Articles
Grade Level Reading: An Action Framework for School And District Leaders
This publication lays out a framework for school and district leaders to help students read on grade level by the end of 3rd grade and to stay on track through graduation.
Academics After-School Style
Claudia Weisburd writes about Afterschool Style. “Informal, experiential approaches to learning, with flexibility built in, are ideal.”
Afterschool Advantage: Powerful New Learning Opportunities
Authored by 16 national leaders from a variety of fields who have special interest in the potential of afterschool and education for America's future.
Beyond the Classroom: Collective Responsibility for Developing Proficiency in Urban Youth
Rhonda H. Lauer describes how proficiency includes more than academic abilities, and that achieving it requires support from out-of-school institutions as well as schools.
Closing the Gap in 3rd Grade Reading Levels
Rhonda H. Lauer offers practical suggestions for helping children meet important 3rd grade reading milestones, using examples drawn from three urban elementary schools in the School District of Philadelphia.
Gaining a Voice in Afterschool
Claudia Weisburd explains the benefits of after-school programs for English-language learners.
Learning to Compete in a New World
Edward B. Fiske's article highlights the critical need to globalize US schools.
Meaningful Assessment and Continuous Improvement: Using the Foundations Quality Assurance System
Claudia Weisburd and Rhe McLaughlin of Foundations, Inc., describe their Quality Assurance System for program improvement.
Measuring Youth Program Time
This guide compares the purpose, history, structure, methodology, content and technical properties of nine different program observation tools which features the Quality Assurance System.
Reading: More Than an Academic Issue
Rhonda H. Lauer discusses the importance of early literacy and the types of obstacles—many of them non-academic—that low-income children must overcome in order to become skilled readers.
Theory of Action in Practice
Claudia Weisburd and Tamara Sniad describe the use of a theory of change and a theory of action for developing and evaluating professional development for after school staff.
