There are so many factors that influence the education of youth in the country. To isolate any one of those variables is virtually impossible, but to control for identified variables so you can get a “read” on the significance of a single factor, is possible but will require true collaboration and data sharing across enterprises. To date, the value-add of after-school has been demonstrated through only a few studies. One of them, The Long-Term Effects of After-School Programming on Educational Adjustment and Juvenile Crime: A Study of the LA’s BEST After-School Program, certainly doesn’t prove beyond a shadow of a doubt that after-school programs make significant positive effects, however it is one of the first longitudinal studies, and results do indicate that LA’S BEST students are more likely to graduate from high school than non participants. Kudos to LA’s BEST for participating in this study and clearing the way for additional research around the value-add of after-school.
Dr. Deborah Lowe Vandell, Chair of the Department of Education at the University of California, Irvine, has also done research around the effectiveness of after-school programs. On her faculty profile, Dr. Vandell states, “I have longstanding interests in three areas: …after school programs and activities - their impact on children and youth and strategies for improving the quality of after-school programs…” is one of them. In a recent conversation, A Discussion on After School Programs, Vandell answered the following three questions:
1. Why are after-school programs valuable?
2. What do schools of education need to know about after-school programs?
3. What's the value of summer programs
You can find the full answers at http://www.edutopia.org/deborah-lowe-vandell#graph2 .
At a California After School Network function, Vandell spoke about the Positive effects of after-school programs on academic and social benefits from a study completed over a two year period. You can tune into Dr. Vandell’s discussion at http://www.afterschoolnetwork.org/node/7758 .
These and other research efforts are taking a look at after-school programs and the impact they are having on youth. As an after-school provider, it is imperative that you become familiar with the current research and learn from it to strengthen your program.
Friday, November 12, 2010
Thursday, November 11, 2010
Your Day For Appreciation
: Happy Veteran's Day! We salute our troops, past and present. Thank you for fighting for our freedom and the liberties that we have. It is a true honor to be a part of this great nation. We support our troops overseas and hope that they will return soon.
Wednesday, November 10, 2010
The Last Full Measure of Devotion
Tomorrow is Veterans’ Day. This is a day when we intentionally honor those who during their lives protected this county from its enemies. Veterans’ Day is celebrated on the 11th of November because this is the day that the armistice was signed in 1918, ending the first World War. It is said that this signing took place in the eleventh month of the year, on the eleventh day of the month, at the eleventh hour.
Earlier in our history, Abraham Lincoln and other dignitaries, gathered on the battle field at Gettysburg to commemorate the loss of life on this battlefield. In one of the most poignant yet simple speeches, Lincoln declared:
“It is rather for us to be here dedicated to the great task remaining before us - that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion - that we here highly resolve that these dead shall not have died in vain - that this nation, under God, shall have a new birth of freedom - and that government of the people, by the people, for the people, shall not perish from the earth.”
So, here we are, over 90 years since the end of World War I, nearly 150 years since Lincoln’s words at Gettysburg, and well over two hundred years since the birth of this country and the question is, have we kept faith with these honored dead who gave “the last full measure of devotion”? Until all American children have an equal opportunity to recognize their full potential, I believe we still have work to do. According to Rod Paige, former Secretary of Education, in a press release on February 1, 2010, “closing the achievement gap is the civil rights issue of this generation”. After-school has a role to play in closing this gap, in making a difference for young people throughout this country. The cause of after-school, of out-of-school time learning, must be championed. After-school is a breath of fresh air in the K-12 Public Education System that is struggling to reform and reinvent itself. It is an opportunity to pave the way to new ways of learning that will capture the whole child—body, heart, mind, and spirit, and revitalize learning in this nation.
The promise of America is that ALL people will have equal opportunities to become, to recognize the potential they were born with.
