New York Life awards $1.5 million for after school programming

Abstract Objective: To scale-out an experiential teaching kitchen in Parks and Recreation centres’ after-school programming in a large urban setting among predominantly low-income, minority children. Design: We evaluated the implementation of a skills-based, experiential teaching kitchen to gauge programme success. Effectiveness outcomes included pre–post measures of child-reported cooking self-efficacy, attitudes towards cooking, fruit and vegetable preference, intention to eat fruits and vegetables and willingness to try new fruits and vegetables. Process outcomes included attendance (i.e., intervention dose delivered), cost, fidelity and adaptations to the intervention. Setting: After-school programming in Parks and Recreation Community centres in Nashville, TN. Participants: Predominantly low-income minority children aged 6–14 years. Results: Of the twenty-five city community centres, twenty-one successfully implemented the programme, and nineteen of twenty-five implemented seven or more of the eight planned sessions. Among children with pre–post data (n 369), mean age was 8·8 (sd 1·9) years, and 53·7 % were female. All five effectiveness measures significantly improved (P < 0·001). Attendance at sessions ranged from 36·3 % of children not attending any sessions to 36·6 % of children attending at least four sessions. Across all centres, fidelity was 97·5 %. The average food cost per serving was $1·37. Conclusions: This type of nutritional education and skills building experiential teaching kitchen can be successfully implemented in a community setting with high fidelity, effectiveness and organisational alignment, while also expanding reach to low-income, underserved children.

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The 49th Annual PDK Poll of the Public’s Attitudes Toward the Public Schools

Phi Delta Kappan ◽

10.1177/0031721717728274 ◽

2017 ◽

Vol 99 (1) ◽

pp. NP1-NP32 ◽

Cited By ~ 1

Keyword(s):

New York ◽

Public Schools ◽

School Quality ◽

Public Support ◽

Academic Preparation ◽

After School ◽

The Public ◽

Annual Survey ◽

Public Money ◽

Landline Telephone

The 2017 PDK Poll of the Public’s Attitudes Toward the Public Schools finds that Americans overwhelmingly want schools to do more than educate students in academic subjects. While they value traditional academic preparation, Americans say they want schools to substantially help position students for their working lives after school, which means both more direct career preparation and efforts to develop students’ interpersonal skills. In addition, as in past years, the 2017 poll also shows little public support for using public money to send children to private schools. The more Americans know about how voucher programs work, the less likely they are to support them or to say they’d participate in them. The poll also asked Americans about valuing diversity in schools, measuring school quality, wrapping support around students, grading the public schools, and expecting students to attend college. The 2017 poll is PDK’s 49th annual survey. It is based on a random, representative, 50-state sample of 1,588 adults interviewed by cell or landline telephone, in English or Spanish, in May 2017. For the first time, this year’s study also includes a pair of statewide samples — focusing on Georgia and New York — which are covered in separate reports that were not published in the magazine but are available at the organization’s poll web site. Langer Research Associates of New York, N.Y., produced this year’s poll.

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Youth Programs into the VoidOrganized Activities as Contexts of Development: Extracurricular Activities, After‐School and Community Programs. Edited by Joseph L. Mahoney, Reed W. Larson, and Jacquelynne S. Eccles. Mahwah, NJ: Lawrence Earlbaum, 2005. Pp. 568. $130.00 (cloth); $55.00 (paper).A Place to Call Home: After‐School Programs for Urban Youth. By Barton J. Hirsch. New York: Teachers College Press, 2005. Pp. 176. $21.95 (paper).

Social Service Review ◽

10.1086/498839 ◽

2006 ◽

Vol 80 (1) ◽

pp. 179-190

Author(s):

Robert Halpern

Keyword(s):

New York ◽

Extracurricular Activities ◽

Urban Youth ◽

Youth Programs ◽

After School Programs ◽

After School ◽

Community Programs ◽

Teachers College ◽

School Programs ◽

School And Community

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Projects in a Day Develop Life Skills in At-Risk After School Youth

Journal of Youth Development ◽

10.5195/jyd.2011.191 ◽

2011 ◽

Vol 6 (2) ◽

pp. 87-94 ◽

Cited By ~ 1

Author(s):

Katie J. Hoffman

Keyword(s):

