Summer Learning Programs for Refugee Youth

  1. Effective and Promising Summer Learning Programs and Approaches for Economically-Disadvantaged Children and Youth: A White Paper for The Wallace Foundation. Terzian, Mary , Anderson Moore, Kristin , Hamilton, Kathleen 43 page s . July 2009. English . http://www.wallacefoundation.org/knowledge-center/summer-and-extended-learning-time/summer-learning/documents/effective-and-promising-summer-learning-programs.pdf

    This White Paper summarizes findings from an extensive literature review that was conducted to identify effective and promising models and approaches for meeting the needs of low-income children, youth, and families during the summer months. Special attention is paid to summer learning programs that serve urban, low-income children and youth. Data on program participation suggest that children and youth who would stand to benefit the most from summer learning programs (i.e., children and youth who are economically disadvantaged, have low school engagement, and/or exhibit problem behavior) are the least likely to participate. (Description from source).

  2. Engaging Older Youth: Program and City-Level Strategies to Support Sustained Participation in Out-of-School Time. Deschenes, Sarah N. , Arbreton, Amy , Little, Priscilla M. 106 page s . 2010. English . http://www.hfrp.org/out-of-school-time/publications-resources/engaging-older-youth-program-and-city-level-strategies-to-support-sustained-participation-in-out-of-school-time

    This report examines the program practices and structural features of almost 200 out-of-school time programs located across six diverse cities – Chicago, Cincinnati, New York, Providence, San Francisco, and Washington, DC.  Many of the programs discussed serve large numbers of immigrants or English Language Learners. 

  3. Finding Fortune in Thirteen Out-of-School Time Programs: A Compendium of Education Programs and Practices. Trammel, Ming 72 page s . 2003. English . http://www.aypf.org/publications/Compendium2003.pdf

    This research compendium summarizes and reviews the evaluations of 13 out-of-school time programs with positive outcomes for young people. The programs are (1) 4-H; (2) 21st Century Community Learning Centers; (3) The After-School Corporation; (4) Beacons; (5) BELL After School Instructional Curriculum; (6) Big Brothers Big Sisters of America; (7) Boys & Girls Club of America; (8) Cap City; (9) Juvenile Mentoring Program; (10) Los Angeles's Better Educated Students for Tomorrow; (11) Quantum Opportunities Program; (12) Sacramento START; and (13) Youth Education for Tomorrow. Each evaluation summary includes the following: the design of the evaluation; what entity or entities funded the evaluation; a look at the program site; an overview of the program's purpose and how it started; demographic information on the population served; data on program costs; cost/benefit data; levels of statistical significance of findings; descriptions of the basic elements or structure of the program; factors that most strongly contribute to the program's positive results; and contact information. (WFA)

  4. Finding Funding: A Guide to Federal Sources for Out-of-School Time and Community School Initiatives. Padgette, Heather Clapp 178 page s . January 2003. English . http://www.nctsnet.org/nctsn_assets/pdfs/CTS_FFG_finalRev.pdf

    Noting the growing nation-wide demand for affordable, high-quality, out-of-school time and community school programs, this guide is intended to assist program developers, policy makers, and community leaders identify federal funding sources to support out-of-school time or broader-based community school services. The guide provides an overview of strategies for gaining access to and using federal funds, as well as a catalog that provides information on 116 funding sources that can potentially provide support for out-of-school programs and community school initiatives. Section 1 of the guide looks at the changing context for financing out-of-school time and community school programs, provides an overview of public and private investments in such programs, and outlines some of the key challenges facing policy makers and community leaders. Section 2 describes the various federal funding mechanisms, their structures, and requirements. Section 3 highlights strategies for maximizing federal funds and building partnerships. Section 4 contains the catalog of federal funding sources that can support out-of-school and community school services. Each one-page summary provides a short description of the funding source and its eligibility and application information, as well as contact information. The guide's three appendices list the preceding funding sources by federal agency; provide a listing of federal programs sorted by eligible grantee, and display the federal programs by funding type. The guide concludes with a listing of additional resources of the Finance Project. (HTH)

  5. Finding Resources to Support Rural Out-of-School Time Initiatives. Wright, Elisabeth 20 page s . February 2003. English . http://www.statewideafterschoolnetworks.net/finding-resources-support-rural-out-school-time-initiatives

