The Federal Role in Out-of-School Learning: After-School, Summer Learning, and Family Involvement as Critical Learning Supports

Autor/inn/en	Weiss, Heather B.; Little, Priscilla M. D.; Bouffard, Suzanne M.; Deschenes, Sarah N.; Malone, Helen Janc
Institution	Harvard Family Research Project
Titel	The Federal Role in Out-of-School Learning: After-School, Summer Learning, and Family Involvement as Critical Learning Supports
Quelle	(2009), (54 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Federal Government; Government Role; After School Programs; Summer Programs; Family Involvement; Federal Legislation; Federal Aid; Public Policy; Elementary Secondary Education; Disadvantaged Youth; Access to Education; Alignment (Education); Systems Approach; Educational Innovation; Accountability; Partnerships in Education + Suchen Sie Ihr Suchwort? Bundesregierung; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Sommerkurs; Bundesrecht; Öffentliche Ordnung; Benachteiligter Jugendlicher; Education; Access; Bildung; Zugang; Bildungszugang; Systemischer Ansatz; Instructional innovation; Bildungsinnovation; Verantwortung; Hochschulpartnerschaft
Abstract	This report makes a research-based case for federal provision of out-of-school complementary learning supports from birth through high school, particularly for poor children, so that all students gain the skills that economists, educators, and employers agree are necessary for success in the 21st century. Four decades of consistent research evidence demonstrate it is necessary to redefine learning--both where and when it takes place--and to follow up with innovations that enable communities to move to a complementary learning approach, if the country is to achieve its national goal of educating all children. Report highlights include: (1) Research and evaluation evidence that shows the benefits of out-of-school complementary learning opportunities in family involvement, after school programs, and summer learning programs; (2) What federal leaders can do to build state and local capacity for complementary learning services and interventions that measurably contribute to children's development, particularly their academic outcomes; (3) Legislative and policy tools and examples of public-private partnerships that enable innovation, accountability, and evaluation for continuous learning and improvement of complementary learning pathways; and (4) Recommendations for the federal government to develop, implement and test a national strategy for complementary learning, culminating in a proposal for a "Pathways to Educational Success Act." Commissioned as part of a series of 11 papers on "Rethinking the Federal Role in Elementary and Secondary Education," the report was presented at a forum on Capitol Hill in November 2008. (Contains 7 footnotes.) (As Provided).
Anmerkungen	Harvard Family Research Project. Harvard University, 3 Garden Street, Cambridge, MA 02138. Tel: 617-495-9108; Fax: 617-495-8594; e-mail: hfrp@gse.harvard.edu; Web site: http://www.gse.harvard.edu/hfrp/pubs.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10