After School Programs Benefits

Paul Tough discusses his research concerning educators that have attempted to teach grit and self-control in the classroom and other research targeting how children succeed in school. Paul Tough also points out that educators have attempted to put his ideas into practice and use a school-assessment system that relies on certain measurements of students’ non-cognitive abilities (Tough, 2016). Paul Tough also notes that his notion is no small idea, but has been recognized across the country. This is valuable information as it establishes the author’s credibility and appeal to ethos through his personal experience. Paul Tough also does a good job building his argument and establishing credibility by using reputable sources. These sources include Harvard’s Center on the Developing Child and the Adverse Childhood Experiences Study (launched in the 1990s by Robert F. Anda, a physician at the Centers for Disease Control and Prevention, and Vincent J. Felitti, the founder of the preventive-medicine department at Kaiser Permanente), a study conducted by Nadine Burke Harris (a pediatrician and trauma researcher in San Francisco), Roland G. Fryer Jr. (a celebrated economics professor at Harvard), Edward L. Deci and Richard M. Ryan (two professors at the University of Rochester), as well as other reputable studies and people. Citing these sources increases Paul Tough’s credibility by showing he has done his research to provide the facts and statistics needed to support his

Of course, families who are higher in economic status are going to have an easier time maintaining their children in afterschool programs because they can afford the programs. As a result, children of low income families miss out on the experience of after school programs. Accordingly, the government must step in to ensure that these student’s opportunities in entering an after school program isn’t solely based on their families economic

9. Children, as well as adults, need to be treated as worthwhile individuals who can think

Particular out of-school-time programs in the community are likely to have more specific goals for “at-risk” children, such as improving grades in school, delaying sexual initiation, or developing conflict resolution skills (Moore, K. A., 2006). It is valuable for programs to understand the levels of risk and protective factors in their program clients, as well as of their potential clients. Such understanding can help in developing programs and also in obtaining funds for

The breadth or narrowness of goals espoused by 21st Century programs (and how well these goals align with centers’ activities) is likely to exert a strong influence on the types of effects achieved by individual centers and the program as a whole. While programs can produce a range of unintended results, it is reasonable to assume that programs will effect changes in the specific outcomes they seek to influence, rather than those they see as outside their mission or current capability (Jason, 2008). For example, programs that concentrate on improving reading achievement and exclude areas of creative expression may see some improvements in achievement, but they are unlikely to show very many other intermediate or long-term effects (for example, higher aspirations). Importantly, this implies that after-school programs more closely approximating the broad mix of emphases defining the 21st Century “intended program” are likely to exhibit impacts across a broader range of outcomes (Bryant, Clifford, Early, & Little, 2005).

When parents sign their child up for school they expect for their child to be on their best behavior and to bring home good grades. In order for that to happen the child's should listen to the teacher and develop strong skills in their weakest subject in class. If the teacher feels that the child should be in an after school program to have one on one time with the child than the teacher needs to speak to the parent to recommend that the child needs after school help. Why do the faculty members feel that no child should be left behind?

In the United States and developed countries around the world, it is generally accepted that schools play a tremendous role in the lives of children, youth, and families in urban, rural, and suburban communities with populations of widely varying socioeconomic resources. However; in some communities there seems to be a clear need to provide more program support for organizations, and to provide programs and services for hours outside the parameters of the school day. In these communities, “at-risk” child and youth populations and their families require more from the agencies and organizations that strive to serve the needs of the public in education, health, and

In this paper, I assess a proposal to implement after-school programs in low-income and/or high-migration communities across Canada for the Canadian federal government. Increasingly, we have been hearing, in the popular press especially, about the issue of after-school programs and its positive impact on children from low-income and migrant families. Research has shown that there are positive effects that could be gained from these programs such as increased social inclusion, reduction in the inequality gap between children from these families and children from high socioeconomic families and better health. The implications of these positives for low-income and migrated youths makes this a relevant issue and one that must be treated with some urgency. After the evaluation of the advantages and disadvantages of this proposal, I have recommended implementing it. My rationale is explained in the rest of the paper.

