How Afterschool Programs Can Most Effectively Promote Positive Youth Development as a Support to Academic Achievement: A Report Commissioned by the Boston After-School for All Partnership

• NCJ Number: 213360
• Author(s): Georgia Hall; Nicole Yohalem; Joel Tolman; Alicia Wilson
• Date Published: 2003
• Length: 95 pages
• Corporate Author: National Institute on Out-of-School Time
• Sale Source: National Institute on Out-of-School Time
• Publication Format: Document (Online)
• Publication Type: Report (Study/Research)
• Language: English
• Country: United States of America
• Note: *This document is currently unavailable from NCJRS. Downloaded March 8, 2006.

Annotation

This study explored how afterschool programs in Boston can best support academic achievement through a positive youth development approach.

Abstract

Long-term and short-term recommendations for afterschool programs in Boston include the advice to: (1) support the development of a unified and central leadership structure for out-of-school time, including the development of citywide standards; (2) build a professional development system for school-age providers and youth workers throughout the city; (3) support the expansion and mobilization of full-scale or community schools in Boston; and (4) invest in the program elements that have been able to sustain high quality youth development opportunities during afterschool hours after private funding has diminished. The authors note that while the positive youth development approach offers an effective strategy to supporting the academic achievement of youth, the work of the afterschool programs must be supported by neighborhoods, institutions, and State and local policy makers. The report presents a review of social learning theories and then explains the elements and rationale of the positive youth development approach, which addresses the broad development needs of youths and helps build the competencies necessary for successful adolescent and adult life. Descriptions are presented for a number of local and national afterschool programs that utilize a positive youth development approach to supporting academic achievement. The report outlines the challenges facing Boston afterschool programs as they build the capacity of their afterschool programs to promote positive youth development. These challenges include the common difficulties of: (1) creating a strong base of programs that offer consistently high quality services; (2) gaining adequate resources and investments in capacity; and (3) creating a supportive environment for action. Research methods involved a literature review, three focus groups with afterschool program providers and youth development leaders, and numerous personal and telephone interviews with program, policy, and organization leaders. Approximately 15 site visits were conducted to afterschool programs around Boston. Footnotes, tables, references