By Luci Manning
Over the course of the school year, Westchester Elementary School students have run a candy drive for troops overseas, written thank-you notes to their teachers and compiled goodie bags for firefighters and police officers as part of a community service-focused afterschool program. EPIK Kids in Action shows the children ways they can give back to their community, preparing them for the 75 hours of service they need to log before they graduate high school. “Watching them serve and be excited about serving others is really cool,” teacher Maria Buker told the Baltimore Sun. “To see the big heart that’s inside of them, the fact that they want to do this and not run home and play video games, to make a human impact, you can’t put words on that.”
A poetry-focused afterschool program is building Detroit-area teens’ self-confidence by giving them a creative outlet and training them in writing and public speaking. Citywide Poets runs writing workshops after school and during the summer, offering students performance opportunities, pairing them with mentors and even helping them publish their poems. “I was a very shy child that didn’t like speaking or talking,” 16-year-old Wes Matthews told the Detroit Free Press. “I didn’t like my own writing. But after a while, I… [believed] in myself and the power of expressing yourself through poetry.”
More than 60 After-School All-Stars students had a chance to learn hockey skills from the Vegas Golden Knights at a special event last week. Students met with team executives and played street hockey, oversized Jenga and beanbags with the NHL players. The Golden Knights partner with Toyota to run a youth hockey clinic in the area, and this event was another way for the team to engage with the community. “It has been a tremendous experience for the students,” ASAS executive director Jodi Manzella told the Las Vegas Sun. “For them to experience what it’s like to have partners in the community like the Golden Knights and Toyota to show the kids that there are people, businesses and organizations that want to invest in them. It’s truly priceless for the students.”
Students in Freedom High School, and their younger siblings and peers, now have a safe space to decompress after a long week at Oakley Library’s Teen Haven. The Friday afterschool program provides snacks and activities for the students before they head home for the weekend, giving them a place to spend time with their friends, meet new people and relax by playing games, doing crafts or watching movies. According to the East Bay Times, the program is free for students from sixth through 12th grade and is run by the Oakley Library Youth Squad.
By Rachel Clark
By Allison Coleman, program manager at the National Recreation and Park Association (NRPA), and Ava DeBovis, national network manager at the Alliance for a Healthier Generation. This post was originally published on NRPA's Open Space blog.
In February 2014, the National Recreation and Park Association (NRPA) launched Commit to Health, a campaign devoted to creating healthier out-of-school time (OST) programs in local parks and recreation. This month, we’re celebrating three years of successful implementation, great partnerships, new resources, and stories from communities across the country!
Over the last three years, park and recreation agencies have committed to implementing the Healthy Eating Physical Activity (HEPA) standards at their OST sites. The HEPA standards are things like ensuring that a fruit or vegetable is served at every meal, making sure that kids are getting 60 minutes of physical activity in a summer camp program, and providing drinking water at all times to youth and staff. Through implementation of these standards, more than 1270 park and recreation sites have provided increased access to healthy foods and new opportunities for physical activity for more than 228,000 youth.
While the impact numbers alone are impressive, there are many reasons to celebrate this initiative—new partnerships have been created, new resources have been developed, and families across the county are eating healthy and moving more.
Key partnerships have created even larger impacts
In parks and recreation, we know how important partnerships are to the success of a program. Commit to Health has helped to spark numerous partnerships and collaborations across the country. From local agencies working in collaboration with state health departments, school districts, volunteer groups, YMCAs and Boys and Girls Clubs, to national partnerships with the Alliance for a Healthier Generation and Partnership for a Healthier America, new relationships have flourished.
So you give a dollar (well, probably more than one) to the federal government in taxes. How does it get spent?
It might surprise you to know that only about 2 cents of that dollar goes to education.
How does the government arrive at that figure? Many of the expenditures in the federal budget are mandatory, like Social Security, Medicare, Medicaid, and servicing the national debt. The government does not need to make a budget for these items each year, but will spend as much as it needs to meet its obligations under current law.
The remaining expenditures—including education funding—are known as discretionary spending, which means Congress, through its annual budget and appropriations process, must determine a top level of spending for the year and then let agencies and departments know how much they each will be able to spend.
Combined, these two spending streams—mandatory and discretionary—make up all government spending. And when you give the government a dollar for this spending, it spends just 2 of your cents on education. Many Americans think this is not enough. If you're one of them, make your voice heard today.
In the 5 Cents Makes Sense Campaign, a group called the Coalition for Education Funding—of which the Afterschool Alliance is a member—is recommending that these 2 cents currently being spent on education increase to a commitment of 5 cents of every federally collected dollar.