Earlier in our history, Abraham Lincoln and other dignitaries, gathered on the battle field at Gettysburg to commemorate the loss of life on this battlefield. In one of the most poignant yet simple speeches, Lincoln declared:
“It is rather for us to be here dedicated to the great task remaining before us - that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion - that we here highly resolve that these dead shall not have died in vain - that this nation, under God, shall have a new birth of freedom - and that government of the people, by the people, for the people, shall not perish from the earth.”
So, here we are, over 90 years since the end of World War I, nearly 150 years since Lincoln’s words at Gettysburg, and well over two hundred years since the birth of this country and the question is, have we kept faith with these honored dead who gave “the last full measure of devotion”? Until all American children have an equal opportunity to recognize their full potential, I believe we still have work to do. According to Rod Paige, former Secretary of Education, in a press release on February 1, 2010, “closing the achievement gap is the civil rights issue of this generation”. After-school has a role to play in closing this gap, in making a difference for young people throughout this country. The cause of after-school, of out-of-school time learning, must be championed. After-school is a breath of fresh air in the K-12 Public Education System that is struggling to reform and reinvent itself. It is an opportunity to pave the way to new ways of learning that will capture the whole child—body, heart, mind, and spirit, and revitalize learning in this nation.
The promise of America is that ALL people will have equal opportunities to become, to recognize the potential they were born with.
Monday, November 8, 2010
Advocating for Extending Learning Time
Jeff Cobb from Mission to Learn, defines learning in this way: “Learning is the lifelong process of transforming information and experience into knowledge, skills, behaviors, and attitudes.” He goes on to say that learning does not require a degree or certificate to prove that it is valuable and it doesn’t always need to occur in a classroom. He does believe that learning requires hands-on experiences that can be shared with others as well as deepened through personal reflection.
Personally, I agree with him. Every day, every experience we have contributes to the knowledge, skills, behaviors, and attitudes that we have. I believe that many of the experiences we have, especially as we get older, act as confirmation for learning that we have had in the past. It affirms your point of view and gives you the confidence to move forward, knowing that at least some of your understanding of the world remains intact (especially important in the age of what seems like constant change). Sometimes an experience requires that we adjust our current thinking, either by adding a new increment of meaning and understanding, or helping us to see another application for that learning that previously escaped us. Finally, there is the kind of experience that opens up our minds in a totally unexpected way, it provides that “AHA!” moment in which you are both amazed and left wondering why you didn’t know it earlier. This process of “Confirm, Tweak or Adjust, and AHA!”, provides a forum to reflect on key learning and is often used in after-school programs to transform activities into intentional learning opportunities.
If you believe that learning requires information and experiences, then doesn’t it just make sense to intentionally extend learning time each day? Out-of-school time provides young people with an opportunity to extend the time of formal learning by several hours each day. After-school provides a forum for formal learning in an informal setting, with instructors who are from the neighborhood whenever possible. This extended time provides opportunities to learn through different learning modalities (visual, auditory, kinesthetic, digital) or better yet, all of these modalities while maintaining the 3 R’s of after-school, relationships, relevance, and rigor. Additionally, after-school can employ less traditional methods and teach reading through song lyrics, drama, and/or science to name a few. Promoting the development of multiple intelligences and building on youth interests can only serve to engage the learner more completely.
Extending learning time and opportunities into the after-school arena is challenging for educators who believe that only a credentialed teacher can teach. It is important that we get past this notion. While I would absolutely agree that there are specific areas that you need trained professionals to address, I also believe that supporting the good work done by teachers during the school day can and should be supported by well-trained, energetic, and enthusiastic after-school staff.
