The QSA Tool is an instrument used by out-of-school time program providers to assess the quality of their programs and to assist staff and stakeholders in creating an action plan for continuous program improvement.
The After-School Corporation (TASC) is a nonprofit organization, based in New York City, that helps urban schools give kids more time, ways and opportunities to learn so that every student can succeed. It works to shape public policy and funding to sustain expanded learning opportunities across the country.
TASC developed and are implementing ExpandED Schools in New York, New Orleans and Baltimore. Based on school-and-community partnerships and proven practices, they offer a promising framework for educators and communities to reinvent public schools, especially those that are struggling to fully deliver on the promise of public education. Traditional schools—in session for roughly six hours a day, 180 days a year—were designed for life a century ago. ExpandED Schools prepare 21st century learners to succeed by giving kids roughly three more hours a day of learning time and a wider range of opportunities to learn.
Since its founding in 1998, TASC has helped 464,000 kids and has trained 21,000 community educators. It has also supported 528 public schools in extending learning beyond 3 PM. TASC has helped 369 community organizations and cultural institutions and colleges build partnerships with schools and communities.
Program Quality Self-Assessment (QSA)
Room to Grow: Tapping the After-School Workforce Potential
In this policy brief, TASC proposes creating a sequenced, articulated system of professional development for the afterschool workforce. The brief documents promising approaches and contains recommendations for leaders in afterschool and workforce development.
Afterschool Professional Development: Resources, Outcomes, and Considerations
This paper seeks to accomplish the following objectives: 1) to outline why professional development is critical and how to maximize opportunities and resources to achieve the most impact on afterschool professionals, programs and participants; 2) to describe and clarify the wide variety of forms, styles and types of professional development; 3) to identify and explain the common factors—regardless of the type of opportunity—that serve as the principles for effective professional development; and 4) to suggest and explore the numerous considerations for decisionmakers in afterschool programs and systems regarding how to best deploy professional development resources and opportunities.
Out-of-School Time: Leveraging Higher Education for Quality
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.
A Fiscal Map for Expanded Learning Time (ELT)
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.
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.
Strategies for Success: A Plan to Align Out-of-School Time Initiatives with High School Reform
In this paper, TASC and The Urban Assembly propose a more systemic alignment of high school reform efforts in New York City with out-of-school time (OST) programs for high school students. The authors offer new models for high school OST programming to prepare young people for college and the workforce.
Learn Anytime, Anywhere: Rethinking How Students Earn Credit Beyond School Hours
In this policy brief, TASC offers policy recommendations to bring down bureaucratic barriers and encourage schools to collaborate on off-campus learning with community partners such as art and science institutions.
Expanded Learning Opportunities: A Guide for Policymakers
This guide outlines the key components of high-quality expanded learning opportunities, the benefits of these programs and what policymakers can do to support a robust youth-services system.