Going the Extra Mile: Afterschool in Continuation High School Settings

By Sam Piha

Continuation high schools serve a very vulnerable group of young people who are often considered at-risk because of various challenges in their lives, including family disruption, mental health issues, substance abuse, violence and aggression, and other nonacademic barriers (de Velasco et al, 2008). Many youth arrive behind in the credits needed for graduation, lacking fundamental academic and organizational skills, and are disengaged from school, their communities, and positive adult role models.

Nowhere is the opportunity for afterschool learning more important than in continuation high schools. Many of these youth face a number of challenges in their lives and are often highly disengaged, having failed in and been failed by the traditional school system. These youth clearly need more – more caring adults who know them, more ways to complete the requirements for graduation, and more preparation for life after high school. Afterschool programs that model the Learning in Afterschool learning principles are well positioned to help this population of youth as well as the continuation schools that work to serve them.

In Going The Extra Mile, we focus on the potential of afterschool programs to serve the multiple needs of older youth in California continuation high school settings. We begin by offering an overview of continuation high schools in California. We next provide a description of afterschool programs currently operating using the 21st CCLC funds. We rely on an interview with a program supervisor who oversees several programs in the Bay Area and a survey of programs across the state, which we conducted as part of our research. 

In a Case Study: The SPOT Program at Ralphe J. Bunche Academy, we profile one continuation high school afterschool program and provide interviews we conducted at two different afterschool programs at continuation high schools. For a video produced by a Bay Area afterschool program serving older youth in a continuation high school setting, click here. For more research and resources on continuation schools, click here. 

A Decline in Arts Education

By Sam Piha

We know as afterschool leaders that young people love to express themselves through the arts. Further, we know that integrating arts into learning promotes young people's motivation and engagement and aligns well to the LIA learning principles.

However, a new study issued by the National Endowment for the Arts revealed that fewer American children are getting access to arts education. "What's especially alarming is that the overall decline is only part of the story: The drop is apparently most severe for African-Americans and Hispanics," wrote Erik Robelen in Education Week's Curriculum Matters blog.

According to the study, Arts Education in America: What the Declines Mean for Arts Participation, "The decline of childhood arts education among white children is relatively insignificant, while the declines for African American and Hispanic children are quite substantial - 49 percent for African American and 40 percent for Hispanic children."

What does this study say about our responsibility to make time in afterschool programs for arts education?

To view the February 28th blog post by Erik Robelen on this study, click here. To access the full study, Arts Education in America, click here.

Learning Science in Informal Environments

By Sam Piha

There is a growing interest in increasing young people's exposure to science - particularly since much of the hands-on science time has been eliminated from our public schools. Afterschool programs that offer project-based science activities are well aligned with the LIA learning principles.

Learning Science in Informal Environments, authored and published by the National Academy of Sciences, "draws together disparate literatures, synthesizes the state of knowledge, and articulates a common framework for the next generation of research on learning science in informal environments across a life span. Contributors include recognized experts in a range of disciplines--research and evaluation, exhibit designers, program developers, and educators. They also have experience in a range of settings--museums, after-school programs, science and technology centers, media enterprises, aquariums, zoos, state parks, and botanical gardens."

We believe that Learning Science in Informal Environments is an invaluable guide for afterschool program leaders, community-based organizations, and those interested in promoting K-12 science education.

For an executive summary of this text and a peek at the full table of contents, click here.

"Out-of-school time (OST) programs that focus on girls’ involvement in STEM can play an essential role in improving female representation in these traditionally male-dominated fields. OST programs offer girls a non-threatening and non-academic environment for hands-on learning that is collaborative, informal, and personal. However, barriers to quality implementation and outcome-based evaluation present challenges for STEM programs serving girls." (STEM Out-of-School Time Programs for Girls, Harvard Family Research Project, 2011) To view this Research Update, highlighting findings from the evaluations and research studies in the OST Database that focus on STEM programs for girls, click here. 

For a recent article on the role of science learning outside of school, published in Education Week (April 4, 2011) click here. 

Afterschool as Important Places of Learning

By Sam Piha

One of the objectives of the Learning in Afterschool project is to raise awareness of the importance of afterschool to young people's learning - awareness of the general public, of decision makers, and of program leaders who are charged with designing afterschool experiences.

The California Afterschool Alliance has created a valuable factsheet entitled "California's Afterschool Programs Increase Learning," which can be downloaded by clicking here. This factsheet cites the Learning in Afterschool website as a resource for those who wish to promote learning as a key asset in afterschool. It is one of a suite of messaging materials that are available by going to http://www.ca3advocacy.org/ and clicking on "factsheets."

LIA Winter 2011 Update

By Sam Piha

We have been busy promoting the Learning in Afterschool learning principles to stakeholders across California and the nation and engaging youth leaders as Afterschool Ambassadors.

Click here to get our latest Winter 2011 update on our activities.

