Temescal Resources

High School Field Resources

Continuation High Schools
Successful Transition to High School

Elementary & Middle School Field Resources

General Field Resources

Evaluation Resources

General Afterschool Resources

Confronting the Big Lie: The Need to Reframe Expectations of After-School Programs, by Robert Halpern of the Erikson Institute in Chicago. This draft article is one of the best written on the outcomes we should expect of afterschool programs and role of academic measures in program evaluation.

The History of Afterschool Programs for Low-Income Children, by Robert Halpern of the Erikson Institute in Chicago. A fascinating review of the historical development of afterschool programs serving low income youth since the early 1900’s. Provides a critical perspective on the roots of afterschool programs and an understanding of how the challenges we face today are not new.

Critical Issues in After-School Programming, by Robert Halpern. How well can after-school programs support literacy development among low-income children? How can we transform a patchwork of independent programs of varying quality into an efficient and effective system—and do we want to? Do the expectations we place on after-school programs today conform to what those programs do best? In this monograph, author Robert Halpern draws on his extensive research to explore these questions. Through four studies, including one commissioned by highlight3, Halpern examines four issues central to the future of after-school programs: their role in supporting literacy development and in fostering children’s physical well-being, the challenge of system building, and the question of appropriate expectations.

The Promise and Pitfalls of Using Imprecise School Accountability Measures, by Thomas Kane and Douglas Staiger. An academic article examining the limitations of using current standardized test scores to gauge progress by schools.

Summary of Getting the Most From Afterschool: The Role of Afterschool Programs in a High-Stakes Learning Environment. A summary of the above article (read full report), authored by the National Institute of Out-of-School-Time.

What Gets Measured Gets Done, by Karen Pittman. This issue of Forum Focus scans a number of important efforts gaining momentum over the past several years to develop and use positive indicators of child and youth well-being.

America After 3 PM: A Household Survey on Afterschool in America Key Findings, authored by the Afterschool Alliance. Excerpt: “Parents of children not currently in afterschool programs believe their children would  benefit most from afterschool programs in the following ways: fun/personal enjoyment,  staying safe and out of trouble, providing academic enrichment, improving social skills  and improving physical health and fitness.”

After School Summit: Summary Report, authored by the Mott Foundation. This piece summarizes two days of discussion among researchers and evaluators, program and policy experts educators and government officials at the After School Summit resulting in a wealth of ideas on ways to improve and measure the performance of after-school programs that have improving academic achievement as their core mission.