| What Can Young People Teach Us About Out-of-School Time? | 193 | GP0|#b804f37e-c5dd-4433-a644-37b51bb2e211;L0|#0b804f37e-c5dd-4433-a644-37b51bb2e211|Afterschool;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61 | <p class="wf-Element-Callout">“It's so important to think about the part that youth can play in shaping what an out-of-school-time or an afterschool program looks like.”<br></p><p><br>That’s what Shelby Drayton had to say about the importance of including young people in out-of-school-time (OST) planning in Episode One of our new podcast series, <a href="/knowledge-center/pages/beyond-the-classroom-podcast.aspx"><em>Beyond the Classroom</em></a>. Drayton is a senior program manager for UP Partnership, a San Antonio-based nonprofit that convenes partners in Bexar County to provide healing, access, and voice to local youth. </p><p>The podcast series explores findings from a <a href="/knowledge-center/pages/youth-perspectives-on-designing-equitable-out-of-school-time-programs.aspx">recent Wallace-commissioned, student-designed study </a>which surfaced young people’s insights into how to improve out-of-school-time programs. Topics discussed range from how to make programs accessible and welcoming to supporting youth workers. Read on to learn more about each of the three episodes and the guests, or start listening <a href="/knowledge-center/pages/beyond-the-classroom-podcast.aspx">here</a>.<br><br></p><p><a href="/knowledge-center/pages/making-out-of-school-time-programs-more-accessible-epidode-1.aspx">Episode 1: Making Out-of-School-Time Programs More Accessible</a><br></p><p>
Student researchers and OST practitioners discuss some of the most common barriers to participation in OST programs and what can be done to address them.</p><p><strong>Guests:</strong><br>
Shelby Drayton, Senior Manager, UP Partnership<br>
Connor Flick, Student, Gatton Academy High School, Kentucky</p><p><strong>Host: </strong><br>
Spandana Pavuluri, Student, duPont Manual High School, Kentucky<br><br></p><p><a href="/knowledge-center/pages/creating-programs-where-everyone-belongs-episode-2.aspx">Episode 2: Creating Programs Where Everyone Belongs</a><br>
Student and adult researchers discuss various strategies for building a sense of belonging and inclusion in OST spaces, beginning with centering the youth voice in the program’s design.</p><p><strong>Guests:</strong><br>
Spandana Pavuluri, Student, duPont Manual High School, Kentucky<br>
Syeda Tabassum, Student, Macaulay Honors College, New York <br>
Daniela DiGiacomo, Assistant Professor, University of Kentucky School of Information Science <br>
Sam Mejias, Associate Professor of Social Justice and Community Engagement, Parsons School of Design - The New School </p><p><strong>Host: </strong><br>
Connor Flick, Student, Gatton Academy High School, Kentucky<br><br></p><p><a href="/knowledge-center/pages/professionalization-and-precarity-of-the-workforce-episode-3.aspx?_ga=2.241407618.1275959992.1678288819-1225651268.1678288819">Episode 3: Professionalization and Precarity of the Workforce</a><br>
Researchers and practitioners discuss strategies for more effectively recruiting and retaining skilled youth workers. </p><p><strong>Guests:<br>
</strong>Bianca Baldridge, Associate Professor of Education, Harvard University <br>
Vanessa Roberts, Executive Director, Project VOYCE <br>
Deepa Vasudevan, Researcher, Human Services: Youth, Family, & Community Development, American Institutes for Research<br>
Sarai Hertz-Velázquez, Student, Wellesley College </p><p><strong>Host: <br>
</strong>Ben Kirshner, Professor and Program Chair of Learning Sciences and Human Development, University of Colorado Boulder</p><p>Listen wherever you get your podcasts.</p> | Andrea Ruggirello | 114 | | 2023-03-14T04:00:00Z | Beyond the Classroom podcast digs into findings from a student-led study on improving out-of-school-time programs | | 3/14/2023 4:00:12 AM | The Wallace Foundation / News and Media / Wallace Blog / What Can Young People Teach Us About Out-of-School Time "Beyond the Classroom" podcast digs into findings from a student-led | 456 | https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspx | html | False | aspx | |
| Let’s Make Summer a Season of Opportunity for Students | 42487 | GP0|#ff9563e3-b973-45a7-8ac3-c9f4122f9a13;L0|#0ff9563e3-b973-45a7-8ac3-c9f4122f9a13|Summer Learning;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61 | <p>We’ve always known that disparities exist in education, but the COVID pandemic has shined an even brighter light on gaps in opportunities for America’s students. We see evidence of these gaps in the latest National Assessment of Education Progress (NAEP) scores, which <a href="https://www.npr.org/2022/10/24/1130629135/naep-test-covid" target="_blank">show unprecedented declines</a>, including an eight-point drop in eighth grade math—the largest in almost two decades—with historically marginalized students suffering the <a href="https://www.nationsreportcard.gov/highlights/ltt/2022/" target="_blank">greatest losses</a>. </p><p>Additionally, more than a quarter of a million students <a href="https://www.npr.org/sections/health-shots/2022/07/24/1110916298/losing-a-parent-can-derail-teens-lives-a-high-school-grief-club-aims-to-help" target="_blank">lost a parent</a> during the pandemic, adding to the <a href="https://www.nami.org/Blogs/From-the-CEO/April-2022/The-Crisis-of-Youth-Mental-Health" target="_blank">mental health crisis</a> among young people. </p><p>While there has been a consistent and urgent call from parents, educators and politicians to do something different to help stem these losses, there’s not a lot of specificity about what should be done. One place to start would be to radically reconceptualize an often under-appreciated component of the U.S. education system: summer learning programs. </p><p><img src="/News-and-Media/Blog/PublishingImages/Pages/lets-make-summer-a-season-of-opportunity-for-students/NSLA3.jpg" alt="NSLA3.jpg" class="wf-Image-Left" style="margin:5px;width:374px;height:281px;" />To that end, FHI 360, a nonprofit human development and research organization, has gathered more than a hundred school districts from across the country, all of which are committed to maximizing summer learning opportunities, particularly for underserved youth. The goal of this group, called the District Summer Learning Network (DSLN), is to help districts repurpose summertime and use it as a starting point to improve outcomes for young people as they strive to recover from the last three years. The Wallace Foundation provides funding for DSLN. <br></p><p><img src="/News-and-Media/Blog/PublishingImages/Pages/lets-make-summer-a-season-of-opportunity-for-students/-Primary_DSLN-Color.png" alt="-Primary_DSLN-Color.png" class="wf-Image-Right" style="margin:5px;width:254px;height:278px;" />Over the course of the project, those of us involved have come to see summer as a season of opportunity not just for children, but also for rethinking how schools look and feel for young people. Here’s why.</p><ol><li><strong>Summer is a great time for districts to experiment.</strong> Freed from the pressures of the academic year calendar, state assessments and standards, and curriculum constraints, summer can be the perfect time to try new strategies. It can offer opportunities to pilot new instructional practices and test curriculum in ways that improve student engagement and learning, while building system-wide capacity. For example, last summer, one of our DSLN districts in the Midwest tested several new ideas: a new curriculum, outdoor classrooms and teachers assigned by passion rather than grade. Young people’s attendance soared, and teachers are eager to return in summer 2023. Another Midwestern DSLN district changed their approach to academic instruction. Community partners led full-day enrichment programming, and academic teachers provided small group tutoring in math and literacy. Summer provided districts the time and space to pilot new kinds of learning and collect data about what works. <br>
<br>
