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7/29/2019 2011 C.S. Mott Foundation Annual Report Picturing Success: The Transformative Power of Afterschool Reprint
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a
Picturing SucceSS:Th Trasrmativ Pwr Atrsch
2 0 1 1 S P e c i a l r e P o r t
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INSIDE FRONT COVER
aBout the CoVer
Th artwrk th cvr this rprit was cratd r r 2011 Annual Report
i ary 2012 by chidr i atrsch prgrams i grads 4 thrgh 12 i
Gs Cty, Michiga (hm th Mtt Fdati). T ar mr abt
ths yg artists, pas visit r Wb sit: www.mtt.rg/AR11.
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Picturing SucceSS:Th Trasrmativ Pwr Atrsch
A special section reprinted
rom the 2011 Annual Report o the
Charles Stewart Mott Foundation
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our Founder
It seems to me that every person, always, is in a kind of informal partnership with
his community. His own success is dependent to a large degree on that community,
and the community, after all, is the sum total of the individuals who make it up.
Te institutions of a community, in turn, are the means by which those individuals
express their faith, their ideals and their concern for fellow men .
So broad and so deep are the objectives of the Mott Foundation that they touch
almost every aspect of living, increasing the capacity for accomplishment, the
appreciation of values and the understanding of the forces that make up the world
we live in. In this sense, it may truly be called a Foundation for Living with
the ultimate aim of developing greater understanding among men.
We recognize that our obligation to fellow men does not stop at the boundaries of
the community. In an even larger sense, every man is in partnership with the rest
of the human race in the eternal conquest which we call civilization.
Charles Stewart Mott (1875-1973), who established this Foundation in
1926, was deeply concerned rom his earliest years in Flint, Michigan, with
the welare o his adopted community.
Soon ater he had become one o the citys leading industrialists, this General
Motors pioneer ound a practical and successul way to express his interest. He
served three terms as mayor (in 1912, 1913 and 1918) during a period when
the switly growing city was beset with problems, with 40,000 people sharingacilities adequate or only 10,000.
As a private citizen, he started a medical and dental clinic or children and
helped establish the YMCA and the Boy Scouts, along with the Whaley
Childrens Center, in Flint.
Nine years ater the Foundation was incorporated or philanthropic, charitable
and educational purposes, it became a major actor in the lie o Flint through
organized schoolground recreational activities, which developed into the
nationwide community school/education program.
From this start, the Foundations major concern has been the well-being o thecommunity, including the individual, the amily, the neighborhood and the
systems o government. This interest has continued to nd expression in Flint
and also has taken the Foundation ar beyond its home city.
every man is in
partnership with the
rest of the human
race in the eternal
conquest which we
call civilization.
2 2011 AnnuAl ReP oRT
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our Values
Charles Stewart Motts central belie in the partnership o humanity was the basis upon which
the Foundation was established. While this remains the guiding principle o its grantmaking, the
Foundation has rened and broadened its grantmaking over time to refect changing national and
world conditions.
Through its programs o Civil Society, Environment, Flint Area and Pathways Out o Poverty, andtheir more specic program areas, the Foundation seeks to ulll its mission o supporting eorts that
promote a just, equitable and sustainable society.
Inherent in all grantmaking is the desire to enhance the capacity o individuals, amilies or
institutions at the local level and beyond. The Foundation hopes that its collective work in any
program area will lead toward systemic change.
Fundamental to all Mott grantmaking are certain values:
Nurturing strong, self-reliant individuals with expanded capacity for accomplishment;
Learning how people can live together to create a sense of community, whether at the
neighborhood level or as a global society;
Building strong communities through collaboration to provide a basis for positive change;
Encouraging responsible citizen participation to help foster social cohesion;
Promoting the social, economic and political empowerment of all individuals and communities
to preserve fundamental democratic principles and rights;
Developing leadership to build upon the needs and values of people and to inspire the aspirations
and potential of others; and
Respecting the diversity of life to maintain a sustainable human and physical environment.
our Code oF ethiCs
Respect for the communities we work with and serve;
Integrity in our actions;
Responsibility for our decisions and their consequences.
nWe are committed to act honestly, truthully and with integrity in all our transactions
and dealings.
nWe are committed to avoid conficts o interest and to the appropriate handling o actual or
apparent conficts o interest in our relationships.
nWe are committed to treat our grantees airly and to treat every individual with dignity and respect.
nWe are committed to treat our employees with respect, airness and good aith and to provide
conditions o employment that saeguard their rights and welare.
nWe are committed to be a good corporate citizen and to comply with both the spirit and
the letter o the law.
nWe are committed to act responsibly toward the communities in which we work and or
the benet o the communities that we serve.
nWe are committed to be responsible, transparent and accountable or all o our actions.
nWe are committed to improve the accountability, transparency, ethical conduct and
eectiveness o the nonprot eld.
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mericans disagree on many issues today, but I suspect there is
widespread agreement about one thing: Our current K-12 education
system is ailing both students and society and reorm is
critically needed.
Theres plenty o debate, too, about how we should redesign
the system to better prepare young people or jobs in a more sophisticated,
technological age and for life in a fast-paced, complex world. Discussions about
corrective steps produce a wide range o ideas and options, but no single solution.Still there is a clear sense o urgency about the need to act sooner rather
than later.
