. Storrs: School of Family Studies, University of Connecticut.

Sabatelli, R. M., Anderson, S. A.,Sanderson, J., Kosutic, I., &Trachtenberg, J. V. (2007). Process and outcome evaluation report: 2005-07 Neighborhood Youth Center program evaluation report. Storrs: School of Family Studies, University of Connecticut.

www.ct.gov/opm/cwp/view.asp?a=2974&q=383624#NYCEvaluations

updated! New York City Department of Youth and Community Development's Out-of-School Time Programs for Youth Initiative

Begun in 2005, this out-of-school time initiative provides funds to support OST programs across New York City. This initiative is designed to address a broad range of developmental objectives for youth and to serve the needs of New York City’s families and communities.

(Academic/Enrichment, Family/Community Involvement, Positive Youth Development)

Russell, C. A., Reisner, E. R., Pearson, L. M., Afolabi, K. P., Miller, T. D., & Mielke, M. B. (2006). Evaluation of DYCD’s Out-of-School Time Initiative: Report on the first year. Washington, DC: Policy Studies Associates, Inc.

Pearson, L. M., Russell, C. A., & Reisner, E. R. (2007). Evaluation of OST programs for youth: Patterns of youth retention in OST programs, 2005–06 to 2006–07. Washington, DC: Policy Studies Associates, Inc.
www.policystudies.com/studies/youth/OST.html

Russell, C. A., Mielke, M. B., & Reisner, E. R. (2008). Evaluation of the New York City Department of Youth and Community Development Out-of-School Time Programs for Youth Initiative: Results of efforts to increase program quality and scale in year 2. Washington, DC: Policy Studies Associates, Inc. www.nyc.gov/html/dycd/downloads/pdf/ost_evaluation_year_2%20_report.pdf

Russell, C. A., Vile, J. D., Reisner, E. R., Simko, C., Mielke, M. B., & Pechman, E. (2008). Evaluation of the New York City Department of Youth and Community Development Out-of-School Time Programs for Youth Initiative: Implementation of programs for high school youth. Washington, DC: Policy Studies Associates, Inc. www.policystudies.com/studies/youth/OST%20High%20School%20Programs.pdf

updated! North Carolina Support Our Students (SOS) Initiative

Started in 1994, this initiative is an effort by the state of North Carolina to encourage quality after school programs for students in both urban and rural communities. The goals of the program are to reduce juvenile crime and the number of young people who are unsupervised after school; improve academic performance, attitudes, and behavior; meet the physical, intellectual, emotional, and social needs of young people; involve adult community volunteers; improve the coordination of existing resources; and enhance collaboration between agencies.

(Academic/Enrichment, Positive Youth Development, Prevention)

Johnson, J. (1999). North Carolina Support Our Students: 1998–1999 evaluation report. Raleigh-Durham, NC: EDSTAR.

Johnson, J. L., & Jenkins, D. R. (2000). North Carolina's Support Our Students: Evaluation report for school year 1999–2000. Raleigh-Durham, NC: EDSTAR.

EDSTAR. (2001). North Carolina's Support Our Students: Evaluation report for school year 2000–2001. Raleigh-Durham, NC: Author.

EDSTAR. (2002). Evaluation report: North Carolina Support Our Students: 2001–2002. Raleigh-Durham, NC: Author.

Johnson, J. L. (2003). North Carolina Support Our Students evaluation 2002–2003. Raleigh, NC: North Carolina Department of Juvenile Justice.

Johnson, J. (2004). Evaluation report: North Carolina Support Our Students: 2003–2004. Raleigh-Durham, NC: EDSTAR.

Johnson, J. L. (2004).Evaluation report. Support Our Students North Carolina 2003–2004. Raleigh-Durham, NC: EDSTAR. www.juvjus.state.nc.us/resources/statistics_legislative/04-05/SOSLegislative0304.doc

Johnson, J. L. (2005).Evaluation report. Support Our Students North Carolina 2004–2005. Raleigh-Durham, NC: EDSTAR. DRAFT.

Johnson, J. L. (2007). North Carolina Support Our Students evaluation 1997–2006. Raleigh, NC: North Carolina Department of Juvenile Justice.

updated! Oakwood Family Education Center

This community-based education center uses the core principles of liberation theology as the change strategy to attempt to improve the educational performance and achievement of Hispanic students through community involvement and empowerment.

