All Afterschool and Community Programs articles

By: Reading Rockets (2012)
Explore how carefully supervised and well implemented tutoring programs can make a difference to struggling readers. Learn about finding the right tutor, tips for tutoring, evidence that tutoring works, how you can help, and even an easy-to-use assessment tool to make the most of a child's tutoring experience.

By: National Summer Learning Association (2009)
The National Center for Summer Learning identified nine characteristics of effective summer learning programs, and recommends that all summer learning providers work toward incorporating these broad characteristics into current programming.

By: Reading Rockets (2009)

Libraries are great resources for families with young children; you can find books, entertainment, educational and cultural enrichment, literacy tips, and other valuable information. Here are nine reasons to visit your public library!

By: Afterschool Alliance (2008)
This brief describes how afterschool programs can contribute to student success by helping children's social and emotional development, avoidance of risky behaviors, improved school attendance, engagement in learning, and improved test scores and grades.

By: National Summer Learning Association (2008)

Early and sustained summer learning opportunities lead to higher graduation rates, better preparation for college, and positive effects on children's self-esteem, confidence, and motivation. High-quality summer programs keep students engaged in learning, teach them new skills, allow them to develop previously unseen talents, and foster creativity and innovation.

By: Christopher Gabrieli , Warren Goldstein (2008)
In this excerpt from the book Time to Learn: How a New School Schedule Is Making Smarter Kids, Happier Parents & Safer Neighborhoods, the authors discuss how a longer school day can support achievement in reading and math while providing a richer, broader curriculum. The book discusses extended day success stories in public schools throughout the country, the impact on teachers and families, and benefits for English language learners and children with learning disabilities.

By: National Summer Learning Association (2007)
Informal literacy experiences often serve to shape young people's identity as readers and writers as much as or more than formal schooling.Community and family support can emphasize the importance of reading and writing, build confidence, influence young people's literacy habits, and encourage youth to seek out ways to engage in literate activities. Through a renewed national push for literacy on all levels, both families and community members have diverse opportunities in which to impact students' literacy skills.This article offers strategies to develop community engagement.

By: Ellen Delisio (2007)
Hours of test preparation, especially in underperforming schools, has left little time for electives or even some of the un-tested basic subjects. Adding time to the school day and year has helped some schools improve their scores and flesh out their curriculums.

By: Reading Rockets (2007)

Interesting experiences give kids a broader framework for new information they might encounter in books, and when kids have lots of experiences to draw on, they have a better chance of making a connection with what they read! Help your child build background knowledge this summer with these activities.

By: Rotary International, International Reading Association (2007)
How can volunteers help build children's literacy in their communities? Rotary International and IRA developed these questionnaires and teachers' wish list to help you determine the right literacy project for your community.

By: Partnership for Learning (2006)

Get the basics on the benefits, challenges and costs of different kinds of tutoring services: private, tutoring centers, online tutors, and free Title I supplemental services.

By: Communities in Schools (2006)
From Communities in Schools, this article profiles five after-school programs that have been shown to be effective in rigorous independent evaluations.

By: Communities in Schools (2006)
Communities In Schools describes essential elements of good after-school programs so that research findings are accessible to practitioners. Included are key elements of program implementation.

By: Geoffrey Alan (2006)
What can afterschool programs offer that the regular school day can't? To build literacy skills and school achievement, think outside the classroom.

By: Afterschool Alliance (2005)
Afterschool advocates and practitioners face a daily struggle for adequate funding. This brief describes how both research and personal stories reveal resoundingly that afterschool programs are a worthy investment.

By: U.S. Department of Education (2004)

The U.S. Department of Education developed this brief guide for reading tutors. It lists ways that tutoring helps both the learner and the tutor, and provides practical tips that can help tutors be more effective in their work.

By: Kirsten Miller, David Snow, Patricia Lauer (2004)
Reading instruction does not need to stop when the bell rings. Using out-of-school time (OST) can be an effective way to boost academic skills while engaging students outside of the classroom. Education research lab McREL reviews effective afterschool and summer programs that focus on reading, and identifies the components that make them successful.

By: Kirsten Miller, David Snow, Patricia Lauer (2004)
Developing an afterschool or summer school program? This checklist will make sure you structure it for success!

By: Kirsten Miller, David Snow, Patricia Lauer (2004)
Out-of-school time (OST) can be essential for at-risk students to develop basic academic skills. Education research lab McREL studied a variety of programs across the country to determine how OST programs are being used to help this population.

By: Linda Jacobson (2002)
The Parent-Child Home Program, a Manhasset, NY-based home visiting instigative for 2- and 3- year old children which has operated in Massachusetts and New York for years, is now proving so successful that it is expanding service to four other states. The PCHP focuses on children who are deemed to be at the greatest risk of failure in school – those with low-income parents who have limited education.

By: National Youth Violence Prevention Resource Center (2001)
The National Youth Violence Prevention Resource Center created this overview of the research on the effectiveness of after-school programs.

By: U.S. Department of Education (1999)
From free books to home visits, non-profit organizations play an important role in promoting reading. Learn about some of the non-profits with a commitment to helping children become readers.

By: U.S. Department of Education (1999)
Not just educational institutions can play a role in preventing illiteracy. Find out what steps employers can take to help more children learn to read.

By: U.S. Department of Education (1999)
Not just educational institutions can play a role in preventing illiteracy. Find out what steps organizations can take to help more children learn to read.

By: U.S. Department of Education (1997)
From becoming a tutor to helping at the local library, there are concrete steps concerned citizens can take to help more children learn to read. Learn about these and more steps community members can take towards this goal.

By: Derry Koralek, Ray Collins (1997)

A tutoring program that will best serve children's needs should be carefully developed with those needs in mind. Here are eight steps to developing a tutoring program, from setting goals to developing a curriculum.

By: U.S. Department of Education (1997)
From starting a volunteer reading program to getting families involved, there are concrete steps community groups can take to help more children learn to read. Learn about these and more steps religious, cultural, and community organizations can take towards this goal.

By: Margaret Mulhern, Flora V. Rodriguez-Brown, Timothy Shanahan (1994)
For language minority families, learning English is a key component of family literacy programs. This article describes questions to consider when establishing a program for language minority families.

"Outside of a dog, a book is a man's best friend. Inside of a dog, it's too dark to read." — Groucho Marx