Current Issues in Out-of-School Time

The purpose of this series is to promote and disseminate original theoretical and empirical research and promising practices to further grow and strengthen the out-of-school time field.

The out-of-school time field has grown significantly over the past twenty years. The rising recognition in the public space that schools can’t do it alone, that families need safe spaces for their children while they work, and that young people learn year-round and across contexts has created a renewed urgency for out-of-school time programs as an important partner in young people’s learning and development. The emergence of the 21st Century Community Learning Centers funding, an annual federal investment of over $1 billion, has created access to before- and after-school and summer programs for millions of children. Evaluation and research have both illuminated quality standards and quality practices during after-school time and in the summer. And, systemic, coordinated local and state efforts have created ongoing investments and incentives for intentional linkages across diverse institutions in support of out-of-school time learning. Today, the out-of-school time field has visibility, legitimacy, and relevance in the public sphere as a central partner in young people’s development and learning across contexts.

This series bridges research and practice to grow and improve the work on the ground, to advance research, and to promote systemic improvement to better serve and support all young people. The series will take a multi-disciplinary approach to explore the how and why of out-of-school time programs. The series will illuminate: the role of research in affecting policy and practice; equity issues in support of traditionally marginalized populations; investigations of out-of-school time programs’ impact across academic (e.g., STEM) and non-academic (e.g., social-emotional learning) outcomes; field professionalization (e.g., capacity building of youth-serving professionals and youth workers); the latest research on anytime, anywhere learning (e.g., the role of technology in rural contexts); school-community partnerships; and funding and systems integration to support learning, among other timely and relevant topics that further the field.

The out-of-school time field is gaining recognition as a critical vehicle for youth development and success. This series provides a platform to demonstrate the difference out-of-school time makes for all young people to prepare for and succeed in college, career, and life.

Dr. Helen Janc Malone

FOUNDING ADVISORY BOARD: Dr. Dale Blyth (Chair) Extension Professor Emeritus, College of Education and Human Development, University of Minnesota. Dr. Karl Alexander Research Professor of Sociology Johns Hopkins University. Dr. Kimberly Boyer Executive Director, Central Valley Afterschool Foundation; Editor-in-Chief, Journal of Expanded Learning Opportunities. Dr. Nickki Dawes Assistant Professor of Psychology, College of Liberal Arts, University of Massachusetts, Boston Dr. Jacquelynne Eccles Professor, School of Education, University of California, Irvine. Ayeola Fortune Director, Education Team, United Way Worldwide. Ellen Gannett Director, National Institute on Out-of-School Time. Dr. Robert Halpern Chair of the Research Council, Erikson Institute. Dr. Sara Hill Editor, Youth Today Out-of-School Time Hub. Dr. Reed Larson Professor, Family Ecology, Department of Human and Community Development, University of Illinois. Priscilla Little Evaluation and Strategy Consultant. Dr. Milbrey McLaughlin Emeritus Professor, Graduate School of Education, Stanford University. Dr. Gil Noam Founder and Director of the Program in Education, Afterschool & Resiliency (PEAR), Harvard University; Associate Professor, Harvard Medical School and McLean Hospital. Karen Pittman President & CEO, The Forum for Youth Investment. Dr. Mavis Sanders Professor of Education, Department of Education, University of Maryland, Baltimore County. Dr. Deborah Vandell Professor, School of Education, University of California, Irvine. Gina Warner CEO, The National AfterSchool Association. Dr. Roger Weissberg Chief Knowledge Officer, CASEL; NoVo Foundation Endowed Chair in Social and Emotional Learning, Professor of Psychology and Education, University of Illinois at Chicago.

EDITORIAL REVIEW BOARD: Dr. Tara Donahue (Chair) Managing Research and Evaluator, McREL International. Dr. Thomas Akiva Assistant Professor, School of Education, University of Pittsburgh. Dr. Ken Anthony Director of Professional Development, Connecticut After School Network. Dr. Corey Bower Assistant Professor, Graduate School of Education, University at Buffalo. Dr. Katie Brohawn Senior Director of Research, ExpandEd Schools Dante de Tablan Executive Director, Ben Franklin Center for Community Schools, Clinical Faculty, University of Maryland School of Social Work. Elizabeth Devaney Director, Center for Social and Emotional Learning, Children’s Institute in Rochester. Nia Imani Fields UME 4-H Specialist, University of Maryland, College Park. Dr. Aisha Griffith Postdoctoral Research Fellow, Youth-Nex, Curry School of Education and Department of Psychology, University of Virginia. Sabrina Mitsuko Kataoka Ph.D. Student, School of Education, University of California, Irvine. Brenda McLaughlin President, The Learning Agenda. Dr. Kolbrún Þ. Pálsdóttir Assistant Professor in Leisure and Youth Studies, University of Iceland. Sarah Pitcock Chief Executive Officer, National Summer Learning Association. Chris Smith Executive Director, Boston After School & Beyond. Bela Shah Spooner Program Manager, Afterschool Institute for Youth, Education, and Families, National League of Cities. Dr. Femi Vance Research Associate, School of Leadership and Education Sciences, University of San Diego. Deepa Vasudevan Doctoral Candidate, Harvard Graduate School of Education.

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