(Academic/Enrichment, Faith-Based, Family/Community Involvement)

Aspiazu, G. G., Bauer, S. C., & Spillett, M. D. (1998). Improving the academic performance of Hispanic youth: A community education model. Bilingual Research Journal, 22(2, 3, & 4).

updated! Parental Concern About After-School Time Study

This study examines the stress experienced by working parents due to concern about what their children are doing after school. Parents included in the study work at three Fortune 100 companies across the U.S. Data were collected in 2006.

(Research Studies)

Catalyst. (2006). After-school worries: Tough on parents, bad for business. New York, NY: Author. www.catalyst.org/publication/146/after-school-worries-tough-on-parents-bad-for-business

Barnett, R. C., & Gareis, K. C. (2006). Antecedents and correlates of parental after-school concern: Exploring a newly identified work–family stressor. American Behavioral Scientist, 49, 1382–1399.<

Barnett, R. C., & Gareis, K. C. (2006). Parental after-school stress and psychological well-being. Journal of Marriage and Family, 68, 101–108.

updated! Polk Bros. Foundation's Full Service Schools Initiative

Begun in 1996, the initiative is designed to improve the physical and psychological well-being and school achievement for children in high risk communities in Chicago. The three participating schools, open after school and in the evening, offer recreation, school remediation, and tutoring programs.

(Academic/Enrichment, Multi-Component/Comprehensive, System-Building)

Whalen, S. P. (2002). Report of the evaluation of the Polk Bros. Foundation's Full Service Schools Initiative. Chicago: Chapin Hall Center for Children at the University of Chicago. www.polkbrosfdn.org/Full%20Service%20School%20Initiative%20Full%20Report.pdf

updated! Positive Youth Development Collaborative

This program teaches substance use prevention skills and also includes health education and cultural heritage activities in an urban after school setting.

(Culture/Heritage, Health, Prevention)

Tebes J. K., Feinn, R., Vanderploeg, J. J., Chinman, M. J., Shepard, J., Brabham, T., et al. (2007). Impact of a positive youth development program in urban after-school settings on the prevention of adolescent substance use. Journal of Adolescent Health, 41(3), 239–247. www.rand.org/health/abstracts/2007/070604_tebes.html

updated! Project Venture

This outdoor/experiential youth development program serves high-risk American Indian and other youth nationwide. Key components include classroom-based problem-solving initiatives, skills-focused outdoor experiential activities, adventure camps and wilderness treks, and community-oriented service learning.

(Adventure, Culture/Heritage, Multi-Component/Comprehensive)

Carter, S. L., Straits, K. J. E., & Hall, M. (2006). Project Venture: Evaluation of a positive, culture-based approach to substance abuse prevention with American Indian youth. Unpublished Manuscript.

Carter, S.L., Straits, J.E., & Hall, M. (2007). Project Venture: Evaluation of a positive, culture-based approach to substance abuse prevention with American Indian youth. Technical Report. The National Indian Youth Leadership Project. Gallup, NM. www.niylp.org/articles/Project-Venture-manuscript-final.pdf

Carter, S., Straits, J., & Hall, M. (2007). Project Venture: Evaluation of a positive, culture-based approach to substance abuse prevention with American Indian Youth. Journal of Experiential Education, 29(3), (397–400).

updated! Promising After-School Programs Study

Begun in 2002, this national study seeks to determine the short-term and long-term impacts of high-quality after school programs on the cognitive, academic, social, and emotional development of youth who are growing up in high-poverty communities.

(Research Studies)

Vandell, D. L., Reisner, E. R., Brown, B. B., Pierce, K., Dadisman, K., & Pechman, E. M. (2004). The study of promising after-school programs: Descriptive report of the promising programs. Madison, WI: Wisconsin Center for Education Research. www.wcer.wisc.edu/childcare/statements.html or www.policystudies.com/studies/youth/promising%20after-school%20programs.html

Vandell, D. L., Reisner, E. R., Brown, B. B., Dadisman, K., Pierce, K. M., Lee, D., et al. (2005). The study of promising after-school programs: Examination of intermediate outcomes in year 2. Madison, WI: Wisconsin Center for Education Research. www.wcer.wisc.edu/childcare/statements.html or www.policystudies.com/studies/youth/promising%20after-school%20programs.html