Among those to sound a warning most recently about the dangers o delay
are Thomas L. Friedman and Michael Mandelbaum in their new book, That
Used to Be Us: How America Fell Behind in the World It Invented and How
We Can Come Back, which I asked my sta to read earlier this year. In
considerable detail, they describe how America is losing its competitiveness and
how important it is to invest in education, among other things, if we hope
to realize the ull potential o the American people in the coming decades, to
generate the resources to sustain our prosperity, and to remain the global leader
that we have been and the world needs us to be.The two go on to say:
We need our education system not only to strengthen everyones basics
reading, writing and arithmetic but to reach and inspire all Americans to start
something new, to add something extra, or to adapt something old in whatever
job they are doing.
With the world getting more hyperconnected all the time, maintaining
the American dream will require learning, working, producing, relearning and
innovating twice as hard, twice as fast, twice as often and twice as much.
And so it seems to me that it is imperative that we ocus a spotlight on the ways
kids learn, the opportunities they need to succeed academically and how we might
shape a system that encourages more o them to stay in school, graduate and go on
to become productive contributors to society.
As much as I might want a silver bullet or what ails our education system,
Im fully aware there is no such thing. Revamping the way we educate our
young people, with an eye toward improving achievement levels, will require the
a Meg
Trasrmig livsThrgh Atrsch
A
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knitting together o multiple approaches.
And as we look or workable solutions, I
believe we should ocus some attention
on the hours beore and ater school. For
i there is one thing weve discovered at
the Mott Foundation through years ounding community education programs
in our earliest days and, more recently,
supporting aterschool initiatives its
that the productive use o time spent
beore and ater school, as well as during
the summer months, orms an important
oundation or learning.
By no means do I wish to suggest
that aterschool is the answer to the
problems acing our education system.
But based on what weve learned overtime, it can be an important piece o
the puzzle.
The Mott Foundations deep
involvement in the education eld has
its roots in our support or community
education beginning in 1935. Initiated as
Flint struggled to gain economic stability
during the Great Depression, the
Foundations unding or community-
based aterschool and summer
programming was built upon communitycollaboration and partnership, eective
use o existing school and community
acilities, and coordination o services.
At the heart o those rst school-based
programs was a desire to keep kids sae, active
and engaged in productive learning during
the late aternoon and summer hours.
That desire, in part, sparked our interest in
1996 in joining with the ederal government
in the 21st Century Community Learning
Centers (21st CCLC) initiative a partnershipthat over time has resulted in a prolieration o
high-quality, extended-learning programs that
are strengthening not only local schools and
amilies, but also the communities in which
they operate.
The initiative was conceived as a
$1 billion project by the U.S. Department
o Education that would build on a
$40 million program already under way. For
our part, the Mott Foundation began with a
$2 million commitment and a $55 million
pledge or multiyear expansion. As part o
the partnership, the Foundation unded
activities better suited to philanthropy than
government, including technical assistance,
generating public will, seeding evaluation andidentiying promising practices.
Importantly, over time the Foundations
investment in aterschool has been ocused on
a comprehensive strategy to take aterschool
to scale across the country. As part o that
eort, we and too many unding partners to
name have supported the systematic growth
LAs BEST aterschool computer classes at Grape Street ElementarySchool prove learning can be un and exciting.
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o statewide aterschool networks, which have
grown rom nine in 2002 to 41 today with
more under consideration.
The ocus o the networks has been on:
establishing quality standards for programs;
sharing learning, curriculums and bestpractices; creating new state policies; and
generating additional aterschool unding.
These eorts have established a unique
inrastructure across the country o public-
private partnerships working locally and at
the state level to increase the total number o
aterschool opportunities, while preventing
the loss o thousands o programs during
economic downturns and shiting political
environments. Moreover, because this
inrastructure is based on partnerships, it isnimble and can maximize local, state and
ederal resources.
Through the years, our support or 21st
CCLC has totaled $158 million. At the same
time, the ederal commitment to the initiative
has grown considerably. In 2011, $1.154
billion in ederal appropriations provided
aterschool opportunities through
21st CCLC programming to
1.6 million children and youth
in nearly 10,500 schools and
community centers across the
country.Indeed, weve been joined
over time by many outstanding
unding partners, including
William T. Grant, Noyce, The
David & Lucille Packard and The
Wallace foundations; JCPenney;
and the Open Society Institute.
In addition, local programs
themselves have attracted nancial
supporters, ranging rom state
government, to national and localoundations, to United Ways.
So what goes on in these
programs? Over the years, Ive
visited a number o aterschool
sites at home and in communities
across the country and ound that no two
programs are identical. Programming varies
and typically refects the needs o students and
their amilies, the creativity and ingenuity o
the programs creators, the availability o local
resources and volunteers that can be tapped toenhance oerings, and other actors.
The goal o high-quality programs is
to oer low-income students the kinds
o opportunities that are available mainly
to middle- and upper-class children the
chance to be exposed to a wide range o
extracurricular activities; to participate in
project-based learning, such as in science and
technology; to play organized sports; to enjoy
theater, dance and music; to work with tutors;
and to nd caring adult mentors.Indeed, such opportunities are becoming
more critical or all students as school
districts cut enrichment and extracurricular
activities in the ace o ever-tightening budgets.
Through aterschool programs, students
have the chance to expand their horizons
and become more engaged in learning. In this
From arts and culture to math and science, LAs BEST oers students anarray o aterschool options.
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way, they are more likely to stay in school,
develop their distinct interests and talents, and
achieve success.
At the same time, the aterschool space
provides an important environment in which
educators can develop and/or try out innovativecurriculums and learning tools, including
digital media and online learning.
To help develop robust, outside-the-box
educational opportunities or students, it is not
uncommon to see strong programs engage with
local art museums, colleges and universities,
businesses, proessional societies, libraries, the
YMCA and YWCA, Boys & Girls Clubs, and
other such organizations.
