SEARCH FOR RESOURCES
This article from the Journal of Youth Development highlights some learnings from a Community of Practice with 10 states on the strategic use of summer and afterschool ARP and ESSER funds. Findings are that states with existing OST infrastructure and cross-system relationships were better equipped to meet youth and family needs. The states have created action plans that focus on: (1) strengthening data to promote access, quality, and outcomes; (2) TA systems to build capacity and promote quality; (3) promoting partnerships; and (4) strategic and sustainable use of funding. There is a suggestion that states invest a portion of their remaining funds to plan for sustainability.
This journal article in Policy Insights from the Behavioral and Brain Sciences examines the role of afterschool and recommends that programs focus on relationships, developing youth interest, identity and social capital. Given the pressure from government and funders to focus on academics, this is an equity issue because research shows that wealthier youth are more likely to be offered enrichment experiences to develop interests and identify, but low-income and youth of color are more likely to have OST as extended forms of child care or schooling. This resource supports equity.
This journal article documents one OST director’s journey through the process of becoming credentialed. It explores fears and challenges and what she—and her program participants, families, and staff—ultimately gained from the process. This story can bring a personal experience to life for state system planners creating or supporting a school-age credential.
This article explores the challenges and potential of school-afterschool partnerships. Based on interviews with school administrators, afterschool leaders, and front-line staff in three schools, the findings reveal both disconnections and opportunities for fuller communication and collaboration. This article would be helpful to OST system builders as well as practitioners/programs looking to enhance their relationships with schools.