P/PV Program Areas | Out-of-School Time | Publications

Other Publications

Advancing Achievement: Findings from an Independent Evaluation of a Major After-School Initiative

After-School Pursuits: An Examination of Outcomes in the San Francisco Beacon Initiative

After-School Pursuits: The Executive Summary

After-School Toolkit: Tips, Techniques and Templates for Improving Program Quality

Anatomy of a Demonstration: STEP from Pilot through Replication and Postprogram Impacts

Beacons In Brief

Beyond Safe Havens: A Synthesis of 20 Years of Research on the Boys & Girls Clubs, Executive Summary

Beyond Safe Havens: A Synthesis of 20 Years of Research on the Boys & Girls Clubs, Full Report

Challenges and Opportunities in After-School Programs: Lessons for Policymakers and Funders

Community Change for Youth Development in Kansas City

Community Change for Youth Development: Ten Lessons from the CCYD Initiative

Extended-Service Schools: Putting Programming in Place

Gaining Ground: Supporting English Learners Through After-School Literacy Programming

Getting It Right: Strategies for After-School Success

Increasing Opportunities for Older Youth in After-School Programs

Investments in Building Citywide Out-of-School-Time Systems: A Six-City Study

Investments in Building Citywide Out-of-School-Time Systems: A Six-City Study Synopsis

Launching Literacy in After-School Programs: Early Lessons from the CORAL Initiative

Making Every Day Count: Boys & Girls Clubs' Role in Promoting Positive Outcomes for Teens

Making Every Day Count: Boys & Girls Clubs' Role in Promoting Positive Outcomes for Teens Executive Summary

Midcourse Corrections to a Major Initiative: A Report on The James Irvine Foundations CORAL Initiative

More Time For Teens: Understanding Teen Participation—Frequency, Intensity and Duration—In Boys & Girls Clubs

More Time For Teens: Understanding Teen Participation—Frequency, Intensity and Duration—In Boys & Girls Clubs Executive Summary

Multiple Choices After School: Findings from the Extended-Service Schools Initiative

Mustering the Armies of Compassion in Philadelphia

Paving the Way for Success in High School and Beyond: The Importance of Preparing Middle School Students for the Transition to Ninth Grade

Putting It All Together: Guiding Principles for Quality After-School Programs Serving Preteens

Quality Time After School Executive Summary

Quality Time After School In Brief

Summer Training and Education Program (STEP): Report on 1986 Experiences

Summer Training and Education Program (STEP): Report on the Pilot Experience

Supporting Success: Why and How to Improve Quality in After-School Programs

Targeted Outreach: Boys & Girls Clubs of America's Approach to Gang Prevention and Intervention

The Cost of Quality Out-of-School-Time Programs

The Cost of Quality Out-of-School-Time Programs, Executive Summary

The Costs of Out-of-School-Time Programs: A Review of the Available Evidence

The Evaluation of Enhanced Academic Instruction in After-School Programs: Final Report

What Matters, What Works: Advancing Achievement After School

Working Together to Build Beacon Centers in San Francisco: Evaluation Findings from 1998-2000

Youth Development: Issues, Challenges and Directions

Quality Time After School: What Instructors Can Do to Enhance Learning

by Jean Grossman, Margo Campbell and Becca Raley
April 2007, 64 pages

Improving the quality of out-of-school time activities and creating effective learning environments is of keen interest to practitioners, funders and policymakers. Funded by The William Penn Foundation, Quality Time After School identifies characteristics of after-school activities that are linked to youth engagement and learning across a rich diversity of out-of-school-time activity areas.

Drawing from surveys and interviews with more than 400 participants and instructors from five Philadelphia-based Beacon Centers, the report's findings highlight the importance of two features of high-quality activities: good group management and positive adult support of learning. Building on analyses of over 50 detailed activity observations, as well as key lessons from past research, the report also suggests a road map for program operators and policymakers to create engaging learning environments in after-school programs.

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