To give readers a sense o how dynamic,
variable and eective aterschool programscan be, we have showcased some outstanding
examples later in this report, as well as on our
Web site.
We also tapped the artistic talent o young
people participating in aterschool programs
in Flint and Genesee County to obtain the
artwork you see on the cover o this report and
throughout its pages. Moreover, it is worth
noting that the Mott Foundation
has supported aterschool programming locally
with grants totaling $26.2 millionjust since 2000.
As Foundation sta members
visited programs rom coast to
coast or this report and talked
to students, parents, program
operators and school principals,
they heard time and again how
aterschool is transorming the lives
o participants.
For instance, the principal o
an elementary school participatingin LAs BEST one of the nest
aterschool models in the country
described the impact o aterschool
on her students this way: When
you think about it, aterschool
adds three hours another hal
day o learning time. But because
aterschool is not as structured as the regular
school day, kids show their true personalities.
The director o Big Thought, a program
or elementary and middle school students in
Dallas, Texas, put it another way: For too many
o our students, the horizon is only as wideas they can stretch their arms. Big Thought is
dedicated to widening their world helping
children see the vast panorama o possibilities
through creative activities that engage them in
school, aterschool and in their community.
What weve seen again and again is that the
best programs recognize that the hours ater
the nal school bell rings can be a critical time
or hands-on, individualized learning that
complements and enhances the regular school
day without duplicating it.Strikingly, longitudinal research is beginning
to substantiate the powerul dierence quality
aterschool can make or children. A recent
study showed, or instance, that when a child
rom a low-income amily regularly participates
in quality aterschool programming during
the elementary grades, their th-grade math
achievement scores refect a narrowing o the
achievement gap with their middle- and high-
income peers.
Widsprad Psitiv Impacts Atrsch Prgrams
A mta-aaysis 49 rprts 73 atrschprgrams that sk t hac th prsa adscia skis chidr ad adscts idicatd that,cmpard t ctrs, participats dmstratdgfa eae i thir s-prcptis ad
bdig t sch, psitiv scia bhavirs, schgrads ad vs acadmic achivmt, adgfa e i prbm bhavirs.
Src: Drak, J.A., Wissbrg, R.P. ad Pacha, M. A Mta-Aaysis Atr-Sch Prgrams
That Sk t Prmt Prsa ad Scia Skis i Chidr ad Adscts. Amrica
Jra Cmmity Psychgy, 2010, pp. 249-309.
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This positive news also is being
complemented by urther research
indicating that when students
participate in high-quality programs,
they go to school more, behave
better, receive better grades, do
better on tests, increase the chances
they will complete high school, and
are less likely to engage in negative
behaviors, such as drug use and
teenage pregnancy.
Im extremely encouraged by these
ndings. And although it may be
a little early to say that aterschool
could be a silver bullet answer to
our educational woes, it certainly is
turning out to be a silver lining.Such compelling indicators naturally give
rise to questions about program costs, which
turn out to be quite reasonable and ecient.
The average cost o programming is about
$1,000 per student per year, although expenses
vary depending upon the quality and types o
services oered.
Yet aterschool programming, whether
funded through the 21st CCLC initiative or
through some other means, is reaching only
a raction o those in need. Some 15 millionchildren still nd themselves unsupervised
when the school day ends.
And, unortunately, current ederal unding
levels have not kept up with demand. While it
is true that funding for 21st CCLC programs
increased rom $453 million in 2000 to $1.166
billion in 2010, that unding represented a
smaller percentageo the overall ederal budget
or education dropping rom 1.38 percent to
.60 percent o the budget.
In practical terms, that has meant that over10 years, $4 billion in local grant requests
for 21st CCLC funding one of every three
requests was denied because o the lack
o sucient ederal unding and intense
competition.
Worse, there is legitimate concern today
that with so much emphasis on budget
tightening, decit reduction and reallocatingexisting unds, ederal allocations or the 21st
CCLC could be under threat. The 21st CCLC
program has been highly ocused, which is
one reason or its success. However, in todays
scal climate, Im seriously worried that other
worthy programs will try to grab a piece o the
21st CCLC pie, thus diluting its effectiveness
and ultimately placing it on the decit-cutting
chopping block.
That would be more than unortunate. It
would be a travesty.Too many o us have worked or too long to
establish and share models o eective practice,
to scale-up programming, to build networks o
strong programs, and to use our vast experience
to infuence a new ramework or education
reorm that ocuses on transorming the school
and the community to better support the needs
o students.
My gut instinct always has told me that i
you can educate, enrich, mentor and protect
children during out-o-school hours, theyhave a better chance o having positive lie
outcomes. To have witnessed that over the years
in so many towns and cities across America,
and to now have research data to support
my intuition, isnt just deeply satisying. It
also lends credence to the Mott Foundations
unwavering commitment to aterschool.
21st Ctry Cmmity larig CtHigh Dmad, umt nds
2 eve 3 eqe r 21st
CClC dig ttaig $4 bii i grats wee eebcas thack adqat dra dig ad its cmptiti.
Src: Atrsch Aiac (May 2012). 21st Ctry Cmmity larig Ctrs Fact Sht
DENIED
DENIED
DENIED
DENIED
appr
oved
appr
oved
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9
Gveae a Aa
In 2011, we experienced a small decline in
assets, which were $2.16 billion on December
31, 2011, compared with $2.23 billion the
previous year. On the ollowing page, we have
included a chart labeled Total Assets at MarketValue & 2011 Dollars, which tracks our asset
perormance since 1963.
