P/PV carried out data collection for this study from February 2008 through March 2009.A second P/PV report that focuses on how youth participated in After Zone programs, and the relationship of various patterns of participation to youth outcomes, will be published in 2011.
P/PV carried out data collection for this study from February 2008 through March 2009.A second P/PV report that focuses on how youth participated in After Zone programs, and the relationship of various patterns of participation to youth outcomes, will be published in 2011.One of the cities, Providence, RI, developed a citywide after-school initiative for middle school youth called the After Zone initiative, to be led by the Providence After School Alliance (PASA), a local intermediary.
In 2008, the After Zones began offering a four-week summer program, drawing youth from across the city.
There are three distinct After Zone campuses, each with a different menu of specific programs; while the particulars vary, all the campuses offer programs in the arts, life skills/leadership, sports and academic enrichment.
Click here to download the full report: After Zones: Creating a Citywide System Increasingly, research has shown that participation in out-of-school-time (OST) programs can lead to improvements in youth’s educational outcomes (e.g., academic achievement, school behavior, attitudes toward school, attendance and educational expectations); enhance social and emotional development (e.g., self-esteem, positive social behavior); and reduce the likelihood that they will engage in risk-taking behavior.
There is compelling evidence that participation in structured organized activities dramatically falls when youth enter middle school.
Primary sources of data were: The After Zone initiative integrates as many as 100 of Providence’s OST providers into a network with a coordinated schedule and a centralized registration process.
To support this network, PASA established a grant application system for distributing funds and built a system for transporting youth to programs outside of the middle schools and then to their homes at the end of the day.In planning the initiative, PASA set out to establish a single set of standards that would define high-quality programming and then incorporate these standards in all After Zone offerings.PASA’s mission is to utilize, coordinate and strengthen existing youth programs and community resources across the city to provide middle school youth with easily accessible, high-quality after-school programs.PASA is also responsible for putting mechanisms in place for training and supporting local programs and providers citywide.To carry out this mission and to sustain broad-based support throughout the initiative, PASA has worked closely with the mayor and leaders of the city’s public and private youth-serving agencies.Low-income youth may be particularly vulnerable because their families and communities lack the resources needed to provide quality structured activities during the after-school hours.Within cities, the rapid growth in OST programs over the past two decades has often resulted in a fragmented landscape of independent efforts with precarious funding and uneven quality.Seven middle schools participate in the initiative, providing space for After Zone programs and support for recruiting students.Using a combination of qualitative and quantitative research methods, the study examines the implementation of the After Zones’ unique features and documents the strategies used to: engage and retain the city’s middle school youth, ensure After Zone programs are high quality and sustain the After Zones beyond the start-up grant period.Acknowledging the need for an efficient and effective way to sustain and improve OST programs and make them available to more low-income youth, a growing number of cities have begun building systems to support after-school initiatives.Building on a long history of investments in OST learning, The Wallace Foundation launched an out-of-school learning initiative in 2003.