Out-of-School Time Policy Commentary
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|Out of School Time Policy Commentary #14: "After School Grows Up: Helping Teens Prepare for the Future"||
This commentary takes readers on a cross-country tour of after-school innovation – from northern and southern California to Chicago, New York and New Hampshire. In On the Ground we describe two very different school-based models in California.
|Out-of-School Time Policy Commentary #10: Rethinking the High School Experience: What's After-School Got to Do With it?||
With high school reform now a front-burner issue, districts and communities cannot afford to have high school after-school on the back burner.
|Out-of-School Time Policy Commentary #11: People, Places and Possibilities: Integrating Mentoring and After-School||
This commentary explores the relationship between mentoring and after-school, two fields that have garnered significant policy attention and momentum over the past several years. The question is not which makes more sense — mentoring or after-school — but how can we utilize both strategies to increase the likelihood that young people have the supports they need to thrive.
|Out-of-School Time Policy Commentary #12: Unpacking Youth Work Practice||
The Forum's OST Policy Commentary series is back! In this issue we discuss the implications of recent research led by Bart Hirsch, Reed Larson and Charles Smith. Each study helps deepen our understanding of youth work practice and can inform policy strategies aimed at developing a strong, stable, committed and prepared OST workforce.
|Out-of-School Time Policy Commentary #13: "Speaking in One Voice"||
This commentary highlights the work of the Collaborative for Building After-School Systems, a collaborative of mature, city and county-wide nonprofit OST intermediaries, to develop and adopt common youth-, program- and system-level measures that are easy and cost-effective for local systems to implement.
|Out-of-School Time Policy Commentary #15: Raising the Bar: Quality Improvement Systems for Youth Programs||
In this commentary, we compile lessons learned about building quality improvement systems for OST programs, based on emerging research and increasing activity in the field. We also take readers to two places – the state of Michigan and the city of Chicago – where implementation of this model is underway with promising results.
|Out-of-School Time Policy Commentary #16: Shining a Light on Supervision: Lessons from the Beacons||
This commentary takes readers inside the world of the Beacons, to understand their approach to supervision. In it, we ask and answer the questions: What does good supervision of youth work professionals look like? How can we strengthen supervision in ways that improve practice and reduce turnover?
|Out-of-School Time Policy Commentary #17: The Common Core Standards: What do they Mean for Out-of-School Time?||
The expansion of the Common Core State Standards in education opens new doors for out-of-school time (OST) providers to align their work with schools.
|Out-of-School Time Policy Commentary #1: Out-of-School Research Meets After-School Policy||
The past five years have seen a ground swell in public attention and public policy aimed at increasing the availability of after-school programs for children and young teens during the "risk" hours when safety, supervision and homework are of top concern.
|Out-of-School Time Policy Commentary #2: High School After-School: What Is It? What Might It Be? Why Is It Important?||
High school is becoming the next frontier for after-school advocates. The conceptual and practical leaps from programming for elementary and middle school students to high school students are significant, and the marketing challenges are huge.