Proceedings of a Workshop—in Brief

Promoting Learning and Development in K-12 Out-of-School Time Settings

Proceedings of a Workshop—in Brief

The National Academies of Sciences, Engineering, and Medicine convened an ad-hoc committee to examine learning and development in out-of-school time (OST) settings across the K-12 age span. The committee’s review is focused on students from low-income households across urban, suburban, and rural settings. It is also tasked with attending to issues of intersectionality of economic stress with other factors that have operated historically to marginalize young people; such as gender, sexual orientation, race, age, disability, and involvement with justice or child welfare systems, among others. To inform its deliberations, the committee held three public sessions, on October 19, 2023, February 8, 2024, and April 18, 2024. During the October 2023 session, speakers shared how state, local, and federal policymaking supports and facilitates access and opportunities to OST programming for children and youth from low-income households. Speakers also discussed the state of research and practice pertaining to quality of OST programming and capacity building efforts for youth-serving professionals (see Box 1 for key issues). In the February and April sessions, the committee heard from young people about their experiences in afterschool programs and from program staff supporting these experiences. OST program staff also shared their experiences and perspectives on professional pathways within the OST field.

OUT-OF-SCHOOL TIME PROGRAMMING: PERSPECTIVES ON POLICY, ACCESS, AND QUALITY

State and Local Perspectives

Michael Funk, Director of the Expanded Learning Division¹ in the California Department of Education, discussed the concept of expanded learning, as defined in California’s Code of Education, as including after-school programs, before-school programs, and summer programs along with general OST time. The term “expanded learning” is used to clarify that these programs do not just extend what is happening during the school day, but rather expand and build on the in-school programming.

In 2024, California’s Expanded Learning Opportunities Program offers programming at every charter school and local educational agency in the state—except for high school-only districts. The state’s programs were designed with intentionality and structure around a robust expanded learning ecosystem, with students and families at the center.

A key priority, Funk noted, is building an infrastructure to support quality. The Quality Standards for Expanded Learning in California,² which guide quality assessments,

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create conditions that support positive developmental outcomes consistent with the science of learning and development. The foundation of California’s definition of quality is providing a safe and supportive environment as well as active and engaged learning—including not only academics, but youth voice and leadership, healthy behaviors, diversity, access, and equity.

Most importantly, Funk said, “We talk about leading with love. […] Each and every student should be seen, should [be able to] say that they are seen, they are known, and they are supported. This […] is pointless unless kids understand that they are loved and cared for. [...] That is the foundation of our work,” he said.

Kinyatta Trice, Associate Director of the Georgia Statewide Afterschool Network (GSAN),³ said that this public-private collaborative envisions a day when all communities have access to quality programming. A key initiative of the GSAN is its Building Opportunities and Out-of-School Time (BOOST) Grants Program.⁴ The program is designed to fund OST programs that address the needs of historically under-resourced or underrepresented communities. GSAN partnered with the Georgia Department of Education to structure the program with funding through the American Rescue Plan Act. The BOOST program offers three-year grants, renewed annually, to organizations that operate comprehensive OST programming.

BOOST grantees are required to expand access to serve more youth and improve programmatic quality, Trice said. To support these areas, the BOOST grants allow grantees to pay for transportation and enrollment costs. The program also includes funding priorities to target low-income youth and other underserved populations as well as counties in Georgia that did not have federal or state funds. BOOST sites operate in 87 of the state’s 159 counties and the funds from the BOOST program are expected to reach about 1,500 program sites and more than 600 summer learning sites in the 2023–2024 program year.

Trice added that GSAN set aside an additional $5 million to support grantees who were not competitive in the grant process because they were unfamiliar or intimidated by the process. With these additional grantees, there will be 118 grantee organizations by the conclusion of the BOOST program, with more than 80,000 youth in after school and 82,000 youth in summer-enrichment programs. Priority populations in the program, in addition to low-income youth, include youth with disabilities, unhoused youth, youth experiencing the foster care system, English language learners, youth receiving free or reduced-price lunch, and migratory youth.

Based on outcomes from the Year 1 implementation study, Trice noted that programs have resulted in improved school outcomes, enhanced well-being and connectedness, as well as increased life skills. Expanded access has also been a critical outcome as the programs are serving different or more youth by opening or expanding new sites or locations. Other outcomes include partnering with local schools to recruit new students and expanding to serve the highest need and particular subgroups of youth.

