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The Child First Authority After-School Program - This Baltimore communitywide after-school program seeks to improve the quality of life in low socioeconomic status communities. This descriptive evaluation describes the creation of the program and the overall components and activities, and offers recommendations to continue development of the program. (Olatokunbo S. Fashola, CRESPAR Report No. 38, Center for Research on the Education of Students Placed At Risk, May 1999)...

Making the Most of Out-of-School Time MS Word - How can communities productively engage young people in meaningful activities during the hours they are not in school? Answers to that question are beginning to emerge from a $9.7 million initiative supported in Boston, Chicago and Seattle by the DeWitt Wallace-Reader’s Digest Fund. Interim findings indicate that the three cities have been making progress in their efforts to improve the quantity and quality of before- and after-school programs for 5- to 14-year-olds, especially for families in low-income communities. Various issues — ranging from changes in welfare laws, to education reform, to a recognition that unsupervised out-of-school time puts many youngsters at risk of becoming involved in dangerous activities, such as drugs, violence and sex — have brought long overdue national attention to the need to make high-quality, affordable programs available to more American families. (Robert Halpern, Julie Spielberger and Sylvan Robb, DeWitt Wallace-Reader's Digest Fund, December 1998)...

Review of Extended-Day and After-School Programs and Their Effectiveness MS Word - This report identifies and reviews 34 programs that have been used as after-school programs by schools and/or communities, including extended-day programs and some supplemental school programs that have potential for after-school usage. Five categories of programs are reviewed for effectiveness for improving student outcomes and their evidence of replicability in other locations: (1) language arts after-school programs, (2) study skills programs, (3) academic programs in other curriculum areas, (4) tutoring programs for reading and (5) community-based programs. The report also presents a set of components of effective after-school programs and recommendations for implementing these components. (Olatokunbo S. Fashola, CRESPAR Report No. 24, Center for Research on the Education of Students Placed At Risk, October 1998)...

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