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Program managers should familiarize themselves with different types of activities and identify local training opportunities to gain the know-how and resources to serve school-age kids. “Starting an Afterschool Program: A Resource Guide”.
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.
Find Funding and Develop Partnerships: Most programs will likely need some start-up funding to get off the ground.
Managers need to learn about federal, state, or local funds as well as look for private and in-kind donations to support afterschool programs.
Meet State Regulations: States have minimum licensing requirements that apply to programs serving children, including afterschool programs.
These requirements typically vary for types of providers, and often include separate requirements for school-age care settings.The After Zone model has two features that distinguish it from other citywide after-school initiatives.First, in contrast to traditional after-school models in which programs are offered in a single school or center, the After Zone model is based on a neighborhood “campus” structure where services are offered at multiple sites in a geographically clustered area.Self-esteem tends to drop as youth enter middle school, and they begin to feel less confident in their ability to master academic subjects, at the very time when pressures to achieve are increasing.School-day curricula become more rigorous and demanding, and many youth begin to experience academic failure.The initiative was created to support citywide system-building efforts that could advance three interrelated goals for the OST field: improving program quality, making programs accessible to youth who need them most, and improving youth participation so more children can realize benefits.The Foundation granted funds to five cities to support their afterschool system-building initiatives: Boston, MA; Chicago, IL; New York, NY; Providence, RI; and Washington, DC.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.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.The following pages summarize a report by Public/Private Ventures (P/PV) that documents After Zone’s implementation.