ESEA Recommendations and the Future of 21st Century CLCs

By Sam Piha

We have been following the ESEA reauthorization as it effects the future of the 21st Century CLCs. We have also tried to keep our readers informed on the definition of "extended learning opportunities," as it may rewrite the definition of afterschool. The Collaborative for Building After-School Systems authored a comprehensive memorandum to Senator Harkin, Chairperson of the Senate Health, Education, Labor and Pensions Committee. This memorandum offers a good overview of the discussions taking place regarding federally funded afterschool.

The other key senators include Sen. Michael B. Enzi of Wyoming, the top Republican, Sen. Lamar Alexander, R-Tenn., himself a former Secretary of Education under President George H.W. Bush, and Sen. Jeff Bingaman, D-N.M.

We share this document here in hopes that our readers will identify the positions that they agree or disagree with. The ESEA reauthorization is also being closely followed by The Afterschool Alliance. You can visit their website to follow the most recent developments. We share other resources on recent developments in education on our Learning in Afterschool website.

To follow afterschool policy in California, you can visit the California Afterschool Advocacy Alliance (CA3) website.

A Crosswalk Between the LIA Learning Principles and Afterschool Quality Measurement Tools

By Sam Piha

During the roll out of the Learning in Afterschool project, several afterschool leaders asked how the Learning in Afterschool learning principles correspond to afterschool quality measurement tools that are currently being used in the field. In response, we offer this paper, which identifies the overlap between the learning principles promoted by the Learning in Afterschool project with six program quality measurement tools.

Through this comparison, authors Sam Piha and Corey Newhouse establish the strong relationship between the Learning in Afterschool learning principles and what you would expect to see in a quality afterschool program. This paper identifies which learning principles are most aligned with program quality measurement tools and which seem to be absent from the quality equation. 

To view a copy of A Crosswalk Between the Learning in Afterschool Learning Principles and Afterschool Quality Measurement Tools, click here. 

For an excellent review of well-tested afterschool program quality tools, see Measuring Youth Program Quality by Nicole Yohalem and Alicia Wilson-Ahlstrom.

The Link Between Afterschool Exercise and Math Skills

By Sam Piha

Erin Gibson, 10, worked on homework
during a study at Georgia Prevention Institute
 at Georgia Health Sciences University.

In the past, we have used this blog to promote the importance of active, physical activity within afterschool programs. A new study published in Health Psychology revealed that children in afterschool programs in Georgia engaging in regular exercise performed better on goal-oriented tasks and improved their math skills. 


According to Dr. Catherine L. Davis, associate professor of pediatrics at Georgia Health Sciences University, "You have to use your brain to exercise. It is not just that you are using your muscles. Your brain is coordinating your movements. Your brain is issuing the commands to the body to do the exercise. So it may be a direct stimulation of the neurons that are needed to exercise that makes the difference."


For a discussion of this study from Education Week, click here.  

What Kids Can Tell Us About Motivation and Mastery - Part 2

By Sam Piha

In Fires in the Mind: What Kids Can Tell Us About Motivation and Mastery, author Kathleen Cushman captures the voices of young people who explain what it takes to get really good at something. After reviewing our Learning in Afterschool position statement and seeing the alignment with her work, Ms. Cushman agreed to be interviewed on this blog. See an earlier posting for Part 1 of this interview. (A more complete bio can be found below.)

Q: What do you see as a role for afterschool programs in supporting motivation and mastery?

A: Many kids tell me that their afterschool programs give them more opportunities and supports than they get from any other source. A good afterschool program can open doors to the world of arts and culture, athletics, and the kind of projects that really catch the imagination and draw kids into curiosity and learning. Just as important, it can bring youth together with institutions and accomplished people in their community, enlarging the network of support they can call on as they approach the challenges of becoming adults.

Q: Does the experience of motivated learning and mastery outside of the classroom transfer in any way to young people’s engagement in school or planning for their future?

A: Absolutely! So much of what kids work to master on their own time gives them practice in the key habits they need in school or planning for their future. Some of these are “habits of mind,” like asking good questions, breaking down problems, or considering other views. Others are work habits, such as collaboration or persistence.

These are the very same habits that experts use in every field. They are absolutely critical to success in college and beyond. It’s important for all of us adults—not just school teachers—to notice and point them out as we see these habits developing in kids, anytime and anywhere. As we do, we are sending young people the message that they, too, can successfully navigate the path to mastery.

Kathleen Cushman

Q: There are those that say that young people who are behind in school and who score low on standardized tests, particularly those children that are low-income and of color, cannot afford the time it takes to experience mastery outside of the academic disciplines. What is your view of this?

A: I believe exactly the opposite. A test score can only take a narrow snapshot of a young person’s experience, earned knowledge, and strengths. In fact, those who have struggled against the obstacles of poverty and discrimination bring enormous assets to the work of learning. It is the adult’s job to talk with young people respectfully about what they know and can do and to identify those assets in their stories. From there, we can coach them in applying those strengths in other areas. We can help them acquire a mindset that respects the power of practice to build mastery in any field they choose.

