... Promoting Learning and Development in K-12 Out-of-School Time Settings...

... The National Academies of Sciences, Engineering, and Medicine convened an ad-hoc committee to examine learning and development in out-of-school time (OST) settings across the K-12 age span. The committee’s review is focused on students from low-income households across urban, suburban, and ... professionals (see Box 1 for key issues). In the February and April sessions, the committee heard from young people about their experiences in afterschool programs and from program staff supporting these experiences. OST program staff also shared their experiences and perspectives on professional ...

... OUT-OF-SCHOOL TIME PROGRAMMING: PERSPECTIVES ON POLICY, ACCESS, AND QUALITY...

... State and Local Perspectives...

... Michael Funk, Director of the Expanded Learning Division1 in the California Department of Education, discussed the concept of expanded learning, as defined in California’s Code of Education, as including after-school programs, before-school programs, and summer programs along with ... OST time. The term “expanded learning” is used to clarify that these programs do not just extend what is happening during the school day, but rather expand and build on the in-...

... In 2024, California’s Expanded Learning Opportunities Program offers programming at every charter school and local educational agency in the state—except for high school-only ... . The state’s programs were designed with intentionality and structure around a robust expanded learning ecosystem, with students and families at the center....

... A key priority, Funk noted, is building an infrastructure to support quality. The Quality Standards for Expanded Learning in California,2 which guide quality assessments,...

... 1 For more information, see https://www.cde.ca.gov/fg/fo/profile.asp?id=6150#:~:text=The%20Expanded%20Learning%20Opportunities%20Program%20provides%20funding%20for,students%20categorically%20eligible%20for%20free%20or%20reduced-price%20meals%29...

... 2 For more information, see https://www.afterschoolnetwork.org/post/quality-standards-expanded-learning-california...

... Speaker Suggestions to Promote Learning and Development in OST Settings...

... Speakers identified beneficial research and other issues requiring attention to advance the OST field. Key areas for future research included:...

... Examining the connection between the quality of the OST workforce and the quality of the programs. (Warner)...

... Assessing the impact of program level and organizational level leadership on staff retention. (Warner)...

... Assessing the impact of organizational capacity on job quality for program staff and program quality. (Warner)...

... Understanding how young people’s experiences in OST programs, such as feeling seen, feeling a sense of belonging, having opportunities to pursue their ...

... Understanding what works in OST programming that is most effective to support vulnerable and marginalized young people. (Robinson)...

... Exploring the role of intermediaries in coordinating partnerships, blending and braiding funding, and leveraging assets. (Donner)...

... Assessing how positive youth development can inform equitable OST systems for young people. (Robinson)...

... Increased dedicated investments and multi-year funding opportunities in OST programs. (Skuza, Trice) Particularly opportunities for rural programs with an easy to apply process and ...

... Increased attention and funding to address workforce challenges in the OST field, such as sustained investment to support higher salaries, benefits, training, professional ... , workforce readiness, career opportunities, and improved working conditions. (Skuza, Williams, Harutyunyan)...

... Additional partnerships to expand access, share data, and improve quality of OST programs, such as cross-sectoral partnerships, cross-system partnerships, intergovernmental partnerships, and intermediaries. (...

... Public education on the value and the difference OST and youth development programs make to society. (Skuza, Funk, Donner)...

... create conditions that support positive developmental outcomes consistent with the science of learning and development. The foundation of California’s definition of quality is providing a safe and supportive environment as well as active and engaged ... —including not only academics, but youth voice and leadership, healthy behaviors, diversity, access, and equity....

... Most importantly, Funk said, “We talk about leading with love. […] Each and every student should be seen, should [be able to] say that they are seen, they are known, and they are supported. This […] is pointless unless kids ... that they are loved and cared for. [...] That is the foundation of our work,” he said....

... Kinyatta Trice, Associate Director of the Georgia Statewide Afterschool Network (GSAN),3 said that this public-private collaborative envisions a day when all communities have access to quality programming. A key ... of the GSAN is its Building Opportunities and Out-of-School Time (BOOST) Grants Program.4 The program is designed to fund OST programs that address the needs of historically under-resourced or underrepresented ...

