This policy brief sets forth a set of six recommendations to address challenges to a broad adoption of expanded learning strategies in school reform initiatives.

In this summary, the Family League of Baltimore City shares the data from tracking student school day attendance and out of school time participation. The data has consistently shown that participants in Family League funded programs are more likely to be high attenders to school and less likely to be chronically absent.

This data-monitoring tool created by TASC is used to gauge students’ progress toward graduation by analyzing three categories of student data: academic proficiency, school attendance and behavior in school. Through Grad Tracker, TASC measures how many students are on track to graduate; how many are closing in on that status; and how many are not on track to graduate and therefore at risk of dropping out.

This study highlights Chicago’s After School Matters (ASM), a program that offers an exceptional opportunity to study whether an afterschool program designed to help high school students learn work skills can increase their commitment to succeeding in school.

This study sheds light on the potential of afterschool systems to produce benefits for youth by evaluating AfterZone’s effects on participants, as well as one of the few rigorous (quasi-experimental) evaluations of an afterschool system.

This evaluation provides an in-depth analysis of PASA’s AfterZone, a model based on a neighborhood “campus” structure where services are offered at multiple sites in a geographically clustered area.

This survey of intermediary organizations helps to explain what intermediaries do, pinpoint the ways in which they’ve made the greatest gains and suggest ways for spreading the progress.

This report, published by CBASS, documents the critical role intermediaries’ play in the development of afterschool systems in their cities. It shows how intermediaries have helped increase the quality, sustainability and availability of afterschool and offers a vision for public policy change to support the continued growth of afterschool.

In this policy brief, TASC developed a fiscal map, analysis and set of policy recommendations in an effort to 1) show how many sources of funding schools and community partners can bring to expanded learning approaches and 2) highlight for policymakers who control one or more of these funding streams just how complex this picture is.

In this paper, TASC and Foundations, Inc. explore why and how partnerships between institutions of higher education and the out-of-school time field can strengthen the quality of children's educational opportunities beyond the school day.