Vandell, D. L., Reisner, E. R., Pierce, K. M., Brown, B. B., Lee, D., Bolt, D., et al. (2006). The study of promising after-school programs: Examination of longer term outcomes after two years of program experiences. Madison, WI: Wisconsin Center for Education Research. www.wcer.wisc.edu/childcare/statements.html or www.policystudies.com/studies/youth/promising%20after-school%20programs.html

Vandell, D. L., Reisner, E. R., & Pierce, K. M. (2007). Outcomes linked to high-quality afterschool programs: Longitudinal findings from the study of Promising Afterschool Programs. University of California, Irvine. www.policystudies.com/studies/youth/Promising%20Programs%20Final%20Report%20FINAL%2010-23-07.pdf

updated! Quantum Opportunities Program

This pilot initiative was implemented 1989–1993 to test whether youth from families receiving public assistance could make a “quantum leap” up the ladder of opportunity if given a comprehensive and multi-year set of supports.

(Mentoring, Multi-Component/Comprehensive, Positive Youth Development)

Hahn, A., Leavitt, T., & Aaron, P. (1994). Evaluation of the Quantum Opportunities Program: Did the program work? Waltham, MA: Brandeis University.

Lattimore, C. B., Grotpeter, J. K., & Taggart, R. (1998). Blueprints for violence prevention, book four: Quantum Opportunities Program. Boulder, CO: Center for the Study and Prevention of Violence.

Schirm, A., Rodriguez-Planas, N., Maxfield, M., & Tuttle, C. (2003). The Quantum Opportunities Program demonstration: Short-term impacts. Washington, DC: Mathematica Policy Research. www.mathematica-mpr.com/publications/PDFs/quanshort.pdf

Maxfield, M., & Castner, L., Maralani, V., & Vencill, M. (2003). The Quantum Opportunities Program demonstration: Implementation findings. Washington, DC: Mathematica Policy Research. www.mathematica-mpr.com/publications/PDFs/quanimp.pdf

Maxfield, M., Schirm, A., & Rodriguez-Planas, R. (2003). The Quantum Opportunities Program demonstration: Implementation and short-term impacts. Washington, DC: Mathematica Policy Research. www.mathematica-mpr.com/publications/PDFs/quanimpshort.pdf

Schirm, A., & Rodriguez-Planas, N. (2004). The Quantum Opportunities Program demonstration: Initial post-intervention impacts. Washington, DC: Mathematica Policy Research. www.mathematica-mpr.com/publications/PDFs/QOPpostintervention.pdf

Schirm, A., Stuart, E., McKie, A. (2006). The Quantum Opportunity Program Demonstration: Final impacts. Mathematica Policy Research, Inc. www.mathematica-mpr.com/publications/PDFs/QOPfinalimpacts.pdf

new! READ 180–Brockton, Massachusetts

Begun in 1999, this national structured intervention for struggling readers in grades 4–12 was adapted for after school settings and implemented in the Brockton Public School District, a large, urban school district in Massachusetts.

(Literacy)

Hartry, A., Fitzgerald, R. A., & Porter, K. (2008). Implementing a structured reading program in an afterschool setting: Problems and potential solutions. Harvard Educational Review, 78(1): 181–210.

updated! Read to Achieve Summer Literacy Day Camp

Run from 2001 through 2003, this summer day camp in south Los Angeles, California, was designed to prevent economically disadvantaged children from losing academic ground in reading when school was not in session.

(Academic/Enrichment, Literacy, Tutoring/Extra Instruction)

Schacter, J. (2003). Preventing summer reading declines in children who are disadvantaged. Journal of Early Intervention, 26, 47–58.

Schacter, J., & Jo, B. (2005). Learning when school is not in session: A reading summer day-camp intervention to improve the achievement of exiting first-grade students who are economically disadvantaged. Journal of Research in Reading, 28, 158–169.

updated! Rhode Island Children's Crusade

Begun in 1989, this program guarantees scholarships to low-income Rhode Island youth in exchange for commitment to education. Participants attend various after school, weekend, and summer enrichment programs.

(Academic/Enrichment, Multi-Component/Comprehensive, Prevention)

Stone, R., Lanspery, S., & Leavitt, T. (2002). Every child holds the answer: Evaluation report, Rhode Island Children's Crusade. Waltham, MA: Center for Youth and Communities, Heller Graduate School, Brandeis University. www.nmefdn.org/uploads/RI%20Children%27s%20Crusade%20evaluation.pdf

updated! Safe & Sound Initiative—Milwaukee, Wisconsin

Begun in 1998, this anti-crime initiative provides services before and after school in Milwaukee, Wisconsin.