As 2011 drew to a close, I knew the new year
would be one o change, given the announced
retirements o three key sta members:
Maureen H. Smyth, our senior vice president
of programs and communications; Jack A.
Litzenberg, senior program ofcer; and Jeanette
R. Mansour, who actually was planning her
secondretirement rom the Foundation.
But 2012 brought some other sad, andunanticipated, changes as well. In March,
Trustee Rushworth Kidder passed away,
followed in June by Trustee John W. Porter.
Both gave the Foundation many years o
service; Rush 22 years and John nearly 32 years.
Its impossible to describe the wide range
o contributions these two individuals made
to our board, as well as to the Foundation.
Both were thoughtul men who routinely
asked probing questions and oered keen
observations during any and all discussions.With Rushs quick journalists mind,
we could always count on the president o
the Rockport, Maine-based Institute for
Global Ethics to oer a resh perspective and
summarize complex discussions succinctly.
John, who had a long and distinguished
career in the eld o education, kept our eet
to the re when it came to setting benchmarks
and assessing both our grantmaking progress
and impact.
Both Rush and John are missed, and theirlosses will be elt or years to come.
We also lost the creative energy, strategic
thinking and loyal dedication of Maureen, Jack
and Jeanette with their retirements.
Maureen joined the Foundation in 1984
as a program associate, taking on a succession
o progressively more responsible positions
through the years, and retiring as senior vice
president o programs and communications.
Maureen managed our program sta
through a period o growth and change, helped
to streamline the Foundations grantmaking
structure, and instituted a number o criticalpractices and procedures that improved our
grantmaking processes. Her sharp mind and
graceul management style were true assets we
came to rely on.
Jack also joined the Foundation in 1984
and served in various capacities within
the Flint Area and the Pathways Out o
Poverty programs, including program
ocer, program director, interim program
director and senior program ocer. Always
compassionate, honest and laser-ocused,Jack developed a national reputation for his
innovative grantmaking in not one but two
elds microenterprise and a particular type
of workforce training known as sectoral
employment development. Jack won several
awards or his work through the years, the
most prominent being the Robert W. Scrivner
Award or Creativity in Grantmaking in 1994
rom the Council on Foundations.
Jeanette came to work for Mott in 1978
and served in several positions, includingdirector o planning or the Foundation and
program ocer in the Civil Society program,
beore retiring in 1996. Not one to allow any
moss to grow under her eet, she immediately
returned to the Foundation to work as a
program consultant.
During her time on staff, Jeanette was
instrumental in the development o our Civil
Society programs Central/Eastern European
and Russia grantmaking. As a consultant,
she continued to provide valuable advice andassistance to that team, while also serving as a
key adviser to the Center or Arab American
Philanthropy, a role she continues to play.
All three employees made special and
important contributions to the Foundation
that will be long remembered. As they now
move into the next phase o their lives, we
7/29/2019 2011 C.S. Mott Foundation Annual Report Picturing Success: The Transformative Power of Afterschool Reprint
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10
wish them many happy and
healthy years ahead.
While there is always
a sense o loss when
enjoyable, respected
colleagues retire, wewere ortunate to oset
Maureens departure with
the promotion of Neal R.
Hegarty to vice president o
programs in January 2012.
Neal, who joined the sta
in 2000, served over time as
an associate program ocer,
program ocer, director o
the Flint Area program, and
vice president and associatedirector o programs
positions that allowed him
to demonstrate his excellent
talents as a grantmaker and
a manager.
Another notable
promotion occurred in
spring 2011 when Ridgway
H. White was promoted
to vice president o special projects, a new
position that allows him to maintain hisinterest in urban planning and revitalization
in Flint and environs, while he also assists the
executive ofce in various capacities. Ridgway
joined the Foundation in 2004 as a program
assistant or the Flint Area, advancing to
associate program ocer and program ocer
over the years.
Its always a win-win when there are
opportunities or advancement in our
organization and sta members ready andeager to rise to the challenge. So it was with
these individuals.
William S. White, President
$0
$500
$1000
$1500
$2000
$2500
$3000
$3500
$4000
Total Assets in 2011 DollarsTotal Assets
2011200520001995199019851980197519701963
$365,382,658
$2,604,246,984
$2,227,385,917
Tta Assts at Markt Va & 2011 Dars(in millions)
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P Sss:Th Trasrmativ Pwr Atrsch
7/29/2019 2011 C.S. Mott Foundation Annual Report Picturing Success: The Transformative Power of Afterschool Reprint
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12
eeping children and amilies engaged
in learning ater school and during
the summer was the impetus in 1935
or unding the rst school-based
recreational programs in Charles
Stewart Motts home community o Flint,
Michigan. And or decades it has remained the
driving orce behind the Mott Foundations
continuing commitment to increasing the quality
o aterschool programming and bringing it to
scale in communities across the U.S.With that backdrop, in 1998 the Mott
Foundation and the ederal government ormally
launched an innovative collaboration the 21st
Century Community Learning Centers (21st
CCLC) program aimed at putting afterschool
programming within reach o any community across
the nation willing to create community-school
partnerships or the benet o low-income students.
As a result o this collaboration, a prolieration
o high-quality aterschool programs has been
developed each taking advantage o sometimesinnovative local resources but sharing a set o key
principles that include:
n Engaged learning through hands-on activities
that oten are project-based and incorporate
multiple learning styles;
nEngaged amilies who are comortable and
involved with their local school;
nIncreased academic competency through
homework help and enrichment activities that
link to, and complement, what is learned during
the school day;nIncreased social and emotional well-being
through a focus on the whole child and
activities that build condence;
nIncreased physical tness through recreational
and sports activities, inormation on healthy
eating and liestyles, and distribution o a
nutritious snack or meal; and
nUse o nancial models including leveraging
additional services rom local museums,
colleges, libraries, arts and other nonprots
that lead to aordable, scalable and sustainable
programming.