... BOOST grantees are required to expand access to serve more youth and improve programmatic quality, Trice said. To support these areas, the BOOST grants allow grantees to pay for transportation and enrollment costs. The ... also includes funding priorities to target low-income youth and other underserved populations as well as counties in Georgia that did not have federal or state funds. BOOST sites operate in 87 of the state’s 159 ... and the funds from the BOOST program are expected to reach about 1,500 program sites and more than 600 summer learning sites in the 2023–2024 program year....

.... With these additional grantees, there will be 118 grantee organizations by the conclusion of the BOOST program, with more than 80,000 youth in after school and 82,000 youth in summer-enrichment programs. Priority populations in the program, in addition to low-income youth, include youth with disabilities,...

... study, Trice noted that programs have resulted in improved school outcomes, enhanced well-being and connectedness, as well as increased life skills. Expanded access has also been a critical outcome as the programs are serving different or more youth by opening or expanding new sites or locations. Other ...

... Jennifer Skuza, Associate Dean at the University of Minnesota Extension Department for Youth Development and the Minnesota State Director for 4-H,5 discussed youth OST programming through the Department of Youth Development she manages, funded by various ... , state, and local dollars. The department delivers OST programs to more than 40,000 youth in urban, rural, suburban as well as in First Nation communities. Staff ... the program provide extensive training to more than 5,000 youth workers and more than 7,000 adult volunteers. The program also evaluates their work and conducts applied research....

... across the nation with other 4-H Youth Development programs. Efforts to prioritize quality have been successful, Skuza said, quality “is baked into how we do our work.” Programs rely heavily on quality assessments, including the Weikart model of quality assessment.7...

... area for focus is workforce readiness, said Skuza. There is high turnover in the field of youth development. Significant problems include low pay and the lack of professional pathways and opportunities in youth development. There may be opportunities to address these challenges by engaging current ... workers and youth development practitioners in professional asso-...

... 3 For more information, see https://www.afterschoolga.org/...

... 4 For more information, see https://www.afterschoolga.org/resources/boostreports/#:~:text=The%20Building%20Opportunities%20in%20Out,Department%20of%20Education%20(GaDOE)...

... Minnesota Extension recently put in a promotion process for all staff that work in youth development, so that staff can receive financial incentives and be recognized for the merits of their work....

... at the New York City (NYC) Department of Youth and Community Development (DYCD), discussed their OST initiative, known as Comprehensive After School System (COMPASS) of NYC.8 The initiative is part of an effort to address and ameliorate the effects of poverty in NYC. DYCD invests significant funds ...

... The COVID-19 pandemic elevated the conversation about the essential role of direct service and human service providers. During the early days of COVID-19, the mayor committed to and funded direct service workers even when they were not ... wages, not just for those working in youth development but for human services more broadly. “If the City of New York is interested in equity and if DYCD wants to invest and really ameliorate the effects of poverty, we cannot be contributing to it through how we fund our [Community Based ... ], most of whom are staffed by Black and Brown women,” Williams said. This issue continues to be a point of discussion among advocacy groups in NYC....

... from her prior work, stating “I believe effective programs are based in effective organizations.” She encouraged a focus on organizational health and not just the frontline staff. Due to organizational problems within the nonprofit sector, several nonprofits had to stop offering services, which ...

... Executive of Nashville After Zone Alliance (NAZA),9 began by describing the role of her organization as an intermediary between the city government, schools, mayor’s office, libraries, parks, and nonprofits. NAZA’s budget has grown from $400,000 to $5.8 million and supports efforts to implement the ... system in the city by funding afterschool and summer programs and building the capacity of the providers....

...-sector partnerships is a large component of NAZA’s work as an intermediary. The organization brings nonprofits together to coordinate resources and to serve as an entity infrastructure. NAZA supports efforts to streamline allocating resources and collecting and sharing data....

... social experiences, skill development, and leadership. In a 2017 evaluation of NAZA, researchers examined the relationship between attendance to afterschool programs and school-based outcomes, concluding that NAZA students showed better growth in attendance and on school discipline outcomes relative to ...

... an OST program, there are three that would like to attend but cannot.” Other concerns included: (a) teacher burnout, which is at an all-out high and significantly exacerbated by the pandemic; (b) funding as many...

... 8 For more information, see https://www.nyc.gov/site/dycd/services/after-school/comprehensive-after-school-system-of-new-york-city-compass.page...

