From Downtime to Prime Time: A Funder's Role in Enhancing Summer Learning

Autor/inn/en	McBride, Judith W.; Baker, Anita M.
Titel	From Downtime to Prime Time: A Funder's Role in Enhancing Summer Learning
Quelle	In: Afterschool Matters, (2020) 33, S.32-41 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Summer Programs; Program Effectiveness; Barriers; Equal Education; Access to Education; Low Income Students; At Risk Students; Skill Development; Achievement Gains; Elementary Secondary Education; Camps; Tutoring; Leadership Training; Enrichment Activities; Financial Support; Community Programs; Partnerships in Education; Family Involvement; Program Evaluation; Urban Schools; COVID-19; Pandemics; Connecticut (Hartford) + Suchen Sie Ihr Suchwort? Sommerkurs; Education; Access; Bildung; Zugang; Bildungszugang; Kompetenzentwicklung; Qualifikationsentwicklung; Achievement gain; Leistungssteigerung; Förderkonzept; Nachhilfeunterricht; Führungslehre; Bereicherungsprogramm; Finanzielle Förderung; Hochschulpartnerschaft; Programme evaluation; Programmevaluation; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	In the first learning community session since last summer's programs, foundation staff at the Hartford Foundation for Public Giving in Connecticut invite providers to share their news. "What worked? What challenges did you see?" Seasoned providers highlight field trips taken, books introduced, newsletters crafted by youth and shared with families, partnerships initiated, and other activities that worked. Some providers acknowledge challenges managing behavioral issues, working with youth who may have mental health challenges, and broaching conversations with parents about needed supports and local resources. The session includes city and school district representatives, other funders, and speakers, including the evaluation partner, who come together to support quality summer programming for underserved youth. Agendas for sessions are drawn from program visits and from providers' ideas in reports and grant applications. The goals are to expand the collective capacity of providers to integrate effective strategies for addressing challenges and to work as "thought partners" in delivering quality summer programs. The authors' experience suggests how funders can deepen their impact in low-income communities by tapping the experience of nonprofits and partnering with them and other local experts to improve program outcomes. (ERIC).
Anmerkungen	National Institute on Out-of-School Time. Wellesley Centers for Women, 106 Central Street, Wellesley, MA 02481. Tel: 781-283-2547; Fax: 781-283-3657; e-mail: niost@wellesley.edu; Web site: http://www.niost.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01