Boston After School & Beyond – lead for BoSTEM – releases a brief summarizing lessons from its 2015-2016 Badge Pilot (supported by the Noyce Foundation) in which seven long-time partners
When it comes to the use of data in afterschool systems, people and processes are as important as technology, a new study commissioned from Chapin Hall by The Wallace Foundation
This summer, the National Research Council (NRC) released Identifying and Supporting Productive STEM Programs in Out-of-School Settings, identifying three criteria for programs to result in strong outcomes for students: 1) engage young
Welcome to the inaugural issue of The Connection! We hope this monthly newsletter will provide you with new ideas and resources to support your work cultivating STEM learning ecosystems
This report by the Afterschool Alliance using America After 3 data provides the first comprehensive look at parental perceptions of STEM programming offered by afterschool providers and examines demand, access
To help policy makers, funders and education leaders in both school and out-of-school settings make informed decisions about how to best leverage the educational and learning resources in their community,
The purpose of this Program Planning Tool is to enable out-of-school time programs to assess existing STEM learning opportunities and assets and develop a STEM program plan. Largely geared for
This article provides a description and early findings from an ongoing study at the University of Colorado Boulder to map science out-of-school time programs nationally. Analyzing the strengths and challenges
The Academy’s Science Action Club (SAC) Program ignites the spark for science in middle school youth and their after school activity leaders in San Francisco and Oakland, CA. Currently there
The Common Instrument is a survey developed by PEAR for youth 10 years or older that includes 10 self-report items to assess child and adolescent interest and engagement in science.
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