FACTS AND FIGURES

New Jersey Specific Research and Data

Afterschool Alliance - NJ Fact Sheet

Afterschool Investments - NJ Profile

National Child Care Information and Technical Assistance Center - NJ Profile

National Research & Data

Recent research suggests various strategies to effectively implement extended learning opportunities, engage staff and community members and increase youth’s knowledge and skills. Some of this information is shared below:

  1. The National Association of Elementary School Principals released “Leading After-School Learning Communities – What Principals Should Know and Be Able to Do” in 2006, which provides strategies for effective partnerships between after-school programs and school principals.  This document highlights core characteristics of quality after-school programs:

    • Strong Vision, Management and Collaboration

    • Sufficient and Quality Staff

    • Attention to Health, Safety and Nutrition Issues

    • Effective Family and Community Partnerships

    • Enriching Learning Opportunities that Complement the School Day

    • Links between school-day and after-school staff

    • Evaluation of program progress and effectiveness

  2. The After-School Corporation (TASC) developed strategies for successful high school afterschool programs in October 2008.  They suggested that “…the most effective out of school time programs are those that include one or more of the following:

    • Students should have opportunities to pursue interests and have experiences that are otherwise unavailable to them in or out of school;

    • Whether or not students would be working financial incentives can help programs attract and retain students who might not otherwise participate;

    • Academic credit or certification where appropriate, based on program content and duration can provide a significant incentive for regular participation and can help increase graduation rates;

    • Positive relations with adults, with suggested staff to participant ratio of 1:10 ideally but no more than 1:15; and

    • Programming that is different from but connected to school, programs should not feel like more school and should provide experiences outside the classroom setting.”

  3. The National Afterschool Association (NAA) is the premier agency in afterschool programming, design, implementation and professional development.  In 1995, NAA developed national standards for quality out-of-school time programs.  These standards describe the practices that engage, motivate and support youth, ages 5 to 14, while also providing a safe and healthy environment.  The NAA Standards consist of 36 “keys” to quality within 6 major categories.  The major categories are listed below. For additional information on the “keys”, please visit www.naaweb.org:

    • Human Relationships

    • Indoor Environment

    • Outdoor Environment

    • Activities

    • Safety, Health, and Nutrition

    • Administration

  4. Academic, Social and Emotional Learning:  In 2007, a research report published by the Collaborative for Academic, Social, and Emotional Learning on the impact of after-school programs on personal and social skills, indicate that “after-school programs have an overall positive and statistically significant impact on participating youth”.

  5. Cost of Quality Report

  6. The Promising Practices Network
    The Promising Practices Network (PPN) is a group of individuals and organizations who are dedicated to providing quality evidence-based information about what works to improve the lives of children, families, and communities.

  7. Web links