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Playing a convening role and getting a cross section of youth development providers at the same table was a real benefit, not just in terms of coordination but also in generating community momentum. “The commitment to ongoing dialogue as well as commitment to be a part of solutions was important,” says Flores. “Recognizing that there is more to be done, folks are ready to be at the table saying, how do we contribute to this” Accomplishments included expanded knowledge about gaps in existing out-of-school time programs, developing and testing an online afterschool program survey, and increased commitment to inclusion of parents in youth in the program improvement cycle. A key piece of learning for UWTC was the importance of having participation from the school district, starting at the top. “Find a ‘champion’ for your program in the education leadership structure,” UWTC reported. “Since we are working in a countywide program, the support of the County Superintendent of Schools has been of great value in our efforts.” Key Partners: • Tulare County Office of Education (TCOE) • Woodlake Unified School District Superintendent • Cutler-Orosi Joint Unified School District • Region 7, Education Service Center; Migrant Education Program • Community Services and Employment Training (CSET) • Region VII After School Programs • Boys & Girls Club • Owens Valley Career Development Center • Tulare County Workforce Investment Board/Youth Council • College of the Sequoias • Porterville College • California State University, Fresno • University of California, Merced • Big Brothers/Big Sisters • Sequoia YMCA • Parent Institute for Quality Education (PIQE) • Southern California Edison • Pro-Youth HEART 32
FOOTNOTES i Chapman, Chris, Laird, Jennifer, Ifill, Nicole, and KewalRamani, Angelina (October 2011). Trends in High School Dropout and Completion Rates in the United States: 1972-2009. Washington, D.C.: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. nces.ed.gov/pubs2012/2012006.pdf ii America’s Promise Alliance, (2012). Building a Grad Nation. www.americaspromise.org/Our-Work/Grad-Nation/~/media/ Files/Our%20Work/Grad%20Nation/Building%20a%20Grad%20Nation/BuildingAGradNation2012.ashx iii National UWW goals in income and health respectively are to: reduce the number of low-income working families who are financially unstable and increase youth and adults who are healthy and avoiding risky behaviors. iv Afterschool Alliance. (2009). America After 3PM. The Most In-Depth Study of How Children Spend Their Afternoons. Washington, DC: Author. www.afterschoolalliance.org/AA3_Full_Report.pdf v Weisman, S.A. and Gottfredson, D.C. (2001). Attrition from After School Programs: Characteristics of Students Who Drop Out. Prevention Science, Vol. 2 [3]: 201-205. vi Afterschool Alliance. (2009). America After 3PM. The Most In-Depth Study of How Children Spend Their Afternoons. Washington, DC: Author. www.afterschoolalliance.org/AA3_Full_Report.pdf vii Cooper, H. et al. (1996). The Effects of Summer Vacation on Achievement Test Scores: A Narrative and Meta-Analytic Review. Review of Educational Research, Vol. 66 [3]: 227-268. viii Duffett, Ann and Johnson, Jean (2004). All Work and No Play Listening to What KIDS and PARENTS Really Want from Out-of- School Time. New York, NY: Public Agenda. ix American Sociological Review (April 2007). Vol. 72. x Miller, Beth M. (2007). The Potential of Summer: Closing the Achievement Gap. The Massachusetts Commission on After School and Out-of-School Time. http://www.northaustintutoring.com/documents/ClosingAchievementGap.pdf. xi Birmingham, J., Pechman, E.M., Russell, C.A., and Mielke, M. (2005). Shared Features of High-Performing After-School Programs: A Follow-up to the TASC Evaluation. Washington, D.C.: Policy Studies Associates, Inc. xii Vandell, D.L., Pierce, K.M., and Dadisman, K. (2005). Out-of-school settings as a developmental context for children and youth. In R.V. Kail (Ed.), Advances in Child Development and Behavior. Vol. 33: 43-77. New York: Academic. xiii Afterschool Alliance (2008). Evaluations Backgrounder: A Summary of Formal Evaluations of the Academic Impact of Afterschool Programs. Washington, D.C.: Author. xiv Lauer, P.A., Akiba, M., Wilkerson, S.B., Apthorp, H.S., Snow, D., and Martin-Glenn, M. (2006). Out-of-School Time Programs: A Meta-Analysis of Effects for At-Risk Students. Review of Educational Research, Vol. 76 [2]: 275-313. xv Alliance for Excellent Education (2009). Fact Sheet. Washington, D.C. xvi Jones, Wendy (2008). Motivating Middle School Students to Attend Afterschool Programs. SEDL Letter, Vol XX [1]. Austin, TX: SEDL. xvii Schargel Consulting Group (2007). 15 Effective Strategies for Dropout Prevention. National Dropout Prevention Center at Clemson University. Retrieved June 4, 2009, from www.schargel.com/2007/12/17/15-effective-strategies-for-dropoutprevention/ xviii Harvard Family Research Project. (2011). Out-of-School Time Programs for Older Youth. Cambridge, MA: Author. www. hfrp.org/publications-resources/publications-series/research-updates-highlights-from-the-out-of-school-time-database/ research-update-7-out-of-school-time-programs-for-older-youth 33
Page 1 and 2: OUT-OF-SCHOOL TIME ISSUE BRIEF OCTO
Page 3 and 4: Acknowledgements United Ways from a
Page 5 and 6: OUT-OF-SCHOOL TIME: LESSONS LEARNED
Page 7 and 8: • Making the Case - United Way Wo
Page 9 and 10: out-of-school time activities, espe
Page 11 and 12: in afterschool programs. xiv Such h
Page 13 and 14: UNITED WAY SUPPORTING COMMUNITY OUT
Page 15 and 16: KEY SUGGESTIONS FROM THE FIELD: LES
Page 17 and 18: SUGGESTION #1: MAP THE OUT-OF-SCHOO
Page 19 and 20: SUGGESTION #2: MEASURE PROGRAM QUAL
Page 21 and 22: SUGGESTION #3: LEVERAGE PASSION TO
Page 23 and 24: communities, we are at a point that
Page 25 and 26: UNITED WAY MOVING FORWARD United Wa
Page 27 and 28: RESOURCES United Way Worldwide. (20
Page 29 and 30: for 2011. And, Austin has been sele
Page 31 and 32: • Convened other community partne
Page 33: Key partners: • Bobbi Davis - Ph.

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