(Family/Community Involvement, Positive Youth Development, Prevention)

Palazzari, T. A., Zevitz, R. G., Santimauro, M. J., & Frinzi, J. N. (2000). HIDTA and Safe & Sound interim evaluation. Milwaukee, WI: Marquette University.

Jones, R. S., Frinzi, J. N., Jawad, M., Tschanz, C. M., & Viola, M. E. (2001). HIDTA and Safe & Sound year 2 evaluation. Milwaukee, WI: Marquette University.

Jones, R. S., Oldknow-Blumentritt, L., Frinzi, J. N., Stichman, A. J., Farkas, M. A., & Archbold, C. (2002). HIDTA and Safe & Sound Initiative: Final report. Milwaukee, WI: Marquette University.

Percy, S. L., Davis, S., Batson, T., & Johnson, T. (2008). Evaluation of the Safe & Sound Initiative in Milwaukee. University of Wisconsin–Milwaukee.

new! Seeds to Success

Begun in 2003, this program serves high school students in Gloucester County, New Jersey. The program combines basic financial management, nutrition and food safety education, food systems education, and workforce readiness training with employment opportunities, internships, economic development projects, community service, and food security initiatives. Programming is delivered during both the school year and summer.

(Complementary Learning, Health, Vocational Education)

Hughes, L., Strieter, L., (2007). Seeds to Success final outcomes report (Internal Report). Rutgers, NJ: The State University of New Jersey.

updated! Siblings of Children With Developmental Disabilities After School Support Program

Begun in 1996, this program for 9–12-year-old African American children in an East Coast inner city offers group discussions, recreation, and homework assistance to siblings of children with developmental disabilities. The program's goal is to provide developmental and academic opportunities to youth whose parents' time and energy often must be primarily devoted to their children with developmental disabilities.

(Positive Youth Development, Sports/Recreation, Tutoring/Extra Instruction)

Phillips, R. S. C. (1999). Intervention with siblings of children with developmental disabilities from economically disadvantaged families. Families in Society: The Journal of Contemporary Human Services, 80(6), 569–577.

new! Summer Search

Began in 1990, this experiential learning social and academic support program serves high school students from low-income families in 7 cities across the country. The mission is to develop character and leadership by providing year-round mentoring, life changing summer experiences, college advising, and a lasting support network.

(Academic/Enrichment, Mentoring)

Kubo, M. M. (2007). Second year report —Summer Search evaluation. See change: Evaluation through a new lens. San Francisco: Summer Search National.

Saphir, M., et al. (2008). Summer Search longitudinal evaluation report, years 3 & 4: 2008 review and synthesis with theory of change. San Francisco: Summer Search National.

updated! Summer Training and Education Program (STEP)

Begun in 1985, this program was designed to stem summer learning loss of youth at risk of dropping out of school by providing paid summer work and remedial education for disadvantaged youth, ages 14 and 15. The program was implemented in five cities-four on the West Coast and one on the East Coast.

(Prevention, Tutoring/Extra Instruction, Vocational Education)

Grossman, J. B., & Sipe, C. L. (1992). Report on long-term impacts (STEP program). Philadelphia: Public/Private Ventures.

Walker, G., & Vilella-Velez, F. (1992). Anatomy of a demonstration: STEP from pilot through replication and postprogram impacts. Philadelphia: Public/Private Ventures.

www.ppv.org/ppv/publications/publications.asp?search_id=20

updated! Texas Optional Extended Year Program

The purpose of this program is to provide students with “additional instructional time” to master the state's challenging content standards and student performance standards. Students served by this program are those identified as likely not to be promoted to the next grade.

(Tutoring/Extra Instruction)

Denton, J. J. (year unknown). OEYP cost study. Publisher unknown.

Washington, W. (1998). Optional Extended Year Program. Austin, TX: Office of Program Evaluation, Austin Independent School District.

Willson, V. L., O'Dell, L., Palmer, D., Denton, J., Bragg, J., Humphries-Wadsworth, T., et al. (1999). Optional Extended-Year Program evaluation. College Station: The Educational Research and Evaluation Laboratory, Department of Educational Psychology, Texas A&M University.