</li><li><strong>High-quality programs can help re-ignite students’ passion to learn</strong>. Through three consecutive rounds of funding during the pandemic, Congress dedicated billions of extra dollars to the states to fund additional services for students. Many of the districts we worked with used those funds to jettison strategies that did not work in the past for new ideas that better addressed students’ needs and interests. For instance, one Northeast district that had previously focused students on recovering credits for classes they’d failed, instead started providing the students opportunities to take new classes around topics that excited them. They are now planning to expand this approach. Another Midwestern district deepened its partnerships with local cultural institutions to bring students into museums and explore the city’s rich cultural diversity. The program saw vast increases in student retention throughout the summer. <br>
<br>
</li><li><img src="/News-and-Media/Blog/PublishingImages/Pages/lets-make-summer-a-season-of-opportunity-for-students/Summer1.jpg" alt="Summer1.jpg" class="ms-rte-paste-setimagesize wf-Image-Right" style="margin:5px;height:256px;color:#555555;font-size:14px;width:227px;" /><span style="color:#555555;font-size:14px;"></span><div><strong>Young people are ready for additional challenges and opportunities.</strong> All young people deserve to experience the feeling of coming back to school in the fall with a fresh outlook, a new set of skills and newfound confidence. But too often students from historically marginalized communities have been left out of opportunities for growth during the summer months. Our project set out to address this inequity, and we heard from many DSLN districts that their students were ready to dive in over the summer. Some took accelerated courses, while others engaged in hands-on projects and connected to career learning. Some of the students even took on the role of lead teachers in summer learning classes for younger students. We saw over and over again that, given the chance, students welcomed opportunities to learn and grow and build confidence.<br></div></li></ol><p>Summer is a time to address opportunity gaps. Let’s not let this valuable resource pass us by. If we start now, we have a runway to rethink the way we approach summer learning. We can take advantage of the time and the resources available to plan an extraordinary summer for young people across the nation—a summer where we can engage them, nurture them and connect with them in ways that maximize their potential.      <br></p><p><br></p><p><br></p><p><br></p><p><br></p><p><br></p> | Nancy Gannon | 130 | | 2023-01-10T05:00:00Z | Academic loss and mental health issues continue in the wake of the pandemic—can summer programs help turn the tide? | | 1/10/2023 8:16:53 PM | The Wallace Foundation / News and Media / Wallace Blog / Let’s Make Summer a Season of Opportunity for Students Academic loss and mental health issues continue in the wake of the | 1926 | https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspx | html | False | aspx | |
| It's Here: Wallace's Top Ten Posts of 2022 | 42593 | GP0|#b68a91d0-1c13-4d82-b12d-2b08588c04d7;L0|#0b68a91d0-1c13-4d82-b12d-2b08588c04d7|News;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61 | <p>It has been a busy year here at Wallace. But don’t just take our word for it. Let’s look at a few numbers. Since January 1, 2022, we’ve:</p><div class="wf-Element-BlueBullet"> Launched a new five-year arts initiative with 18 arts organizations of color </div><p></p><div class="wf-Element-BlueBullet">Received  more than 1,700 submissions for a new funding  opportunity focused on adolescents</div><div class="wf-Element-BlueBullet">Continued working with eight large school districts to explore how to build pipelines that can produce school leaders capable of advancing their own district’s vision of equity</div><div class="wf-Element-BlueBullet">Published more than 50 reports and articles, including the last of three “knowledge syntheses” examining what recent research says about important topics in school leadership</div><div class="wf-Element-BlueBullet">Launched two podcast series</div><div class="wf-Element-BlueBullet">Hosted several webinars and events, some with thousands of attendees</div><p></p><p></p><p></p><p></p><p></p><p></p><p></p><p></p><p>Much of this work has been captured by our editorial staff and guest authors on The Wallace Blog, as you'll see in our annual Top Ten Blog Posts. We think the list gives a good sense of the breadth of our work while highlighting common themes, such as how people working in education and the arts are still experiencing effects from the pandemic, and how everyone is craving conversation (online or, thankfully this year, sometimes in person) with experts and their peers along with data and research.<br><br> We hope you enjoy revisiting these stories, and we hope you learn something new!<br><br><strong>10. </strong>
<a href="/News-and-Media/Blog/pages/focusing-on-principal-wellness-6-questions-for-school-leaders.aspx">
<strong>Focusing on Principal Wellness: 6 Questions for School Leaders:</strong></a><strong> </strong>Four principals—who, together, have more than 30 years of experience as school leaders—discuss what inspired them to become principals, how they deal with burnout and the impact of the pandemic, among other topics. 
<strong></strong>
<br>
<br>
<strong>9. </strong>
<a href="/News-and-Media/Blog/pages/how-can-music-organizations-be-more-inclusive.aspx">
<strong>How Can Music Organizations Be More Inclusive?</strong></a><strong> </strong>In a Chamber Music America podcast episode, Slover Linett researcher Melody Buyukozer Dawkins highlights several insights from a recent study exploring 50 Black Americans’ perception of the arts. She also gives a few key takeaways for ensemble music professionals to use in their own work.<strong></strong><br><br><strong>8. </strong>
<a href="/news-and-media/blog/pages/three-districts-one-principal-pipeline.aspx">
<strong>Three Districts, One Principal Pipeline:</strong></a><strong> </strong>In this deep-dive into a sparsely populated section of rural Nebraska, we see how three small districts pooled their talent and resources to implement systemic improvements to the preparation, hiring, support and management of principals.<br><br><strong>7. </strong>
<a href="/News-and-Media/Blog/pages/how-can-arts-and-culture-organizations-be-more-welcoming.aspx">
<strong>How Can Arts and Culture Organizations Be More Welcoming?</strong></a><strong> </strong>Slover Linett researchers hit our Top 10 list twice this year, this time in a conversation upon the release of their report exploring Black Americans’ perspectives on arts and culture. The report also delves into how organizations can better support Black communities and work to earn their trust and make them feel welcome.<strong></strong><br><br><strong>6. </strong>
<a href="/News-and-Media/Blog/pages/five-takeaways-for-developing-high-quality-principals.aspx">
<strong>Five Takeaways for Developing High-Quality Principals:</strong></a><strong> </strong>Two reports released in 2022 show how states, districts and universities all have a role to play in improving the quality of principal preparation. Authors from the two research teams presented highlights from their work, along with a panel of experts to help dig into the findings. This blog post recaps five key takeaways from that conversation.
<strong></strong>
<br>
<br>
<strong>5. </strong>
<a href="/News-and-Media/Blog/pages/why-afterschool-programs-need-social-and-emotional-learning-sel-now.aspx">
<strong>Why Afterschool Programs Need Social and Emotional Learning Now:</strong></a><strong> </strong>Read highlights from a webinar jointly hosted by The Afterschool Alliance, Every Hour Counts and the Forum for Youth Investment, which emphasizes how afterschool programs have used SEL strategies to help children throughout the pandemic.<strong></strong><br><br><strong>4. </strong>
<a href="/News-and-Media/Blog/pages/social-and-emotional-learning-in-the-spotlight.aspx">
<strong>Social and Emotional Learning in the Spotlight:</strong></a><strong> </strong>This post breaks down our three-part podcast series,
<em>Let’s Talk Social and Emotional Learning</em>, into short video clips in which Harvard’s Stephanie Jones highlights key topics in
<em>Navigating SEL From the Inside Out</em>.
<br><br><strong>3. </strong>
<a href="/News-and-Media/Blog/pages/helping-arts-workers-navigate-pandemic-induced-burnout.aspx">
<strong>Helping Arts Workers Navigate Pandemic-Induced Burnout:</strong></a><strong> </strong>Arts organizations offer up a slew of resources and ideas to support health and wellness for people working in the arts.