On the next several pages, eatures on ve
communities each receiving 21st CCLC funding
illustrate the transormative nature o high-
quality aterschool programs, and are emblematic
o best practices in the eld today. The richness
o these programs is dicult to convey in such
limited space; therefore, we have posted additional
content about aterschool programs on our Website at www.mott.org/AR11. From east to west,
the highlighted communities are:
nLconi, New Hmpshire Project EXTRA!
(Enriching eXtensions To Raise Achievement), a
K-12 aterschool program garnering increasing
interest or its strategies to help high school
students remain engaged and earn their
diplomas;
nDyton bech, Florid Westsides Night
Alive, a K-5 aterschool program receiving
statewide recognition or the high level ocommunity support it enjoys, both nancially
and from a volunteer/service perspective;
nMichign City, Indin Sae Harbor, a K-12
aterschool program emphasizing STEM
(Science, Technology, Engineering and Math)
activities designed to integrate with, and
support, regular school-day instruction;
nDlls, Texs Thriving Minds, a K-8
aterschool program partnering with more
than 100 community organizations to provide
in-school, aterschool and summer programsthat address academic achievement and youth
development by connecting with arts, culture
and creative learning; and
nLos angeles, Cliforni LAs BEST (Better
Educated Students or Tomorrow), a long-
running, nationally recognized K-6 aterschool
program that or the past 24 years has served
more than 28,000 students annually at
186 sites.
K
P Sss: Th Trasrmativ Pwr Atrsch
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13
Need Exceeds Supply
23.5 million young people need afterschool programs.But, only about 1/3 are currently in a program.
8.4 MILLIONin programs
15.1 MILLIONleft unsupervisedafter school
Number of students left unsupervised after school
Number of students participating in afterschool programs
23.5
MILLION
(need
afterschool)
76% of parents report their childrendo better in schoolbecause ofafterschool programs.
Parents Report AfterschoolBoosts Academic Success
7 out of 10 parentslook to afterschool
programs for
homework help.
Src: evidc Prgram Qaity ad Yth otcms i DYCD ot--Sch Tim
Iitiativ: Rprt th Iitiativs First Thr Yars. Picy Stdis Assciats (2009).
Src: Atrsch Aiac (2009). Amrica Atr 3PM
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14
l, nw Hmpsh
ev d
f s sdseventeen-year-old NicholasFecteau remembers a time not
long ago when his educational
prospects were looking pretty
bad.
I was barely passing my classes, and I
thought I was probably doomed to repeat a
year, he said. I didnt feel very good about
mysel or school. I wasnt even sure i I had it
in me to graduate.Since 2001, Project EXTRA! (Enriching
eXtensions To Raise Achievement), a local
aterschool and extended learning program,
has oered Fecteau and other struggling
students in the small, lakeside town o
Laconia, New Hampshire, the chance to re-
energize their academic careers and their lives.
Ken Martin, Project EXTRA! site coordinator
at the high school, says the districtwide program
is connecting in-school and out-o-school hours
in ways that promote educational and personal
success or all area students.
Many kids, including those at risk of
ailing a class or dropping out altogether,
respond better to learning experiences that
engage them and meet their individual needs,
he said. Were using every opportunity,
including outside the classroom, to make that
a reality.
Key to that eort in the high schoolprogram is a collection o aterschool
clubs aligned around such themes as youth
engagement in government, dance and
physical tness, sel-expression through art,
and peer communication and support.
The clubs allow students to explore and
develop new interests and skills, and just
as importantly link their in-class learning
to hands-on application. For example,
members o the engineering technologies
club created an online virtual city, completewith alternative energy power sources, using
knowledge cultivated in their math and
science courses.
Those linkages can be eye-opening or
a student who is questioning the merits o
staying in school, says Martin.
When kids do real-life problem solving using
the inormation they get rom a textbook or
lecture, they start to recognize the value o their
investment in school, he said. The out-of-
classroom learning reinorces that connection.Some students also use their Project
EXTRA! experience to create what the school
calls extended learning opportunities.
Available to all Laconia High School students,
such opportunities allow teens to earn course
credits through independent study and research
under the guidance o a teacher or adviser.
This can be an all-important option or those
Jewelry-making is one way Project EXTRA! is trying to sparkthe creativity o students at Laconia High School.
S
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15
Project eXtrA!
Laconia School District, Laconia, New Hampshire
EnrollmEnt: Mr tha 1,000 stdts i grads K-12
participatd i br ad atrsch activitis rd
daiy ad smmr srvics at v schs drig th
2011-12 prgram. High sch stdts may as gag
i wkd activitis. Apprximaty 55 prct th
districts 2,045 stdts qaid r r r rdcd-
pric sch mas.
FundinG: Fdra 21st Ctry Cmmity larig
Ctrs prgram, nw Hampshir Charitab
Fdati, Crra Fdati ad th WlnH
Chidrs Acti.
dEscription: estabishd i 2001, Prjct eXTRA!
(erichig Xtsis T Rais Achivmt) prvids
stdts with t--sch ad xtdd-arig
pprtitis that bid th prsa ad acadmic
dvpmt takig pac i th cassrm. Its high
sch prgram icds stratgis dsigd t hp
stdts stay i sch ad ar thir dipmas.
