Outlines the need for effective, sustainable after school programs (ASPs). Common misconceptions held about after school programs include that they are either child care or an extension of the school day. Treating after school programs as child care often leads to sporadic attendance, the factor that is most associated with a lack of positive benefit from an ASP. Treating ASP as the school day can hinder inventive approaches to teaching which benefit children unsuccessful in traditional classroom situations. After school care is best used as a complement to traditional schooling. Unlike formal schooling which typically has an academic focus, traditional classroom settings, and strict zero-tolerance policy toward delinquent behavior, after school programs can offer positive youth development, individual instruction, and at-risk prevention programs. Positive youth development should focus developing the “whole child,” as well as on the 5 C’s: competence in social academic and vocational areas, confidence, character, compassion, and connection to others through healthy relationships. ASP can support academic achievement by offering low student-to-instructor ratios, tutoring, and targeted subject development. Recreational activities help cultivate social skills such as teamwork, problem-solving, and communication. Cultural and social projects centered on community engagement can enhance social development, as can mentoring and exposure to cultural knowledge and experiences. Whether based on a public or private model, effective ASP has been shown to improve academic, social, and decision-making skills, and has lowered schooling and crime-related costs. Policies implemented to maintain quality ASP will (1) create comprehensive statewide programs; (2) develop a common set of evaluation measures and quality standards for staff and program characteristics; and (3) promote community involvement and sustainable funding ensured by state legislatures and private partnerships.