... rural communities do not have easy access to grants, particularly competitive grants; and (c) transportation, with students needing to take a bus for one or two hours to get home from programming in some areas, drivers are difficult to get ... contract, and the cost of gas is high. Sadorf noted the importance of “lift[ing] up rural,” that urban-centric solutions will not work in these communities....

... Sadorf suggested a shared programming model to pool allocations for shared services, such as transportation, can help to expand and support programs in rural communities. Sharing funds along with braiding and blending funds can increase funding capacity. Asset mapping and being ... relevant and responsive are also key. Sadorf also noted efforts partnering with faith-based organizations and local business partners to help support increased staffing for programming....

... Gina Warner, Chief Executive Officer of the National AfterSchool Association (NAA),12 discussed the organization’s work as a professional association with more than 30,000 members across the country who work in ... on behalf of youth in their out-of-school hours. The NAA contributed both the National Standards of Program Quality as well as core knowledge, skills, and competencies for the workforce to ... afterschool field....

... Warner focused her comments on the workforce, noting that the effectiveness of afterschool programming as related to learning, development, and well-being outcomes for young people is all directly related to the quality of staff. The ...

... includes core elements that can enhance the quality of jobs in the field. The job quality issues in the field directly impact not only the low-income and marginalized children being served but also the employees who work in the field. Warner stated that employers should commit to creating a higher- ... job. She added that funders should also incentivize and encourage job quality improvement in the same way they have incentivized addressing and improving program quality, by directly funding elements of job quality. Warner additionally noted that researchers can also play a role in ... that investments positively impact retention, practice, and outcomes for youth....

... at Youth Program Quality, discussed the work of The Forum for Youth Investment,14 an organization focusing on program quality, systems change, and policy aimed at ensuring that all young people have the opportunity to reach their fullest potential. “Young people need to be safe and supported ... order to learn and thrive,” Robinson said. “Our field’s focus on program quality has helped to elevate this basic idea […] we can build systems that support ... and practitioners at all levels to advance practices that make this happen,” she continued. There is a need for a broader conceptualization of what ... is for young people and for systems to be organized around this conceptualization, she said, and that program practices need to be culturally specific and relevant....

... Improvement Approach, which consists of four core practices: quality assessment, improvement planning, coaching by site leaders to support practice, and staff attendance and participation at targeted trainings and professional development. She also discussed The QuEST Model15 which can be used to ... efforts to develop and evaluate programming....

... Washington State is providing intentional support for organizations that are led by people of color and multi-year grants that support capacity building and encourage organizations to engage in continuous quality improvement approaches....

... 15 See model at https://forumfyi.org/knowledge-center/the-quest-model-out-of-school-time-contexts-and-individual-level-change/...

... The Boys and Girls Club of Southern Nevada has been developing cross-system partnerships to provide mental health services on site at clubs and using Medicaid funds....

... for funding, as well as direct resources so they are used effectively. She noted that intermediaries have connections with nonprofits in ways the school system does not which helps to drive resources to youth who have low access to OST programs....

... and analyze data to make sound decisions. These systems are demonstrating to policymakers that they are equipped to oversee new investments in afterschool and summer learning (see Figure 1)....

... While the pandemic has brought more money and recognition for the essential work of afterschool providers than ever before, Donner stated, these professionals are still not seen as an equal partner to the education system. She...

... FIGURE 1 A collective vision evaluation for afterschool programs....

... Donner on October 19, 2024, to the National Academies of Sciences, Engineering, and Medicine’s Public Information Gathering Session on Out of School Time Programming: Perspectives on Policy, Access, and Quality: A Public Information Gathering Session; Original Source: Wallace Foundation. (2010) ... of Opportunity: Lessons from Five Cities on Building Systems to Improve After-School, Summer, and Other Out-of-School-Time Programs. Available from: https://wallacefoundation.org/report/hours-opportunity-lessons-five-cities-building-systems-improve-after-school-...

... noted her hope that “ultimately we stop seeing the OST space as an afterthought […] and that we have really rich and vibrant funded system with a wealth of resources from the public sector but also the private sector.”...

... THE EXPERIENCES OF YOUTH AND PRACTITIONERS IN AFTERSCHOOL PROGRAMMING...

... 8 and April 18, 2024, sessions. During these sessions, the Committee heard from young people and OST staff participating in or supporting afterschool programs across the country.17...

... Eve Dowdell, Youth Facilitator and Communications Intern at the California 4-H Youth Development Program, moderated discussions with the following young people from age 10 to 24:...