Q: Can you speak about the Learning in Afterschool learning principles and the degree to which you believe we should live by these principles in afterschool programs? And why?

A: Your core learning principles set forth a picture of active, collaborative, meaningful  learning that supports young people in practicing habits of mind and work that will last them a lifetime.  Solidly based in research, these principles are the same ones that we see in the best schools in the nation. They underscore the “anytime, anywhere” nature of learning. And they remind us that schools and communities must work as partners. All our young people must have rich opportunities to use their minds well, crossing cultural and political divides to help solve the problems that confront us all.

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Kathleen Cushman is the author of Fires in the Mind: What Kids Can Tell Us About Motivation and Mastery and many other books about the lives and learning of youth. A co-founder of the nonprofit What Kids Can Do (WKCD), she collaborates with young people around the nation to bring forward their voices and visions. She lives in New York City.

What Kids Can Tell Us About Motivation and Mastery - Part 1

By Sam Piha

In Fires in the Mind: What Kids Can Tell Us About Motivation and Mastery, author Kathleen Cushman captures the voices of young people who explain what it takes to get really good at something. After reviewing our Learning in Afterschool position statement and seeing the alignment with her work, Ms. Cushman agreed to be interviewed on this blog. (A more complete bio can be found below.)

Q: In conducting research on learning, what did you learn about what motivates young people?

A: Just as with us adults, their first sparks of interest come from lots of different sources. They might admire something that they see someone else doing, for example. It could be the activity itself—or it could be the desire to be with (or be like) the person they admire—that makes them want to do that thing, too.

Still, our wishes don’t turn into the motivation to try something unless another key factor is present. To turn that spark of interest into a fire, young people have to expect that they can do that thing, if they try. They need someone to encourage them to mess around with it a bit, explore its possibilities, take those first shaky steps without fear of humiliation.

Opportunity and encouragement are the key supports that adults can provide to help young people develop the skills and strengths that will help them thrive at home, in school, and in later life. Just giving kids the chance to watch accomplished people do things opens doors of opportunity. And if we follow up by providing a supportive situation where they can try such things themselves, we create a magical combination.

Q: Why is it important for young people to have the experience of being really good at something? Is this what you mean by mastery?

Kathleen Cushman

A: It’s not so much “being good at something” that I’m interested in—it’s the process that we go through when we’re “getting good at something.” That’s why the Practice Project I conducted for What Kids Can Do began with asking almost 200 ordinary young people from all kinds of backgrounds, “What does it take to get really good at something?”

We looked at the many things that they could already do well—making music, making robots, even making it safely home through a rough neighborhood. And we discovered that “getting good” has certain common elements that always show up, no matter what knowledge and skills you’re working on.

Q: What did you learn about the process for kids to actually master something?

A: Whether kids are learning how to skateboard or how to speak a foreign language, they’ll have to try it again and again before getting it right. They’ll have a lot of frustrating moments along the way. And if they have someone coaching them step by step . . . if each step is not too easy, but not unrealistically hard . . . and if they stick it out and keep practicing—they will feel the satisfaction of mastering a challenge.

The wonderful thing about that? Learning is never finished. They can use the process again and again, in everything they try. Mastery is a lifelong journey, not a goal—and its habits start young.

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Kathleen Cushman is the author of Fires in the Mind: What Kids Can Tell Us About Motivation and Mastery and many other books about the lives and learning of youth. A co-founder of the nonprofit What Kids Can Do (WKCD), she collaborates with young people around the nation to bring forward their voices and visions. She lives in New York City.

Summer Program that Boosts Engagement Gets Results

Robotic clubs are one way to boost young people's
interest in math and science.

By Sam Piha

Baltimore public schools recently issued the results of their summer program offered in 2010. The summer program was wildly successful in attracting and retaining students - attendance increased by 3,000 over last year, with middle school enrollment climbing from 300 to 2,000 and boasting an 85% attendance rate.


Summer students also showed dramatic academic gains."In the new program, elementary school students noted double-digit percentage-point gains in language arts and math tests taken at the beginning and end of the summer; more than 60 percent of middle-schoolers who participated in newly created summer programs retained or gained skills; and more high-schoolers passed their high school assessment courses," wrote Erica Green in The Baltimore Sun.


So what made the difference in the success of the 2010 summer program? (The answer would come as no surprise to those who support the Learning in Afterschool principles.) They moved from a "remedial, punitive model, to highlighting the importance of enrichment," said Ashley Stewart, senior director of community initiatives for the National Summer Learning Association. Enrichment included robotics, forensics, and sports. Stewart said many districts' summer programs suffer because they don't understand that "when you create a program that provides academic rigor with things that are fun and engaging, you have a captive audience." 

To learn more and view the complete article, click here.