Post by Gema on Jul 26, 2016 22:16:50 GMT -6
My research finds that most students don’t go to an afterschool program (ASP) with only 24% actually attending one regularly (Hynes). Those who do use afterschool programs are more likely to come from large urban schools or school with a large low-income/minority population. More ASP participants attend one that is offered at their school and most only attend for a few hours a week (less than five hours). This point brings up the question that if students are only engaged for a few hours, is it really leaving an impact? How can ASPs make the most of that time to ensure that their programs are effective?
All of my sources agree that ASPs need clear goals and objectives to address the needs of children in the community. These goals should focus on developmental gains for kids’ social, emotional, and physical well-being in addition to academic achievement. Rather than replicating in-school instruction, ASPs should complement them by offering what schools usually can’t offer during the day: opportunities to learn through hands-on experience. ASPs offer unique opportunities for children to explore individual interests and gain skills for success.
This can be accomplished in a variety of ways. One study attributes success only through the employment of SAFE (sequenced, active, focused, explicit) practices. This approach is focused on skill-building activities These activities should be sequenced in that they take multiple steps in order to accomplish mastery of a certain school. They should be active so that kids can practice the skills and receive feedback on their performance. They should be focused so that there is time allotted just for skill development, and explicit so that kids know specifically what they are expected to learn (Durlak and Weissberg).
In addition to this type of programming, another source points out that effective programs should also have staff that can make positive relationships with the kids. These connections help kids see the benefits of staying involved in the program and help them feel respected. ASPs should also be structured and supervised. This source also points out that the most impactful programs are those that are partnered with schools. Having a strong partnership with schools helps ensure that kids are getting the most support they need. By aligning their goals, schools and ASPs can provide students with a wide range of learning opportunities that remain consistent throughout the day (Little).
The question remains, however, is how one goes about measuring effectiveness. How can we attribute the success of a student to their participation in ASPs? How do programs know what works for participants and how do they adjust? Do they monitor progress? Another question I have yet to answer is how programs receive funding and what the funding is used for. What might lack of funding limit them to do and where would they need more help in that case? How might this affect their impact on program participants? What are the needs of the children?
Sources
Durlak, Joseph A. and Roger P. Weissberg. The Impact of After-School Programs that Promote Personal and Social Skills.
Hynes, Katherine and Felicia Sanders. The Changing Landscape of Afterschool Programs.
Little, Priscilla. Supporting Student Outcomes Through Expanded Learning Opportunities.
All of my sources agree that ASPs need clear goals and objectives to address the needs of children in the community. These goals should focus on developmental gains for kids’ social, emotional, and physical well-being in addition to academic achievement. Rather than replicating in-school instruction, ASPs should complement them by offering what schools usually can’t offer during the day: opportunities to learn through hands-on experience. ASPs offer unique opportunities for children to explore individual interests and gain skills for success.
This can be accomplished in a variety of ways. One study attributes success only through the employment of SAFE (sequenced, active, focused, explicit) practices. This approach is focused on skill-building activities These activities should be sequenced in that they take multiple steps in order to accomplish mastery of a certain school. They should be active so that kids can practice the skills and receive feedback on their performance. They should be focused so that there is time allotted just for skill development, and explicit so that kids know specifically what they are expected to learn (Durlak and Weissberg).
In addition to this type of programming, another source points out that effective programs should also have staff that can make positive relationships with the kids. These connections help kids see the benefits of staying involved in the program and help them feel respected. ASPs should also be structured and supervised. This source also points out that the most impactful programs are those that are partnered with schools. Having a strong partnership with schools helps ensure that kids are getting the most support they need. By aligning their goals, schools and ASPs can provide students with a wide range of learning opportunities that remain consistent throughout the day (Little).
The question remains, however, is how one goes about measuring effectiveness. How can we attribute the success of a student to their participation in ASPs? How do programs know what works for participants and how do they adjust? Do they monitor progress? Another question I have yet to answer is how programs receive funding and what the funding is used for. What might lack of funding limit them to do and where would they need more help in that case? How might this affect their impact on program participants? What are the needs of the children?
Sources
Durlak, Joseph A. and Roger P. Weissberg. The Impact of After-School Programs that Promote Personal and Social Skills.
Hynes, Katherine and Felicia Sanders. The Changing Landscape of Afterschool Programs.
Little, Priscilla. Supporting Student Outcomes Through Expanded Learning Opportunities.