At Risk ◽

Life Skills ◽

After School Programs ◽

After School ◽

At Risk Youth ◽

Safe Place ◽

School Programs ◽

Life Skill Development ◽

After School Program ◽

School Programming

As budgets tighten and school weeks are shortened more youth are being left unattended at home. Rural youth are particularly affected by these reductions and stranded away from programs and resources. At-risk youth are acutely impacted as they lose contact time with programs that provide life skill development and a safe place for youth to connect to community, other youth and adults. 4-H Projects-in-a-Day can provide curriculum in partnership with after school programs that develop life skills and build positive social skills. In a study conducted with an Idaho After School program during the 2007-2008 and the 2008-2009 school years, six of the 12 life skills evaluated showed a significant increase after participation. Youth also reported positive self esteem and made new friends during the events held on Fridays. 4-H Project-in-a-Day curriculum has shown to be a powerful, ready to use tool in after school programming.

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School Based 4-H Programming: Incorporating Family Engagement into Your Program

EDIS ◽

10.32473/edis-4h401-2019 ◽

2019 ◽

Vol 2019 (3) ◽

Author(s):

Vanessa Spero

Keyword(s):

Youth Development ◽

Family Engagement ◽

Development Program ◽

School Curriculum ◽

After School ◽

Youth Development Program ◽

Fact Sheet ◽

School Based ◽

School Programming ◽

School Club

Family engagement in 4-H programs allows family members, youth, and the community to become more aware, cohesive, and invested in youth development. This 4-page fact sheet, written by Vanessa Spero-Swingle and published by the UF/IFAS Florida 4-H Youth Development Program, discusses how to incorporate family engagement into your 4-H school programming. For the purposes of Florida 4-H, a school-based program can be defined as school enrichment (offered to groups of youth, taught by Extension staff or trained volunteers, and designed to support the school curriculum), an in-school club following a more traditional club approach during school hours, or an after-school club operating directly after school hours. https://edis.ifas.ufl.edu/4h401

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The Complexities of Student Engagement for Historically Marginalized Youth in an After-School Program

Journal of Youth Development ◽

10.5195/jyd.2021.1068 ◽

2021 ◽

Vol 16 (5) ◽

pp. 105-121

Author(s):

Ashlee L. Sjogren ◽

Theresa N. Melton

Keyword(s):

After School Programs ◽

After School ◽

Marginalized Youth ◽

School Program ◽

School Based ◽

School Programs ◽

After School Program ◽

Program Content ◽

Affective Experiences ◽

School Programming

As researchers continue to address issues of equity within educational settings, it is important to also consider the role of equity in high-quality after-school programs. Evidence suggests that families from communities with fewer resources, along with families that identify as Black or Hispanic, report less access to quality after-school programming for their youth (Afterschool Alliance, 2020). This is especially problematic, as after-school programming has been associated with a number of positive outcomes for youth. In this study, researchers highlight youth perspectives to illuminate the challenges related to engaging historically marginalized youth in a school-based after-school program. Findings suggest that youth from marginalized backgrounds typically discuss engagement in terms of behavioral and affective experiences. Further, youth identified a few barriers to engagement, including repetition of program content and disruptive behavior. As a result of these findings, researchers suggest that practitioners integrate youth perspectives, work collaboratively to develop curriculum that fosters growth, and adopt policies and training that support staff in implementing culturally appropriate discipline approaches in after-school programs.

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Performative politics: South Asian children’s identities and political agency

Childhood ◽

10.1177/0907568218793192 ◽

2018 ◽

Vol 25 (4) ◽

pp. 473-487 ◽

Cited By ~ 2

Author(s):

Anandini Dar

Keyword(s):

New York ◽

New York City ◽

South Asian ◽

Political Agency ◽

After School ◽

Growing Up ◽

Online Forums ◽

Asian Immigrant ◽

Subject Making ◽

South Asian Immigrant

This article explores the cultural, youthful, and embodied acts of subject-making of South Asian immigrant teens growing up in a post 9/11 New York City, wherein they experience Islamophobia in their neighborhoods and schools. I argue that these acts of subject-making, situated in particular sociopolitical contexts, and made evident in multiple in-between sites of an after-school center, street corners, and online forums, can be read as performative politics of youth, and offer insights into the political agency of young people.

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