Current Education News & Trends
Nordyka Pulai
SPED 4030 / 5030
Choice Online Module Assignment
September 27, 2011
Introduction

Out-of-School (or after school) programs are
typically described as programs:
“taking place immediately following school class
and a program designed to care for and [provide]
education enhancement for children”

Denver Public Schools’ Department of Extended
Learning and Community Schools focuses on
providing “DPS students a safe, enriching place
to continue their studies, explore new skills,
and make friends during out-of-school time”
("Denver Public Schools")

Out-of-School programs can encapsulate a
variety of activities, which may include:
◦ Sports programs
 Basketball, football, soccer, softball, swimming, etc.
◦ Study Groups
 Extra library time, programs for ELLs, study time with fellow
students or teachers, etc.
◦ Clubs
 Chess club, Model UN club, Glee club, Gaming club, 4H, etc.
◦ Classes not offered during the school day
 Art (painting, pottery, etc.), Foreign Languages, Musical
Instruments, etc.
Current Education
News & Trends

Currently, there is overwhelming support from the
educators as well as parents, students, communities,
business leaders and legislators for after school
programs

HOWEVER, funding for Out-of-School programs is often
woefully small or non-existent

In the current economic climate, Out-of-School
programs are often the first to be cut by school districts

The burden for providing Out-of-School opportunities
often falls upon the shoulders of individual teachers
and parents

According to a report on National Public
Radio, in an interview with a high school
principal and reporters from Education
Week:
◦ Cuts to before- and after-school programs are
the first to be considered by school districts
facing budget crises
◦ There are more than 40 states facing budget
shortfalls, and many newly elected officials
pledging not to raise taxes, therefore education
is being trimmed to the bare necessities
(Conan, 2011)



In a White House blog “Closing the
Achievement Gap with Arts Programs”, by
Ramon Gonzalez, the author urges schools to
transform into Arts Powered Schools
While not a formal program, these schools
provide a focus on arts and education so that
they can become “activist centers that use the
arts to build a community of learners”
According to the blog, programs the
interweave arts into the curriculum “closed the
reading gap by nearly 15 points over a three
year period”
(Gonzalez, 2011)
Impact of No Child Left Behind (NCLB)


Under the rules of No Child Left Behind (NCLB), many
underperforming schools are citing Out-of-School
programs as a component of their school improvement
plans
“Researchers at the Midwest Regional Education
Laboratory Program, supported by the federal
Department of Education examined improvement plans
from Title I schools in Minnesota, Iowa, Wisconsin,
Illinois, and Ohio. They found 980 of them listed
before-school, after-school, and summer programs as a
means to improve school performance. Roughly 90
percent also listed increased parent involvement as a
goal to help student achievement”
(Fleming, 2011)
In Colorado
 According to the Colorado Department of Education:
◦ “After school programs are a proven method of helping to improve a school's
performance. Studies show that afterschool programs improve academic
achievement, reduce grade retention and increase student attendance and
interest in school. Across the country, afterschool is a key element in strategies
to turn around under-performing schools.
◦ Congress recognized the benefits of afterschool by mandating provision of
extra learning opportunities in afterschool hours through the creation of the
Title I Supplemental Educational Services program.
◦ According to state departments of education, more than 7,000 schools in the
United States are considered in need of improvement. Some characteristics of
successful schools include high academic achievement, clear standards and
evaluation processes, community involvement and students who are engaged in
learning. After school programs offer a chance to reinforce and supplement the
curriculum by offering new and different opportunities for learning that further
engage students in school. Community involvement frequently is built in, as
many afterschool programs are partners with community- and faith-based
organizations.”
("Colorado Department of Education")
In Colorado




In Colorado, 31% (251,728) of K-12 youth are responsible
for taking care of themselves after school
Of all Colorado children not currently enrolled in
afterschool, 40% (280,842) would be likely to participate IF
an afterschool program were available in their community
90% of parents in Colorado are satisfied with the
afterschool program their child attends.
13% (102,139) of Colorado's K-12 children participate in
afterschool programs, including 9,928 kids in programs
supported by the U.S. Department of Education's 21st
Century Community Learning Centers initiative, the only
federal program dedicated to afterschool
("Afterschool alliance," 2011)
In the Denver Public School District
The Department of Extended Learning
and Community Schools


Mission Statement : The Department of Extended Learning and
Community Schools facilitates the creation and implementation of
school-based services during out-of-school time in partnership with
the community
Vision:
◦ The Department of Extended Learning and Community Schools
will be the facilitator, advocate, resource and guide for out-ofschool programming in the Denver Public Schools
◦ Quality educational, enrichment, and child-care programming will
be offered at every elementary and middle school
◦ Every program will represent collaboration among parents,
schools and community
("Denver Public Schools")
At Denver Center for International Studies