<strong></strong>
<br>
<br>
<strong>2. </strong>
<a href="/News-and-Media/Blog/pages/two-summer-programs-inch-towards-normal-as-covid-subsides.aspx">
<strong>Two Summer Programs Inch Towards Normal as Covid Subsides:</strong></a><strong> </strong>What can summer do to help overcome the havoc Covid-19 has wreaked on young people’s lives? A fair bit, according to the parents, kids and staff we interviewed at two summer programs in New York and New Jersey. In the number two blog post of the year, they talk about their experiences, how the programs had to adapt due to the pandemic and what their plans are for the future. <strong> </strong>
<br>
<br>
<strong>1. </strong>
<a href="/News-and-Media/Blog/pages/new-research-points-to-a-looming-principal-shortage.aspx">
<strong>New Research Points to a Looming Principal Shortage:</strong></a><strong> </strong>Teacher burnout and shortages have been hot topics all year in the news. But what about principals? In the most viewed blog post of 2022, school leaders discuss how the principal role is changing, why four in ten principals surveyed said they might soon leave the profession and what to do about it.<br><br></p> | Jenna Doleh | 91 | | 2022-12-13T05:00:00Z | Your favorite reads this year touched on everything from SEL to principals to community arts | | 12/13/2022 3:37:27 PM | The Wallace Foundation / News and Media / Wallace Blog / It's Here: Wallace's Top Ten Posts of 2022 Your favorite reads this year touched on everything from SEL to principals to | 920 | https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspx | html | False | aspx | |
| Resources to Help Guide Your Summer Learning Program | 42540 | GP0|#ff9563e3-b973-45a7-8ac3-c9f4122f9a13;L0|#0ff9563e3-b973-45a7-8ac3-c9f4122f9a13|Summer Learning;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61 | <p>The school bell may have stopped ringing, but summer is a great time for all kinds of learning opportunities for kids. In honor of this year’s National Summer Learning Week, here are some helpful reports, tools and articles to guide your summer program. And don’t forget to check out the
<a href="https://www.summerlearning.org/summer-learning-week/" target="_blank">National Summer Learning Association</a> to discover summer programs, additional resources and more during this week-long celebration.<br><br> </p><p>
<a href="/knowledge-center/pages/supporting-quality-in-summer-learning-how-districts-plan-develop-and-implement-programs.aspx?_ga=2.130479439.1378018415.1657643438-504352793.1654185536">
<strong>
<img src="/News-and-Media/Blog/PublishingImages/Pages/resources-to-help-guide-your-summer-learning-program/supporting-quality-in-summer-learning-full-report-a.jpg" alt="supporting-quality-in-summer-learning-full-report-a.jpg" class="wf-Image-Left" style="margin:5px;width:146px;height:188px;" />Supporting Quality in Summer Learning: How Districts Plan, Develop, and Implement Programs</strong></a><strong> </strong>School district-led summer programs play a critical role in supporting students academically and providing them with enriching experiences. Drawing on existing research and the perspectives of policymakers and field professionals, this recently released report looks at the policies, practices and resources that go into the planning, development and operation of these programs.<br><br></p><p>
<a href="/knowledge-center/pages/summer-for-all-building-coordinated-networks-promote-access-to-quality-summer-learning-enrichment.aspx?_ga=2.130479439.1378018415.1657643438-504352793.1654185536"><strong><img src="/News-and-Media/Blog/PublishingImages/Pages/resources-to-help-guide-your-summer-learning-program/summer-for-all-building-coordinated-networks-promote-summer-learning-a.jpg" alt="summer-for-all-building-coordinated-networks-promote-summer-learning-a.jpg" class="wf-Image-Left" style="margin:5px;width:145px;height:207px;" />Summer for All: Building Coordinated Networks to Promote Access to Quality Summer Learning and Enrichment Opportunities Across a Community</strong></a><strong> </strong>This report looks at how schools, community-based organizations and other civic organizations in four cities formed coordinated networks to increase access to high-quality summer programming for young people.<br><br></p><p>
<br>
</p><p>
<a href="/News-and-Media/Blog/pages/two-summer-programs-inch-towards-normal-as-covid-subsides.aspx"><strong><img src="/News-and-Media/Blog/PublishingImages/blog-pandemic-summer-post-lg-feature.jpg" alt="blog-pandemic-summer-post-lg-feature.jpg" class="wf-Image-Left" style="margin:5px;width:274px;height:117px;" />Two Summer Programs Inch Towards Normal as Covid Subsides</strong></a> Summer programs could be a key to addressing lost instructional and extracurricular time from COVID-19, and summer program leaders can learn a lot from the past two summers. Read about how two programs in New York and New Jersey have adapted to help young people through the pandemic, and how they’ve been preparing for this unpredictable summer.<br><br></p><p>
<a href="/knowledge-center/pages/getting-to-work-on-summer-learning-2nd-ed.aspx"><strong><img src="/News-and-Media/Blog/PublishingImages/Pages/resources-to-help-guide-your-summer-learning-program/Getting-to-Work-on-Summer-Learning-2nd-ed-a.jpg" alt="Getting-to-Work-on-Summer-Learning-2nd-ed-a.jpg" class="wf-Image-Left" style="margin:5px;width:144px;height:206px;" />Getting to Work on Summer Learning: Recommended Practices for Success, 2nd ed.</strong></a> This report addresses questions about how to implement a high-quality summer learning program and offers evidence-based recommendations on such topics as timing, hiring and training, and how to recruit students. It also discusses the costs associated with offering a voluntary summer program and provides suggestions for lowering them, such as working with community-based organizations and consolidating program sites into as few buildings as possible.<br><br></p><p>
<a href="/knowledge-center/summer-learning/toolkit/pages/default.aspx"><strong><img src="/News-and-Media/Blog/PublishingImages/Pages/resources-to-help-guide-your-summer-learning-program/blog-summer-learning-toolkit.jpg" alt="blog-summer-learning-toolkit.jpg" class="wf-Image-Left" style="margin:5px;width:180px;height:110px;" />Summer Learning Toolkit</strong></a><strong> </strong>One of our most popular resources, the Summer Learning Toolkit consists of more than 50, evidence-based tools and resources drawn from the work of five urban school districts and their partners, and aligned with research from RAND. It might be a bit late to start planning this year, but it’s never too early to start the pre-planning for next summer!</p><br> | Jenna Doleh | 91 | | 2022-07-13T04:00:00Z | From research reports and our popular hands-on toolkit to interviews with program staff and parents, these materials can help you plan a high-quality summer program. | | 7/13/2022 1:00:21 PM | The Wallace Foundation / News and Media / Wallace Blog / Resources to Help Guide Your Summer Learning Program From research reports and case studies to our popular hands-on toolkit | 757 | https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspx | html | False | aspx | |
| Two Summer Programs Inch Towards Normal as Covid Subsides | 42586 | GP0|#ff9563e3-b973-45a7-8ac3-c9f4122f9a13;L0|#0ff9563e3-b973-45a7-8ac3-c9f4122f9a13|Summer Learning;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61;GP0|#890cbc1f-f78a-45e7-9bf2-a5986c564667;L0|#0890cbc1f-f78a-45e7-9bf2-a5986c564667|Social and Emotional Learning | <p>Trenton, N.J.,
<a href="https://www.nj.com/mercer/2014/04/from_iron_to_steel_to_pottery_trenton_once_flexed_industrial_might_for_world_to_take.html" target="_blank">a former manufacturing hub</a> where
<a href="https://www.census.gov/quickfacts/fact/table/trentoncitynewjersey/AGE775219#AGE775219" target="_blank">nearly a third of the population now lives in poverty</a>, is not known for nature or green spaces. It is understandable, then, that when two busloads of children from the city arrived last August at the <a href="https://princetonblairstown.org/" target="_blank">Princeton-Blairstown Center</a>, a bucolic, 268-acre environmental education center in Blairstown, N.J., some were a bit nervous.</p><p>When some two dozen children set out on canoes to explore the center’s Bass Lake, two stayed behind, both terrified of the unfamiliar body of water. Staffers had to coax them into the lake, first getting the children into life jackets, then helping them onto canoes, then gently bumping off the pier and, only when the panicked parties had found their sea legs, paddling off to join the other students in the center of the lake.<br></p><p> This is what the Princeton-Blairstown Center, a 114-year-old organization that brings students from some of the poorest parts of New Jersey to its campus in Blairstown every summer, calls “challenge by choice.” The goal is to help
<a href="/knowledge-center/pages/podcast-lets-talk-social-and-emotional-learning-(sel)-podcast.aspx?_ga=2.40619170.1045308987.1648136693-1352763000.1643649010">build social and emotional skills</a> by getting children out of their comfort zones, helping them confront some fears and showing them how they could use those experiences to overcome challenges at home, in school and in their communities. The practice can cause its share of anxious outbursts, but staffers are trained to help students learn from them. “That’s the whole point of our activities,” says Christopher Trilleras, one of the counselors who helped the wobbly mariners onto Bass Lake. “To process frustrations at the end, to really talk about them and prevent them.”<br></p><p>Such<a href="/News-and-Media/Blog/pages/helping-children-feel-safe,-understood-and-supported.aspx?_ga=2.47824935.1045308987.1648136693-1352763000.1643649010"> social and emotional support is especially important</a> for children today, as the coronavirus pandemic has robbed them of months of school, play and interpersonal experimentation. The Wallace editorial team visited two summer programs in 2021—one operated by the Princeton-Blairstown Center and the other by
