More Evidence Points to the Need for High-Quality After-School Programs

A new report by the New Hampshire State Afterschool Task Force evaluates the effectiveness of after-school programs in elementary and middle schools. The report provides evidence that academically focused after-school programs cause students to improve both academically and behaviorally. NAESP’s publication Leading After-School Learning Communities: What Principals Should Know and Be Able to Do, also provides evidence of the benefits of high-quality after-school programs, the importance of a seamless school day, and the roles that principals—and others who lead after-school programs—have in ensuring academically enriching environments for children.  Ten case studies of high-quality after-school programs were featured in NAESP’s book, Making the Most of After-school Time.

Comments

[Linda Lorei]

I have taught in an inner-city school for the past five years and have participated in two high-quality after-school programs. The first is called G.A.P.S. and targets grades 1-5 students who need additional assistance with reading and math. The program lasted for 1 hour after school. I felt that the student who participated truly benefitted from small-group settings and more individual attention. The materials for instruction were of a high quality and kept students interested. The second program, entitled C.H.A.M.P.S. was a program targeted among students in grades 4-6 that are in high-risk families for developing detrimental behaviors. I felt this program was exceptional for truly aiding students in completing homework and then participating in such activities as Lego Leagues, community service projects and character education. The day was long, as students did not leave until 5:30 pm, but I believe those who participated truly benefitted. I feel after-school programs are a necessary entity in today's society as we accomodate shifting family structures.