... Madelyn Hinkelman has participated in Summit Out of School Time programming for 8 years....

... what they enjoyed about their programs. Several highlighted the opportunity to learn new skills such as public speaking (Diaz), art (Ouarid), sewing and graphic design (Hubbard-Dance), multi-tasking (Lenox Thompson), and project management and networking (Marbley). Hinkelman said how appreciative she ... of the variety of activities and clubs offered at through her OST program. She was particularly excited to participate in the entrepreneurship program, where she was able to run her ... business, learn how to create a resume, and develop interviewing skills. Davis said that his program allows him to help the community through volunteer projects and other community ... . Ouarid added, Life Pieces to Masterpieces has “opened me to so many experiences and opportunities that I still talk about to this day.”...

... speakers highlighted the importance of receiving support from staff in a safe environment. Ouarid said that his program has been a “second home” and staff had felt like family; “They always encourage me to go anywhere I want, do anything I want, and just be who I am.” Diaz added that she ... the environment and staff as well as the opportunities to grow. Community Lodgings is “A place where you can come and be safe just in case something’s happening outside of the program […] and been there for us emotionally at home,” she said. Tyson shared that � ... �The organization [Guitars Over Guns] teaches us to be a family […] they give us courage and encourage us to be better just by showing us love.” Nguyen said that one of her favorite things about her program, Leaders of Tomorrow, is that it ... a platform for students and families to have their voices heard, which is particularly important as her program largely serves an immigrant and refugee community and many of the parents do not speak English. Hubbard-Dance noted that his program “has changed my viewpoint on a lot of things [� ... ��] and it has changed the way I think before I react to certain situations […] Your thoughts, words, and actions will determine your destiny. And Life Pieces [to Masterpieces] has told me that. So, I can use that in what I say, what I do, and how I react in that situation.”...

... 17 Afterschool programs mentioned are: https://digitalharbor.org/;https://www.sitarartscenter.org/; https://lifepieces.org/; https://ulhr.org/Project-Ready/; https:/ ... ://tribalextension.org/project/hopi/; https://www.guitarsoverguns.org/; https://hbgc.org/index.php/en/; https://momentumbikeclubs.org/; https://sdafterschoolnetwork.org/youth-opportunity-project/; https://kydnet.org/...

... Practitioner Perspectives on Supporting Youth Access and Participation in OST...

... OST staff shared details on their programming, populations they serve, and strategies to support access and participation in their programs....

... community. The program is located in downtown Holyoke, Massachusetts, a district that has chronic problems with gangs, drugs, violence, and poor school performance. The location is central to where most of the students and staff live, which allows for easy access for those who do not have reliable ...

... Rob Smith, Director of Community Arts Education at Sitar Arts Center, said that they promote access by sending staff to schools in an effort to gain more awareness about the program....

... Susan Sekaquaptewa, Assistant Agent at the University of Arizona’s Tribal Extension Program (a part of 4-H), described the program as youth-created and works closely with the Hopi tribe, the community being served. All of the youth participants, teachers, and project leaders are from the community, ... includes volunteers who are screened, vetted, and then charged with leading the programs. Sekaquaptewa said that building trust and relationships are critical in everything her organization does and those relationships then increase access to students in the community....

... Charles Haywood, Director of Education and Youth Development at the Urban League of Hampton Roads, added that to reach youth, the program goes into the settings where youth are most likely to ...

... Andrew Coy, Chief Executive Officer and President at Digital Harbor Foundation, said that their program has no fixed cost and instead uses a “pay what you can” model, which allows for a wide range of participation. Additionally, the Digital Harbor Foundation has been ...

... positive mentoring and relationships to youth in grades 6-12 through cycling. Most participants are Title I students. Teachers at the affiliated school serve as mentors and recruit students into the program, which has benefits for both the program and students. The students develop stronger ...

... career readiness, leadership roles, and workforce readiness. To address barriers to access, Ibrahim said that she volunteers at the local high school, so that she can develop relationships with students who may be interested in joining the program....

... at Guitars Over Guns, said that his organization serves more than 1,000 students each year across 36 unique locations. The program is arts-based, and all mentors are professional musicians or artists. Ninety-five percent of youth in the program...

... they serve and so traveling to where students are is important to the program. The program has an affiliating agreement with Miami-Dade County Public Schools which has allowed 24 of 36 programming locations to be based in public schools....