<a href="https://freshair.org/" target="_blank">The Fresh Air Fund</a> in New York City—to see how they worked to help young people overcome the effects of months of isolation, including social anxiety, emotional volatility and a lack of focus after several school terms spent spacing out on Zoom. Both programs have had to get creative with established practices to help young people through two Covid-infested summers, staffers say, and are learning from those experiences to take on an unpredictable summer ahead.<br></p><div class="ms-rtestate-read ms-rte-wpbox"><div class="ms-rtestate-notify ms-rtestate-read fae0f294-6dd2-4d33-b4ca-9d4fcd783c83" id="div_fae0f294-6dd2-4d33-b4ca-9d4fcd783c83" unselectable="on"></div><div id="vid_fae0f294-6dd2-4d33-b4ca-9d4fcd783c83" unselectable="on" style="display:none;"></div></div><h3 class="wf-Element-H3">
<br>Old principles, new social and emotional needs<br></h3><p>The two organizations, both more than a century old, have well-developed practices to help young people develop the sorts of social and emotional skills that the pandemic appears to have compromised. When they take children out canoeing, for example, they’re working to help children build confidence to confront new experiences. When they design collaborative construction projects or obstacle courses, they’re looking to grease social wheels and encourage teamwork. When they teach kids to tend to vegetable gardens or model farms, they’re working to foster a sense of responsibility. The students’ mere presence in peaceful but unfamiliar outdoor spaces, far removed from their regular lives in urban centers such as Trenton, New York City and Newark, N.J., can help build relationships, says Pam Gregory, president and chief executive officer of the Princeton-Blairstown Center. “When you come together for a week with people who have a shared experience that’s really unique from most of the other people in your life,” she says, “you form a very close bond.” </p><p>Such practices can be insufficient in a pandemic, however. Months in isolation without social opportunities have made many young people more reluctant to try new things, program staffers say. Last August in Sunset Park, a diverse, middle-class neighborhood in Brooklyn, N.Y., about 30 tots and tweens spent a morning practicing crafts, learning to dance and racing handmade carts on a street blocked off for summer programs by The Fresh Air Fund. Most seemed comfortable enough, but one 10-year-old clung to a counselor, too uncomfortable to approach the others. It was a situation familiar to Jane Li, an area resident whose son faced similar anxieties when he first came to The Fresh Air Fund.  “Sometimes in the beginning, he’s a little withdrawn,” Li says of her son. “Maya, the counselor, she talks to him, plays games with him, gets him warmed up and gradually join the small group and then the bigger group.” </p><p>Some counselors are even able to use the pandemic to help students deal with deeper traumas. Many students who find their way to the Princeton-Blairstown Center or The Fresh Air Fund have histories of homelessness, domestic abuse or worse. Tabs Alam, a senior environmental education facilitator at the Princeton-Blairstown Center, speaks of group sessions with students where conversations began with talk of the pandemic but ended with discussion of more visceral worries about home, family, friends and poverty. Some students will admit how they find lockdowns especially hard, Alam says, because home has never been safe for them. </p><p>“Covid was a vessel to have people think about themselves a little bit more,” she says.<br></p><div class="ms-rtestate-read ms-rte-wpbox"><div class="ms-rtestate-notify ms-rtestate-read c042efd2-9392-414f-9c95-097f0727d9c0" id="div_c042efd2-9392-414f-9c95-097f0727d9c0" unselectable="on"></div><div id="vid_c042efd2-9392-414f-9c95-097f0727d9c0" unselectable="on" style="display:none;"></div></div><h3 class="wf-Element-H3">
<br>Learning Without Knowing It</h3><p>There are fewer silver linings when it comes to academics, however. School closures and other pandemic-related disruptions have set students, especially “historically marginalized students,” months behind, according to
<a href="https://www.mckinsey.com/industries/education/our-insights/covid-19-and-education-the-lingering-effects-of-unfinished-learning" target="_blank">consulting firm McKinsey & Company</a>. Basic math and English are rarely the central focus of programs like The Fresh Air Fund and the Princeton-Blairstown Center, but they are still working to help students regain the ground they’ve lost. </p><p>Both face two major constraints when doing so. For one thing,  they can’t really drag children into classrooms and force them to make up for the academics they’ve lost.
<a href="/knowledge-center/pages/getting-to-work-on-summer-learning-2nd-ed.aspx?_ga=2.47824935.1045308987.1648136693-1352763000.1643649010">Research suggests</a> that attendance is a key component of student success, and students are unlikely to want to attend if they’re crammed back into rooms after months spent indoors. </p><p>For another, both programs have less time than usual to dedicate to academics. In normal times, the Princeton-Blairstown Center would host its students for at least five days, while The Fresh Air Fund would shuttle campers to nature reserves north of New York City for two weeks. In 2021, after a season spent online, the Princeton-Blairstown Center was able to offer four days of programming in parks and schoolyards in its students' communities and a fifth-day daytrip to Blairstown. The Fresh Air Fund had to move most activities to New York City, cordoning off streets for camp-like activities for two, three-hour sessions a day, four days a week. </p><p>Both programs work to meet these twin challenges by doubling down on one of the things they do best: making learning fun. “We like to fold education in without kids knowing that they’re learning,” says Sheila Wilson-Wells, chief program officer of The Fresh Air Fund. The programs feature libraries that staffers encourage students to use and quiet spaces where students can read, reflect and write. They also offer activities such as cooking, architecture and soil and water analysis that help students brush up on science and math. “For a lot of the young people that we serve, it’s the first time that they understand that learning can be fun,” Gregory says. “Because it’s hands-on, not just sitting there doing worksheets or a lecture.”</p><p>“Throughout their time with us, they’re learning,” adds Wilson-Wells. “From the time they get off the bus and they don’t even know it.”</p><p>Such subtle blends of academics, fun and social and emotional learning are essential in summer programs, say Aaron Dworkin and Broderick Clarke of the
<a href="https://www.summerlearning.org/" target="_blank">National Summer Learning Association</a> (NSLA), especially in the wake of a crippling pandemic. “We have to get away from false-choice binary arguments that are a waste of time,” says Dworkin, chief executive officer of the NSLA. “Do kids need academic help or do they need social emotional help? They need both.”</p><p>“The best practitioners don't necessarily make that distinction or separation,” adds Clarke, the association’s vice president for programs. “They figure out a way to make the magic happen and to incorporate social and emotional competencies in the course of whatever activities they're presenting.”</p><h3 class="wf-Element-H3">O to Struggle Against Great Odds…</h3><p>Summer programs must make this magic happen while dealing with their own daunting challenges, from staff burnout and fatigue to the limited time they have with their campers. Three characteristics help them do so, say staffers from the two programs: flexibility, partnerships and continuous improvement.</p><p>Both programs have had to be nimble to offer children as much programming as the pandemic permits. When the coronavirus shut everything down in 2020, for example, the Princeton-Blairstown Center sent its students “PBC in a Bag,” kits with books, snacks and the materials they needed for daily activities such as building catapults and seeing how far they could shoot projectiles across their rooms. After each activity, counselors led discussions on Zoom and helped students draw lessons from the experience. “It was very challenging for our facilitators,” says Gregory, “but over time they perfected it.”</p><p>The following summer, as the relative safety of outdoor gatherings became clearer, the Princeton-Blairstown Center resumed in-person activities. It still couldn’t host people overnight, as most parents were still nervous about children sharing rooms, so it devised its schedule of four days in students’ neighborhoods and one at its Blairstown campus so students could get at least a little taste of nature. It isn’t much, but Richad Hollis, a rising eighth grader from Trenton visiting the center in August, appeared to appreciate it. “In Trenton, it’s just streets and people playing outside,” he said. “Here, it’s a whole creek right over here. It’s just way more stuff that you can do other than just running around in the streets.”</p><p>The Fresh Air Fund never stopped in-person programming, but it created
