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This brief summarizes findings from a study about equity in out-of-school-time programs run by school districts. It explores: (1) what equity looks like in OST programs provided by equity-minded districts; (2) what challenges districts face integrating their equity goals and efforts into their OST programs; (3) what actions districts can take to meet these challenges; and (4) what further research is needed to better inform policy and practice. This resource supports equity. The companion full report can be found here: https://education.virginia.edu/documents/how-do-districts-implement-equity-afterschool-and-summer-programs
This report offers practical guidance for out-of-school-time (OST) programs and intermediaries that wish to incorporate social and emotional learning (SEL) activities into their programming for youth. The lessons are derived from RAND’s study over four years of more than 100 afterschool programs across six communities participating in the Wallace Foundation’s Partnerships for Social and Emotional Learning Initiative (PSELI). The cities are Boston, Dallas, Denver, Palm Beach County, Tacoma, and Tulsa.
This slide deck shares the first findings released from the National Summer Learning and Enrichment Study conducted by Westat about school-run summer programs in 2021 and plans for summer 2022. The representative findings are drawn from 309 Local Education Agencies. 94% of schools offered some kind of summer programming, serving 18% of students enrolled in school the previous year, with finding staffing as the biggest challenge. 76% used ARP funding, with 75% focused on learning recovery and 57% supplementing with social-emotional learning. 80% also indicated plans to offer programs in summer 2022. A final report will be shared in mid-2023.
The State of California has allocated an unprecedented sum of $4.6 billion in one-time relief and $3.4 billion in permanent funding to expand afterschool and summer learning opportunities. This report provides an historical perspective on how their advocacy efforts planted seeds for more sustainable state investment by building relationships and partnerships with community-based providers, state and federal agencies, and legislators and through strategic communication. The lessons from CA are relevant for other city and state intermediaries who would like to increase city and state investment in afterschool and summer. There is a companion webinar that can be found here: https://www.youtube.com/watch?v=GYhNnEijWxk
This report from the Rand Corporation provides lessons learned from the Wallace Foundation's Partnership for Social and Emotional Learning Initiative (PSELI). Since 2017, six cities each have 5-7 partnerships each to explore how children benefit if schools and out-of-school collaborate to improve climate and foster social-emotional learning. This report provides the themes that have emerged from six case studies in Boston, Dallas, Denver, Palm Beach, Tacoma, and Tulsa.
This 3-part podcast series on social-emotional learning (SEL) explores with researchers from Harvard's EASEL program: (1) What Is SEL and How It Has Evolved, (2) High-quality SEL and the New Navigating SEL Guide, and (3) The Intersection of SEL and Equity. Although primarily focused on schools, the ideas apply to OST, too. The companion SEL program guide can be found here.
This report chronicles the efforts of four cities—Boston, Dallas, Pittsburgh, and Washington, DC—to expand summer program opportunities for low-income students. It examines district-led efforts toward creating coordinated approaches to increasing access to quality summer learning, noting challenges, enablers, and early outcomes. It notes how the partners developed a shared vision and strong leadership, coordinated their work, raised funds to sustain the work, and collected and analyzed diagnostic data to gauge their progress. It includes recommendations to help other cities launch and sustain coordinated networks.
This slide deck presents research on how parents, teachers, and Out-of-School Time (OST) providers perceive the value of OST in children’s social, emotional, and academic development. A companion toolkit, available in Spanish too, includes a video of research highlights and a playbook for educators, providers, and advocates to communicate the benefits of OST programs and develop policies that make these opportunities more accessible https://bealearninghero.org/ost-toolkit/.
There’s also a webinar called Making the Case for OST: The Perspectives of Parents, Educators, and Providers https://www.youtube.com/watch?v=R7e8zl3zCN4&ab_channel=IanF
This framework and guidebook can help people assess afterschool systems, programs, and youth outcomes in the interest of informing system improvements with up-to-date accurate information. Every Hour Counts used the framework to evaluate Boston, Providence, and Sprockets in St. Paul and findings from this experience informed this version. The evaluation found that the framework is also a tool for setting goals, communicating the value of OST work, and supporting continuous quality improvement (CQI). The companion webinar on use of the tools can be found at: https://drive.google.com/file/d/1LlEctzR7rgC2LgdVxCwn4Vu4BT9FkC67/view
This newly updated and expanded report provides a framework for understanding social and emotional learning (SEL). It can be used as a reference to compare the content and evidence of effectiveness of 33 SEL programs for elementary-age and preschool-age children. In addition to program profiles, it includes chapters on out-of-school time, achieving equitable SEL, and trauma-sensitive approaches to SEL. A companion guide offers tips on how to efficiently use the report. A companion webinar can be found here. The companion report for middle and high schoolers can be found at https://www.wallacefoundation.org/knowledge-center/Documents/navigating-social-and-emotional-learning-from-the-inside-out-middle-high-school.pdf
This resource supports resilience.