Re-energizing the academic careers and lives o teens, including those struggling to complete school,is the goal o Project EXTRA!
needing to retake a ailed class or otherwise
struggling to stay on course academically.
Across the school campus, sta and studentsare condent that Project EXTRA! and other
supplemental learning activities, such as
extended learning opportunities, are having
positive impacts on participants. The schools
dropout rate or the 2010-11 academic year was
1.7 percent, down rom 2.9 percent in 2007-08.
Fecteau credits his academic resurgence to
the improved sel-esteem, condence, sense
o belonging and capacity or leadership
cultivated through his experience in a Project
EXTRA! club.I started to like school again, he said. My
grades shot up, so Im able to graduate this
year, and Im hoping to enlist in the Army. Ive
also become a better person since I joined the
club and made a lot o riends. Id say its made
a huge dierence.
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16
Story time helps broaden the imagination and learning o students in the Westside ElementarySchool aterschool program.
Dy Bh, Fd
estside Elementary School
in Daytona Beach, Florida,
is a prime o example o the
importance o local leadership
in developing quality
aterschool programs.When I decided seven years ago to start
our program, I knew unding would be an
issue, Westside Principal Judi Winch said.
Given the 52 elementary schools in our
district, the education dollars just werent
there to support ree programs that meet
both the academic and recreational needs o
students and their amilies.
But she was also keenly aware o the
proound need. Westside primarily serves
children from low-income homes; 95
percent o its students qualiy or ree or
reduced-cost lunches. Many live in troubled
neighborhoods, leaving them with ew saeplaces to spend time ater school.
And with ew additional learning
opportunities to build and diversiy students
skills, Winch eared they were at increased risk
o alling behind their peers.
Throwing up my hands and saying, Well,
the money isnt there; theres nothing I can do
wasnt an option, she said. So I got to work.
W
dd spk fshthh l dshp
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She began by calling on local leaders rom the
public and private sectors, sharing with them her
vision for Westsides Night Alive, an afterschool
program that would blend a wide range o
academic and recreational activities in a sae and
nurturing environment. Her ideas and passionquickly sparked interest among those she met.
Many responded with cash donations,
while others provided supplies and services.
Several joined the programs marketing and
development team and have helped Winch
raise roughly $500,000 or Westsides Night
Alive over the past seven years.
The initial outpouring o support, along
with unding rom the ederal 21st Century
Community Learning Centers program for
Westsides academic components, helpedlaunch in 2005 what has become one o
Floridas most widely recognized and highly
regarded aterschool initiatives.
Financial backing is just one result o
the leadership behind Westside, says Joe
Davis, chief operating ofcer for the Florida
Aterschool Network.
He says Winch and her sta also have
demonstrated how individual belie and
investment can help engage and energize an
entire communitys support or aterschool.They set the bar high at Westside, and their
enthusiasm or expanded learning activities
creates a buzz that the community eeds o and
an environment in which the students and their
families love to participate, Davis said.
The old adage of students have to think
that you care, beore they care what you think
denitely applies to Westside. The students
know that their principal cares, as well as
their teachers and the rest o the sta in the
aterschool programs.Carol James agrees. Her 7-year-old
grandson, Brandon, participates in Westsides
Night Alive, and she has seen improvement in
his grades, as well as his behavior, sel-esteem
and relationships with others. James herself has
become active in the program, joining Brandon
for weekly Book Bingo nights and other
aterschool events.
She believes that the leadership
demonstrated by Winch and others in theprogram is an important inspiration to
Westside students and their amilies.
They show us every day that they really
do care about the kids, that they want them to
succeed, James said. That helps to remind all
o us that when we come together, we can make
wonderul things happen in this community.
Westsides Night Alive
Westside Elementary School, Volusia County Schools,Daytona Beach, Florida
EnrollmEnt: Apprximaty 160 stdts i grads
K-5 participatd i Wstsids br ad atrsch
activitis rd daiy ad smmr srvics drig
th 2011-12 prgram. Abt 95 prct Wstsids 400
stdts qaid r r r rdcd-pric sch mas.
I th Vsia Cty Sch District, which icds
Wstsid emtary, 58 prct th 61,524 stdts
qaid r r r rdcd-pric sch mas.
FundinG: Fdra 21st Ctry Cmmity larig
Ctrs prgram ad hdrds idividas,
rgaizatis ad bsisss.
dEscription: lachd i 2005, Wstsids night Aiv
prvids stdts ad thir amiis with a brad rag
dcatia, richmt ad rcratia activitis.
Th prgram is widy rcgizd r th high v
cmmity spprt it jys, bth aciay ad rm a
vtr/srvic prspctiv.
Westside students use balloon and marshmallow shootersto study the scientic relationship between mass and orce.
17
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18
Mh cy, ind
us fsh t bs
sy d hvmhen Herb Higgin, coordinator
o the Sae Harbor aterschool
program in Michigan City,
Indiana, asked Al Walus to
mentor a newly organized high
school robotics team, Walus not only signed on
as a volunteer, but also recruited 14 engineers
rom other area companies.
Walus is a longtime member o Michigan
Citys Economic Development Corp. and onthe sta o Christopher Burke Engineering. He
was concerned with preparing the areas next-
generation workorce one capable o lling
the increasingly high-tech, high-skill demands
o local industry and businesses.
Afterschool was our foot in the door, he
said. It was an opportunity to pique kids
interest in science, technology and engineering.
Increasingly, Walus also sees aterschool as
the space where curriculum innovation can
take place innovations that eventually couldimpact the regular school day.