<a href="https://freshair.org/summer-spaces/" target="_blank">a new Summer Spaces</a> program to avoid crowding children into buses or dorms. It blocked traffic on 11 city blocks throughout New York City and opened them up so children could drop in for activities including dancing, sports, STEM projects and arts and crafts. Each site featured two health and safety officers to ensure adherence to pandemic protocols and social workers traveled from site to site to help acclimate children unnerved by the sudden onslaught of social activity. </p><p>These adaptations would have been impossible without partnerships, says Wilson-Wells. To find and secure city blocks, staffers worked with communities, city councilmembers and the New York City Department of Transportation. To offer dance lessons, they recruited performers through a partnership with  the
<a href="https://www.abt.org/" target="_blank">American Ballet Theatre</a>. To help teach science, they asked for help from
<a href="https://www.biobus.org/" target="_blank">Biobus</a>, a New York City-based organization that runs mobile labs for children. To get books, they worked with the Brooklyn and Queens libraries. “There were so many wonderful partners that really pulled together to do comprehensive services,” Wilson-Wells says, “so we can ensure that, even in the pandemic, we were able to impart learning moments.”</p><p>There are about 22 million children who receive free or reduced-price lunches in American schools, according to the
<a href="https://schoolnutrition.org/aboutschoolmeals/schoolmealtrendsstats/" target="_blank">School Nutrition Association</a>, a trade group for the school-food-service industry. Such partnerships are essential to get those children the services they need, says Aaron Dworkin of the NSLA. “No one program can serve 22 million kids,” he says. “But collectively, we can.”</p><h3 class="wf-Element-H3">…To Meet Enemies Undaunted</h3><p>Both programs are now using these experiences to gear up for an uncertain summer ahead, inching towards traditional programming, keeping what worked during the pandemic and tweaking what did not. The Fresh Air Fund plans to reopen camps for two-week experiences again. But 2022 will include important adjustments to help students and staffers adapt and respond to new realities. The organization will open just four of its six camps and limit capacity to 50 percent. The reduction in size, says Wilson-Wells, should help get campers the extra attention they need, give staffers room to reacquaint themselves with camp life and ensure everyone has enough space to return to social distancing should that become necessary. </p><p>To help meet the demand it cannot meet at its condensed camps, The Fresh Air Fund will continue to operate the Summer Spaces program it created during the pandemic. However, as it begins to direct resources back to more traditional programs, it will trim that program from 11 sites to four, focusing on neighborhoods that were hardest hit by the pandemic and where families have expressed the greatest interest. </p><p>All experiences, both at the camps and in New York City, will still include the health and safety workers who helped ensure adherence to Covid restrictions during the pandemic. Staffers felt kids could use more social and emotional support, however, so the fund will replace its traveling social workers with support staffers dedicated to each site. “We're hoping that that will allow us to have organic conversations with young people to really hear how we can best serve them,” says Wilson-Wells.</p><p>The Princeton-Blairstown Center, meanwhile, is staying flexible. It will begin to host groups for overnight sessions at Blairstown if the parents, schools and organizations that send them are comfortable. But it will keep a pandemic schedule to accommodate students from communities with low vaccination rates, those who may live with vulnerable family members in multigenerational households and those whose regular teachers are too Covid-worn to chaperone them.</p><p>Like The Fresh Air Fund, the center is adapting that pandemic schedule based on observations from the last two years. The one, five-hour day at Blairstown seemed rushed in 2021, Gregory says, so the center  may expand it to an eight-hour day for children who cannot visit for a whole week. The extra time, says Gregory, would allow children to experience more of the pastoral expanse of the Blairstown campus, learn more about their relationships with nature and form closer bonds with each other. “Dosage matters,” she says. “The amount of time kids spend doing the activities matters a lot.”<br></p><p>The center will also tweak its curriculum to adapt to shifting needs during the pandemic. In 2021, most students read
<em>Seedfolks</em>, a book about 13 children of different ethnicities tending a community garden in Cleveland. To spark conversations, counselors asked students which of the book's characters they found most relatable. The book remains the same for 2022, but the discussion will now focus on the plants in the garden and what they could teach campers about sprouting from the ashes of a pandemic. "It's to provide kids with more of an opportunity to talk about how challenging it's been," Gregory says, "and what they need moving forward." </p><p>It is unclear whether such careful planning can help children recover from the two years they have lost to the pandemic. Many parents and educators, however, are happy just to see them get out, let loose and have fun again. “They were free to run,” says Alice Lightner, a parent who was chaperoning children in Blairstown in August. “They were free to play, free to explore and engage with their peers.”</p><p>“Getting in touch with nature, just a quick walk, you feel so at peace,” adds Samantha Elliott, another parent. “I just saved probably about $500 from the therapist.”<br></p>
<p><em>Additional reporting, editing and production work by </em><a href="/about-wallace/people/pages/jenna-doleh.aspx"><em>Jenna Doleh</em></a><em>.</em><br></p> | Sarosh Z. Syed | 50 | | 2022-03-29T04:00:00Z | The Princeton-Blairstown Center and The Fresh Air Fund lean on creativity, flexibility and self-reflection to help kids rise from the ashes of a pandemic | | 7/26/2022 1:07:26 PM | The Wallace Foundation / News and Media / Wallace Blog / Two Summer Programs Inch Towards Normal as Covid Subsides The Princeton-Blairstown Center and The Fresh Air Fund lean on | 5690 | https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspx | html | False | aspx | |
| Pandemic Recovery Must Address Equity, Says U.S. Education Secretary | 42516 | GP0|#b68a91d0-1c13-4d82-b12d-2b08588c04d7;L0|#0b68a91d0-1c13-4d82-b12d-2b08588c04d7|News;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61 | <p>In a recent address, U.S. Secretary of Education Miguel Cardona described the challenges that schools face in the coming years as they work to recover from the pandemic. “We have a daunting and important task ahead of us,” he said, as he introduced his <a href="https://www.ed.gov/news/speeches/priorities-speech" target="_blank">priorities for education in America</a>, emphasizing the importance of the next few months for addressing the widening achievement gap. </p><p>Cardona highlighted the urgency of the moment and said it was necessary not only to bring the education system back to where it had been before the pandemic but to address the inequities that have plagued the system since long before the pandemic began.</p><p>“Many of the students who have been most underserved during the pandemic are the same ones who have had to deal with barriers to a high-quality education since well before COVID-19,” he said. Cardona made his remarks Jan. 27 during what the Department of Education described as a "major address," at the department, to lay out his "priorities for continued recovery through the pandemic and improving America’s education system more broadly."<br></p><p>Calling on state and district leaders to take a hard look at their resources and make difficult decisions, Cardona shared a number of key actions he believes should be prioritized for K-12 education:</p><ol><li><em>Increased mental health supports.</em> Cardona called for improved access to mental health supports for students, including an increased hiring of mental health professionals. He urged districts to use <a href="/News-and-Media/Blog/pages/american-rescue-plan-five-things-state-and-district-leaders-need-to-know-now.aspx">American Rescue Plan</a> funding to hire more staffers and partner with organizations on this issue. He noted one school he visited where every student attended one learning period dedicated to social and emotional well-being or mental health and said he wanted to see that type of work in schools everywhere.<br><br></li><li><em>Academic supports to address unfinished learning.</em> Recognizing the impact that missed learning time has had on millions of students, Cardona urged districts to invest in targeted, intensive tutoring; afterschool programming; and summer learning efforts. “We cannot expect classroom teachers to do it all themselves,” he said.