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Keeping the Faith: How Moving from School to Afterschool Kept Me an Educator
By Lily Rabinoff-Goldman
A personal essay by a former public school teacher in the Teach for America program highlights the differences between school and afterschool education. 5 pages.
After the Last Bell: The Multiple Roles of Principals in School-Based Afterschool Programs
By Lanya Samuelson
Principal involvement is a critical component of schoolbased afterschool programming. A logic model of six potential roles principals can play in afterschool programs offers a basis for consensus between principals and afterschool coordinators on this vital issue. 9 pages.
Growing Our Own: Former Participants as Staff in Afterschool Youth Development Programs
By Susan Matloff-Nieves
The common but under-researched practice of hiring participants as afterschool program staff presents unique challenges but has clear advantages for programs, participant staff members, and communities. 10 pages.
Focusing In: Evaluators Reflect on Focus Groups in Afterschool Settings
By Nicole Schaefer-McDaniel, Kimberly Libman, Sarah Zeller-Berkman, and Kira Krenichyn
As program evaluations become increasingly popular (and necessary), afterschool program evaluators seek
appropriate evaluation methods. Focus groups with participants and staff offer a great deal of promise, but they also offer specific challenges that must be addressed in order to use this method successfully. 10 pages.
Boyz 2 Men: Responsible Empowerment for Inner-City Adolescent Males
By Jon Gilgoff
A support program helps young males of color escape from "the man box." Addressing pervasive sexist and homophobic expressions and attitudes can help free young men for fuller self-expression, though the process is never easy. 9 pages.
Social and Behavioral Sciences
National Institute on Out-of-School Time, "Afterschool Matters Spring 2007" (2007). Afterschool Matters. 22.