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Core Assumptions About Change
This two-pager summarizes the core assumptions that philanthropists, planners and policy makers consciously or unconsciously take into account when making decisions about where to focus their efforts to bring about change.
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.
Adding It Up -- Brochure, Rationale and Guide to Mapping Public Resources for Children, Youth & Families
Brochure: Offering the highlights of what a CYF resource map can do, and why a state or community might benefit from one, the brochure can help you make the case and spread the word about your efforts.
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.
Out-of-School Time Policy Commentary #3: Reflections on System Building: Lessons from the After-School Movement
On February 3, 2003, the Bush Administration unveiled its request to cut funding for the 21st Century Community Learning Centers program by 40 percent in fiscal year 2004.
Out-of-School Time Policy Commentary #4: After-School for All? Exploring Access and Equity in After-School Programs
While significant progress has occurred over the past several years in terms of expanding both the quantity and quality of after-school opportunities, the ambitious idea of “after-school for all” remains a distant goal.
Out-of-School Time Policy Commentary #5: Inside the Black Box: Exploring the "Content" of After-School
How do effective programs deliver academic content? Can after-school programs help students master a broader base of content? What strategies can help programs and systems deliver content effectively? What is realistic to expect of programs? Program content is closely linked with our understandings about the purpose of after-school programming.
