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.
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.
Claudia Weisburd and Rhe McLaughlin of Foundations, Inc., describe their Quality Assurance System for program improvement.
Claudia Weisburd explains the benefits of after-school programs for English-language learners.
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.
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.
Claudia Weisburd writes about Afterschool Style. “Informal, experiential approaches to learning, with flexibility built in, are ideal.”
This guide compares the purpose, history, structure, methodology, content and technical properties of nine different program observation tools which features the Quality Assurance System.
Edward B. Fiske’s article highlights the critical need to globalize US schools.
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.