<br><br></li><li><em>Attention to students disproportionately affected by the pandemic. </em>Cardona urged listeners to avoid a return to pre-pandemic strategies that had failed to address inequities. Instead, he called for an increase in funding for Title 1 schools, as well as for the Individuals with Disabilities Education Act. Free universal preschool and affordable childcare were also noted in his priorities for supporting underserved students and their families. As part of these efforts, he urged more “meaningful and authentic parent and family engagement,” recognizing the importance of including parents’ voices in the conversation about recovery.<br><br></li><li><em>Investment in teachers. </em>A livable wage, ongoing professional development and improved working conditions were among the key areas Cardona said could help ensure that teachers are “treated with the respect and dignity they deserve.”</li></ol><p>The Wallace Foundation has shared <a href="/knowledge-center/american-rescue-plan-act/pages/default.aspx">a number of resources</a> to help districts and states make decisions about how to spend American Rescue Plan Act funds in many of the areas outlined above, including social and emotional learning, summer learning and afterschool programming. Additionally, <a href="/knowledge-center/pages/evidence-based-considerations-covid-19-reopening-recovery-planning-the-role-of-principal-leadership.aspx">this brief</a> offers evidence-based considerations for school leaders on reopening and recovery planning. </p><p>“This is our moment to lift our students, our education system and our country to a level never before seen,” Cardona said. “Let’s get to work!”<br><br></p> | Andrea Ruggirello | 114 | | 2022-02-15T05:00:00Z | Education Department priorities also include mental and academic supports for students and teacher retention strategies | | 2/16/2022 2:00:13 PM | The Wallace Foundation / News and Media / Wallace Blog / Pandemic Recovery Must Address Equity, Says U.S. Education Secretary Education Department priorities also include mental | 1244 | https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspx | html | False | aspx | |
| Staffing is Top Concern for Afterschool Providers | 42553 | GP0|#b804f37e-c5dd-4433-a644-37b51bb2e211;L0|#0b804f37e-c5dd-4433-a644-37b51bb2e211|Afterschool;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61 | <p>Staffing shortages across the United States from healthcare to the airline industry have made headlines over the past few months. In fact, 4.3 million workers quit their jobs in December, according to the Labor Department’s latest
<a href="https://www.bls.gov/news.release/jolts.nr0.htm" target="_blank">Job Openings and Labor Turnover </a>
<a href="https://www.bls.gov/news.release/jolts.nr0.htm">report</a>. Unfortunately, afterschool programs are no exception to this latest trend. </p><p>According to a
<a href="http://afterschoolalliance.org/documents/Afterschool-COVID-19-Wave-6-Brief.pdf" target="_blank">new survey</a> by the Afterschool Alliance, afterschool programs and providers say staffing is the most pressing challenge they’re currently facing. </p><p>The survey, conducted by Edge Research between November 1 and December 13, 2021, states the top two concerns among the 1,043 afterschool providers surveyed are finding staff to hire/staffing shortages and maintaining staff levels through health concerns and safety protocols. Eighty-seven percent of respondents say they are concerned about this, and more than half—51 percent—say that they are extremely concerned. These numbers are up 20 percentage points from a similar survey conducted in the spring of 2021.  </p><p>“Combatting staff burnout is a priority for us,” one of the survey respondents said. “We  are doing as much as we can to be supportive, both financially and by providing emotional support for staff. Keeping full-time staff engaged and encouraged has been a challenge. Keeping good part-time staff engaged and focused has proven even more difficult.”</p><p>Many of the providers surveyed connect the staffing challenges to their inability to serve more students, additional staff stress and burnout, and concerns about program costs. For instance, the survey found that 54 percent of programs that are physically open say that they have a waitlist, an increase from 37 percent in the spring 2021 survey. In addition, among respondents who report an increase in program costs, 83 percent say that staffing costs contributed to their program’s higher weekly cost-per-child.</p><p>To address the staffing issues, 71 percent of respondents report that their program has undertaken at least one course of action to attract and retain staff:<br></p><ul><li>53 percent are increasing salaries<br> </li><li>
32 percent are providing additional professional development opportunities<br></li><li>
18 percent are offering free childcare for staff<br></li><li>
15 percent are offering sign-on bonuses<br></li><li>
10 percent are offering more paid time off<br></li><li>
5 percent are offering increased benefits </li></ul><p>On the plus side,
<a href="/News-and-Media/Blog/pages/american-rescue-plan-five-things-state-and-district-leaders-need-to-know-now.aspx">COVID relief dollars are able to help program providers</a> address their current issues with staffing. Among respondents who report that their program received new funding for fall 2021 programming, 47 percent say the new funding helped support staff recruitment efforts.</p><p>The Afterschool Alliance has also developed a
<a href="https://docs.google.com/document/d/1RebwjpCkpiPP2SU2yksrHQJ8rm1gTRCOgUoBu5aTroc/edit" target="_blank">staff recruitment toolkit</a> to help providers recruit staff for afterschool programs.<br></p><p><em>Photo credit: Photographer Webber J. Charles, Breakthrough Miami</em>
<br>
</p> | Wallace editorial team | 79 | | 2022-02-03T05:00:00Z | New survey findings provide stark picture of staffing shortages in afterschool programs and how this is affecting children | | 3/3/2022 3:40:44 PM | The Wallace Foundation / News and Media / Wallace Blog / Staffing is Top Concern for Afterschool Providers New survey findings provide stark picture of staffing shortages in | 693 | https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspx | html | False | aspx | |
| Why Afterschool Programs Need Social and Emotional Learning Now | 42609 | GP0|#890cbc1f-f78a-45e7-9bf2-a5986c564667;L0|#0890cbc1f-f78a-45e7-9bf2-a5986c564667|Social and Emotional Learning;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61 | <p>As the COVID-19 pandemic continues, educators around the country are seeing an increasing need to support young people who may be struggling with anxiety, depression, fear, trauma, food insecurity or even homelessness. And nearly two-thirds of parents feel that their children’s social and emotional development has been affected by the pandemic, according to research from the EASEL Lab at the Harvard Graduate School of Education. </p><p>Social and emotional learning (SEL) strategies can support young people as they cope with and recover from the pandemic, but the classroom is not the only setting to engage students on SEL. Afterschool and summer learning programs also can provide unique opportunities to help young people develop their social and emotional skills, behaviors and beliefs, which can help kids manage the challenges they have faced over the past two years. </p><p>A recent <a href="https://www.youtube.com/watch?v=7dLOrY6w41Y">webinar</a> jointly hosted by The Afterschool Alliance, Every Hour Counts and the Forum for Youth Investment explores how afterschool programs around the country have employed SEL strategies to help kids focus their thinking, manage their behavior and understand and deal with feelings, particularly as they continue to face the uncertainty caused by COVID-19. </p><p>The webinar featured EASEL’s Dr. Stephanie Jones, lead author of the recently published update to the popular SEL guide, <a href="/knowledge-center/pages/navigating-social-and-emotional-learning-from-the-inside-out.aspx">Navigating Social and Emotional Learning from the Inside Out </a>, along with Cheryl Hollis, chief program officer of Wings for Kids, one of the 33 SEL programs featured in the guide. </p><p>The more than 550-page guide is designed as a practical resource for teachers and out of school time practitioners, with a new focus on equitable and trauma-informed SEL. Since its original rendition, the guide has emphasized the role that afterschool and summer learning providers can play in helping young people build their social and emotional skills, incorporating worksheets to help providers adapt SEL strategies to meet their program needs. </p><p>But what is SEL? According to Jones, SEL is primarily concerned with “building and holding positive relationships, establishing trust and comfort, (building) feelings of safety and belonging and having positive relationships with others.” <br>