Washington, W. (2002). Optional Extended Year Program summary, 2001–2002. Austin, TX: Office of Program Evaluation, Austin Independent School District. www.austin.isd.tenet.edu/about/accountability/ope/reports.phtml

Moellmer, A., & Castaneda, S. (2005). The Optional Extended-Year Program: Evaluation of activities. Austin, TX: Texas Education Agency. ritter.tea.state.tx.us/opge/progeval/OutOfSchoolLearning/index.html

Moellmer, A., Rapaport, A., Adachi, E., & Sievert, J. (2007). 21st Century Community Learning Centers: Evaluation of projects funded during the 2004–2005 school year. Austin, TX: Texas Education Agency. ritter.tea.state.tx.us/opge/progeval/OutOfSchoolLearning/index.html

new! Tiger Woods Learning Center

Founded in 2006 in Anaheim, California, this center serves youth in grades 5–12 in an urban community with a high percentage of youth from immigrant backgrounds. The center offers hands-on science learning experiences during the school day to fifth and sixth graders; a technologically rich and safe learning environment during after school to seventh through twelfth graders; and Golf Clinics and a Computer Clubhouse open to all members on Saturdays.

(Complementary Learning, Science/Technology/Mathematics, Sports/Recreation)

Vandell, D. L. , Warschauer, M. , O’Cadiz, P., & Hall, V. (2008). Two year evaluation study of the Tiger Woods Learning Center: Volume I. Irvine, CA: University of California Irvine.

Vandell, D. L. , Warschauer, M. , O’Cadiz, P., & Hall, V.(2008). Two year evaluation study of the Tiger Woods Learning Center: Volume II. Irvine, CA: University of California Irvine.

Vandell, D. L. , Warschauer, M. , O’Cadiz, P., & Hall, V. (2008). Two year evaluation study of the Tiger Woods Learning Center: Volume III. Irvine, CA: University of California Irvine.

childcare.gse.uci.edu/des7.html

new! Tutoring Incentive Program—Austin, Texas

Piloted in 2009, this program provides additional algebra instruction for ninth grade students enrolled in Algebra I at a high school in Austin Texas. Students are required to attend the program after school 2 days per week and on Saturdays.

(Tutoring/Extra Instruction)

Austin Independent School District Department of Program Evaluation. (2009). Tutoring Incentive Program at Eastside Memorial High School. Spring 2009. Austin, TX: Author. www.austinisd.org/inside/docs/ope_TIP_Tutoring_Report_20090713.pdf

new! Upward Bound

This national program is designed to help disadvantaged students prepare for, enter, and succeed in college. Most programs combine two approaches to student contact: (a) a summer program where youth take college prep classes and earn work experience at a college campus, and (b) weekly follow up and possibly tutoring with students during the school year.

(Academic/Enrichment, Vocational Education)

Myers, D., & Schirm, A. (1999). The impacts of Upward Bound: Final report for phase I of the national evaluation: Final report. Princeton, NJ: Mathematica Policy Research, Inc.

Seftor, N., Mamun, A., & Schirm, A. (2009). The impacts of regular Upward Bound on postsecondary outcomes 7–9 Years after scheduled high school graduation: Final report. Princeton, NJ: Mathematica Policy Research, Inc. hdl.handle.net/10207/15740

new! Upward Bound Math-Science

This national program is designed to provide disadvantaged high school students with skills and experiences that prepare them for college success and help them develop their potential to succeed in the fields of math and science and pursue degrees in these fields. Programs are offered during the school year and summer at colleges and universities.

(Science/Technology/Mathematics)

Olsen, R., & Seftor, N., et al. (2007). Upward Bound Math-Science: Program description and interim impact estimates. Princeton, NJ: Mathematica Policy Research, Inc.

Knapp, L. G., Heuer, R. E., & Mason, M. (2008). Upward Bound and Upward Bound Math-Science Program outcomes for participants expected to graduate high school in 2004–06, with supportive data From 2005–06. Washington, D.C.: RTI International.

new! Urban Alliance High School Internship Program

Founded in 1996, this program serves Washington, DC public schools high school students by providing them with internship opportunities. Students also receive a professional mentor, skill-building opportunities, college/career planning, and a 3:1 matched savings account.