    Out-of-school programs have proven potential to help low-income youth overcome many barriers associated with growing up in rural communities. Finding resources to support these programs, however, can be difficult and often requires additional effort by rural leaders to push for resource sharing and coordination of multiple services for rural families. The three largest federal funding sources for out-of-school time initiatives are 21st Century Community Learning Centers, the Child Care Development Fund, and Temporary Assistance for Needy Families. Successful efforts to sustain out-of-school programs in rural communities share several elements: dynamic leadership, an ability to capitalize on community strengths, partnerships, networking and information sharing, and broad community support. Strategies to find resources to support rural out-of-school programs are presented. To create a diverse funding base, leaders should maximize federal, state, and local funding sources; consider non-traditional private partners in the community; and take advantage of in-kind donations. Out-of-school services could be integrated into larger family-centered programs. Finally, out-of-school programs can be supported by tapping into existing networks such as Boys and Girls Clubs, and YWCAs. Sidebars present resource challenges, descriptions of successful programs, and resources for tribal communities. (Contains 40 references.) (TD)

  6. Harvard Family Research Project (HFRP) resources. Harvard Family Research Project 29 page s . November 2005. English . http://www.gse.harvard.edu/hfrp/

    HFRP has numerous useful resources on program evaluation. Several are listed below, and more are available at their Web site:

    • "Out-of-School Time Program Evaluation Database"
    • "Measurement Tools for Evaluating Out-of-School Time Programs"
    • "Detangling Data Collection: Methods for Gathering Data"
    • "Performance Measures in Out-of-School Time Evaluation"
    • "Evaluating Out-of-School Time Program Quality"

  7. Learning to Listen through Home Visits with Somali, Mien, Cambodian, Vietnamese and Latino Families. Cobbs, Betty J. , Ginsberg, Margery B. . January 2006. English . http://education.jhu.edu/PD/newhorizons/strategies/topics/multicultural-education/learning-to-listen/

    "This article describes a summer learning experience that helped educational leaders listen to and learn from underrepresented voices. It provides a mosaic of insights contributed by 24 doctoral students from the University of Washington's Leadership for Learning (L4L) superintendent program. In July of 2005, these students, most of whom were currently principals, visited the homes of Somali, Mien, Cambodian, Vietnamese, and Latino families living in a Seattle-area school community. Although several of the students had visited low-income homes in their own districts, this was the first time they had done so with the primary purpose of listening to under-represented voices on matters of district policy." - Publisher's description

  8. Leveling the Playing Field through Summer Learning Programs. Bridging Refugee Youth and Children's Services (BRYCS) 3 page s . Summer 2011. English . http://www.brycs.org/documents/upload/brycs_briefsummer2011.pdf

    Summer learning programs are a critical strategy for "leveling the playing field" for refugee youth.  Read about what works according to the latest research and recommendations drawn from 30 programs in the BRYCS Promising Practices database. 

  9. Links to Learning: A Curriculum Planning Guide for After-School Programs. National Institute on Out-of-School Time (NIOST), The Center for Research on Women, Wellesley College 180 page s . January 2005. English This resource may be free from your local library or purchased from the publisher.

    "This new curriculum planning guide was developed to assist after-school program providers in responding to the call for academics in non-school time, while addressing the full range of children's developmental needs. The guide provides an overview of learning and child development as they relate to out-of-school time care; offers tools for selecting, planning, developing, and evaluating after-school activities; and demonstrates how to link these activities to both learning and quality standards." - Publisher's description

  10. Logic Models and Outcomes for Out-of-School Time Programs: Report to the DC Children and Youth Investment Trust Corporation. Zaff, Jonathan , Redd, Zakia 49 page s . September 2001. English . http://www.childtrends.org/wp-content/uploads/2014/05/2005-13LogicModelsTransitiontoAdulthood.pdf

    "The primary purpose of this report is to present, describe and justify a revised logic model and measurable outcomes for the out-of-school time programs of the DC Children and Youth Investment Trust Corporation (DCCYIT). The logic model was revised from the initial draft of the Board of Directors of DCCYIT using the framework and terminology developed by the United Way Foundation of America. The report combines both an academic and applied research perspective on child development, and is intended to complement, not duplicate in any way, the work that has already been completed by the DCCYIT in this program area. The report focuses on out-of-school time and contains a brief overview of the research literature that informs our conceptualization of the logic model and proposed outcomes. We have taken this approach because we believe that the outcomes derived from theory and basic research are important and that using them in applied research will be helpful to the DCCYIT for building a logic model and outcome measures to be used in performance tracking." - Publisher's description

  11. Making an Impact on Out-of-School Time: A Guide for Corporation for National Service Programs Engaged in After School, Summer, and Weekend Activities for Young People. National Institute on Out-of-School Time (NIOST), Center for Research on Women at Wellesley Centers for Women, Wellesley College 14 page s . June 2000. English . http://www.eric.ed.gov/PDFS/ED449236.pdf

