Computing & engineering in afterschool (December 2013)
The number of jobs requiring proficiency in the science, technology, engineering and math (STEM) fields is projected to grow by 17 percent between 2008 and 2018, which is almost double the growth of non-STEM occupations. Computing and engineering represent a majority of these STEM jobs, and it is important that students are prepared to take advantage of these opportunities. Afterschool programs represent an avenue to provide robust learning experiences in computing and engineering, especially as schools are under many constraints and pressures that might prevent them from offering these topics. This issue brief provides background on some of the challenges within K-12 education and highlights several afterschool programs that are doing an exemplary job of engaging kids in computing and engineering.
STEM
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Connecting to computer science: A resource for afterschool practitioners (August 2017)
A curated collection of curricula and other resources to get you and your students coding!
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Defining youth outcomes for STEM learning in afterschool (January 2013)
This report presents the results of a study to obtain consensus from afterschool experts on appropriate and feasible youth outcomes for STEM learning in afterschool. It presents a compelling set of developmental outcomes, indicators of progress toward these outcomes, and types of evidence that could be collected to demonstrate the impact of STEM programming in afterschool.
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Digital Media & Learning in Afterschool (February 2013)
The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the last of four issue briefs in our fifth series examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This brief discusses the growing importance of digital media and technology in education, the "digital divide" between high- and low-income communities, and the many opportunities and challenges the afterschool field faces with implementing equitable digital learning.
Digital Learning
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Examining the impact of afterschool STEM programs (July 2014)
Authors: Anita Krishnamurthi (Afterschool Alliance), Melissa Ballard (Afterschool Alliance), and Gil Noam (Program in Education, Afterschool and Resilency at Harvard University)
Afterschool programs that provide strong STEM learning experiences are making an impact on participating youth not only become excited and engaged in these fields but develop STEM skills and proficiencies, come to value these fields and their contributions to society, and -- significantly -- begin to see themselves as potential contributors to the STEM enterprise. This paper summarizes evaluation data from a selection of strong afterschool STEM programs, providing a snapshot of the types of substantive impacts afterschool programs are having on youth.
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Full STEM Ahead: Afterschool Programs Step Up as Key Partners in STEM Education (Sept 2015)
This report provides the first national look at access to afterschool STEM programs and parental attitudes towards such programs by outlining survey findings, identifying current challenges, and providing recommendations to improve afterschool STEM programming in the future. Full STEM Ahead is presented as part of the third edition of America After 3PM, which spans a decade of household survey data chronicling how children spend the hours between 3 and 6 p.m.
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Getting started with the Next Generation Science Standards: A primer and resource guide for afterschool educators (July 2016)
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Getting started with the Next Generation Science Standards: A primer and resource guide for afterschool educators
The Next Generation Science Standards (NGSS) offer a powerful new vision for American science education for the 21st century. NGSS has already been adopted by 17 states, as well as many more individual schools and districts. This guide will help you learn what's relevant for afterschool providers, and help you develop a strategy for engaging with the new standards.
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Growing computer science education in afterschool: Opportunities and challenges (December 2016)
We asked the afterschool field about their familiarity and interest in computer science (CS) education, as well as the challenges to offering CS. The findings in this report provide K-12 CS education stakeholders with an understanding of how best to support the growth of quality, sustainable CS education within the afterschool field.
STEM
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Informal science learning and education: Definition and goals (2012)
Authors: Anita Krishnamurthi (Afterschool Alliance) & Leonie J. Rennie (Curtin University)
This paper relates informal science education to afterschool learning environments, comparing the goals of each space, and makes the case for an articulated set of outcomes for afterschool STEM learning. It is a commissioned paper from the National Academies, Board on Science Education's June 2012 summit on the assessment of informal and afterschool science education.
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