(Mentoring, Vocational Education)

Moran, N. (n.d.). Evaluation report: October 2005—September 2006. Washington, DC: The Urban Alliance Foundation, Inc.

Moran, N. (n.d.). Evaluation report: October 2006—February 2007: Mid-year report. Washington, DC: The Urban Alliance Foundation, Inc.

Moran, N. (n.d.). Evaluation report: October 2006—August 2007. Washington, DC: The Urban Alliance Foundation, Inc.

updated! Washington Reading Corps

Begun in 1998, the program aims to help kindergarten through sixth graders in Washington State who need help in reading.

(Literacy, Tutoring/Extra Instruction)

Ward, B., & Wang, C. (2000). Evaluation report Washington Reading Corps: Impacts of national service and the community 1999–2000. Portland, OR: Northwest Regional Educational Laboratory.

Roccograndi, A., & Stevens, F. (2002). Washington Reading Corps: 2001–2002 evaluation report, volume 1. Portland, OR: Northwest Regional Educational Laboratory.

Roccograndi, A. (2004). Washington Reading Corps: 2003–2004 evaluation report. Portland, OR: Northwest Regional Educational Laboratory.

Northwest Regional Educational Laboratory. (n.d.). 2002–03 survey and assessment results. Portland, OR: Author.

updated! Woodcraft Rangers’ Nvision After School Program

Founded in 1915, this after school program in Los Angeles, California, consists of school-based clubs for youth age 6–18, designed in concert with local schools to promote youth’s academic, social, and physical development.

(Academic/Enrichment, Positive Youth Development)

Kaiser, M., & Lyons, M. (2001). Woodcraft Rangers: State of California After School Learning and Safe Neighborhoods Partnerships Program with the Los Angeles Unified School District. Annual evaluation report, 1999–2000. Los Angeles, CA: Lodestar Management/Research.

Lodestar Management/Research. (2002). Woodcraft Rangers: State of California After School Learning and Safe Neighborhoods Partnerships Program with the Los Angeles Unified School District. Annual evaluation report, 2000–01. Los Angeles, CA: Author.

Lodestar Management/Research. (2003). Woodcraft Rangers: Los Angeles Unified School District After School Education and Safety Program annual evaluation report 2001–02. Los Angeles, CA: Author.

Lodestar Management/Research (2004). Woodcraft Rangers: Los Angeles Unified School District After School Education and Safety Program annual evaluation report for 2002–03. Los Angeles, CA: Author.

Lodestar Management/Research (2005). Woodcraft Rangers: Annual evaluation report for 2003–04. Los Angeles, CA: Author.

Lodestar Management/Research. (2006). Woodcraft Rangers After-School Program: Summary of program youth outcomes for middle school sites 2004–05. Los Angeles, CA: Author.

Lodestar Management/Research (2006). Process evaluation report: Key factors related to program recruitment, retention, and outcomes. Los Angeles, CA: Author.

Lodestar Management/Research (2007). Woodcraft Rangers: Annual evaluation report for 2005–06. Los Angeles, CA: Author.

Lodestar Management/Research (2008). Woodcraft Rangers: Annual evaluation report for 2006–07 middle school programs. Los Angeles, CA: Author.

woodcraftrangers.org/evaluation.html

new! Youth Leadership Academy

Conducted in 2009, this 2-day academy provided youth and adults from communities across Minnesota an opportunity to interact and share information about environmental strategy projects that they had undertaken.

(Family/Community Involvement, Prevention, Youth Leadership)

Rausch, E. J., & Idzelis, M. (2009). ATOD Youth Leadership Academy: May 2009 Summary of evaluation results. Saint Paul, MN: Wilder Research. www.wilder.org/download.0.html?report=2172

new! Youth Leadership Initiative

This initiative offers activities for youth ages 14–18 in Saint Paul, Minnesota to build leadership skills. Youth commit to participating for the school year, and can become mentors in future years. Four leadership retreats are held over long weekends; cultural exploration sessions are held on 5 Saturdays a year; and youth action teams meet weekly. Youth also have regular school support and access to youth mentors.

(Complementary Learning, Culture/Heritage, Youth Leadership)

Valorose, J. (2009). WCC Youth Leadership Initiative evaluation: Year-end evaluation results from the first three years (2007, 2008, and 2009). Saint Paul, Minnesota: Wilder Research. www.wilder.org/download.0.html?report=2185