skip navigation


Register for Latest Research

Stay Informed
Register with NCJRS to receive NCJRS's biweekly e-newsletter JUSTINFO and additional periodic emails from NCJRS and the NCJRS federal sponsors that highlight the latest research published or sponsored by the Office of Justice Programs.

NCJRS Abstract

The document referenced below is part of the NCJRS Virtual Library collection. To conduct further searches of the collection, visit the Virtual Library. See the Obtain Documents page for direction on how to access resources online, via mail, through interlibrary loans, or in a local library.


NCJ Number: 212160 Find in a Library
Title: After School Programming: A Pressing Need and A Public Priority, Fourth Edition
Corporate Author: Colorado Foundation for Families and Children
National Ctr for School Engagement
United States of America
Date Published: October 2004
Page Count: 26
Sponsoring Agency: Colorado Foundation for Families and Children
Denver, CO 80203
Donner (William H) Foundation, Inc
New York, NY 10020
Sale Source: Colorado Foundation for Families and Children
National Ctr for School Engagement
303 E. 17th Avenue, Suite 400
Denver, CO 80203
United States of America
Document: PDF
Type: Program/Project Description
Format: Document (Online)
Language: English
Country: United States of America
Annotation: After discussing some common misconceptions about after-school programs, this paper identifies the components of effective after-school programming and addresses the benefits of such programming, the cost in relation to benefits, models of statewide support, policy implications, and sustainable funding.
Abstract: The development and promotion of effective after-school programs requires that two common misconceptions about them be dispelled; i.e., that they are basically for childcare and to extend regular school programming. The primary focus of effective after-school programs is positive youth development. This involves the development of multiple skills, such as critical thinking, problem-solving, and interpersonal skills. Primary learning strategies are low staff-to-student ratios and individual instruction. After-school programs also focus on the prevention of at-risk behaviors, such as early sexual activity, drug and alcohol use, and violence. This is done through life skills activities and instruction. Although after-school programs may incorporate academic instruction or tutoring that complements regular academic instruction, it is important that after-school programs have flexibility to pursue a broader emphasis and distinctive teaching methods. The evaluation of after-school programs is still underway, with only a few studies having been completed. Initial results show that participation provides academic support, mentoring, recreation, and cultural/social enrichment not experienced by peers who do not participate in after-school programming. A California cost-benefit analysis of after-school programs found that for each dollar the State invested in providing an at-risk youth with an after-school program, the State could expect a return of between $8.92 and $12.90. Examples of publicly funded and privately funded after-school programming are provided. Future needs are the development of comprehensive statewide policies for after-school programs, a uniform set of quality standards and evaluation measures, and sustainable funding. 6 tables and 24 references
Main Term(s): Juvenile delinquency prevention programs
Index Term(s): Effectiveness of crime prevention programs; Mentoring programs; School delinquency programs; Schools; Youth development
Note: Downloaded November 22, 2005.
To cite this abstract, use the following link:

*A link to the full-text document is provided whenever possible. For documents not available online, a link to the publisher's website is provided. Tell us how you use the NCJRS Library and Abstracts Database - send us your feedback.