Effective SEL approaches can accelerate gains in academic learning, Jones said, and four elements define effective SEL in practice. </p><ol><li>Adults model behaviors themselves, and consequently need to be able to access their own social and emotional support.<br><br> </li><li>Children and youth should be taught skills directly.<br><br> </li><li>Students are given opportunities to practice their skills, providing them with teachable moments for both individuals and groups. <br><br></li><li>Guaranteeing that students and staff share a common “SEL language,” providing a framework to use SEL strategies in daily life. </li></ol><p>The Wings for Kids program has 10 SEL objectives that shape 30 SEL lessons that take place during small group discussions. In presenting the organization’s SEL strategies, Hollis said it centers the importance of its community in the program—which sets the tone and makes learning social and emotional lessons fun. Children attending Wings recite “words to live by” daily, positive affirmations said as a kind of “SEL pledge;” students and adults share “heys and praise” to highlight their peers’ positive impacts on the community; and students are encouraged to use words describing emotions to share positive news with peers.  “Heys and praise is a very visible way to spread good vibes and energy,” Hollis said. </p><p>“Giving students regular opportunities to build speaking and listening skills and foster strong teacher-student and student-student relationships is a practical way to incorporate SEL into afterschool programs,” said Hollis. And it’s not just the students who develop their SEL skills at Wings. She added: “Adult staffers receive support and training to model social and emotional skills for children and are encouraged to offer constructive feedback to other staff members on an ongoing basis.” </p><p>Programs like Wings are effective for two primary reasons, Jones said: they establish safe and caring learning environments and teach students social-emotional skills in ways that engage students. For both to work, programs must foster connected, supportive and reciprocal relationships between students and staff. </p><p>As SEL research and practice continues to grow, Jones reflected on the future of the field. SEL will benefit from a clear focus, she said, and focusing on new approaches that are targeted, flexible, portable and engaging. SEL in practice should be geographically and culturally appropriate and simplifying and localizing strategies will allow practitioners to be more effective and equitable. Employing SEL strategies in a range of settings, from the classroom to afterschool programs, is critical for providing young people with the tools they need to thrive during and beyond COVID-19.  Wings for Kids is clearly groundbreaking in its approach and a model for afterschool programs to look to.  <br><br></p> | Wallace editorial team | 79 | | 2022-01-19T05:00:00Z | Recent discussion highlights how afterschool programs have used SEL strategies to help children throughout the pandemic | | 1/19/2022 3:15:52 PM | The Wallace Foundation / News and Media / Wallace Blog / Why Afterschool Programs Need Social and Emotional Learning Now Recent discussion highlights how afterschool programs have | 1936 | https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspx | html | False | aspx | |
| What Wallace’s Top 10 Stories Say about Trends in Education and the Arts | 42605 | GP0|#b68a91d0-1c13-4d82-b12d-2b08588c04d7;L0|#0b68a91d0-1c13-4d82-b12d-2b08588c04d7|News;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61 | <p>December is a great time to look back and reflect on the year’s work, both to get a sense of what we’re learning—and what is resonating with you, dear reader. The more than 40 posts we published in 2021 on The Wallace Blog  explore a variety of hot topics for our audience, such as why principals <em>really</em> matter; why arts organizations of color are often overlooked and underfunded; and why young people need access to high-quality afterschool programs and arts education programs now more than ever. Just to name a few. </p><p>Moreover, the stories in our Top 10 List this year (measured by number of page views) give a good sense of the breadth of the research and projects currently under way at Wallace. They also highlight some of the people involved and their unique perspectives on the work. We hope you enjoy reading (or revisiting) some of the posts now. </p><p><strong>10. </strong><a href="/News-and-Media/Blog/pages/more-kids-than-ever-are-missing-out-on-afterschool-programs.aspx"><strong>Why Are So Many Kids Missing Out on Afterschool?</strong></a><strong> </strong>A <a href="/knowledge-center/pages/america-after-3pm-demand-grows-opportunity-shrinks.aspx">study </a>released earlier this year by the Afterschool Alliance identifies trends in afterschool program offerings well as overall parent perceptions of afterschool programs. In this post, we interview Jennifer Rinehart, senior VP, strategy & programs, at the Afterschool Alliance, to discuss the implications of the study, which was based on a large survey of families, and what they might mean for a post-pandemic world.<br></p><p><strong>9. </strong><a href="/News-and-Media/Blog/pages/what-can-we-learn-from-high-performing-arts-organizations-of-color.aspx"><strong>What Can We Learn from High-Performing Arts Organizations of Color?</strong></a><strong> </strong>The <a href="/knowledge-center/pages/reimagining-the-future-of-the-arts-a-webinar-series-from-the-wallace-foundation-session-5.aspx">fifth conversation</a> in our Reimagining the Future of the Arts series examines what leaders of arts organizations with deep roots in communities of color see as the keys to their success, as well as what they have learned while navigating crises. Read highlights of the conversation between leaders from SMU Data Arts, Sones de Mexico Ensemble, Chicago Sinfonietta and Theater Mu in this blog post.</p><p><strong>8. </strong><a href="/News-and-Media/Blog/pages/decade-long-effort-to-expand-arts-education-in-boston-pays-off.aspx"><strong>Decade-long Effort to Expand Arts Education in Boston Pays Off</strong></a><strong> </strong>A longitudinal <a href="https://www.edvestors.org/wp-content/uploads/2021/04/The-Arts-Advantage-Impacts-of-Arts-Education-on-Boston-Students_Brief-FINAL.pdf">study </a>released this year found that arts education can positively affect student engagement, attendance rates and parent engagement with schools. Read more about the findings and about Boston Public Schools' successful systems approach to arts learning, including insights from a researcher, a district leader and the president and CEO of EdVestors, a school improvement nonprofit in Boston. </p><p><strong>7. </strong><a href="/News-and-Media/Blog/pages/how-can-teachers-support-students-social-and-emotional-learning.aspx"><strong>How Can Teachers Support Students’ Social and Emotional Learning?</strong></a><strong> </strong>Concern about student well-being has been at the forefront of many conversations this year as schools have reopened, so it comes as little surprise that this post made our list. Here, RAND researchers Laura Hamilton and Christopher Doss speak with us about their <a href="/knowledge-center/pages/supports-social-and-emotional-learning-american-schools-classrooms.aspx">study,</a> which found that while teachers felt confident in their ability to improve students’ social and emotional skills, they said they needed more supports, tools and professional development in this area, especially these days. </p><p><strong>6. </strong><a href="/News-and-Media/Blog/pages/how-do-arts-organizations-of-color-sustain-their-relevance-and-resilience.aspx"><strong>$53 Million Initiative Offers Much-Needed Support for Arts Organizations of Color</strong></a> In this post, Wallace’s director of the arts, Bahia Ramos, introduces our new initiative focused on arts organizations of color, which historically “have been underfunded and often overlooked, despite their rich histories, high-quality work and deep roots in their communities.” The effort will involve work with a variety of organizations to explore this paradox and much more. </p><p><strong>5. </strong><a href="/News-and-Media/Blog/pages/five-lessons-in-problem-solving-for-school-leaders.aspx"><strong>Five Lessons in Problem Solving for School Leaders</strong></a><strong> </strong>This post by Rochelle Herring, one of Wallace’s senior program officers in school leadership, gives an inside look at how California’s Long Beach school district transformed its learning and improvement at every level of the system. It also offers lessons that practitioners in other districts can apply to their own context.  </p><p><strong>4. </strong><a href="/News-and-Media/Blog/pages/american-rescue-plan-five-things-state-and-district-leaders-need-to-know-now.aspx"><strong>American Rescue Plan: Five Things State and District Leaders Need to Know Now</strong></a><strong> </strong>EducationCounsel, a mission-based education organization and law firm, analyzed the text of the American Rescue Plan Act, which provides more than $126 billion for K-12 schools and additional funding for early childhood and higher education. In this post, EducationCounsel’s Sean Worley and Scott Palmer examine this historic level of federal  funding for public school education and offer guidance that states and districts might consider when seeking Rescue Plan dollars.  </p><p><strong>3. </strong><a href="/News-and-Media/Blog/pages/why-young-people-need-access-to-high-quality-arts-education.aspx"><strong>Why Young People Need Access to High-Quality Arts Education</strong></a> Studies confirm that  sustained engagement with the arts—and, especially, with making art—can help young people gain new perspectives, deepen empathy, picture what is possible, collaborate and even fuel civic engagement. In short, all children deserve access to high-quality arts education, writes Wallace’s director of arts, Bahia Ramos, who was initially approached to draft a shorter version of this piece for <em>Time </em>magazine’s <a href="https://time.com/collection/visions-of-equity/6046015/equity-agenda/">Visions of Equity </a>project. </p><p><strong>2. </strong><a href="/News-and-Media/Blog/pages/districts-that-succeed-what-are-they-doing-right.aspx"><strong>Districts That Succeed: What Are They Doing Right?