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Journal article

Positive Change Through a Credential Process

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. 

Creating Holistic Partnerships Between School and Afterschool

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.

Youth Thrive: A Framework to Help Adolescents Overcome Trauma and Thrive

This journal article describes the Center for Study of Social Policy's Youth Thrive Framework that is based on how the research on resilience, positive youth development, neuroscience, and trauma can help lead to healthy development and well-being for youth. There are multiple examples of how the Framework can be used to modify frontline practice, policy, and organizational culture. The examples rely on strong relationships and strategies based on neuroscience to alleviate the effects of trauma and especially to guide youth in foster care. This resource supports resilience.

Getting the Right Fit: Designing a Professional Learning Community for Out-of-School Time

This journal article describes how Professional Learning Communities (PLCs) can be used as an effective means for staff development with out-of-school time (OST) providers. Based on a research project involving six experienced facilitators, it offers a framework, potential formats, and tips on how to structure PLCs to meet the needs of OST staff and programs.

Think Summer

This article presents recommendations from the RAND Corporation report, "Getting to Work on Summer Learning."  Specifically, it focuses on those recommendations related to the hiring and training of teachers for school district-run summer learning programs. To ensure a successful summer, the report and article emphasize the need for districts to begin planning by January, to hire early, and to provide professional development and coaching for teachers.

Evidence-Based Strategies for Supporting and Enhancing Family Engagement

This article describes six strategies for supporting and enhancing family engagement. Strategies include having adequate and welcoming space for families; establishing policies and procedures to promote engagement; communicating and building trusting relationships; being intentional about staff hiring and training to promote effective staff-family interactions; and connecting families to each other, to the program staff, to schools, and other community institutions. This resource supports resilience.

Effective Strategies for Engaging Parents: Real-Life Experiences That Make a Difference

This article lists action steps for establishing effective family engagement programs. It provides a case study from an Iowa program with a range of family engagement strategies. This resource supports resilience.

Can After-School Programs Help Level the Playing Field for Disadvantaged Youth?

This journal article explores afterschool access and program outcomes for youth from disadvantaged backgrounds. It outlines recommendations for policymakers, administrators, and staff on ways to increase access and improve program quality for this population. It includes an extensive literature review and outlines a research agenda for the future.