Message from Our Director

 

Greetings Colleagues:

 

In the month of February we observe Black History, President's Day, Valentine's Day and American Heart Awareness. A parallel can easily be drawn from these observances to the need for us to take a stand, educate lawmakers, show love to our children and put our hearts into the after school movement.

 

Dick Gregory, a renowned human rights activist, author and comedian once said, "We've got a big job to do" referring to America's responsibility to equitably meet the needs of her most precious assets - her children. When we look nationally at 14 million kindergarten -12th graders and statewide 600,000 being unsupervised and at risk after the school day ends, we painfully realize we've got a big job to do. Just when we were ecstatic about Congress passing and President Bush signing a $100 million increase for 21^st Century Community Learning Centers (CCLC) this year then pulling a bait and switch proposing a $300 million cut to 21^st CCLC in FY 2009, we know, we've got a big job to do.

 

We have the power to make a difference. The success of the movement is with every individual and organization understanding the importance of after school programming and its role in providing a safe, academically enriching environment where youth can learn, develop skills and self-actualize. We must reach out to elected officials educating and advocating for local, state and federal dollars to keep quality after school programs running.  This takes heart and tenacity. History shows us that a nation's future is reflected in the health and well-being of its children. We CAN make a difference. We WILL make a difference!

 

Shalom,

Most of us have heard Benjamin Franklin's saying that nothing is certain but death and taxes. Share this with a student in the United States, and he or she might add homework to the list. It is no surprise, then, that homework help has become an important part of afterschool programs. In fact, 90% of 21st Century Community Learning Centers reported offering tutoring and homework help in the 2004-2005 school year.¹

For students who work better in a structured environment, a homework agreement signed by students, parents, teachers, and staff can describe each person's role in homework and what is expected during homework time. Students can use a homework log to record assignments, track progress, and communicate with teachers and parents. A homework log can also be used to help students manage their time, prioritize the things they need to do, and assess their own progress. These and other resources are part of the National Partnership's Afterschool Training Toolkit for Homework. To find the homework agreement and homework log, go to the Monitoring and Communicating about Student Progress section and look at the bottom of the page.

¹(Naftzger, N., Kaufman, S., Margolin, J. & Ali, A. (2006). 21st Century Community Learning Centers (21st CCLC) analytic support for evaluation and program monitoring: An overview of the 21st CCLC Program: 2004-05. Naperville, IL: Learning Point Associates.)

 

 

 

Does Homework Improve Academic Achievement? If So, How Much is Best?

By Harris Cooper, PhD

 

A recent poll conducted for the Associated Press found that about 57% of parents felt their child was assigned about the right amount of homework. Another 23% thought it was too little, and 19% thought it was too much.

 

Educators should be thrilled with these numbers. Pleasing a majority of parents regarding homework and having equal numbers of dissenters shouting "Too much!" and "Too little!" is about as good as they can hope for.

 

What the Research Says

But opinions cannot tell us whether homework works; only research can. My colleagues and I have conducted a combined analysis of dozens of homework studies to examine whether homework is beneficial and what amount of homework is appropriate for our children.

Read the full article

 

Arts in Education Model Development and Dissemination (AEMDD) Grant Program - AEMDD program supports the enhancement, expansion, documentation, evaluation, and dissemination of innovative, cohesive models that are based on research and have demonstrated that they effectively: (1) integrate standards-based arts education into the core elementary and middle school curriculum; (2) strengthen standards-based arts instruction in these grades; and, (3) improve students' academic performance, including their skills in creating, performing, and responding to the arts.  Projects funded through the AEMDD program are intended to increase the amount of nationally available information on effective models for arts education that integrate the arts with standards-based education programs. Deadline for Notice of Intent to Apply: February 13, 2008 / Deadline for Transmittal of Applications: March 14, 2008.
Improving Literacy through School Libraries Program Schools/Healthy Students Program - Purpose of Program: The purpose of this program is to improve student reading skills and academic achievement by providing students with increased access to up-to-date school library materials; well-equipped, technologically advanced school library media centers; and well-trained, professionally certified school library media specialists. Deadline for Transmittal of Applications: March 7, 2008

The Safe Schools/Healthy Students Program (SS/HS) - Purpose of Program: The Safe Schools/Healthy Students program (SS/HS) supports the implementation and enhancement of integrated, comprehensive community-wide plans that create safe and drug-free schools and promote healthy childhood development. Deadline for Transmittal of Applications: March 14, 2008