I was recently out in Los Angeles pursuing the after-school beat for a story on LA's BEST, the largest after-school organization partnered with a school district in the country. The news feature is running in the print edition of EdWeek that's being delivered to mailboxes this week. You can also check out the full story online. LA's BEST, in its 23rd year of operation, runs after-school programs at 180 sites that serve 28,000 students in the Los Angeles Unified School District, the second largest school district in the country. The program and the leadership of its president, Carla Sanger, ...

The big story on after-school programs right now is the federal budget, and all indications are that it's going to be tough sledding on Capitol Hill.

The budget battles have only just begun over federal funding for after-school programs.

Lucy Friedman wrote ... about the important role the after-school community can play in technology and learning, particularly for low-income students with limited access to the Internet and tech tools.

It seems STEM—science, technology, engineering, and math—initiatives are all the talk in education and policy circles these days. The trick is how to engage girls not typically drawn to such subjects, the Harvard researchers write.

Maryland residents may be able to donate directly to public after-school programs on their tax returns next year, if a bill is passed this session in the state legislature. The legislation, written by the Maryland Out of School Time Network (MOST), would add a checkoff item on tax returns enabling individuals to donate money for programs that support K-12 students in after-school hours. These donations would go into an activity fund used to support the Maryland Afterschool and Summer Learning Activity Program, an umbrella initiative able to award grants to after-school and out-of school- time organizations that meet certain standards. ...

"The middle school years are a vital time to teach the importance of college and career readiness and the linkages to success in life."

The article itself talks about the importance of making out-of-school-time (OST)learning different from in-classroom education and also references research on the gap in summer learning experiences between children of different socioeconomic classes and the long-term negative impact on children from poor families.

One thing that struck me about what I've read about the book—and, no, I haven't actually read the book—is Chua's ironclad control of her children's after-school time.

A quick look at some noteworthy after-school conferences coming up around the country.


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