Why Does Group-Centered Prevention Work When Other After-School Programs Fail? What Is the Role of Intrinsic Motivation? Retesting and Another Success Story. The 2016–2017 Group Report

2019 ◽  
pp. 141-144
Author(s):  
Thomas Reid ◽  
Elaine Clanton Harpine
Keyword(s):  
Intrinsic Motivation ◽  
After School Programs ◽  
After School ◽  
Success Story ◽  
School Programs ◽  
Group Report

Baby Steps

2016 ◽  
pp. 19-35 ◽  
Author(s):  
Laura L. Hansen
Keyword(s):  
Primary School ◽  
Close Contact ◽  
School Personnel ◽  
After School Programs ◽  
Curriculum Planning ◽  
Gang Membership ◽  
After School ◽  
School Programs ◽  
Applied Approach

With gang initiation starting as early as the primary school grades, the challenge to educators and administrators is to identify and suppress gang activities within the confines of school grounds. Taking into consideration the impotence of school systems to control the neighborhood and family environments, understanding the important role of schools to keep students engaged in scholarship to prevent gang membership cannot be stressed enough. Taking an applied approach, this chapter identifies what educators, administrators, and staff can do to identify behavior that might be on the surface mere imitation of gang membership (e.g. throwing gang signs), but could be symptomatic of close contact with known gang members and possibly exposure to the violence associated with gangs. The more school personnel can be cognizant of behavior that is indicative of exposure to gangs, curriculum planning and after school programs can be designed more efficiently to counter delinquent influences within the community, beyond “just say no” strategies.

The Role of Self-Reported Belongingness and Program Context in After-School Programs

2009 ◽  
Author(s):  
Christopher Robert Harper ◽  
Michelle Amy DiMeo ◽  
Gabriel P. Kuperminc ◽  
Christopher Henrich ◽  
Joel Meyers ◽  
...  
Keyword(s):  
After School Programs ◽  
After School ◽  
School Programs

Expanding after School Program Access for Vulnerable Students: Examining the Efficacy of Federal Policy and Funding

2021 ◽  
pp. 001312452110045
Author(s):  
Susan K. Klumpner ◽  
Michael E. Woolley
Keyword(s):  
Low Income ◽  
Binary Logistic Regression ◽  
After School Programs ◽  
Lower Percentage ◽  
After School ◽  
School Program ◽  
Logistic Regression Models ◽  
School Programs ◽  
After School Program ◽  
Low Income Families

After school programs provide low income students and students of color with learning opportunities across both academic and non-academic domains that such students would otherwise not get. In this study, we examined the intersection of school characteristics (e.g., enrollment size, percent minority enrolled, and percent eligible for FARM) and the types of after school programming schools offered (e.g., fee-based, 21st CCLC, and other types) using binary logistic regression models. I n a sample of schools ( n = 1,601) surveyed by the National Center on Education Statistics 2008 FRSS, we found that under-resourced schools had lower odds of having a 21st CCLC program and higher odds of having a fee-based after school program (than schools with a lower percentage of students receiving FARM). That is counter to the stated goals of the 21st CCLC program. These findings highlight the need for a re-prioritization of 21st CCLC funding such that financial assistance provided to schools to support after school programs is allocated to schools serving students from low income families and communities.

Specialized After-School Programs: Five Case Studies

2017 ◽  
pp. 37-69
Author(s):  
Melissa K. Levy ◽  
Brenda Abanavas ◽  
Gail Breslow ◽  
Gregg Croteau ◽  
Erin Harris ◽  
...  
Keyword(s):  
Case Studies ◽  
After School Programs ◽  
After School ◽  
School Programs
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