... Genesis Griffin, Youth Leadership Coordinator and Youth Mobility Mentor at Kalamazoo Youth Development Network, said that her program is a nonprofit intermediary that works with OST programs in ... and Calhoun County, Michigan. The program is centered around youth voices and her position is directly involved in convening youth and engaging them in programming, including developing program quality. Mental health issues, transportation, and police and gun violence are significant ... facing the community and the youth the program serves....

... young people recommend it to other young people. Bickle added that his program measures various outcomes such as those related to academic, social, and emotional areas....

.... His organization collects data mid-year, gathering information from students, the community, and families. Guitars Over Guns also survey the school administration and teachers. To support program quality assessment, the organization has implemented a tool called Hello Insight18 which allows ...

... with questions focusing on how the program is working for youth. He discussed the importance of examining what an organization is trying to measure and then assessing their outcomes, rather than focusing on the mission....

... Sekaquaptewa added that the primary outcome for the Tribal Extension Program is creating a safe space where youth can gather and feel they belong, although this is a difficult goal to measure....

... Center for Youth Program Quality program quality assessment as part of this process. She also reiterated the importance of focusing on youth voice and creating safe spaces. At the Kalamazoo Youth Development Network, they also use Hello Insight to create surveys and collect data. She asks youth to ...

... to collect data that is going to be of value to the program. Too much data can be overwhelming for staff. She added that she is interested in learning about the long-term impact that OST programs have on a youth’s life; however, this is difficult to measure. Moseley supported the idea of ...

... Practitioner Perspectives on Staffing and Retention Challenges in the OST Field...

... OST staff highlighted several staffing and retention challenges in the field. Haywood and Wiley, discussed challenges with low pay and retaining staff. With part time staff, it can be a “revolving door,” Wiley said. She spends a significant amount of time hiring and interviewing, ... takes her away from other work such as data analysis and growing the program and its partners. “Retention in this field is probably the biggest barrier I face to keeping staff,” along with professional development, she said. ...

... 18 Learn more about this tool at https://helloinsight.org/...

.... Cavanaugh reiterated that compensation is a big challenge for their organization, that the OST field is not seen as one that offers monetary growth and advancement. Monts added that while his organization pays teachers a stipend for working with students, they continue to be dramatically underpaid. ...

... also another issue as well as secondary trauma from supporting youth who come from difficult situations. To address this, his program offers health and wellness benefits and honors people’s time off. Moseley also discussed secondary trauma staff experience because of this work. Staff and students ... so closely together that they build strong relationships and trust which unlocks a level of vulnerability. Supporting the mental well-being of staff is important, he said. Monts noted that students experience ...

... OST staff discussed professional development and its availability and role in their organization and work. Through his organization, Smith said that teachers receive restorative justice practice training and youth mental health training, as well as ...

... The Maryland Out of School Time Network and the Charles Stewart Mott Foundation have been a tremendous resource for training and professional development for the Digital Harbor ...

... Cavanaugh noted that while there does appear to be training and professional development for those in direct service positions, there are fewer opportunities for those at the management level within the ... , a critical area. Moseley stated that Guitars Over Guns offer formalized training for independent contractors and mentors who are teaching artists in the field. However, full-time staff do not have formalized training but can participate in a personalized growth ...

... Several practitioners discussed their love of supporting youth through their work and an interest in continuing in the field or in youth empowerment work despite long term challenges such as pay and advancement. Ultimately the work is ... “labor of love,” as Coy said; “We love our work, we love the youth that we serve, and we love the staff that we develop.” He noted that OST is a “magical space” to be a part of solutions for youth and it is important to find ways ...

... During the October 19, 2023, session, participants focused on issues such as OST policy, access, quality, measurement and data sharing, adult professional pathways, and cross-sector collaboration from national, state, and local perspectives....

... People: Numerous participants discussed workforce challenges in the OST field and cautioned that without a well-trained and supported workforce, OST programming cannot reach its goals of providing transformative experiences for youth. Increased recognition for the field, ...

... benefits, training, professional development, and career opportunities were suggested. Some participants discussed the importance of developing young people, staff, and opportunities for people who ...

... Quality: A focus on program quality was a key thread throughout many of the session discussions, including as it relates to the use of assessments and quality improvement tools, collection of data, and methods for informing research. The important role of data sharing was also discussed....