Personally, I agree with him. Every day, every experience we have contributes to the knowledge, skills, behaviors, and attitudes that we have. I believe that many of the experiences we have, especially as we get older, act as confirmation for learning that we have had in the past. It affirms your point of view and gives you the confidence to move forward, knowing that at least some of your understanding of the world remains intact (especially important in the age of what seems like constant change). Sometimes an experience requires that we adjust our current thinking, either by adding a new increment of meaning and understanding, or helping us to see another application for that learning that previously escaped us. Finally, there is the kind of experience that opens up our minds in a totally unexpected way, it provides that “AHA!” moment in which you are both amazed and left wondering why you didn’t know it earlier. This process of “Confirm, Tweak or Adjust, and AHA!”, provides a forum to reflect on key learning and is often used in after-school programs to transform activities into intentional learning opportunities.
If you believe that learning requires information and experiences, then doesn’t it just make sense to intentionally extend learning time each day? Out-of-school time provides young people with an opportunity to extend the time of formal learning by several hours each day. After-school provides a forum for formal learning in an informal setting, with instructors who are from the neighborhood whenever possible. This extended time provides opportunities to learn through different learning modalities (visual, auditory, kinesthetic, digital) or better yet, all of these modalities while maintaining the 3 R’s of after-school, relationships, relevance, and rigor. Additionally, after-school can employ less traditional methods and teach reading through song lyrics, drama, and/or science to name a few. Promoting the development of multiple intelligences and building on youth interests can only serve to engage the learner more completely.
Extending learning time and opportunities into the after-school arena is challenging for educators who believe that only a credentialed teacher can teach. It is important that we get past this notion. While I would absolutely agree that there are specific areas that you need trained professionals to address, I also believe that supporting the good work done by teachers during the school day can and should be supported by well-trained, energetic, and enthusiastic after-school staff.
Friday, November 5, 2010
November Election
On Tuesday, Americans went to the polls and exercised the right to express an opinion about who would represent them in both state and national government. For those of us in California two pieces of good news came out of the election for after-school programs.
First, long time advocate for after-school programs, Senator Barbara Boxer was elected for another 6 year term. Boxer captured approximately 50.2% of the vote while her Republican opponent captured 44.1% of the electorate. Boxer has been a strong supporter for after-school, helping to author the legislation in 1997 that authorized 21st Century Community Learning Center funding, and taking many opportunities to visit actual programs when checking in with her constituents in California. Her record speaks for itself.
Secondly, on the State level, Tom Torlakson currently a State Assemblyman formerly a State Senator from the bay area, was elected the State Superintendent of Public Instruction. This will be the first time since the beginning of after-school programming in California that the top job has been held by an advocate for the value-add of after-school programming. In fact, in 1998 Tom Torlakson authored legislation that has led to the development of the largest system of after school programs in the nation. In 2006, he authored the bill that led to a 300 percent expansion in these programs—so they now reach 4,000 schools around the state.
While this is good news for the field of after-school, these two strong proponents of after-school cannot do the job alone. In the field we need to give them the “ammunition” they need to convince others of the value-add of after-school programs that enrich the lives of young people each and every school day. How do we do that? I think there are several key things that we can all do to help our voice be heard.
First, I believe that each day we must work tirelessly to offer the highest quality programs for youth. These programs must support students academically, emotionally, and socially, while expanding their opportunities to develop leadership skills, participate in community service projects, apply skill learned during the school day, prepare for college and/or career, participate in healthy living activities, while all the time building strong, caring relationships with peers and staff.
Next, we must help to educate all of the stakeholders, parent, school day staff, the community at large, politicians, and others about the value-add of after-school. Invite an influential stakeholder to your program. Wow them with student leaders who take them on a guided tour while sharing with them the difference the program has made for them. This group of supporters may someday need to rally with after-school folks. So get the contact information of each of them and routinely reach out to them and update them about the successes of your program. Our stakeholders must believe that the after-school program is an essential service for students and families.
Finally, we must share our successes more broadly. Often times in after-school we enjoy the celebrations with students—the performances, the science fair demonstrations, the art gallery, the monthly recognitions—but we forget that we need to share these successes with others. Consider getting the newspaper and local television and radio to come out and regularly support your program. Keep your good work front and center. If you have positive evaluation data, share it. Look for the positive impact of your program and then celebrate it loudly and publically.
