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After School Advocacy

After School Advocacy. By: Steven Acerra , Reymond Espinal -Cruz, Reshma Gokool , Victor Lambert, Danesa Manon , Stacie Persaud , Devika Singh. After School Advocacy.

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After School Advocacy

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  1. After School Advocacy By: Steven Acerra, ReymondEspinal-Cruz, ReshmaGokool, Victor Lambert, DanesaManon, Stacie Persaud, Devika Singh

  2. After School Advocacy   -Objective- to garner evidence in support of after-school program initiatives-After school programs are funded in many different ways, from parent fees to foundation grants to taxpayer dollars. -More than 120 sources of federal funding have been identified as supporting afterschool.-advocating for after-school is to supply evidence based research documenting the purpose and effectiveness of such programs. 

  3. This study basically examines two questions related tooutcomes associated with after-school programming. Engagement in After-School Programs as a Predictor of SocialCompetence and Academic Performance

  4. The first question is speaking about the quality of experience in after-school programs,as well as mediating the effect of program participation on socialcompetence and academic performances?

  5. The Second question asked amongprogram participants, was what are the differences in quality of experience whenin programs versus other settings after school related to highersocial competence and academic performance?

  6. Study Outcome • The study chose Middle school students, who were attending 8 programs in 3 differentMidwestern states • A total of 4,970 randomly sampledexperiences in and out of after-school programs. • More Engagement duringafter-school hours partially mediated the relationship betweenparticipation in after-school programs and social competence. Inaddition, relative perceptions of engagement, challenge, andimportance when in after-school programs compared to elsewhere afterschool predicted higher English and math grades. • Results suggest thatthe quality of experiences in after-school programs may be a moreimportant factor than quantity of experiencespredicting positive academic outcomes.

  7. At-Risk Students in After-School Programs: Outcomes and Recommendations • Second Article is supporting Afterschool basedprograms that can redesign and expand the school schedule forstudents, with also providing these students with high-qualityafterschool programs, and provide comprehensive support to thesestudents within these programs. • School administrators can effectivelyuse their physical space, curriculum materials, and staff members tosupport the development and implementation of after-school programs. • With school leaders establishing program logistics and setting apositive tone, all personnel can better see the values/benefits ofkeeping students after school.

  8. About the Program • New York Junior Tennis & Learning (NYJTL) ACES Program at PS 37Q • Type: non-profit tennis and education-themed community organization   • Grades: kindergarten to fifth grade • Number of kids: 120 • Activities: tennis, character development, art, science, dance, and nutrition • Goal • To develop the character of young people through tennis, emphasizing the ideals and life of Arthur Ashe (founder of program).

  9. Voices of the Parents “...program is very helpful to both child(ren) and parent.” “...supports community” “...spark in my child's eye”

  10. Voices of the Children: “...feels like a family ” “...experience new things” “...get help with school work” “...helps me to learn about myself”

  11. Voices of the staff: “...collaborates with day school” (work hand in hand of each other) “...love the kids” “...program helps the children to help build confidence in children” “...learns something new everyday from children”

  12. Differences Between Children in an After School Program and Those That Are Not* *very similar to impact on children

  13. The Impact of After School Programs

  14. About the Queens Community House Beacon Program • Program was found in 1998. • Located at Russell Sage Junior High school (Forest Hills, Queens NY) • One of eighty Beacon programs • Directed by Patrick Pinchinat

  15. What is a beacon Program? • Beacon Programs are school-based community centers serving children, youth and adults. • Program offers a variety of activities for different age groups. • Main Goal is to attract youths and continue learning from what is taught in classrooms.

  16. Activities • The program offers a variety of activities • How help and tutoring is available (comes first in the schedule)

  17. Why this program? • Program pushes students to build a voice and make decisions on their own. • Students get to learn useful skills that help them in the future (according to Patrick there isn't enough time in a regular school schedule to teach students valuable skills (Building resumes)) • Program pushes students to become mentally, physically and emotionally stronger. • Youths are exposed to individual choice model (they choose their own schedules and what activities they want to be a part of). • Support given by training counselors, parent coordinators and leaders.

  18. Voices of Parents • Parents: “This is a safe place for our children, it keeps them off the street and occupied while we are at work”. • Parents are involved but leaders would like to see more involvement; beacon program has a parent coordinator.

