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Defining Webs of Support: A New Framework to Advance Understanding of Relationships and Youth Development

March 01, 2017

In this brief, the authors present a web of support framework to describe how youth relate to adults and peers in their lives, and how these relationships provide the supports necessary for young people to thrive. This framework is composed of three key layers, each of which contributes to a young person’s development: relationships, resources, and networks/social capital.
Blended Learning Offers Promise as a Strategy for Re-engaging Students

April 07, 2016

This paper presents a landscape analysis of how blended learning currently is being used as a strategy to serve young adults, age 16-24, who have re-engaged in education in an effort to obtain a high school diploma or equivalency. The analysis is based on a review of relevant empirical research and interviews with program developers, practitioners and policy makers in the field.  Contributing to a nascent body of literature, this report highlights examples of how blended learning is being implemented in schools and community-based organizations.
A Profile of the Evaluation of 3:00 Project

January 15, 2014

The mission of the 3:00 Project, a statewide after school initiative in Georgia, is to transform the out-of-school time of early adolescents: instead of unsupervised, unstructured, and unproductive hours, they should be given the opportunity for challenge, commitment, and care. The middle school-based initiative has three key goals: to provide safety for children when they are out of school, to encourage the collaboration of community resources, and to build skills and improve academic success of participating students.
A Profile of the Evaluation of Bayview Safe Haven Program

January 15, 2014

The Bayview Safe Haven program (BVSH) is an after school program for at-risk youth ages 10–17. It is designed to help youth stay in school and out of the criminal justice system, while positioning them for responsible adulthood and improving the quality of life in their families and community. In a community with a dearth of programs for at-risk youth, BVSH is designed to provide a hub of structured activity and to serve as a central site where public and private collaborators can channel resources and services to the youth and families of San Francisco's Bayview/Hunter's Point neighborhood.
A Profile of the Evaluation of BELL After School Instructional Curriculum

January 15, 2014

The BELL (Building Educated Leaders for Life) After-School Instructional Curriculum (BASICs) is one of the BELL's two ongoing initiatives during nonschool hours (along with the BELL Accelerated Learning Summer Program [BELL Summer]). These out-of-school time educational programs are designed to: increase children's knowledge and mastery of reading, writing, and mathematics; raise children's academic expectations and self-esteem; empower parents; and develop effective mentoring relationships between children and positive adult role models.
A Profile of the Evaluation of Boys & Girls Clubs of America—Stay SMART Program and SMART Leaders Program

January 15, 2014

Stay SMART is a component of SMART Moves, the National Prevention Program of Boys & Girls Clubs of America (BGCA). The program is modeled after a school-based intervention designed to build personal and social competence in at-risk youth. The program seeks to teach youth a broad spectrum of social and personal competence skills and to help them identify and resist peer and other social pressures to use alcohol, cigarettes, and marijuana, as well as to engage in early sexual activity.
A Profile of the Evaluation of Cooke Middle School After School Recreation Program

January 15, 2014

Located in an inner-city north-central Philadelphia neighborhood, the Cooke Middle School After School Recreation Program (CASP) complements the school's more academic-based programs by offering activities designed to promote students' physical, emotional, and social well-being.
A Profile of the Evaluation of Girls Incorporated—Friendly PEERsuasion Program

January 15, 2014

Girls Incorporated (Girls Inc.) is a national organization committed to positive youth development and inspiring all girls to be strong, smart, and boldSM. Girls Inc. developed its Friendly PEERsuasionSM program to help girls acquire knowledge, skills, and support systems to avoid substance abuse. The program uses a social-influence and life-skills model of prevention, using a combination of adult leadership and peer reinforcement to develop the ability for girls to identify and respond critically to messages and social pressures that encourage substance abuse.
A Profile of the Evaluation of Hmong Youth Pride

January 15, 2014

Hmong Youth Pride (HYP) is an after school program for Hmong youth in Minneapolis and St. Paul, Minnesota. HYP's primary goals are to: (1) prevent youth alcohol, tobacco, and other drug (ATOD) use by improving students' academic achievement, school commitment, and future aspirations; (2) enhance participants' cultural pride and family relationships; and (3) bolster parental involvement in the children's schooling and increase parents' awareness of ATOD use risks.
After School Programs in the 21st Century: Their Potential and What it Takes to Achieve It

January 15, 2014

This research brief draws on seminal research and evaluation studies to address two primary questions: (a) Does participation in after school programs make a difference, and, if so (b) what conditions appear to be necessary to achieve positive results? The brief concludes with a set of questions to spur conversation about the evolving role of after school in efforts to expand time and opportunities for children and youth in the 21st century.