In California, after-school programming is heading into a year of uncertainty and vulnerability. Let’s support our existing champions!
First, long time advocate for after-school programs, Senator Barbara Boxer was elected for another 6 year term. Boxer captured approximately 50.2% of the vote while her Republican opponent captured 44.1% of the electorate. Boxer has been a strong supporter for after-school, helping to author the legislation in 1997 that authorized 21st Century Community Learning Center funding, and taking many opportunities to visit actual programs when checking in with her constituents in California. Her record speaks for itself.
Secondly, on the State level, Tom Torlakson currently a State Assemblyman formerly a State Senator from the bay area, was elected the State Superintendent of Public Instruction. This will be the first time since the beginning of after-school programming in California that the top job has been held by an advocate for the value-add of after-school programming. In fact, in 1998 Tom Torlakson authored legislation that has led to the development of the largest system of after school programs in the nation. In 2006, he authored the bill that led to a 300 percent expansion in these programs—so they now reach 4,000 schools around the state.
While this is good news for the field of after-school, these two strong proponents of after-school cannot do the job alone. In the field we need to give them the “ammunition” they need to convince others of the value-add of after-school programs that enrich the lives of young people each and every school day. How do we do that? I think there are several key things that we can all do to help our voice be heard.
First, I believe that each day we must work tirelessly to offer the highest quality programs for youth. These programs must support students academically, emotionally, and socially, while expanding their opportunities to develop leadership skills, participate in community service projects, apply skill learned during the school day, prepare for college and/or career, participate in healthy living activities, while all the time building strong, caring relationships with peers and staff.
Next, we must help to educate all of the stakeholders, parent, school day staff, the community at large, politicians, and others about the value-add of after-school. Invite an influential stakeholder to your program. Wow them with student leaders who take them on a guided tour while sharing with them the difference the program has made for them. This group of supporters may someday need to rally with after-school folks. So get the contact information of each of them and routinely reach out to them and update them about the successes of your program. Our stakeholders must believe that the after-school program is an essential service for students and families.
Finally, we must share our successes more broadly. Often times in after-school we enjoy the celebrations with students—the performances, the science fair demonstrations, the art gallery, the monthly recognitions—but we forget that we need to share these successes with others. Consider getting the newspaper and local television and radio to come out and regularly support your program. Keep your good work front and center. If you have positive evaluation data, share it. Look for the positive impact of your program and then celebrate it loudly and publically.
In California, after-school programming is heading into a year of uncertainty and vulnerability. Let’s support our existing champions!
Wednesday, November 3, 2010
“Waiting For Superman” Revisited
I’ve now had the opportunity to view “Waiting for Superman” more than once. At the beginning of the film, Geoffrey Canada, the charismatic leader of the Harlem Children’s Zone, shared how as an avid comic book reader he believed that Superman was coming to “rescue” him and others in his neighborhood from the circumstance of their lives. He speaks candidly of being incredibly disappointed when his mother explained that Superman was not real—the implication being that if Geoffrey wanted rescuing, he needed to figure out how to do that for himself. He did, and today, for many children and families in Harlem, Geoffrey Canada has become Superman. His commitment to providing comprehensive services to youth and their families, cradle to career, is making a difference. Whether parents begin the journey with their child in Baby College or join at the pre-school or Kindergarten levels, these families become part of the HCZ family of services, and the target of focused prevention and intervention programs to help young people make it through the K-12 education system and beyond successfully. The HCZ is an example of the concept, “it takes a village” in action, and is focused on positive results for youth.