Jennifer Skuza, Associate Dean at the University of Minnesota Extension Department for Youth Development and the Minnesota State Director for 4-H,⁵ discussed youth OST programming through the Department of Youth Development she manages, funded by various federal, state, and local dollars. The department delivers OST programs to more than 40,000 youth in urban, rural, suburban as well as in First Nation communities. Staff in the program provide extensive training to more than 5,000 youth workers and more than 7,000 adult volunteers. The program also evaluates their work and conducts applied research.

Skuza noted that their work relies on the 4-H thriving model⁶ as its theory of change. The model connects high-quality program settings to the promotion of youth thriving, driving program development within Minnesota but also across the nation with other 4-H Youth Development programs. Efforts to prioritize quality have been successful, Skuza said, quality “is baked into how we do our work.” Programs rely heavily on quality assessments, including the Weikart model of quality assessment.⁷

A critical area for focus is workforce readiness, said Skuza. There is high turnover in the field of youth development. Significant problems include low pay and the lack of professional pathways and opportunities in youth development. There may be opportunities to address these challenges by engaging current youth workers and youth development practitioners in professional asso-

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ciations as well as in research-based training or higher education opportunities. Organizations can also benefit by establishing promotion tracks. The University of Minnesota Extension recently put in a promotion process for all staff that work in youth development, so that staff can receive financial incentives and be recognized for the merits of their work.

Denice Williams, Deputy Commissioner at the New York City (NYC) Department of Youth and Community Development (DYCD), discussed their OST initiative, known as Comprehensive After School System (COMPASS) of NYC.⁸ The initiative is part of an effort to address and ameliorate the effects of poverty in NYC. DYCD invests significant funds in capacity building, both at the frontline and at the organizational level. COMPASS is currently funded at about $325 million, directly from the NYC tax levy. The initiative focuses on quality services and partners with Policy Studies Associates and American Institutes of Research to support program evaluation. Expanding the system to support under-served communities has also been a focus, Williams said, for example, the NYC DYCD are working with students in temporary housing and non-secure detention facilities.

The COVID-19 pandemic elevated the conversation about the essential role of direct service and human service providers. During the early days of COVID-19, the mayor committed to and funded direct service workers even when they were not providing services, which helped to support the health of the provider network in NYC. This also raised the conversation about livable wages, not just for those working in youth development but for human services more broadly. “If the City of New York is interested in equity and if DYCD wants to invest and really ameliorate the effects of poverty, we cannot be contributing to it through how we fund our [Community Based Organizations], most of whom are staffed by Black and Brown women,” Williams said. This issue continues to be a point of discussion among advocacy groups in NYC.

Williams noted that she brings a strong background in organizational health from her prior work, stating “I believe effective programs are based in effective organizations.” She encouraged a focus on organizational health and not just the frontline staff. Due to organizational problems within the nonprofit sector, several nonprofits had to stop offering services, which severely limited the ability to serve under-served communities. “We have to focus on that if equity is something that is really important to us,” Williams said.

Anna Harutyunyan, Chief Executive of Nashville After Zone Alliance (NAZA),⁹ began by describing the role of her organization as an intermediary between the city government, schools, mayor’s office, libraries, parks, and nonprofits. NAZA’s budget has grown from $400,000 to $5.8 million and supports efforts to implement the OST system in the city by funding afterschool and summer programs and building the capacity of the providers.

Building cross-sector partnerships is a large component of NAZA’s work as an intermediary. The organization brings nonprofits together to coordinate resources and to serve as an entity infrastructure. NAZA supports efforts to streamline allocating resources and collecting and sharing data.

NAZA operates based on quality standards, focusing on organizational policies, procedures, operation, content, and quality professional development. The intermediary requires that self and external assessments are conducted each year using Weikart assessment tools. It also sets benchmark outcomes for youth on five domains, including satisfaction with program, academic supports, positive social experiences, skill development, and leadership. In a 2017 evaluation of NAZA, researchers examined the relationship between attendance to afterschool programs and school-based outcomes, concluding that NAZA students showed better growth in attendance and on school discipline outcomes relative to comparison groups.¹⁰

National Perspectives

Melissa Sadorf, President Elect at the National Rural Education Association,¹¹ discussed several concerns in rural communities related to OST programming, with access being of key importance; “for every one child that attends an OST program, there are three that would like to attend but cannot.” Other concerns included: (a) teacher burnout, which is at an all-out high and significantly exacerbated by the pandemic; (b) funding as many

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rural communities do not have easy access to grants, particularly competitive grants; and (c) transportation, with students needing to take a bus for one or two hours to get home from programming in some areas, drivers are difficult to get under contract, and the cost of gas is high. Sadorf noted the importance of “lift[ing] up rural,” that urban-centric solutions will not work in these communities.

