Terry K. Peterson, PhD – College of Charleston tkpalexva@aol.com Favorite websites: expandinglearning.org; afterschoola

1. Current Opportunities for Iowa and the Research on the Power of Expanded Learning Terry K. Peterson, PhD – College of Charleston tkpalexva@aol.com Favorite websites: expandinglearning.org; afterschoolalliance.org; summerlearning.org

2. Opportune areas for expanding learning thru school-community partnerships afterschool and summers Address factors for success and graduating from high school—math, reading, better grades, attendance, interest in learning, etc. Safety & supervision from 3 -5 or 5:30 PM and in summers while learning new skills Bring in new allies for strengthening school-community-family partnerships and reduce costs thru collaboration Opportunities for leading edge learning linked to today’s jobs and college access—STEM, creativity and the arts, anytime-anywhere learning, broader workplace skills.

3. Reinforcing NOT repeating the school day • Expand on and extend learning in more hands-on, active ways • Classroom and community teachers working together to broaden and deepen learning experiences • Help students find their own areas of interest to explore to learn more complex skills, responsibility and work habits

4. Sample of program examples Integrating arts and discovery science across all core subjects in the afterschool and summer programming Earning credits through joint teacher-community organization projects Partnerships with community colleges and 4-year colleges/universities to explore future educational options and career paths…and include more helping hands to stay on track

5. New Afterschool and Summer Learning Compendium A new extensive resource including: Contributions from 50+ authors, researchers and practitioners about what works in expanding learning and afterschool & summer programs, including 21st Century Community Learning Centers • See early released articles on Expanding Learning and Afterschool Project website – www.expandinglearning.org • Support from CS Mott, a Midwest foundation

6. Research shows . . . • Quality programs do make a positive difference in the education and development of young people 2. Certain program characteristics are linked to continuous quality improvement and sustainability

7. High quality afterschool programs are proven to accelerate student achievement and development Durlak & Weissberg, Collaborative for Academic, Social and Emotional Learning

8. Ten-year study of 1,000 students 95% of students 18 years and older have graduated or are on track to graduate high school 50% of these students are enrolled in a four-year college or have already graduated Lawrence Hall of Science, Center for Research, Evaluation and Assessment

9. EduCare Afterschool in Los Angeles Educational Resource Consultants, 2011

10. Decade of research confirms that afterschool works Study of Promising Practices in Afterschool Dr. Deborah Vandell University of California, Irvine Positive impact on: Improved work habits Reduced Misconduct Improved Math Achievement

11. 21st Century Community Learning Centers Teacher Reported Outcomes1 All Grades American Institutes of Research for U.S. Department of Education

12. Quality afterschool and summer programs can counteract factors linked to dropping out of school: better grades in core subjects improved attendance more engagement in school less misbehavior tailored help to address low test scores motivation to stay connected to learning (Balfanz, National Dropout Prevention Center, Smink)

13. Durlak and Weissberg (2012) With the knowledge that we now have, we should spend time and energy developing strategies, supports, policies and funding for . . . (quality) afterschool and summer learning programs through the 21st Century Community Learning Centers and other similar initiatives . . . rather than continue to argue whether they make a positive difference.

14. Quality afterschool and summer learning interest in Iowa • Over the past 10 years, there have been 3 to 5 times more applications for 21st Century Community Learning Centers than money available • 35% (161,290) of all Iowa children not in afterschool would be likely to participate if an afterschool program were available in the community, Parents believe that their children would benefit most from programs in the following ways:… obtaining access to caring adults and mentors, taking advantage of opportunities for community service and learning, staying safe... improving their workforce skills .(http://www.afterschoolalliance.org/Progress-Reports.cfm?state_abbr=IA)

15. 21st Century Community Learning Centers Funding

16. Additional Resources Are Needed toFill this Significant Gap and Improve Quality For direct services in afterschool and summers, investments are being made across America by: State governments –one big state piggybacked on the 21st Century Community concepts in developing a state funded afterschool and summer program to reach more students, with a local match. Municipalities and county governments United Ways and local foundations Perhaps a state-municipal/county gov-school district afterschool funding mechanism could reduce the cost on any one entity, e.g., 50% state, 25% county/municipal and 25% school/school district

17. Additional Resources Are Needed toFill this Significant Gap and Improve Quality For connecting and networking the varied programs (e.g., school, community, youth organizations (, 4-H, Y’s) faith based) to improve quality, become more cost-effective, share ideas and services—because “we do better together” in building this infrastructure: The Iowa Department of Education working with other state agencies The Iowa Afterschool Network rallying community groups and schools to work more and better together on learning goals Local or regional collaborative or partnerships

18. Evidenced Based Quality Elements • Recruit quality staff and reduce turnover • Establish a strong bond and positive relationship between students and staff for success • Build bridges between school and afterschool staff and program • While increasing the collaboration between the school day and afterschool, do not remove the hands- on learning and student engagement in afterschool that are critical • Establish networks of support with community and families (Denise Huang, 2012)

19. Six principles of high quality programs • School-Community Partnerships • Engaged Learning • Affordability and Scalability • Expanding Opportunities with More Time After School and Summers • Family Engagement • Health and Wellness (Expanded Learning and Afterschool Project)

20. Really recent learnings and perspectives • Five year study of Massachusetts mandatory Extended Learning Time (ELT) program: “Prior years’ impact analyses have found little evidence of effects on students’ academic achievement, and the results from the fifth year indicate that students’ academic achievement outcomes, on average, have largely remained unaffected.” “A significantly higher proportion of teachers in ELT schools reported that teachers and students spend sufficient instructional time together Significantly more teachers in ELT schools reported that teacher and staff fatigue, as well as student fatigue, were problem areas… Significantly fewer students in ELT schools reported that: they look forward to going to school; like being in school; that all of their classes are important to them; and that they like the length of their school day…” (http://abtassociates.com/reports/2012/-elt-year-5-final-report.aspx)

21. Really recent learnings and perspectives • Author of popular book on international education trends, Milton Chen, now observes: The rise of the afterschool and summer learning movement continues to be a bright spot in the new landscape of American education. Their programs, often delivered through school-community partnerships, engage and broaden students’ experiences from their lives in school or at home. This is a distinctly American invention, fueled by the commitment and perseverance of thousands of local educators and a broad spectrum of nonprofit, public, and private partners. But let’s keep this a secret from policymakers in Finland and Singapore, because if they understand the types of creative learning going on in this “third learning space,” they will create these places and programs… (Article in progress to be published in 2013)

22. CONCLUSION: To take more students to the next level will necessitate not only reform of the regular school day, but also more quality expanded learning opportunities powered by strong school-community-family partnerships. More of the same longer is expensive and unlikely to make much difference. For Iowa, is a better solution building off of successful afterschool and summer learning programs and expand and link them better with learning and the school day, and strengthen connections to colleges/universities, employers, 4-H/Y’s/Boys and Girls Clubs/Communities in Schools/arts and health groups, interest in community education and community schools and your strong extra-curricular and sports/physical fitness programs to create a ‘third learning space’? These learning opportunities could offer flexible extra time options and choices for learning that is aligned with the school day but that approaches learning differently and more comprehensively.

23. This approach: Provides students, families and schools more flexibility to follow their interests, differentiate learning opportunities with classroom and community teachers. For older students, credits could be earned in career and academic areas while connecting schools and learning to employers, community groups and colleges. By tapping into community partners, working with the local schools, the expanded content available in and outside schools could be done in a cost-effective manner.