Board Policies/Vision
School boards can provide leadership by setting policies that encourage and prepare key people to collaborate and work in partnership among various school-community stakeholders:
- For parents and community leaders—Develop seminars and workshops to help parents and community leaders engage in and support improvement strategies in after-school programs and building better partnerships among schools, youth-serving organizations, and community groups.
- For teachers, principals, and after-school program directors—Develop institutes, methods, and materials to effectively engage parent and community groups, faith-based organizations, youth, older citizens, and civic groups, as well as businesses, arts and cultural groups, and colleges.
- Adopt official policies to support after-school programs within the district.
Resources
- A New Day for Learning
[PDF 2,731,491kb]
An urgent report from the Time, Learning, and Afterschool Task Force funded by the Charles Stewart Mott Foundation.The report is intended as the first step towards catalyzing conversations and initiating the development of actions among key decision makers across the country.
- Building and Sustaining After-School Programs: Successful Practices in School Board Leadership [PDF 284,314kb]
This report from the EDLO program features examples of policies and partnerships from eight districts whose boards are providing strategic and innovative leadership for after-school programs.
- Creating a Vision for Afterschool Partnerships [PDF 2,202,505kb]
This tool is intended to help new afterschool partnerships create a shared vision for their work. It contains information to educate partners on what a vision statement is and the purpose it serves.
- Extended Learning Opportunities; A Policy Statement of the Council of Chief State School Officers [PDF 746,176kb]
The CCSSO's policy statement discusses the critical role that SEAs play in implementing, sustaining, and ensuring student access to high-quality extended learning opportunities.
- Funding and Policy [PDF 85,333kb]
This task brief from the Forum for Youth Investment examines blending funding streams and developing policy to support after-school programs.
- Lessons Learned About Effective Policies and Practices for Out-of-School-Time Programming [PDF 275,700kb]
The report discusses the challenges to after-school program implementation, including issues of going to scale, state and local roles and responsibilities, funding and sustainability, the role of intermediaries and advocates, and the relationship between after-school programming and academic achievement.
- Multiple Choices After School: Findings from the Extended-Service Schools Initiative [PDF 547,030kb]
Public/Private Ventures has produced a study that aims to put policymakers on firmer ground as they make decisions regarding after-school programs.
- Out-of-School Research Meets After-School Policy [PDF 59,574kb]
This commentary from the Forum for Youth Investment is intended to help policy makers, program planners, and advocates sift through research related to after-school policy.
- Out-of-School Time and Civic Engagment [PDF 336,053kb]
This commentary describes how out-of-school time programs make ideal contexts for nurturing civic engagement, exploring the issue from the practice, research and policy perspectives.
- Planning and Vision [PDF 80,638kb]
This task brief from the Forum for Youth Investment looks at the processes for developing citywide plans and visions to support after-school programs.
- Reflections on System Building: Lessons from the After-School Movement [PDF 98,603kb]
This commentary from the Forum for Youth Investment addresses the potential for, and threats to, the development of a healthy, connected, out-of-school time system.
- Updating School Board Policies: Theme Issue on Extended-Day Programs [PDF 142,595kb]
The final issue of Updating School Board Policies, published in July/August 2003, focused on extended-day and after-school programs. The 8-page publication includes articles by leaders in the after-school movement and examines policy implications for school boards and state school boards associations.