Of the youngsters in the film, only one was selected on the first round of the lottery for the few available spots in high-performing charter schools, and a second was brought in from the waiting list toward the beginning of the school year. The three others returned to their neighborhood schools. The odds, at least for those youngsters in the film, were 2:5 or 40% chance of being selected to attend one of the charter schools, and I cannot think that this is anywhere close to real odds which are much, much lower, as there are so many children applying for each and every slot that is open. But even if we took the film odds, you have a 40% chance of making it in which means you have a 60% chance of NOT making it. So what about the 60%? The answer lies in strengthening and supporting the reform of K-12 education.
It is easy to target K-12 public education as the villain in this piece, but I think that this would be short-sighted. It appears that there is plenty of “blame” to spread over a variety of canvases. And anyway, what good does playing the “Blame Game” really do. Each year, children in this country are not receiving an education that will help them to be competitive in the global work environment of the 21st century. They have more stress and fewer skills to deal with that stress and to exercise good judgment, critical thinking, and sound decision making. To move the reform agenda along maybe all of us reviewing the work of Peter Senge in his book, the Fifth Discipline, when he writes about the importance of asking the 5 Whys to get to the root of a challenge, would be helpful. Senge cautions that it is easiest, in going through this exercise to focus on people and place blame rather than get to the systemic changes that need to be made. So I would propose that we begin with the question, “Why is it that K-12 public education is only providing a high-quality education for 32% of its students?” and then, instead of simply blaming the schools, probe more deeply to find solutions to support the transformation of public education into a viable, results-driven opportunity for youth. Ten years ago education results were dismal:
• Only 70% of all students in public high schools graduate, and only 32% of all students leave high school qualified to attend four-year colleges.
• Only 51% of all black students and 52% of all Hispanic students graduate, and only 20% of all black students and 16% of all Hispanic students leave high school college-ready.
We can do better than this if we will accept the challenge to be Superman, in one community, in one neighborhood, in one school. There is a line toward the end of the movie, An American President, when the lead character (Michael Douglas playing the role of the U.S. President) states, “I’ve been so busy trying to keep my job, that I forgot to do my job.” It’s time to do our job and put aside all of the differences that prevent us from doing our job…providing young people with an education that will prepare them to grow-up to be adults who are productive citizens of this country.
Of the youngsters in the film, only one was selected on the first round of the lottery for the few available spots in high-performing charter schools, and a second was brought in from the waiting list toward the beginning of the school year. The three others returned to their neighborhood schools. The odds, at least for those youngsters in the film, were 2:5 or 40% chance of being selected to attend one of the charter schools, and I cannot think that this is anywhere close to real odds which are much, much lower, as there are so many children applying for each and every slot that is open. But even if we took the film odds, you have a 40% chance of making it in which means you have a 60% chance of NOT making it. So what about the 60%? The answer lies in strengthening and supporting the reform of K-12 education.
It is easy to target K-12 public education as the villain in this piece, but I think that this would be short-sighted. It appears that there is plenty of “blame” to spread over a variety of canvases. And anyway, what good does playing the “Blame Game” really do. Each year, children in this country are not receiving an education that will help them to be competitive in the global work environment of the 21st century. They have more stress and fewer skills to deal with that stress and to exercise good judgment, critical thinking, and sound decision making. To move the reform agenda along maybe all of us reviewing the work of Peter Senge in his book, the Fifth Discipline, when he writes about the importance of asking the 5 Whys to get to the root of a challenge, would be helpful. Senge cautions that it is easiest, in going through this exercise to focus on people and place blame rather than get to the systemic changes that need to be made. So I would propose that we begin with the question, “Why is it that K-12 public education is only providing a high-quality education for 32% of its students?” and then, instead of simply blaming the schools, probe more deeply to find solutions to support the transformation of public education into a viable, results-driven opportunity for youth. Ten years ago education results were dismal:
• Only 70% of all students in public high schools graduate, and only 32% of all students leave high school qualified to attend four-year colleges.
• Only 51% of all black students and 52% of all Hispanic students graduate, and only 20% of all black students and 16% of all Hispanic students leave high school college-ready.
