2012-05-24T14:38:07Z Copyright (c) 2012, The RAND Corporation RAND Corporation http://www.rand.org/topics/after-school-programs.html http://www.rand.org/news/press/2012/02/08.html Feb 8, 2012 Feb 8, 2012

If prevention researchers build programs with developmentally relevant content, and provide this content in an engaging, confidential, and non-judgmental way, it can help middle school-aged children avoid alcohol.

http://www.rand.org/pubs/technical_reports/TR988.html Jan 24, 2012 Jan 24, 2012

The Juvenile Justice Crime Prevention Act funds programs that have been proven effective in curbing crime among juvenile probationers and young at-risk offenders. This report summarizes, for fiscal year 2009–2010, Corrections Standards Authority–mandated outcome measures from each of the programs, as well as county-determined supplemental outcomes.

http://www.rand.org/commentary/2011/08/26/PBS.html Aug 26, 2011 Aug 26, 2011

Boys and men of color—in particular, young African American men—are particularly vulnerable to racial and ethnic disparities. That such disparities exist should surprise no one. Nor should the fact that such disparities diminish the life chances of those affected, writes Lois M. Davis.

http://www.rand.org/multimedia/video/2011/06/13/making-summer-count.html Jun 13, 2011 Jun 13, 2011

Catherine Augustine and Jennifer McCombs, researchers at the RAND Corporation, spoke with RAND media relations officer Joseph Dougherty about the loss of knowledge and educational skills during the summer months and how students who attend summer programs can disrupt the educational loss and do better in school than peers who do not attend the same programs.

http://www.rand.org/news/press/2011/06/13.html Jun 12, 2011 Jun 12, 2011

The loss of knowledge and educational skills during the summer months is cumulative over the course of a student's career and further widens the achievement gap between low- and upper-income students.

http://www.rand.org/pubs/monographs/MG1120.html Jun 12, 2011 Jun 12, 2011

The loss of knowledge and educational skills during the summer is cumulative over the course of a student's career and further widens the achievement gap between low- and upper-income students. Those who attend summer programs can disrupt that loss and do better in school.

http://www.rand.org/pubs/research_briefs/RB9599.html Jun 12, 2011 Jun 12, 2011

Summer learning programs can prevent the summertime loss of knowledge and skills that disproportionately affects low-income students. A study of existing programs resulted in targeted recommendations for school districts, policymakers, and funders.

http://www.rand.org/pubs/technical_reports/TR575-1.html Nov 20, 2010 Nov 20, 2010

This report presents results from a multisite, quantitative evaluation of the international Success for Kids (SFK) after-school program. A nonreligious program, SFK seeks to build resilience in children. Interestingly, the authors found that the program positively affected not just social and internal outcomes but also school-related outcomes, even though SFK is not an academic intervention.

http://www.rand.org/pubs/monographs/MG1037.html Oct 21, 2010 Oct 21, 2010

Coordinating the work of the many different institutions involved in after-school activities—including schools, nonprofits and municipal agencies like parks and libraries—holds the promise of making programs better and more accessible to urban children and teens who need them.

http://www.rand.org/news/press/2010/10/21.html Oct 20, 2010 Oct 20, 2010

Coordinating the work of the many different institutions involved in after-school activities -- including schools, nonprofits and municipal agencies like parks and libraries -- holds the promise of making programs better and more accessible to urban children and teens who need them.

http://www.rand.org/pubs/research_briefs/RB9551z1.html Oct 19, 2010 Oct 19, 2010

Five cities that received a grant from The Wallace Foundation, along with three other cities that were not part of the initiative, were successful in using data from management information systems to improve out-of-school-time programs.

http://www.rand.org/pubs/research_briefs/RB9551.html Oct 18, 2010 Oct 18, 2010

Five cities that received a grant from The Wallace Foundation to increase collaboration, access, quality, information sharing, and sustainability in their out-of-school-time systems used different planning approaches to meet the initiative's goals.

http://www.rand.org/pubs/technical_reports/TR832.html Oct 5, 2010 Oct 5, 2010

The Juvenile Justice Crime Prevention Act funds programs that have been proven effective in curbing crime among juvenile probationers and young at-risk offenders. This report summarizes, for fiscal year 2008–2009, Corrections Standards Authority-mandated outcome measures from each of the programs, as well as county-determined supplemental outcomes.

http://www.rand.org/pubs/technical_reports/TR882.html Sep 27, 2010 Sep 27, 2010

<p>The Wallace Foundation sponsored an initiative to help five cities increase collaboration, access, quality, information sharing, and sustainability in their out-of-school-time (OST) systems. The third in this three-volume series presents in-depth case studies of the grantees (Providence, Boston, New York City, Chicago, and Washington, D.C.) and reveals lessons learned and best practices for the OST field.</p>

http://www.rand.org/pubs/monographs/MG1037z1.html Sep 13, 2010 Sep 13, 2010

The Wallace Foundation sponsored an initiative to help five cities increase collaboration, access, quality, information sharing, and sustainability in their out-of-school-time systems. The second in this three-volume series describes how Wallace Foundation grantees and three other cities used management information systems to collect and use data on out-of-school-time programs, including enrollment, attendance, and student outcomes.

http://www.rand.org/pubs/technical_reports/TR746.html Jan 12, 2010 Jan 12, 2010

<p>The Juvenile Justice Crime Prevention Act funds programs that have been proven effective in curbing crime among juvenile probationers and young at-risk offenders. This report summarizes outcome measures from each of the programs for fiscal year 2007-2008.</p>

http://www.rand.org/pubs/external_publications/EP201000147.html Dec 31, 2009 Dec 31, 2009

<p>This paper studies student participation and achievement in two Pittsburgh Public Schools (PPS) tutoring programs--the No Child Left Behind (NCLB)-mandated supplemental education services (SES) program and a state-developed tutoring program. The authors examine the characteristics of students participating in each program, the effects of participation on student achievement, and the program features that are associated with improved achievement.</p>

http://www.rand.org/pubs/reprints/RP1383.html Feb 9, 2009 Feb 9, 2009

<p>A key aim of the No Child Left Behind Act of 2001 (NCLB) is to provide school choice or supplemental educational services to predominantly low-income parents whose children are attending Title I schools identified for improvement, but in recent years only a small fraction of families have taken advantage of these options.</p>

http://www.rand.org/pubs/monographs/MG745.html Feb 4, 2009 Feb 4, 2009

The first multi-dimensional effort to quantify the disparities faced by African-American and Latino boys and men in California across a broad spectrum of health and social factors provides a disquieting outlook for their lives.

http://www.rand.org/pubs/external_publications/EP20090406.html Dec 31, 2008 Dec 31, 2008

<p>Working for pay is associated with substance use and delinquency among older adolescents, although information is scant about younger youth who work. This study investigates associations between self-reports of having a job and substance use and delinquent behaviors in a sample of U.S. 5th graders.</p>