    As Corporation for National Service members become increasingly involved in out-of-school time programs for youth, the need for information about effective practices for directing programs and working with young people has increased. The purpose of this manual is to help these programs enhance the quality of out-of-school time programs for young people aged 5 to 14. The manual contains ideas and suggestions, resource lists, tip sheets, and examples of successful programs. The following chapters are included: (1) "Exploring the Facts about Children's Out-of-School Time"; (2) "Understanding Basic Standards for a Quality Out-of-School Time Program"; (3) "Training Members and Volunteers To Work in Out-of-School Time Programs"; (4) "Understanding Service Learning"; (5) "Tip Sheets: Simple Ideas To Address Important Out-of-School Topics"; (6) "Training Materials on Important Out-of-School Time Issues"; (7) "Program Profiles"; and (8) "Connecting to Additional Out-of-School Time and School-Age Child Care." The program profiles section describes Corporation for National Service programs involved in out-of-school activities for children and youth. (SLD) CONTENTS Exploring the Facts about Children's Out-of-School Time Understanding Basic Standards for a Quality Out-of-School Time Program Training Members and Volunteers to Work in Out-of-School Time Programs Understanding Service-Learning Tip Sheets: Simple Ideas to Address Important Out-of-School Time Topics Training Materials on Important Out-of-School Time Issues Program Profiles Connecting to Additional Out-of-School Time and School-Age Child Care Resources

  12. National Institute on Out-of-School Time (NIOST), The Center for Research on Women, Wellesley College (Web site). National Institute on Out-of-School Time (NIOST), The Center for Research on Women, Wellesley College . English . http://www.niost.org

    Serves as a clearinghouse of information about ways to improve the availability, quality, and viability of out-of-school time (OST) programs and also about efforts to improve the education, training, and compensation of the OST workforce. The National Institute on Out-of-School Time's Web site offers program staff and educators: (1) information about how local, statewide, and national workforce development initiatives are building training systems, offering school-age and youth development credentials and certification programs, and developing core competencies; (2) background on how specific states and cities are building a skilled and stable OST workforce; (3) a database of relevant articles, books, and fact sheets, including reports on successful OST programs; (4) specific reports focusing on such subjects as creating after-school opportunities that engage the interest and participation of high school-age youth, involving families in supporting and improving OST programs; (5) links to curriculum planning guides and literacy programs; and (6) information about interactive, research-based training, as well as local training events and annual seminars, for directors and staff, school administrators, and community leaders.

  13. Out-of-School Time Evaluation Snapshot: A Review of Activity Implementation in Out-of-School Time Programs. Bouffard, Suzanne , Little, Priscilla M. D. 4 page s . August 2003. English . http://www.hfrp.org/publications-resources/browse-our-publications/a-review-of-activity-implementation-in-out-of-school-time-programs

    Noting that most evaluations of out-of-school (OST) programs have examined the programs as a whole without taking into account the specific activities offered, this issue of "Out-of-School Time Evaluation Snapshots" surveys the range of activities being implemented in OST settings across the country to better understand and promote effective OST programming. Data from 27 programs were obtained through a national database of profiles of OST program evaluations. Findings indicate that 23 program evaluations reported methods used to collect activity data, with observations conducted by researchers being the most frequent method. About 70 percent of programs offered multiple activities, with 75 percent of single-activity programs focused on academic enrichment. In multicomponent programs, students were often given a choice of activities whereas in single-activity programs, activities were more likely to be mandatory. While the majority of multicomponent programs offered some sort of academic enrichment, many offered arts, sports, and community service. Only a few programs reported the major challenges in implementing activities and identified poor time management, inadequate staff training, lack of resources, and the need to provide snacks. The report concludes by emphasizing that: (1) collecting activity implementation data is a critical first step in evaluation and program improvement for all OST programs; (2) programs need to understand their services to build organizational capacity for self-assessment and program modification; and (3) service documentation is a necessary precursor to determining which aspects of a program lead to positive youth outcomes. Appended is a list of the programs reviewed and a list of additional resources on evaluation OST activities. (KB)

  14. Summer Success: Challenges and Strategies in Creating Quality Academically Focused Summer Programs. Wimer, Christopher , Gunther, Rachel 14 page s . October 2006. English . http://www.hfrp.org/out-of-school-time/publications-resources/summer-success-challenges-and-strategies-in-creating-quality-academically-focused-summer-programs

    This brief looks at evaluations of 34 academically focused summer programs in order to distill challenges and compile promising strategies for creating quality summer programs. (Description from source).