In order to supplement the lack of educational achievements by schools and families in low-income areas, many after school programs have emerged to help support the current level of educational skills. The Bridge Project is an example of one after school program that aims to provide educational opportunities for children living in some of Denver’s public housing neighborhoods in hopes that they are then able to attend higher education after graduating from high school. The Bridge Project has five different locations throughout Colorado, one of which is located in the Sunnyside Neighborhood and is surrounded by public housing homes. Programs like the Bridge Project are important to neighborhoods like Sunnyside to support the lacking educational skills in children that are otherwise affected by

In this paper, I assess a proposal to implement after-school programs in low-income and/or high-migration communities across Canada for the Canadian federal government. Increasingly, we have been hearing, in the popular press especially, about the issue of after-school programs and its positive impact on children from low-income and migrant families. Purported positive impacts that could be gained from these programs such as closing the educational achievement gap between children from these families and children from high socio-economic families, better integration into new societies and a reduction in counter-normative behaviors, makes this a relevant issue and one that must be treated with some urgency. In order to assess this proposal, I compared the advantages to the disadvantages of implementing it and I decided to implement it. My rationale is explained in the rest of the paper.

The purpose of this article is to describe the physical activity levels of children attending after-school programs, to examine physical activity levels in specific after-school sessions and activity contexts, and to evaluate after-school physical activity differences in groups defined by sex and weight status.. The authors summarized the study results indicating that boys exhibit higher levels of vigorous physical activity than girls, overweight or at-risk-of-overweight children participate less in vigorous physical activity , and children show higher levels of moderate-to-vigorous physical activity during free-play activity

Forty- six percent of children had a mother with less than a high school education, family use of food stamps or welfare receipts, a single parent and parents whose primary language is not English. This made their parents work longer hours and spent lesser time with the kids so as to provide roof and food for them. Children who attended full-day kindergarten had an increased school time and reduced out of school time. There were improved cognitive skills that provide the foundation for ongoing educational development. Improved children’s nutrition in so far as health meals are provided to the children, spending quality time with trained teachers who are equipped in grooming the future leaders of the next generation and increased in-school time also allows more supervised interactions with peers to develop socio-emotional skills.

This alliance of assorted members: activists, professionals from non-profits, scientists, social workers, academics, experts, and media, result in a high degree of stability for the coalition (Jenkins-Smith, Nohrstedt, Weible, & Sabatier, 2014). Such is illustrated in Brecher, Brazill and Weitzman’s (2010) discussion of coalitions formed in reaction to the disputed roles of after-school programs in the 1990s. The Academic Coalition, comprised of members from professional positions, i.e. the U.S. Department of Education, public school leaders, and teachers’ unions, supports the belief that the purpose of after-school programs is to provide additional academic assistance (Brecher, Brazill and Weitzman, 2010, p.343). In opposition, the Developmental Coalition, composed of supporters who held community positions in voluntary agencies, community organizations, welfare agencies, libraries and the parks department, supported the notion that after school programs should seek to “promote happiness and self-confidence” in students (Brecher, Brazill and Weitzman, 2010, p.343). In both cases, these two groups formed a varied network of constituents to advocate for their beliefs in academics and development. As participants pull together for a cause, as demonstrated above, their resources and respective networks culminate, resulting in a strong united

Kids are also at the highest risk of becoming a victim of violence after school, particularly between the hours of 2 p.m. and 6 p.m. The highest amount of juvenile crime occurs between 3 p.m. and 4 p.m., the hour after most children are dismissed from school (Hulton, 2016). Keeping our youth safe is the number one priority as adults. The NYVPRC defines after-school programs as safe, structured activities that convene on a regular basis in the after-school hours and offer children opportunities to learn new skills. The skills students learn can range from technology and math to reading and art. Some programs also offer opportunities for internships, community service, or mentoring.

Most parents and teachers are aware that students who keep busy with school work and extra-curricular activities are less likely to get into serious trouble. They are also generally aware of the benefits of physical and skill development that take place when a child plays soccer, learns to play the violin, or participates in a drama club. For the most part, awareness of these benefits is common sense, but the effects of these activities can have much deeper and long lasting social and emotional benefits than people may be aware of. Particularly for students whose home life may not afford or provide opportunity to be involved in sports or clubs, schools need to be prepared to offer these “essential” extra-curricular opportunities. By the same philosophy whereby breakfast and meal programs are appearing in schools across the country, school boards need to invest in children by supporting them after school as well. This support is not meant to become a further childcare service, but one that is focused on positive youth development.