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After-School Programs

The likelihood of youth exposure to drug use and other criminal behavior increases dramatically in the hours after school ends. RAND research has shown that the availability of quality after-school activities can reduce participation in and victimization as a result of illicit activities, and can boost academic performance.

Report
Skills for Success: Developing Social and Emotional Competencies in Out-of-School-Time Programs
Out-of-school-time programs have long focused on children's social and emotional development as part of their mission of building a culture of connectedness and positive relationships between youth and adults. How do these programs incorporate social and emotional learning?
Feb 27, 2023
Report
Building an Effective Social and Emotional Learning Committee in Dallas: One of Six Case Studies of Schools and Out-of-School-Time Program Partners (Volume 2, Part 3)
This case study explores how Dallas's Webster Elementary School and its out-of-school-time program, Thriving Minds After School, formed a social and emotional learning committee that became more effective over time, focusing on daily activities.
Sep 15, 2022
Report
Engaging Teachers, Staff, and Parents in Social and Emotional Learning in Palm Beach County: One of Six Case Studies of Schools and Out-of-School-Time Program Partners (Volume 2, Part 5)
This case study explores how Palm Beach County's Diamond View Elementary School and its out-of-school-time program increased adult awareness of social and emotional learning practices to promote positive interactions with children throughout the day.
Sep 15, 2022
Report
Expanding Social and Emotional Learning Beyond the School Walls in Boston: One of Six Case Studies of Schools and Out-of-School-Time Program Partners (Volume 2, Part 2)
This case study explores how the Russell Elementary School and the Boys & Girls Clubs of Dorchester partnered in Boston to provide social and emotional learning enrichment off campus as part of the school day.
Sep 15, 2022
Report
Jointly Prioritizing Time for Social and Emotional Learning In Denver: One of Six Case Studies of Schools and Out-of-School-Time Program Partners (Volume 2, Part 4)
This case study explores how Denver's Cowell Elementary School and its out-of-school-time partner, Discovery Link, worked together to find time for social and emotional learning (SEL) and to provide consistent SEL instruction during and after school.
Sep 15, 2022
Report
Learning to Focus on Adult Social and Emotional Learning First in Tulsa: One of Six Case Studies of Schools and Out-of-School-Time Program Partners (Volume 2, Part 7)
This case study explores how Whitman Elementary in Tulsa, Oklahoma, and its out-of-school-time program partner, Youth at Heart, learned to first invest in adults so that they are equipped to support students' social and emotional learning.
Sep 15, 2022
Report
Prioritizing Racial Equity Within Social and Emotional Learning in Tacoma: One of Six Case Studies of Schools and Out-of-School-Time Program Partners (Volume 2, Part 6)
This case study explores how Lister Elementary School in Tacoma, Washington, established social and emotional learning and equity as a nonnegotiable foundation for its work with students, staff, and families.
Sep 15, 2022
Report
Strengthening Students' Social and Emotional Skills
Children benefit when schools and out-of-school-time programs partner to improve social and emotional learning (SEL). Case studies from six communities illustrate approaches to implementing SEL. Shared themes include committed leaders and focusing on adult SEL before children's.
Sep 15, 2022
Journal Article
Benefits of Extracurricular Activities for Children: A Focus on Social Inclusion and Children from Disadvantaged and Vulnerable Backgrounds
This research note summarises the existing evidence on the benefits of extracurricular activities, how they can be used to support social inclusion, and how access for disadvantaged children can be improved.
Jun 9, 2021
Report
Getting to Work on Summer Learning: Recommended Practices for Success, 2nd Ed. — Executive Summary
The authors distill lessons about implementing and improving summer learning programs gleaned from a six-year study in the five urban districts participating in the National Summer Learning Project.
Mar 25, 2021
Report
Every Summer Counts: A Longitudinal Analysis of Outcomes from the National Summer Learning Project
This seventh report in a series presents longitudinal findings on the effectiveness of voluntary summer learning programs in five school districts. The authors also offer implications for policy on narrowing the achievement gap between students.
Dec 17, 2020
Report
How to Support Social and Emotional Learning in School and Out of School
Do children benefit when schools and out-of-school time programs partner to improve and align social and emotional learning (SEL)? Lessons from six communities that made such efforts can help school districts and out-of-school time providers implement their own SEL programs.
Oct 20, 2020
Report
Early Lessons from Schools and Out-of-School Time Programs Implementing Social and Emotional Learning: Executive Summary
In this summary, RAND researchers describe the Partnerships for Social and Emotional Learning Initiative, as well as findings and early lessons from the first two years of implementation in the six participating communities.
Oct 20, 2020
Essay
The COVID Slide: How to Help Students Recover Learning Losses
Research shows that summer breaks contribute to income-based achievement and opportunity gaps for youth. How can we use what we know about summer learning to help kids in the age of COVID-19?
Jul 9, 2020
Commentary
What LAUSD Can Learn from the New York City Community Schools Initiative
A study of New York City's community schools found improved academic performance, higher attendance, and other positive outcomes for disadvantaged students. This model could benefit similar efforts underway in Los Angeles, where 80 percent of students live in poverty.
Jan 28, 2020
Research Brief
The Promise of Community Schools
The New York City Community Schools Initiative is based on a holistic strategy of education reform. Academics, health and wellness, youth development, and family engagement are integrated into each school. This approach had positive effects on most of the examined student outcomes.
Jan 28, 2020
Report
Illustrating the Promise of Community Schools: An Assessment of the Impact of the New York City Community Schools Initiative
This report presents the impact of the New York Community Schools Initiative (NYC-CS) through the 2017--2018 school year by assessing the effects along seven outcome domains based on student- and school-level characteristics.
Jan 28, 2020
Tool
Putting Data to Work for Young People: A Ten-Step Guide for Expanded Learning Intermediaries
This ten-step plan should help expanded learning nonprofits address challenges related to data collection and management and therefore make after-school and summer programs better and more accessible for students.
Oct 15, 2019
Blog
Military Spouses, Exercise Incentives, Libraries: RAND Weekly Recap
This weekly recap focuses on a scholarship program for military spouses, a wellness program that uses the Apple Watch, how libraries can improve public health, and more.
Nov 30, 2018
Commentary
High-Quality Out-of-School-Time Programs Are Worthy of Investment
High-quality out-of-school-time programs can benefit youth, and tend to produce outcomes linked to program content. Funders and policymakers could maximize benefits of these programs by providing adequate resources and funding to support quality programming. It could be a wise investment for America's youth.
Nov 19, 2018

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RAND Topic:
After-School Programs

Research conducted by

RAND Education and Labor

Researcher Spotlight

Susannah Faxon-Mills

Senior Policy Analyst

Susannah Faxon-Mills (she/her) is a senior policy analyst at the RAND Corporation. She has expertise in education policy, implementation and developmental evaluation, and qualitative methods and analysis. Her work explores how local educational systems, communities, and intermediary…
Andrea Phillips

Policy Researcher

Andrea (Andie) Phillips (she/her) is a policy researcher with expertise in education policy, policy analysis, program evaluation, single case design, and qualitative methods and analysis. Phillips’ work focuses on the development, implementation, and evaluation of interventions that promote…

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