  15. The Learning Season: The Untapped Power of Summer to Advance Student Achievement. Miller, Beth M. 32 page s . June 2007. English . http://dmlcentral.net/wp-content/uploads/files/Learning_Season_ES.pdf

    This report shows that summer enrichment opportunities have a much more profound impact than previously believed on the academic achievement of young people.

  16. The Out-of-School Time Learning and Development Project (Web site). Harvard Family Research Project . English . http://www.hfrp.org/out-of-school-time

    Provides information in support of improving the quality, accessibility, and sustainability of out-of-school time (OST) programs across the United States. The Web site contains a variety of products and resources of interest to educators and related professionals who are working to enhance the development of children ages 5 through 13, including: (1) a database of OST program evaluations that can be used to support program and policy development and to promote discussion among practitioners, policymakers, and researchers about evaluation issues and priorities in this field; (2) a bibliography of OST evaluations by program area, ranging from family involvement programs to cultural/heritage programs that serve specific immigrant populations, including Hmong and Latino youth; (3) analyses of information in the OST database and a series of briefing papers on such topics as the role of youth as evaluators, state strategies and investments in OST evaluation, implementation issues, and OST outcomes; (4)information about evaluation and training workshops at national conferences such as those sponsored by the National League of Cities, the Afterschool Alliance, and Voices for America's Children, as well as selected conference proceedings; and (5) news and related updates on important developments in after-school evaluation and research.

  17. Using Institute of Museum and Library Services Grants to Support Out-of-School Time Programs. The Finance Project 8 page s . English . https://www.gadoe.org/School-Improvement/Federal-Programs/Documents/libandmusuem.pdf

    This report explains how out-of-school time programs give many youth the chance to engage in interesting and enriching opportunities in the arts. This funding note describes funding opportunities that can help out-of-school time programs offer an array of arts and cultural programming by drawing on the resources of museums and libraries.

  18. Why Conduct A Program Evaluation? Five Reasons Why Evaluation Can Help an Out-of-School Time Program. Metz, Allison J.R. 4 page s . October 2007. . https://cyfernetsearch.org/sites/default/files/Child_Trends-2007_10_01_RB_WhyProgEval.pdf

    Presents five reasons why managers of out-of-school-time programs can be helped by evaluations designed to strengthen their programs and improve the end result for children. An evaluation needs to be defined in terms of process and outcomes. The most common concerns expressed by managers about program evaluations include diversion of resources, complication of evaluations, additional burdens on staff, and possible negative results. The five reasons described that show managers the positive benefits of evaluation are: (1) determining what works vs. what doesn't; (2) showcasing the program to the community and funders; (3) improving staff practices with participants; (4) increasing capacity for self-assessment and future planning; and (5) building knowledge of out-of-school time. When the evaluation process is embraced, it can provide important information for start-up programs and serve as a tool to improve established programs.

  19. Working Together for Children and Families: A Community's Guide to Making the MOST of Out-of-School Time. Harvey, Brooke , Shortt, Joyce 42 page s . 2001. English This resource may be free from your local library or purchased from the publisher.

    Recognition of the range of potential benefits linked to out-of-school experiences has led to a rapid expansion of out-of-school time opportunities across the United States. This guide outlines an approach for bringing the community together to meet out-of-school time needs of children, youth, and families. Launched in 1994, the MOST (Making the MOST of Out-of-School Time) Initiative created a model for improving and broadening out-of-school time opportunities. The guide begins with a description of the origin of the MOST Initiative and important elements of the system: (1) linkages of working groups for joint planning, priority setting, and information sharing; (2) regular creation of new working relationships, collaborations, and networks to broaden the system; (3) nurturance of leadership within the out-of-school time community; (4) a variety of programs, experiences, and opportunities; (5) high quality programming; (6) training and professional opportunities for staff; and (7) a community infrastructure including funding strategies, coordination of training, long-term planning, advocacy, and outreach, and accountability. The guide uses three methods to explain how to build an out-of-school time system. First, an outline presents a step-by-step process in three stages: (1) planning (establishing leadership, engaging community, and developing principles); (2) taking stock (community needs assessment); and (3) making it happen (setting the agenda, planning for sustainability, visibility, and sustaining change). Second, action tips are offered through recommendations based on the successes gained and challenges encountered during the seven years of the MOST Initiative. Third, MOST city models are used to illustrate how Boston, Chicago, and Seattle interpreted the process. The guide concludes with a list of print and organizational resources and information on the National Institute on Out-of-School Time. (KB)