A new research paper from the Girl Scout Research Institute suggests that girls are in a worse state than they were before the Great Recession. Released in February, the report outlined the trends in girls’ economic, physical, and emotional health, as well as participation in extracurricular activities and educational opportunities.
To further explore the state of girls, the Afterschool Alliance teamed up with Girl Scouts and Girls on the Run International for a webinar on February 23, digging into these emerging trends and what afterschool programs are doing to help girls. Moderated by Afterschool Alliance Director of Research Nikki Yamashiro, webinar attendees heard from Kamla Modi, Ph.D., senior researcher at the Girl Scout Research Institute; Suzanne Harper, STEM strategy lead at Girl Scouts of the USA; Audrey Kwik, director of STEM and Programs at Girl Scouts of Northeast Texas; and Heather Pressley, PhD, vice president of Programming at Girls on the Run International about the report and what programs are doing to support girls.
During the webinar, Kamla Modi highlighted the paper’s key findings, bringing attention to the disparities between the 41 percent of girls today that live in low-income families and their higher family income level peers. For example, girls in lower-income families are less likely to volunteer, participate in student council, and take part in sports than their higher-income peers. Kamla’s presentation highlighted the need to invest in afterschool and summer learning programs to ensure that all girls have the supports necessary to succeed.
Up next were speakers from girl-serving organizations committed to making sure that girls have opportunity to develop their full potential. These speakers shared hands-on programming tips and strategies to best support girls during the out-of-school hours.
By Rachel Clark
By Jennifer Siaca Curry, Ed.D. Jennifer has worked in the afterschool and expanded learning field for over a decade, working with the statewide afterschool network in New York and ExpandED Schools. She explored afterschool programs delivered through school/community partnerships in her doctoral dissertation and is a member of the board of the NYS Network for Youth Success. This post was originally published on LinkedIn.
|Illustration via The Second Line Education Blog.|
We are living in an important moment in time (an understatement!), and recommitting ourselves to equity and inclusion for all in the youth development field is a must. Youth programs have a long history of responding to social needs—sheltering kids from war in the early 20th century, providing child care as women entered the workforce in the 1970s, extending academic learning time in the No Child Left Behind-era.
I argue that today we are preparing for a new focus: the social and emotional needs of young people, and that this new opportunity is incomplete without an antidiscrimination framework. The youth development field is poised to protect children and youth of all races, religions, ethnicities, genders, socioeconomic backgrounds, sexual orientations, appearances, and abilities - to embrace their identities and lift their assets to support them in becoming productive, engaged, and successful adults.
And the good news? You don’t need a grant to make this happen. Here are six things you can do today to have a positive impact on the youth you serve.
Build a personal understanding of the history of oppression.
Experts agree that having deeper knowledge about our country’s history is central to weakening racism. While it’s certainly easier to leave the past behind us, building an understanding of the events, constructs, and people who laid the foundation for today’s discriminatory structures and beliefs will make you a stronger advocate and enable you to pass accurate historical knowledge on. One of my favorite anecdotes is from Marian Wright Edelman: a Texas student recognized his social studies textbook ignored the brutality of the slave trade, which he had learned in his Children’s Defense Fund program. Not only did he educate his classmates, but his protest led to McGraw-Hill issuing an apology and an updated version of the textbook!
Mind your words—they matter.
First, I recommend youth development professionals subscribe to a philosophy of multiculturalism rather than color blindness. Saying things like, “I don’t see color” or “I treat everyone the same” may feel innocuous, but research and experience suggest that people primed to have a color-blind perspective display more explicit and implicit biases than those primed with a multicultural perspective. When it comes to specifics, the Opportunity Agenda has curated a list of words and phrases that impede equity and inclusion, as well as replacement terms to use instead. It's a great document to use as required reading for new staff.
By Luci Manning
Thirteen youths competed this weekend to see who could come up with the healthiest, most interesting recipe in the Recipe Rescue competition, part of an afterschool program run by the Department of Youth and Community Development and Compass. The students chopped, mashed, baked and diced their ingredients to cook up recipes like basil chicken burgers and baked sweet potato fries. The aim of the competition was to develop student interest in culinary arts and dietary awareness, according to the Daily News.
An afterschool program is helping struggling students in Bradley County Schools rediscover the fun in academia. The program, Big City University, focuses its attention on students from low-income families and those who are failing two or more subjects at school, pairing them with academic tutors and leading fun enrichment classes in science, art and physical education. “We focus on character education, academics and on building and growing the community,” director Stephanie Reffner told the Cleveland Daily Banner.
