Other practices included in some, but not all, assessment tools related to connections tocommunity and families, staffing issues, such as staff quality and staff-to-student ratios, youthleadership and participation, and program management.The question has been raised of whether programs will be able to improve their quality if acommitment to ongoing program assessment is not made. 88 In an article offeringrecommendations to help the afterschool field continue to make progress in supporting studentsuccess, the authors advocated for investment in designing tools to measure program quality;implementation and testing of those tools; and funding dedicated to support staff, programs,and the infrastructure and research necessary for continuous improvement efforts. 89ClosingThe above practices are a synthesis of the research on the characteristics that embody qualityafterschool programs. However, in line with the discussion of program evaluation andimprovement, the ability of afterschool programs to carry out each practice satisfactorily is anongoing and iterative process. As stated by researcher Robert Granger, “In the afterschoolfield, it is tempting to characterize a program asbeing of high or of low quality…it is more appropriateto consider quality as something that varies within aprogram, with many programs…being more effectivein one area than another.” 90 Moving forward, armingthe afterschool field with additional information onpromising practices—what they are, how to adoptthem and most importantly how to implementthem—is a necessary endeavor to help ensure thatthe children in afterschool programs are receivingthe best supports and care available. To betterunderstand how effective afterschool programs areimplementing promising practices, Section III takesthe individual programs discussed in Section I andprovides a detailed look at how they each carry outpromising practices.“Building an effort to improvethe quality of existing programsmeans investing in developingstandards and benchmarks thatemphasize capacity building atthe systems level….we know thatthis capacity building mustinclude evaluation, professionaldevelopment, and strategies forcompensation.”— Heather Weiss, director, HarvardFamily Research Project23
Section III – Promising Practices in ActionTo provide greater insight <strong>into</strong> the way in which promising practices can be implemented inafterschool programs, this section provides specific examples that describe how programs arecarrying out the practices described in Section II. As promising afterschool program practicesare inherently interlinked with afterschool programs that are effective in helping engage theirstudents in school, empowering them to make the right decisions and improving theirperformance in school, the programs described in Section I will be used to provide detailedexamples of promising practices in action.Activity VariationBeyond the Bell is an example of an afterschool program that offers children a wide range ofactivities to participate in, balancing academics, hands-on activities and social skill building.Their programs, located throughout Los Angeles, California, include three components: anacademic tutorial program, a recreational program and an enrichment program. The academictutorial program supports students in a variety of academic subjects—such as reading, math,writing, science and social studies—and their high school afterschool program offers collegepreparation and job readiness support. Students are able to take part in sports, dance andaerobics through the recreational program, and they can participate in life skills, art, cookingand music classes through the enrichment program. 91After School Matters employs active forms of learning through hands-on activities to engagetheir students. The afterschool program provides apprenticeships for high school studentsacross Chicago, Illinois, in a wide range of fields, including technology, the arts and sports.Instructors, who are experts in the respective apprenticeship fields, work with youth to helpthem develop not only the technical skills they will need, but the critical thinking,communication, social and teamwork skills they will need in the workplace. 92 Theapprenticeships immerse students in proactive learning that is challenging and structured toaccomplish a task. For instance, students can join the Junior Research Scientists program andtake part in research projects ranging from examining the growth rate and spread of E. colibacteria to finding renewable materials that could serve as alternative energy sources. 93DosageHigher Achievement is a rigorous afterschool and summer learning program that providesintensive academic enrichment to their scholars and requires a high level of commitment inreturn. Students participating in Higher Achievement must commit to its four-year program,which takes place from 5 th through 8 th grade. Higher Achievement’s <strong>Afterschool</strong> Academymeets three times a week during the school year for four and a half hours after school and itsSummer Academy meets five days a week, eight hours a day, for six weeks. 94 Students areexpected to attend every session during their four years in the program. The program enforces24
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