</strong></a> In her new book, Karin Chenoweth, writer-in-residence at The Education Trust,uses new research on district performance as well as in-depth reporting to profile five districts that have successfully broken the correlation between race, poverty and achievement. We spoke with Chenoweth about what she learned from her research and what she hopes readers will take away from the book.</p><p><strong>1. </strong><a href="/News-and-Media/Blog/pages/yes-principals-are-that-important.aspx"><strong>Yes, Principals Are That Important</strong></a><strong> </strong>It seems that many of our readers found the headline to this blog post worthy of their attention, considering that the item is in the number one spot on our list this year. Here, education experts weigh in on findings from <a href="/knowledge-center/pages/how-principals-affect-students-and-schools-a-systematic-synthesis-of-two-decades-of-research.aspx">groundbreaking research</a> released earlier in the year on the impact an effective principal can have on both students and schools—and the implications for policy and practice. </p><br> | Jenna Doleh | 91 | | 2021-12-07T05:00:00Z | A look back at your favorite reads this year—from supporting students’ well-being during COVID-19 to learning from arts organizations of color | | 12/6/2021 8:52:46 PM | The Wallace Foundation / News and Media / Wallace Blog / What Wallace’s Top 10 Stories Say about Trends in Education and the Arts A look back at your favorite reads this year—from | 871 | https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspx | html | False | aspx | |
| Creating a “Web of Support” for Children | 23741 | GP0|#890cbc1f-f78a-45e7-9bf2-a5986c564667;L0|#0890cbc1f-f78a-45e7-9bf2-a5986c564667|Social and Emotional Learning;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61 | <p>What value do parents, teachers and out-of-school-time (OST) staff place on OST programs? And what role do these programs play in young people’s learning and development beyond simply filling in the time when children are not in school?  <br></p><p><img src="/News-and-Media/Blog/PublishingImages/Pages/Creating-a-Web-of-Support-for-Children/PARK_5088copy.jpg" alt="PARK_5088copy.jpg" class="wf-Image-Left" style="margin:5px;width:160px;height:213px;" />Recently released <a href="/knowledge-center/pages/out-of-school-time-programs-this-summer.aspx">research</a> from Learning Heroes—a national organization that seeks to inform parents and equip them with the means to best support their children’s academic and developmental success—delves into these questions and much more. We spoke to David Park, senior vice president for communications and strategy at Learning Heroes, to find out more about the research and a playbook for the field that the organization developed based on the findings. </p><p><strong>The Wallace Foundation: Why did Learning Heroes conduct this research?</strong></p><p><strong></strong><strong>David Park: </strong>We know that learning happens everywhere—in the classroom for sure, but also at home and in the community. And wherever learning takes place, it’s important that it’s connected, and that families can team up not only with their child’s teacher but with out-of-school-time providers as well. It’s also critical that schools and OST providers are connected in service of a child’s learning and development. We like to think of this as a web of support. </p><p>By listening to parents, teachers and OST providers, we can better understand how these audiences perceive the role of OST programs in children’s social, emotional and academic development and ultimately strengthen this web of support through enhanced communications, programs and policies. </p><p><strong>WF: Can you give an overview of your survey findings? What are some of the key conclusions from your research? </strong></p><p><strong></strong><strong>DP:</strong> The survey found that parents, teachers and providers all view OST programs as offering a child-centered experience that is highly valuable and differentiated from classroom learning. We see this in the reasons parents say they enroll their child in these programs: to expose them to new ideas, experiences and perspectives, and help them find their passion, purpose and voice. Practitioners can use this information to help shape their programs and communicate about them in a way that resonates with families. </p><p>We also found that while there is tremendous demand for OST programs, participation in high-quality opportunities is not always equitably distributed, primarily due to considerations including cost, transportation and time. We believe district administrators can use this research, particularly data on the value parents see in OST programs, to address issues of access and secure funding for high-quality programs that reach all families. </p><p>While there are many more interesting findings and insights, one thing I thought was particularly compelling is the language parents use to describe OST programs. An example is the term I’m using now—“out-of-school-time” or “OST”. While we use this term in the field, parents are unfamiliar with it, and certainly don’t use it to describe the programs their children are engaged in. “Extracurricular” is the term parents use most often. </p><p><strong>WF: What survey answers surprised you the most? </strong></p><p><strong></strong><strong>DP:</strong> There were several surprises. One thing that stood out to me was how valuable educators found OST programs. More than 7 in 10 teachers (72 percent) agreed that these programs exposed children to new experiences, ideas and perspectives beyond their everyday home and school lives, and nearly 7 in 10 (69 percent) agreed these programs motivated children to get excited about learning, even those who aren’t doing particularly well in school.  </p><p>Given educators’ views on OST programs, coupled with the fact that families often get information about OST programs from schools, program providers may want to consider connecting with teachers to help promote the value of OST programs. </p><p><strong>WF: Can you describe some of the afterschool activities included in the survey?  And how do parents assess quality?</strong></p><p><strong></strong><strong>DP:</strong> The survey found that 65 percent of parents have children in an OST program, enrolling their children in an average of two programs per family. The most popular category is Sports/Arts/Interest, followed by School/Academic, Youth Development and Opportunity Centered. As parents assess quality, they look at indicators including their child’s happiness (83 percent), their child gaining confidence (79 percent) and their child developing social and emotional skills (77 percent). </p><p><strong>WF: How did the Covid 19 pandemic affect your research?  During lockdown, what were parents’ main concerns for their children?</strong></p><p><strong></strong><strong>DP:</strong> As we all know, the pandemic took a huge toll on families. The survey was fielded a year into the pandemic (in February/March 2021), and perhaps not surprising, children missing out on social connections and friendships topped the list of parent concerns, followed by kids having too much screen time, and losing motivation and interest to learn (which was particularly concerning to African American parents). </p><p><strong>WF: Learning Heroes has produced a </strong><strong>playbook for OST providers, teachers and others, based on the survey results.  Why do you think the playbook is needed?</strong></p><p><strong></strong><strong>DP:</strong> We always try to make our research as actionable as possible, and that’s why we created the <a href="http://www.bealearninghero.org/OST-research">p</a><a href="http://www.bealearninghero.org/OST-research" target="_blank">laybook</a>. It can help educators, providers and advocates communicate the value of OST programs, inform the design of high-quality programs and shape policies that make these opportunities equitably accessible to all children. The playbook provides several specific ways the research can be used and includes tools and resources such as the research deck, a messaging guidance document, an animated video, social media infographics and more. </p><p><strong>WF: Do you think this research and </strong><strong>playbook will help make the case for more funding for OST programs? </strong></p><p><strong></strong><strong>DP:</strong> The research clearly highlights the value of OST programs, and underscores the need for families, schools and OST programs to partner in support of children’s learning and development. With ESSER [the Elementary and Secondary School Emergency Relief Fund, which is part of the federal American Rescue Plan Act] funding available, we believe there is a unique opportunity to secure resources for ongoing partnerships between schools and OST providers and more equitable access to high-quality programs. </p> | Wallace editorial team | 79 | | 2021-11-22T05:00:00Z | How parents, teachers and program leaders view the time kids spend outside the classroom—and why this matters | | 11/22/2021 12:11:13 PM | The Wallace Foundation / News and Media / Wallace Blog / Creating a “Web of Support” for Children How parents, teachers and program leaders view the time kids spend outside the | 1318 | https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspx | html | False | aspx | |