Our local branch of Purdue University had
expanded their engineering program thats
what ultimately sold me on the value o Sae
Harbor, he said. If our kids are going to take
advantage o that opportunity, we have to start
engaging them with the sciences beore high
school. Thats just too late.
Sae Harbors emphasis on STEM (Science,
Technology, Engineering and Mathematics)
parallels recent changes at the district level,
where Superintendent Barbara Eason-Watkins
has instituted adjustments to curricula at themiddle-school level, created two elementary
magnet schools one o which ocuses on
STEM education and implemented a
comprehensive instructional technology
plan recognized nationally or its innovative
classroom methodology.
Eason-Watkins worked or 35 years or
the Chicago Public Schools, ultimately serving
as the chie education ocer. Ater accepting
the Michigan City position two years ago,
she conducted a 60-day listening tour ofthe community and then began restructuring
the district.
The schools are integral to the long-term
success of our community, she said. What
parents, local businesses and aculty want is
more rigorous programming or our kids
programming that is relevant to 21st century
skills. As superintendent, my job is to identiy
and push the key levers that will help the
district create the best possible conditions or
academic success.Those levers include aterschool
programming, according to Jan Radford, the
districts director o curriculum development.
Like Eason-Watkins, Radford views afterschool
as a curricular extension of the academic day
a sae space where students can take risks,
ask questions, try new things and apply what
theyve learned.Students construct paper rockets during an aterschool
program ocusing on STEM.
W
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19
If you give them the space and the time to
engage with others in dierent situations, kids
will become more adept, said Higgin o the
value o a challenging aterschool experience.Kids become more comfortable making
mistakes. They come to understand that
mistakes help you learn.
Nowhere has that played out more
convincingly than with Sae Harbors robotics
team.
The kids stuck with it, even though their
initial design kept breaking down, he said.
They didnt give up, and they ended up taking
the Midwest Regional Rookie All-Star award
this March.The award not only validated the eorts o the
robotics team, Higgin says, but also has inspired
increasing numbers o younger kids to take an
interest in robotics, rocketry and the lie sciences.
There are partnerships big and small in
place, he said. Lots of people are engaged with
our kids. Michigan City has really embraced
aterschool.
Fire Hawk, a robot designed by Michigan Citys robotics team, took the 2012 Midwest Regional Rookie All-Star award.
sAfe hArbor
Michigan City Area Schools,
LaPorte and Porter counties, Indiana
EnrollmEnt: Abt 950 stdts i grads K-12
participatd i Sa Harbr at 13 schs drig th
2011-12 prgram. Atrsch activitis wr rd daiy
at mtary schs, whi midd ad high schs
rd atrsch prgrammig svra days ach wk.
Apprximaty 70 prct th districts 6,722 stdts
qaid r r r rdcd-pric mas.
FundinG: Fdra 21st Ctry Cmmity larig
Ctrs prgram, nASA, JCPy, Michiga City
erichmt Crp., privat drs ad spsrshipsrm ara bsisss.
dEscription: estabishd i 1998, th prgram prvids
ttrig ad hmwrk assistac as w as a mbr
dvpmta ad acadmic richmt activitis,
with a spcia mphasis STeM (Scic, Tchgy,
egirig ad Math) dcati, that itgrat with, ad
spprt, rgar sch-day istrcti.
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20
Ds, tXs
us h s s ph
dm sssallas, Texas, is home to anexpansive arts district that
includes numerous visual and
perorming arts venues. But
local leadership recognized early
on the troubling act that too many o its
residents especially schoolchildren rom low-
income neighborhoods were unable to take
advantage o the rich and diverse activities that
were occurring there and throughout the city.To remedy the situation, and use the arts as
a strategy to expand creativity and encourage
academic success, Big Thought, a Dallas-based
nonprot, created Thriving Minds, a sprawling
network o community partners that work
together to ensure that the arts are a daily reality
or the citys students during and ater school.
Creative learning opportunities help
kids build a sense o sel, said Gigi Antoni,
longtime president and CEO o Big Thought.
The arts offer kids a chance to identify their
own strengths and talents, to experience
pleasure and they give them a way to
succeed to eel a sense o accomplishment.
An advocate or children and the arts or
almost 25 years, Antoni says the arts are the
sweet spot that Big Thought has focused
on while building a system o opportunities
or creative learning in partnership with the
Dallas Independent School District (ISD) andmunicipal government.
We began with a strong arts concentration
and, rom there, have tried to connect the
dots so that the children participating in our
aterschool programs are surrounded by the
academic and social supports they need to
succeed in school, she said.
Operating ve days a week rom 3 to 6
p.m. in 39 elementary and middle schools,
Thriving Minds uses music, drama, dance
and the visual arts what leaders call thebig A arts along with the small a arts
such as cooking, crocheting, storytelling
and gardening, to engage children and,
increasingly, their amilies with their
community school and the services available.
We use the acronym STEAM because
our roots are in the arts, but weve grown
to include the STEM (Science, Technology,
Engineering and Math) subjects, said Brenda
Snitzer, Big Thoughts aterschool regional
manager.More than 100 service organizations also
bring athletics, service learning, health and
wellness, and college and career exploration
activities to Thriving Minds.
The program builds o the regular school
day, which also bears the imprint o Thriving
Minds. Working with the Dallas ISD,Kindergarteners at W.W. Bushman Elementary School createdbutterfies as part o a lesson about the winged insects.
D
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21
Thriving Minds helped to develop a new K-12
ne arts curriculum and realign the existing
arts integration program with new curricula inmath, science, social studies and the language
arts. Since 2007, Dallas ISD has hired 140
in-school ne arts teachers and instituted a
policy mandating weekly arts instruction or
every elementary student.
