• Task force or commission: In many states, the dearth of knowledge of the "ELO landscape" hinders state leaders seeking to support ELOs. Establishing a task force to determine the supply and demand of ELO programs enhances leaders' potential to provide funding and support in those areas.

• State-level coordinating body: Once needs are clarified, an entity at the state level may be needed to coordinate ELO activity. This body should include all sectors related to extra learning opportunities: education, human services, juvenile justice, health, public safety. This can help ensure that no single agency takes complete ownership. It also reduces duplication of efforts. Several governors have established "children's cabinets" that could serve this purpose.

• Intermediary organization: This strategy can provide professional development and technical assistance needs to ELO providers. It can be especially helpful in schools where afterschool staff strive to link their student activities to state education standards and school curricula. Currently, few intermediary organizations exist that provide training and technical assistance to teachers and providers

Support collaboration at all levels

To succeed, states must forge partnerships and otherwise collaborate with a variety of groups and organizations. Collaboration takes many forms and includes many stakeholders – leading to various types of partnerships:

• Public/private partnerships: Potential partners include parents, schools, school districts, community-based groups, youth-serving organizations, community foundations, local businesses, business coalitions, city governments, state government, national foundations, and colleges and universities.

• State-level cross-sector partnerships: This critical collaboration can involve one or more state agencies such as education, human services, public safety, juvenile justice, and health.

• State-local partnerships: A well-functioning ELO structure features collaboration between a state agency, interagency, and communities or municipalities.

Since ELO programs are offered in a variety of ways by organizations from different fields, allowing the flexibility to alter traditional roles can aid success. Also, building capacity and infrastructure to support partnerships is crucial to long-term success.

Complement (don't duplicate) regular instruction

Learning happens in many ways: classroom settings, after school, before school, on weekends, and summer programs. High-quality ELOs support the curriculum by providing homework help, enrichment activities tied to the curriculum, communication, and information sharing.

Connecting classroom learning and ELOs is one of the most powerful ways to improve student performance, particularly in low-performing schools. Unfortunately, few programs begin with strong linkages already in place. Some ways to foster such links include:

• School leadership support: Principals can show support by negotiating and mediating between school and ELO staff, raising awareness, and helping find physical space for the program.

• Communication between afterschool staff and teachers: Both of these groups should first define their roles and negotiate physical space. Also, the ELO staff should become familiar with the curriculum.

• Coordination: Give someone on staff the job of coordinating linkages. This facilitates critical connections.

In addition, governors can exert statewide leadership by documenting and publicizing the need to expand children's learning time and opportunities with activities that complement the school day.

Evaluations provide proof

How can a state prove that extra learning opportunities are not only in high demand, but also are critical to helping all students meet high educational standards?

Evaluating ELO programs and policies is crucial to long-term sustainability. Program providers and communities look to the federal and state governments to provide the necessary resources to evaluate their programs.

Leaders collect data and conduct evaluations to prove that ELOs are essential to students' learning and academic improvement. Evaluations establish whether the funding is being used for its intended purposes, and determine whether programs positively affect the youth being served.

As in state education accountability systems, data should be used to improve learning and outcomes for students. As states begin to use multiple measures (test scores, promotion and graduation rates, school climate) to evaluate schools and school districts, data from afterschool program evaluations can become a valuable part of the school accreditation process.

Recruit and retain highly qualified staff

As in the regular school day, teachers and staff who work with children before school, after school, and during the summer and holidays should be highly qualified. Students crave and benefit from one-on-one interaction with an adult who not only helps with homework, but who also serves as a mentor.

Ongoing professional development gives afterschool staff necessary opportunities that sustain a quality program. An inclusive professional development approach also includes appropriate volunteer training for parents, grandparents, community members, senior citizens, AmeriCorps, and VISTA volunteers.

It is not essential that certified teachers operate the programs. In fact, some schools encourage community members to staff these programs. However, afterschool staff should interact productively with the regular school staff.

If the community determines that a certified teacher should staff the program, schools and districts can attract them by allowing a staggered school day that begins at 11 a.m. and ends at 6 p.m.

School-age care credentialing is burgeoning in states and postsecondary institutions. For example, Concordia University in Minnesota offers a school-age care degree program in which students can earn up to a Master's degree.

Governors can support efforts to recruit and retain highly qualified staff by ensuring that an ELO task force, commission, or coordinating body incorporates these functions into their work plan.

(Top of this page)

Closing the Achievement Gap
NGA Center for Best Practices
Hall of States, 444 N. Capitol St., Washington, D.C. 20001-1512
Telephone: (202) 624-5300 | webmaster: webmaster@nga.org