  19. Challenges being faced • QCHBP is one of the programs being threatened to close due to budget cuts. • Has been threatened before but got reopened for one year due to rally's and meetings (Students where the ones fighting for their programs they were the voices of the rallies etc) • “ what people fail to realize its about meaning, when you take away your taking away from the community and putting our children at risk of being on the streets” (Patrick Pinchinat)

  20. Its budget time and it would seem that the mayor and city council is once again gearing up for its usual rigmarole. After proposing cuts to indispensable city programs, they get to look like saviors when, at the last minute, they swoop in and restore some of the funding. One of the troubling aspects of this year's tricks is the cut back on the after-school programs, and it is very disconcerting to the countless blue-collar and low-income parents. Presently, New York funds enrichment programs that run from 3 to 6 p.m. at 454 sites, serving 53,000 elementary, middle and high school students and costing $90 million; the proposal is to reduce that to 261 sites, serving 27,000 children for $71 million. The cut-back would save $19 million in a budget of $67 billion, or about a quarter of 1 percent. Adding to the woes, some of the scheduled closures are acknowledged to be among our city's best.These programs allows those parents who are financially unable to provide after-school care to work while their kids are learning and not out on the streets unsupervised. What happens to these folks now? What avenues are they to turn to? Why the Rally?

  21. Students, concerned parents and dedicated staff of different After School Program gather together across the steps of Queens Borough Hall, with the elected officials and Borough President Helen Marshall, as they made their voices heard at a rally on April 24, 2013 to protest proposed budget cuts that would leave many of them without a home away from home.

  22. Voices • “Children, you are our future,” Borough President Helen Marshall told them. “You are going to be the leaders of the world. If you have programs after school, it’s a big help. We want these centers to stay open. https://www.facebook.com/photo.php?v=4796308145343&set=vb.1225168199&type=2&theater https://www.facebook.com/photo.php?v=4806414357992&set=vb.1225168199&type=2&theater

  23. Student’s voice • “How would you feel if your second home was gone?” 10-year-old Jessica Calvo asked the crowd as she stepped up to the podium. • Referring to the Queens Community House Beacon after-school program she attends at JHS 190 in Forest Hills, one of two threatened in the borough, Calvo continued, “Beacon helps with educational, personal and homework problems. Last year, I went to summer Beacon. It was one of the best times of my life. If you really care about after school you would try to save it. You know, we have the power to accomplish anything if we try our hardest.” • Natalie Herrera, 11, who attends the same program, echoed the sentiments when she said, “The Beacon is my second home. We love these programs and we need to fight not only for ourselves but also for future generations to come. Please save our after-school and early child-care programs across the city.” • https://www.facebook.com/photo.php?v=4806573521971&set=vb.1225168199&type=2&theater

  24. Help Save After School Program • Most of us here attended an after school program or we know someone from an After School Program. • Help us save Beacon and other program by calling 311 or your City Council Members to express your concern. • We can make a difference.

  25. Reviewing the Research

  26. Traits of Effective Programs • Art • Cooking • Dance • Drama • Health and Wellness • “Interest Based” (child’s choice) • Relationship Building • Academic Support

  27. Youth Development Modelreview of the literature Definition • Life course framework → social, emotional, moral and self-efficacy • Universal → safe, strong support, access to opportunities and exploration Outcomes ↓ teen pregnancies ↓ dropout rates ↓ drug and alcohol use ↓ fighting ↓ sexual initiation (promiscuity) ↑ academic achievement ↑ school behavior ↑ contraception Davies & Schulman 2007

  28. Meta-Analysis of After School ProgramsDurlak & Weissberg • Strong Points • Well-controlled (all data had control group) • Evidence Based after-school procedures • Focused on personal and social skills • Findings • After-school programs have positive effects • Youth self-perception • Bonding to school • Positive social behaviors • School grades • Achievement test scores

  29. Conclusion 7 Essentials of Project Based Learning • Need to Know • Driving Question • Student Voice & Choice • 21st Century Skills • Inquiry & Innovation • Feedback & Revision • Publicly Presented Product 7 Essentials for Project Based Learning Giving Students Meaningful Work Larmer & Mergendollar. 2010

  30. Lamer & Mergendoller. 2010

  31. “The belief that all genuine education come about through experience does NOT mean that all experiences are genuinely or equally educative.” 1859- 1952 Philosopher, Psychologist & Educational Reformer Dewey, John. Experience and Education. 1938

  32. Resources • Afterschool programs: Making a difference in america'scommunitiesby improving academic achievement, keeping kids safe and helping working families. Retrieved from https://bbhosted.cuny.edu/@@/BF2CEEE238C1814A8D425ABFD8175E77/courses/1/YORK_EDUC_283_CCE_201302/db/_10387670_1/Afterschool Programs Making a Difference in America's Communities.pdfSchulman, S. S., & Davies, T. D. (2007). Evidence of the impact of the ‘youth development model’ on outcomes for young people – a literature review.National youth agency. ,Durlak, J. A., Weissberg, R. P., & Pachan, M. (2010). A Meta-Analysis of After-School Programs That Seek to Promote Personal and Social Skills in Children and Adolescents.American Journal Of Community Psychology, 45(3/4), 294-309.

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