Boston's After-School for All Partnership
Promoting Positive Youth Development as a Support to Academic Achievement
A 2002 white paper by the National Institute on Out-of-School Time (NIOST) in association with The Forum for Youth Investment. Investigates how after-school programs can most effectively promote positive youth development as a support to academic achievement.
2003 Boston Parent Survey Findings
Boston’s After-School for All Partnership’s June 2003 telephone survey of 402 randomly selected parents across city of Boston. Delivers an approximate cross-section of the city’s Boston Public Schools student population by economic, racial and geographic demographics. Includes findings on student participation, program demand, parent views and opinions on programming supply and demand. October 9, 2003.
Learning to Bridge - Bridging to Learn: A Model and Action Plan to Increase Engagement Between Schools and Afterschool Programs in Boston
Commissioned in 2002, the Program in Afterschool Education and Research (PAER) at Harvard Graduate School of Education offers a model and action plan to increase engagement between school and after-school programs in Boston.
Coming of Age in Boston: Out-of-School Time Opportunities for Teens
Sponsored by Boston’s After-School for All Partnership and supported by the Barr Foundation, The Boston Foundation and the Merck Family Fund, this reports on the realities and future prospects for Boston teens regarding out-of-school time programming. Content areas within the report include Boston’s Teen Population, Race & Ethnicity, Language, School Enrollment, What Teens Want & Need, Key Elements of Effective Programming, The Current Landscape, Facing the Challenges, Positive Alternatives and a Case Study of Environmental Youth Development Programs. April 1, 2004.
School Sites Initiative (SSI) Report
In response to the desire of City leaders to determine the most effective strategy for expanding after-school opportunities, Boston's After-School for All Partnership released “Opening Doors for Boston's Children: Lessons Learned In Expanding School-Based After-School Programs” in 2004. This four-year $2.6 million effort was lead by The Boston Foundation and Massachusetts 2020 and supported 17 schools and their community-based organizational partners. December 2006.
Strategies for Student Success: Strengthening Learning in Out-of-School Time
In 2002, commissioned by Boston’s After-School for All Partnership, seven distinguished organizations and institutions researched seven strategies for expanding learning opportunities beyond the traditional school day and year. This document summarizes the key crosscutting issues that emerged from this collective body of work as well as summarizing each research topic with an emphasis on effective practices.
Expanding and Coordinating Cultural Education Opportunities in Out-of-School Time in Boston
A 2002 report by Mendelsohn, Gittleman & Associates explores the role of arts and cultural education in promoting learning, effective practices of programming, partnerships and coordination, and challenges in Boston’s out-of-school time programming.
Using Technology to Support Learning in After-School Programs
This 2002 report by Educational Development Center scans technology in use of after-school programs in Boston and explores issues related to its application including how to develop technology fluency, best practices, resources for technology programs, hardware and software acquisition, technical management and support, training and professional development and matching learning styles of young people to appropriate technology. June 2003.
Project-Based and Experiential Learning in After-School Programming
In this 2002 report, Project Zero at Harvard University contextualizes the debate on best after-school programming approaches in Boston, makes the case for project-based learning and shares its discovered effective practices and challenges.
Enhancing Literacy Support in After School Programs
In this 2002 report, Boston Plan for Excellence makes the case for enhancing literacy support in after-school programs by depicting the role and importance of literacy in a child’s educational development, exploring effective local and national models of literacy support, reviewing literacy instruction in Boston Public Schools and visiting the implications and challenges for literacy instruction in Boston’s after-school programs.
Tutor Training and Higher Education Involvement in After School Programs
This 2002 report by the Boston Higher Education Partnership (BHEP) details the involvement of higher education institutions in Boston’s after-school programs, benefits of effective collaborations between after-school programs and Boston’s higher education institutions, goals of after school programs and higher education in comparison, and the existing continuums of Boston-based after-school programs in which college students participate and after school/higher education collaborations. September 2002.