Inner-city Elementary After School Programs Essay

This proposal serves as a detailed description as to why I believe that elementary school students should be required more free recess time. The American Academy of Pediatrics (AAP) highlights the important of recess because it help the children create social skills that can lead to a happy and healthy adult life. Not only would longer or more recesses promote socialization but also promote a healthier life style for the children. Over the past few years we have begun to notice and trend in childhood obesity and through more recess we can promote a more active and for healthy lifestyle. Free play time has been shown to produce higher cognitive performance and better memory. Schools should not be restricting recess time because they see recess

Also, it was found that 86 percent of respondents felt that after-school programs are a necessity. They felt that it is absolutely imperative that children are taken care of after-school. Finally, in the interview, elementary school principals were interviewed and 75 percent of those principals felt that after-school programs are extremely important. Principals see the importance in having these programs, and they see the positive effects they have on the students. (Ansell, 2004).

The research we have looked at in class, from NAEP and other resources, has suggested that only a limited time of a person’s life is spent in school. We have also learned that education does not come just from school but also from parents and other life experiences. Therefore, I would propose that Louisiana and other states provide more afterschool programs, through community centers or other facilities, that help to enrich education, help to provide positive environments in which children can interact, and provide classes of interest that may not normally be found in most schools. These facilities could also provide tutoring and programs that help integrate the Arts more into education.

The overview of these three programs and attaining them is optimal, essentially a cycle of opportunity. By providing these services it develops a base for a long-term goal of achieving self-sufficiency and out of poverty. However, the accessibility of these beneficial resources may be difficult to obtain based on eligibility. New ideas that may help improve or reduce disparities in future programs can begin by concentrating on and expanding educational resources. For instance, a program that holds educational sessions on a monthly base, targeting communities, informing families of available resources and assisting with the application process. Another idea would be collaborating with the school system, specifically low-income based communities. After school program can be initiated to target parents that need assistance with extra resources and services. Lastly, innovating a classroom setting program for the duration of one-year, furthering educational and leadership ability for

The New Jersey State Department of Education received government, state, and local funding for youths ages 5-17, as part of the 21st Century Community Learning Centers Program. The question is; how can the states revise and disperse the amount of funding allocated for after-school programs for the current number of children enrolled? How can we raise awareness about the higher enrollment after-school programs offered for children of all ages? The current data shows the ratio of children enrolled versus the number of children not enrolled, offset the amount of dispersed funds, and varies state to state. The New Jersey Department of education allocates the funded money towards after-school programs housed at public schools with a high enrollment rate while other states do not. This leaves a huge gap in society with not enough funds creatively used towards youth programs. Children of all ages should have access to an after- school educational program and support from within their community. Common motivational goals set forth in the evaluation for this program are, for children to receive the enhancement of moral values, equality, and diversity through after-school educational programs within their local school districts. This evaluation is based on the logic model format and designed to meet the needs and demands assessment criteria. Weighing the outcome of an economical developed society in which graduation rates will increase. While, in past the government started

In NYC, access to after-school programs remains a problem for many children especially those from low-income/unstable families due to the lack of funding by the government. After school programs are slowly diminishing in the city and many people are not interested in reviving them. Over the years, many people have downplayed afterschool programs and their benefits to children especially those that come from low-income/unstable families. The social development of children from unstable backgrounds could greatly improve by the promotion and valuation of afterschool programs. They offer activities, memories, and a sense of community all of which these kids need to excel and gear away from the negativity that surrounds them.

From birth to adulthood, children go through countless emotional, academic and social transitions. Towards the culmination into adulthood, young adults experience a transition from middle school to high school. When students transition from middle school to high school, things change as they head into adulthood, there are several new social and academic adjustments ahead. Such as, peer pressures, navigating a new environment, bigger challenges with classes and homework, and peer pressure. Schools often try to develop programs that will help students successfully make this transition. One tool that can assist in making the transition seamless is an onsite mentoring program at the high school level. A school mentoring program could offer assistance in many areas for example, tutoring, time management, behavior, social skills, and development of positive relationships. At risk students can benefit greatly from a mentoring program. The past decade has seen widespread enthusiasm for school mentoring as a way to address the needs and problems of youth (Herrera, Kauh, Cooney, Grossman & McMaken, 2008). In the last seven to ten years, high school mentor programs have become very popular across the country.

All children need a safe place to be after school with caring, responsible adults and engaging activities that connect each child to his/her school, family and community. One method to provide this is through an after-school program. After school programs are any organized program, which invites children to participate in the traditional school day. In Lynda Barry´s essay, “The Sanctuary of School”, the author describes how the school helped her feel in a better environment since his parents had many problems and did not pay enough attention to her. Yes, Barry´s assessment of after-school programs is accurate. They are very important to children because from a social aspect it helps the children develop relationships, get them out of their comfort zones to try new things, meet new people, and overall improve on their general outlook on situations they may not have engaged on their own.

What is an after school program? A after-school activity is any organized program which invites youth to participate outside of the traditional school day. Some programs

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).

After School projects can bolster regions' endeavors to actualize and assess nearby wellbeing approaches in two critical ways. One route is to offer extra open doors for a composed physical movement and nourishment and physical instruction. Another is to execute program arrangements and practices that strengthen the region's nearby health strategy and bolster its objectives for wellbeing, accordingly guaranteeing consistency from the school day to the after school hours. The Afterschool Alliance has built up this toolbox to feature opportunities for after school pioneers and supporters to end up engaged with and help shape the procedure along at all times.The Afterschool Alliance is the main association devoted to bringing issues to light of the significance of afterschool programs and pushing for more afterschool ventures to guarantee that all youngsters approach moderate, quality afterschool programs.The Afterschool Alliance has made and recognized assets to control you through the way toward distinguishing, drawing in and keeping up associations with

The Spring Creek After School Program has worked with the students and families of PS 346 for over 25 years. The Spring Creek after-school program continues to transform the period of time between the last school bell and before parents return home from work to a time of learning, mentorship, exploration and creativity for it participants. America After 3PM revealed that “10.2 million children across the nation participate in an after-school program” (America After 3PM, 2014, pg. 8). “Yet, 19.4 million children (41%) would be enrolled in a program if one were available in their community” (America After 3PM, 2014, pg. 8).

A test of success is when the odds are stacked against you. Inner-city high schools face this problem on a daily basis. When it comes to the formation of writing centers, high schools, especially ones located in America’s largest metropolitan areas, face a plethora of problems. However, by using unique tools and relationships—collaboration between high schools and local universities, choosing the proper tutors, and a unique writing center setting—inner-city high schools across the nation have been able to develop successful writing centers.

The South Carolina Afterschool Alliance program strives to reach the community and explain the importance of after-school programs. They provide information and guidelines to organizations and groups on how to have effective after-school programs. The program

After school programs would be an immense way to help students with their homework and have fun activities. Teachers from the school volunteer to stay after school and host the after school program. This would be a signifiant way to insure that students are getting their homework done and learning from their homework. Studies have shown that after school programs are a great way to enrich learning from homework and keep students supervised after school hours.