We can do better than this if we will accept the challenge to be Superman, in one community, in one neighborhood, in one school. There is a line toward the end of the movie, An American President, when the lead character (Michael Douglas playing the role of the U.S. President) states, “I’ve been so busy trying to keep my job, that I forgot to do my job.” It’s time to do our job and put aside all of the differences that prevent us from doing our job…providing young people with an education that will prepare them to grow-up to be adults who are productive citizens of this country.
Tuesday, November 2, 2010
DARK:30 [November 1]
On Sunday, November 7, 2010, at 2:00 a.m., DARK:30 becomes a reality for after-school. DARK:30 will last until March, when once again the sun will shine on program all the way to the end. But for the next few months, with DARK:30 moving slowly into the afternoon, we will see program shorten for some students (at least those who walk home and often those who have bus transportation as well), and we will rearrange schedules to accommodate this phenomena. When DARK:30 arrives I always wish that we somehow lived closer to the equator where days would remain reasonably the same daylight length all year.
For those of you who are new to after-school, you may legitimately be wondering, “What’s the big deal? So time is changing and it will be dark a little earlier!” The big deal is the attitude or mindset change that happens when the sun goes down which sends out the alert that youth need to be home before dark, and certainly before the evening chill takes hold. Since birth we have learned that darkness can be fraught with danger and that light brings comfort (consider how lights are always turned on when we come to the assistance of an infant). And we have all seen pictures of families “cuddled up” around the fireplace in the winter drinking hot chocolate and eating popcorn. Warm matters! So, families want youth home before dark.
In California, even the After School Education and Safety Program legislation in Ed Code 8483 (a) (1) recognized the power of DARK:30, and specifies the need for an Early Release Policy that will accommodate all manner of locally identified needs for leaving early, including other conditions, especially safety, as prescribed by the school day administration. Some programs have identified the need for students who walk home, alone or with another, to leave the program 20-30 minutes before sundown, which means even earlier in mid-December as the days continue to shorten, to ensure safe passage. Others have determined that bus transportation will need to leave earlier to ensure that all students arrive home in the daylight, and/or that a parent be there to meet them at the bus stop to guarantee a safe transition from program to home.
So, DARK:30 is just around the corner. Be sure to advise parents and students of your plans if you haven’t already. Alter your schedule to include outdoor activity earlier in the program day. Remember, safety and supervision are key to a high quality after-school program, so safely addressing DARK:30 moves to the front burner when time changes next Sunday.
For those of you who are new to after-school, you may legitimately be wondering, “What’s the big deal? So time is changing and it will be dark a little earlier!” The big deal is the attitude or mindset change that happens when the sun goes down which sends out the alert that youth need to be home before dark, and certainly before the evening chill takes hold. Since birth we have learned that darkness can be fraught with danger and that light brings comfort (consider how lights are always turned on when we come to the assistance of an infant). And we have all seen pictures of families “cuddled up” around the fireplace in the winter drinking hot chocolate and eating popcorn. Warm matters! So, families want youth home before dark.
In California, even the After School Education and Safety Program legislation in Ed Code 8483 (a) (1) recognized the power of DARK:30, and specifies the need for an Early Release Policy that will accommodate all manner of locally identified needs for leaving early, including other conditions, especially safety, as prescribed by the school day administration. Some programs have identified the need for students who walk home, alone or with another, to leave the program 20-30 minutes before sundown, which means even earlier in mid-December as the days continue to shorten, to ensure safe passage. Others have determined that bus transportation will need to leave earlier to ensure that all students arrive home in the daylight, and/or that a parent be there to meet them at the bus stop to guarantee a safe transition from program to home.
So, DARK:30 is just around the corner. Be sure to advise parents and students of your plans if you haven’t already. Alter your schedule to include outdoor activity earlier in the program day. Remember, safety and supervision are key to a high quality after-school program, so safely addressing DARK:30 moves to the front burner when time changes next Sunday.
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