Robots, catapults, miniature tanks and other clever inventions were on display at Los Angeles Unified’s Northwest STEAM Fest 2017, a tech showcase for students in San Fernando Valley Schools. Students from more than 100 schools in the area came to the event to show off their creations from their extracurricular science, technology, engineering, art and math programs. “It’s all in the name of science. Engineering. What I think is cool,” 15-year old Amanda Basinger, who built a da Vinci-inspired machine that fires off ping-pong balls, told the Daily News of Los Angeles.
Young women in the K.E.Y. Zone afterschool Girls’ Group had the chance to meet with a female role model last week, Duluth Mayor Emily Larson. Mayor Larson spoke to the girls about her job and what it’s like to be a woman in a leadership position, bolstering their self-confidence and encouraging them to pursue whatever career they want when they grow up. “For the past several weeks we’ve been talking to the girls about what it means to be a leader and how you can become a leader for something that you’re passionate about,” Girl’s Club leader Shelby Chmielecki told the Duluth Budgeteer. “I think it’s really important for the girls to see a woman leader who works at the local level and to see that it’s an attainable goal.”
On February 28, House Early Childhood, Elementary, and Secondary Education Subcommittee Chair Rep. Todd Rokita (R-Ind.) and Ranking Member Rep. Jared Polis (D-Colo.) hosted a hearing entitled "Providing More Students a Pathway to Success by Strengthening Career and Technical Education." The hearing highlighted both the demand for career pathways that meet modern needs and the residual barriers to entry into career and technical education (CTE) programs that reflect old patterns of thinking.
Chairman Rokita began and ended the hearing by expressing his optimism that the time is right for passage of updated legislation to reauthorize the outdated Perkins CTE law last authorized in 2006. He categorized an update to the law as a “common-sense bipartisan reform” that deserves priority.
Rep. Polis honed in on statistics about the future needs of the workforce, which will require a much higher proportion (65 percent) of employees with postsecondary credentials as soon as 2020. Polis highlighted dual and concurrent enrollment programs as a solution, citing that students in dual enrollment programs are 23 percent more likely to continue on to postsecondary education after high school. Programs that are fully funded, locally flexible, and labor market-driven to ensure effectiveness and relevancy could act as a “ladder to lift students to the middle class” and “reconnect disconnected youth” in all communities, Polis explained over the course of his statement.
The hearing's panel included Glenn Johnson, workforce development leader at BASF; Janet Goble, a CTE director from Utah; Mimi Lufkin, CEO of the National Alliance for Partnerships in Equity (NAPE); and Mike Rowe, CEO of the MikeRoweWORKS Foundation and former star of the TV show “Dirty Jobs.” Panelists discussed a range of ideas, including the importance of local partnerships, the skills gap, the importance of real connections to employment opportunities in local areas, the effects of baby boomer retirement, the reputation of skilled labor, the higher than average starting salaries of CTE-trained workers, the importance of data collection and reporting, and the need to encourage students into non-traditional fields—such as men in health care or women in construction.
Afterschool STEM programming shone brightly under the spotlight this week with the release of a research study on outcomes and a compendium of articles presenting research and examples of effective afterschool STEM programming.
STEM Next at the University of San Diego (carrying on the work of the Noyce Foundation) and the Mott Foundation partnered to host an event at the National Press Club on March 1 celebrating afterschool STEM programming and its role in preparing young people for the workforce. Dr. Sylvester James Gates Jr., an extremely distinguished scientist and professor at the University of Maryland gave the keynote address. Dr. Gates was also on President Obama's Presidential Council of Advisors on Science and Technology, where he played a key role in advocating for STEM education. It was in this latter capacity that Dr. Gates discussed his belief in the value of informal and afterschool STEM learning, recognizing that drawing young people into STEM fields is often more of an emotional issue than an intellectual one.
This last point is a special strength of afterschool programs, evident in the findings from an 11-state study conducted by Dr. Gil Noam and his team at Harvard’s PEAR Institute and Dr. Todd Little and his team at Texas Tech University’s Institute for Measurement, Methodology, Analysis, and Policy (IMMAP). They gathered and analyzed outcomes reported by 1600 students and nearly 150 facilitators in 160 afterschool programs. The data show that afterschool STEM programs substantially increase young people’s interest in STEM fields and STEM careers and can also help students to think of themselves as capable of doing science. You can read more about these findings.