As the demands placed on the education system go beyond what teachers and schools can do alone, afterschool programs have become even more critical. Afterschool practitioners need tools, training and networks to create innovative, tech-integrated programs that support and amplify student learning.”
—Gina Warner, President & CEO, National Afterschool Association
Research released by the National AfterSchool Association and developed by Policy Studies Associates in Washington, D.C., took a close look at the experiences of the 10 million elementary, middle and high school students who participate in afterschool programs in school- and community-based settings. The research review, Empowering Afterschool Professionals for Digital Learning, reported that afterschool professionals play an especially important role in supporting learning for low-income students and eliminating gaps in achievement based on income.
The report also found that afterschool educators need support with the use of technology and developing the capacity to serve as facilitators in a digital environment that encourages students to explore and pursue topics of interest.
Afterschool programs have long been known as a solution to help students and families complete homework through positive relationships with adults and peers. With the right professional development, afterschool professionals can help students actively navigate technology to create deep learning experiences and develop digital citizenship and responsibility in a safe, facilitated setting.
Afterschool staff, you are skilled at using a wide range of tools to build relationships, set high expectations and ensure youth experience all kinds of age-appropriate opportunities—now you can confidently use technology to help students thrive.
The National AfterSchool Association (NAA) is the national membership organization for professionals who work with and on behalf of children and youth during out of school time. NAA's mission is to promote development, provide education and encourage advocacy for the out-of-school-time community to further the afterschool profession. An estimated 10.2 million children participate in afterschool programs each year and the industry employs an estimated 850,000. Visit https://naaweb.org/ for more information about the association.
Google for Education is committed to directing their resources—their products, programs, philanthropy and people—towards creating a future where every student has access to the skills they'll need and the quality education they deserve. Building on the work of Google's Dynamic Learning Project, their support of NAA is part of their continued efforts to help provide educators–including those outside of traditional classroom settings–with the skills, trainings and resources they need to help benefit from the promise of technology. For more information about their work in education, visit edu.google.com and follow on Twitter at @googleforeducation.
Policy Studies Associates (PSA) provides research and program evaluation services that are rigorous, policy-relevant and have practical applications. For over 35 years, PSA experts have applied lessons learned about the quality, implementation and effectiveness of initiatives in education and afterschool to help leaders make sound decisions.
The team at Development Without Limits (DWL) believes that children and young people should be at the center of their own learning. DWL works with youth serving organizations nationally to build capacity for youth-centered programming by mirroring and modeling effective, research-based practices that build upon strengths and respond to individual needs. DWL offers professional learning, technical assistance and materials development to out-of-school time programs. Visit www.developmentwithoutlimits.org for more information.
American Institutes for Research (AIR) is one of the world's largest behavioral and social science research and evaluation organizations. AIR’s afterschool and expanded learning group works with education agencies, schools and districts, foundations, and other stakeholders to ensure young people’s educational experience fosters positive growth and development. AIR conducts research on afterschool program quality, youth engagement, and program impact; delivers professional development to help afterschool program leaders and staff create, improve, and maintain excellent programs; monitors and conducts multi-method evaluations at state and local levels to assess the quality and effectiveness of afterschool and expanded learning programs; and provides state and national leadership in promoting policies that will create broader access to and support for high-quality afterschool and expanded learning programs. Learn more at www.air.org.
|NATIONAL ADVISORY GROUP|
4H, Tony Carrell · 4H National Council, Janet Golden · Afterschool Alliance, Melissa Ballard & Charlotte Steinecke · Afterschool AllStars, Carlos Santini · Beacon National Network, Pam Pradachith-Demler · BELL (Building Educated Leaders for Life), Brenda McLaughlin · Boys and Girls Clubs of America, Dave Crusoe · Champions, Dan Figurski · Education Development Center, Tony Streit · Every Hour Counts, Jessica Donner · Girls Inc., Penn Sheppard · Higher Achievement Program, Mike DiMarco · Horizons National, Dara Rose · IMLS, Reagan Moore · LA's BEST, Eric Gurna · MANY, Kristen Truffa · National Dropout Prevention Center, John Gailer · National Girls Collaborative, Karen Peterson · National League of Cities, Bela Shah Spooner · National Parks and Recreation Association, Allison Colman · National Science Teachers Association, Dennis Schatz · National Summer Learning Association, Matthew Boulay · National Urban League, Michelle Mitchell · Right at School, Michele Wilkens · STEM EcoSystems, Julie Stolzer · United Way · Urban Libraries Council, Jen Blenkle · Westat, Shawn Petty · YMCA, Barb Roth · Young Adult Library Services Association, Beth Yoke
Special thanks to programs and people who have supported the development of this project including:
DC Beacon House LA’s BEST · Wide Angle Youth Media · YMCA Long Beach · Youth Empowerment Project · Techbridge Girls · Educational Video Center · Crocker Elementary Afterschool Program · Dreamyard · Maine’s 21st Century Community Learning Centers · Amber Stowe, Children's Programs Supervisor, Foothills Park & Recreation District · Marina Fradera, United Way of Greater Philadelphia and Southern New Jersey · Martha Sierra · Danielle Schmutz and Kevin Hinton, Beacon House · Emily McLeod and Tania Tauer, Techbridge Girls · Breanna Harvey, Northside Neighborhood House · Nancy Peter, Philadelphia Education Fund · Alexandrea Matthews, New Bedford Parks, Recreation and Beaches · Kate Ramlow Meyer, Be Free Pima · Jodi Ahrendson Miller, Kids Inc. · Todd Coffey, Boston OST Network · Richard Leary · Tracey Horton, Georgia Afterschool Network · Sarah Zeller Berkman, CUNY Youth Studies Program · Raja Ridgway, Relay GSE · Laura Scheiber, Educational Video Center · Hilary Kolos, Dreamyard · Amanda Bickerstaff, CE Credits Online · Brett Turner, Tennessee SCORE · Heather Bender, Asst. Supt, Huntsville City Schools (AL) · Kevin Smetak, Principal, Yough School District (PA) · Teresa Engler, Coach, McGuffey School District (PA) · Connie Rodriquez, Principal, San Ysidro School District (CA) · Sylvia Mayer, Coach, San Ysidro School District (CA) · Matt Warnock, Principal, Carrollton Farmers Branch (TX) · Khristie Goodwin, Asst. Supt, Oxford · Angelique Benjamin, Coach, Pittsburgh Public Schools (PA) · Kelli Coons, Technology Coach, Landrum Middle School (SC)