UNDERSTANDING OF LEARNING Our understanding of learning— what it is, where it takes place, and who enables it—is changing and so too are our strategies for promoting it. In 2005, Harvard Family Research Project introduced the concept of complementary learning—the idea that integrating school and nonschool supports in an aligned and systemic way can better ensure learning and positive development for all children and youth. In this issue, we spotlight one of the central components of complementary learning: family involvement. Click Here for more info. | | AFTERSCHOOL HEADS TO CAPITOL HILL
 Hundreds of advocates from across the country will soon join the Afterschool Alliance for the 7th Annual Afterschool for All Challenge in Washington, D.C. The May 13 and 14 event will highlight the 10th anniversary of 21st Century Community Learning Centers (21st CCLC) and honor state and federal afterschool champions.
This year, the Afterschool Alliance is partnering with the National League of Cities and its National City Afterschool Summit for the event, which will give city officials, superintendents, school board members and afterschool providers the chance to share strategies for growing quality afterschool programs.
The two-day program will include special topic forums, youth-oriented sessions, networking, a "Breakfast of Champions," and visits to Capitol Hill for meetings with elected officials. Celebrity chef Tyler Florence, star of numerous Food Network shows and a strong afterschool supporter, will be among the speakers.
Afterschool supporters who are not coming to Washington, D.C. can participate in the Afterschool for All Challenge from home by emailing or calling their Senators and Representatives on May 14 to encourage them to increase funding for 21st Century Community Learning Centers.
For information on the Afterschool for All Challenge, or to send a message to your Senators and Representatives, visit www.afterschoolalliance.org.
_____ The Center for American Progress has released a report examining the educational challenges faced by rural communities. It concludes that expanded learning opportunities, including afterschool programs, have a positive impact on students and their families. "Additional Learning Opportunities in Rural Areas: Needs, Successes and Challenges" examines the unique conditions faced by rural educators and highlights programs that are successfully engaging rural students. It also explores possible federal, state and private funding sources that could help replicate these programs in rural communities across the country. To view the report, visit www.americanprogress.org/issues/2008/04/pdf/rural_education.pdf. To read a column on it by Terry K. Peterson, PhD, Senior Fellow at the College of Charleston and Chairman of the Afterschool Alliance's Board of Directors, visit www.americanprogress.org/issues/2008/04/peterson_column.html.
Save the Date! 2008 Bridge Conference October 20 & 21, 2008
Vancouver Hilton and Conference Center
Vancouver, Washington Click Here for more information about the conference and registration.
After School Resources
Contact OregonASK:Beth Unverzagt, Project Director2611 Pringle RoadSalem, Oregon 97302503-540-4481 - Phone503-385-4875 - Fax
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Other Points of Contact for OregonASK: Click Here | | LOW-INCOME RURAL STUDENTS NEED EXTENDED LEARNING TIME PROGRAMS Rural, low-income students are more at risk of dropping out than their city and suburban peers. This alone should provide sufficient reason to address the challenges facing rural schools that serve low-income areas. However, rural schools, especially those in poorer areas, do not receive the attention they deserve, argue researchers in a new brief from the Center for American Progress. One promising strategy that should be considered by policy makers is the expansion of learning time for all students attending schools with large concentrations of low-income students. Research has shown that a comprehensive approach to school reform that adds time to school days and weeks/years for all students can result in significant gains. The problem with implementation is that extended learning time (ELT) programs have been quite difficult to execute in rural areas because those schools tend to be resource poor. Consequently, according to the brief, increasing access to ELT programs is not currently feasible in rural areas without a significant new investment by all levels of government. |
