Literaturnachweis - Detailanzeige
| Autor/in | Gayl, Chrisanne L. |
|---|---|
| Institution | Progressive Policy Inst., Washington, DC. |
| Titel | After-School Programs: Expanding Access and Ensuring Quality. PPI Policy Report |
| Quelle | (2004), (8 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Employed Parents; Enrichment; After School Programs; Educational Quality; Government Role; School Districts; Educational History; Educational Policy; Academic Achievement |
| Abstract | High quality after-school programs provide numerous social, family, and community benefits. In addition to helping parents balance work and life responsibilities, these programs offer prime opportunities to enhance learning--particularly for struggling students. After-school programs also help to promote equity among students by providing additional services for low-performing students and creating supportive environments for all children. Policymakers must move past false choices pitting funding against quality or an academic focus against a positive social environment, and instead ensure that all federally funded after-school programs are high quality and effective in meeting their goals. In an environment where policy is rightly focused on increasing student learning, particularly among underserved students, after-school programs are an important tool for school districts and schools and they demand the support and attention of federal policymakers. This paper examines the federal government's role in after-school programs, surveys current research on them, and offers recommendations to expand access and improve the quality of afterschool programs.(Contains 30 endnotes.) (ERIC). |
| Anmerkungen | Progressive Policy Institute. 600 Pennsylvania Ave., SE, Suite 400, Washington, DC 20003. Tel: 202-547-0001; Fax: 202-544-5014; Web site: http://www.ppionline.org. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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