At DCIS there are many opportunities for students
to get involved in Out-of-School Programs
The support by teachers and administrators is
strong and committed.
The PTO organization supports Out-of-School
programs with funding if it is available
Students generally seem to want to be involved in
something. In my observations, I see students
having the chance to follow their interests
At Denver Center for International Studies
 Some examples of Out-of-School
programs, clubs and activities at DCIS are:
Chess Club
6th Grade Boys Reading Club
eXtreme (a Glee Club)
Model United Nations
Gaming Club
Lunch Club (for studying)
Destination Imagination
Student Council
• for both Middle and High
School students
• Debate Club
•
•
•
•
•
•
•
•
• After School Sports:
•Softball
• Soccer
• Volleyball
• Track Team
• Baseball
• Basketball
• Americans Promoting Study Abroad
• Fantasy Novel Enthusiasts Group
• and many more . . . . .
Resources
Afterschool Alliance
www.afterschoolalliance.org
“The Afterschool Alliance is working to ensure that all children have access to
affordable, quality afterschool programs”
◦ Vision: The Alliance works to ensure all youth have access to affordable,
quality afterschool programs
◦ Mission: To engage public will to increase public and private investment in
quality afterschool initiatives at the national, state and local levels
Colorado Afterschool Network
www.coloradoafterschoolnetwork.org
The “Colorado Afterschool Network (CAN) seeks to connect providers,
policymakers and other stakeholders throughout Colorado
into a force demonstrating that after school programs
work and are a vital part of community life.”
◦ Vision: A future where youth learn, contribute and thrive by participating in
quality out-of-school opportunities within Colorado communities
◦ Goals:
 Build public will and foster public support around the importance of out-of-school
learning opportunities
 Develop policy and/or influence policy regarding the systems, support and
resources related to out-of-school learning opportunities
 Promote quality out-of-school time programs through opportunities for
professional development
City of Denver
Mayor’s Office For Education and Children
www.denvergov.org/educationandchildren
“Denver’s promotion of quality after school and summer opportunities
is a national model. Its creation of funding streams, assessment of programs,
and coordination of efforts is helping to ensure that programs
across the city are of high quality, accessible, and sustainable.”

Resources on the webpage include:
◦ An After School Program Provider Directory (.pdf)
◦ Professional Development resources and link
◦ Lights On After School (LOAS): A Partnership with the Denver Public Schools
Foundation and Mile High United Way
Harvard Family Research Project
www.hfrp.org/out-of-school-time
“We believe that out-of-school time supports and opportunities are essential to
healthy learning and development. Therefore, our out-of-school time work
strives to promote quality, accessibility, and sustainability of out-of-school
time (OST) programs and activities across the nation. Our OST resources
support the work of practitioners, policymakers, and researchers.”

Resources on the webpage include:
◦ A database and bibliography of research studies and evaluations of out-of-school time
programs
◦ Publications and Resources of their research-based tools
◦ Information on current projects and research in progress
Local After
School Programs
Local After School Programs
Personal
Connections
I am strongly committed to the
value and opportunities
offered by Out-of-School programs

With my family:
◦ My children participate in multiple extracurricular
sports: soccer, tumbling, swimming, basketball and
running club
◦ Additionally, they participate in art and music classes
through South Suburban
◦ My first grader will soon be participating in an Intro
to Spanish after school program

In my community:
◦ I am the team coach for two Destination Imagination
teams:
 A 7th/8th grade team from Cherry Hills Christian Middle School
 A 1st grade Rising Stars team from Runyon Elementary
◦ I am the team mom for both of my son’s soccer
teams – coordinating snacks, planning the end of
season party and trophies

As an educator:
◦ I will support any student who is involved in an
extracurricular sport, club or activity
◦ If a student needs extra assistance with studies
and/or homework, I will make time to work with that
student before, after or during school hours
◦ I will advocate for programs and encourage students
to participate
◦ I will connect students to programs and activities that
may inspire them and help them connect to the
community
Works Cited
Afterschool alliance. (2011, September 24). Retrieved from
http://www.afterschoolalliance.org/index.cfm
Colorado afterschool network. (2011, September 24). Retrieved from
http://www.coloradoafterschoolnetwork.org/
Conan, N. (2011). What school district budget cuts mean for students [Radio series
episode]. In Talk of the Nation. National Public Radio.
"Dropout Prevention & Student Engagement." Colorado Department of Education.
Web. 25 Sep 2011. <http://www.cde.state.co.us/DropoutPrevention/
bestpractices/TransitionPrograms-Resources.htm>.
"Extended Learning and Community Schools." Denver Public Schools. Web. 25 Sep
2011. <http://dce.dpsk12.org/>.
Fleming, N. (2011, April 26). Out-of-school time cited as strategy for school
turnaround. Education Week, Retrieved from
http://blogs.edweek.org/edweek/beyond_schools/2011/04/ost_a_strategy_for_sc
hool_turnaround.html?qs=out+of+school+time
Gonzalez, R. (2011, July 26). Closing the achievement gap with arts programming
[Web log message]. Retrieved from
http://www.whitehouse.gov/blog/2011/07/26/closing-achievement-gap-artsprogramming