... participants discussed recent increases in investments in OST, there remains a significant gap in funding, particularly to support increased salaries and benefits to address workforce gaps. Adequate planning and attention to program quality should accompany increased investment....

... Partnerships: many participants highlighted the importance of partnerships in increasing access and improving the quality of OST programs was repeatedly discussed, including the role of cross-sectoral partnerships, cross-system partnerships, ... partnerships, and intermediaries in supporting and coordinating these partnerships....

... Leading with love: Some participants reiterated the importance of positive youth development and the concept of “leading with love” in OST programming; every student should be seen, known, and supported in these programs....

... The February 8 and April 18, 2024, sessions with young people and OST staff reiterated some of these same themes in their discussions, as described below....

... Supportive and Engaging Environments: Youth participants discussed the numerous benefits to participating in OST programs, including learning new skills, receiving ... for their academic and personal development, engaging in community service projects, among others. Many participants described how OST programs created a safe, supportive ... for them and elevated their voices in the community. OST program staff played a particularly impactful role in their lives—serving as mentors, role models, and ...

... Youth Leadership: OST program staff highlighted the importance of developing youth-led, -run, and -focused programs. Programs do this by engaging youth directly in developing programming, encouraging their participation in their organization’s ... or youth advisory committee, and through regular surveys that collect and respond to youth feedback....

... Measuring Success: Many program staff discussed the lack of measures that capture how and whether youth voices direct organizational activities and programs and examining longitudinal data on how OST programs have affected the long-term trajectory of young people’s lives....

... Staff Challenges: Program staff noted lack of compensation, limited hours, and staff burnout as significant barriers for those in the field. This impacts staff retention which can also result in trauma for youth participants who ... relationships with staff who may then leave their position. Other challenges include lack of sustainable funding or a clear career trajectory and exposure to secondary trauma from working with young people who themselves have experienced so much trauma....

... Staff Training and Advancement: Some program staff have opportunities to participate in professional development opportunities through networks in their communities or ... funders who offer this support. Others noted that while professional development and training is available to direct service providers, those in management or full-time roles have fewer opportunities. Programs also face challenges in ... for professional development and training....

... Labor of Love: Most program staff work in the OST field as a labor of love and because they have a passion for youth empowerment. However, without adequate compensation, support, and a clear career trajectory, some program staff ...

... Saunders as a factual summary of what occurred at the workshop. The statements made are those of the rapporteur or individual workshop participants and do not necessarily represent the views of all workshop participants; the committee; or the National Academies of Sciences, Engineering, and Medicine....

... REVIEWERS To ensure that it meets institutional standards for quality and objectivity, this Proceedings of a Workshop—in Brief was reviewed by Tralonne Shorter, Forum for Youth Investment, and Steven Worker, University of ... , Agriculture and Natural Resources. Kirsten Sampson Snyder, National Academies of Sciences, Engineering, and Medicine, served as the review coordinator....

... COMMITTEE MEMBERS Deborah A. Moroney, American Institutes for Research; Thomas Akiva, University of Pittsburgh School of Education; Julie A. Baldwin, Northern Arizona University; Horatio Blackman, National Urban League; Dalton Conley, Princeton University, NBER & ... J. Malone, Institute for Educational Leadership; Fe Moncloa, University of California, Cooperative Extension, Emeritus; Jennifer M. Rinehart, Afterschool Alliance; Gerard Robinson, University of Virginia; Sandra Simpkins, University of California, Irvine; Emilie P. Smith, Michigan State University; ... Strassfeld, University of Texas at Austin; Mayumi A. Willgerodt, University of Washington School of Nursing...

... SPONSORS This workshop was supported by contracts between the National Academy of Sciences and the Wallace Foundation (20220067). Any opinions, findings, conclusions, or recommendations expressed in this publication do not necessarily reflect ...

... additional information regarding the workshops, visit: https://www.nationalacademies.org/our-work/promoting-learning-and-development-in-k-12-out-of-school-time-settings-for-low-income-and-marginalized-children-and-youth...

... SUGGESTED CITATION National Academies of Sciences, Engineering, and Medicine. 2024. Promoting Learning and Development in K-12 Out-of-School Time Settings: Proceedings of a Workshop—in Brief. Washington, DC: The National Academies Press. https://doi.org/10.17226/27885....

... Division of Behavioral and Social Sciences and Education...