These innovations including the
aterschool program instituted in 2008 have
had positive impacts on students TAKS (Texas
Assessment o Knowledge and Skills) test scores,
says Antoni. But more must be done to help
students change the trajectory o their lives.For too many of our students, the horizon
is only as wide as they can stretch their arms,
Antoni said. Big Thought is dedicated to
broadening their world helping children
see the vast panorama o possibilities through
creative activities that engage them in school,
aterschool and in their community.
Young musicians at Roger Q. Mills Elementary School buildcondence through perormance opportunities. thriviNg MiNds
Dallas Independent School District (ISD),
Dallas, Texas
EnrollmEnt: A tta 5,852 stdts i grads K-8participatd i atrsch activitis rd at 39 schs
daiy ad smmr srvics at schs ad cmmity
aciitis drig th 2011-12 prgram. o th district s
157,111 stdts, 86.5 prct qaid r r r
rdcd-pric mas.
FundinG: Fdra 21st Ctry Cmmity larig
Ctrs prgram, Txas edcati Agcy, City Daas,
Chas Bak, Waac Fdati, thr privat ad
crprat datis, ad idivida drs.
dEscription: Sic 2007, Big Thght, th maagig
partr Thrivig Mids, has cctd th City
Daas, th Daas ISD ad mr tha 100 cmmity
rgaizatis t prvid i-sch, atrsch ad
smmr prgrams that addrss acadmic achivmt
ad yth dvpmt by cctig cassrm
bjctivs ad traditia tachig mthds with arts,
ctr ad crativ arig.
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22
Euclid Avenue Elementary School dancers perorm the samba in costumes they designedand created ater school.
ls as, caf
tk wh hdappah afsh
urveying a group o young tennis
players on the busy playground at
Euclid Avenue Elementary School
in the Latino neighborhood of
Boyle Heights, site director Miguel
Amaya muses about the benets of LAs BEST
(Better Educated Students or Tomorrow)
aterschool programming.Early on we nudge them to try new
things, to move them out o their comort
zone. It pays o later, he said.
The sense o sel-ecacy, sel-awareness and
sel-assurance demonstrated by participants has
been documented by several outside evaluations
of LAs BEST. It is a much-desired outcome
or the 24-year-old aterschool model and its
whole child approach to programming.
Like the other 185 LAs BEST sites across
the city, Euclid Avenues large, enced campus
is a hive o activity each day ater school. Under
the watchul eye o Amaya, almost 200 children
make a seamless transition rom the school
day to an intentional balance o academic,enrichment and physical recreation activities
designed to ensure that each student is healthy,
sae, engaged, supported and challenged.
The yardstick weve set for ourselves has
always been: Is this a program my children
and grandchildren would like to attend? Is
this a joyul, cool, un place to be? said Carla
S
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23
lAs best
Los Angeles Unied School District (LAUSD),
Los Angeles, Caliornia
EnrollmEnt: Abt 28,000 stdts i grads K-6
participatd i atrsch activitis rd daiy at 186
schs drig th 2011-12 acadmic yar. Abt 76
prct th districts 610,785 stdts qaid r
r r rdcd-pric mas.
FundinG: Fdra 21st Ctry Cmmity larig
Ctrs prgram, Cairia Dpartmt edcati,
City ls Ags, Mtt ad thr privat datis,
ad hdrds idividas, rgaizatis ad
crpratis.
dEscription: estabishd i 1988, lAs BeST (Bttr
edcatd Stdts r Tmrrw) is a idpdt
prt rgaizati gvrd by thr bards that wrk
i cabrati with th lAuSD, th mayrs fc ad th
privat sctr. Th missi lAs BeST is t prvid a sa
ad sprvisd atrsch dcati, richmt ad
rcrati prgram r chidr ags 5-12.
Sanger, president and CEO of LAs BEST
since its inception.
Sustaining the program year ater year and
keeping it relevant, vital and a fun place to
be is both a challenge and a uniying goal
or the programs board and more than 2,300oce and eld sta.
This is no paper partnership, its a
daily articulation, said Sanger, noting that
entropy can set in quickly if a program is
not exciting and rewarding or kids, parents,
teachers and sta members.
Which is why, she says, many i not most
of the site-based employees are homegrown.
Because they come rom the surrounding
neighborhoods, they are positioned to
understand the culture and needs o localstudents and their amilies.
Staff training is another hallmark of LAs
BEST. Prior to setting oot on a campus, new
hires are required to attend a six-day orientation,
shadow existing site sta and undergo training
in leadership, saety and youth development.
Staff turnover is low, and LAs BEST is perceived
as a safe haven, a place where children can be
children, according to Jera Turner, principal of
Grape Street Elementary School.
We serve pint-sized people with adultproblems, so theres no us and them mentality
at Grape Street, she said o the collaboration
that occurs daily between her teachers and the
staff of LAs BEST. We use afterschool as a
motivational tool. Weve had some exceptional
turnarounds, especially with some o our most
troublesome students.
LAs BEST is not a drop-in program.
Parents who sign up commit to sending
their children three hours a day, ve days a
week. Increasingly, research has conrmedwhat educators know intuitively gains
in academic achievement and decreases in
negative behavior are consistent with regular
attendance in high-quality aterschool
programs.
Closing the achievement gap that
doesnt happen in a vacuum, Sanger said.
LAs BEST strives to be symbiotic with
all o its partners, and that requires fuid
communication and a constant ocus on what
is best or our kids.
Science Fair contestants rom Euclid Avenue Elementary Schoo
aterschool program placed among the citys top teams.
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