Sadorf suggested a shared programming model to pool allocations for shared services, such as transportation, can help to expand and support programs in rural communities. Sharing funds along with braiding and blending funds can increase funding capacity. Asset mapping and being culturally relevant and responsive are also key. Sadorf also noted efforts partnering with faith-based organizations and local business partners to help support increased staffing for programming.

Gina Warner, Chief Executive Officer of the National AfterSchool Association (NAA),¹² discussed the organization’s work as a professional association with more than 30,000 members across the country who work in and on behalf of youth in their out-of-school hours. The NAA contributed both the National Standards of Program Quality as well as core knowledge, skills, and competencies for the workforce to the afterschool field.

Warner focused her comments on the workforce, noting that the effectiveness of afterschool programming as related to learning, development, and well-being outcomes for young people is all directly related to the quality of staff. The quality of those staff is directly impacted by the quality of jobs in our field. “You cannot have quality programs if you have workforce instability,” Warner said. She continued, stating that the field is not paying OST professionals “what we need to pay them to be able to do the work we are asking them to do. What does quality really cost?”

The OST Job Design Framework¹³ includes core elements that can enhance the quality of jobs in the field. The job quality issues in the field directly impact not only the low-income and marginalized children being served but also the employees who work in the field. Warner stated that employers should commit to creating a higher-quality job. She added that funders should also incentivize and encourage job quality improvement in the same way they have incentivized addressing and improving program quality, by directly funding elements of job quality. Warner additionally noted that researchers can also play a role in demonstrating that investments positively impact retention, practice, and outcomes for youth.

Kim Robinson, Executive Vice President at Youth Program Quality, discussed the work of The Forum for Youth Investment,¹⁴ an organization focusing on program quality, systems change, and policy aimed at ensuring that all young people have the opportunity to reach their fullest potential. “Young people need to be safe and supported in order to learn and thrive,” Robinson said. “Our field’s focus on program quality has helped to elevate this basic idea […] we can build systems that support leaders and practitioners at all levels to advance practices that make this happen,” she continued. There is a need for a broader conceptualization of what success is for young people and for systems to be organized around this conceptualization, she said, and that program practices need to be culturally specific and relevant.

Robinson discussed the Youth Program Quality Improvement Approach, which consists of four core practices: quality assessment, improvement planning, coaching by site leaders to support practice, and staff attendance and participation at targeted trainings and professional development. She also discussed The QuEST Model¹⁵ which can be used to support efforts to develop and evaluate programming.

Robinson presented several examples of youth-serving initiatives around the country:

• Washington State is providing intentional support for organizations that are led by people of color and multi-year grants that support capacity building and encourage organizations to engage in continuous quality improvement approaches.
• Oklahoma has a grant program to build the capacity of youth-serving programs that have not been able to

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access 21st Century funds, with a focus on developing organizational quality.

• The Boys and Girls Club of Southern Nevada has been developing cross-system partnerships to provide mental health services on site at clubs and using Medicaid funds.
• Washington, D.C.’s Department of Youth Rehabilitation Services has created achievement centers focusing on systems-involved youth to ensure they have access to positive youth development supports.

Jessica Donner, Executive Director of Every Hour Counts, introduced the organization’s work,¹⁶ a collective of intermediaries that shares lessons learned and informs national policy and practice to drive innovation and create knowledge to build the field. Intermediaries are individuals or organizations who mobilize stakeholders, understand the needs of families and identify gaps, over see a comprehensive approach to quality and workforce development, establish data systems and accountability, build coalitions and advocate for funding, as well as direct resources so they are used effectively. She noted that intermediaries have connections with nonprofits in ways the school system does not which helps to drive resources to youth who have low access to OST programs.

Donner discussed how many in the OST field have spent years building systems that can allocate resources fairly and efficiently, set and uphold quality standards, deliver training and coaching, and collect and analyze data to make sound decisions. These systems are demonstrating to policymakers that they are equipped to oversee new investments in afterschool and summer learning (see Figure 1).

While the pandemic has brought more money and recognition for the essential work of afterschool providers than ever before, Donner stated, these professionals are still not seen as an equal partner to the education system. She

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noted her hope that “ultimately we stop seeing the OST space as an afterthought […] and that we have really rich and vibrant funded system with a wealth of resources from the public sector but also the private sector.”

THE EXPERIENCES OF YOUTH AND PRACTITIONERS IN AFTERSCHOOL PROGRAMMING

Many of the same themes emerged in the discussions with young people and OST staff held during the February 8 and April 18, 2024, sessions. During these sessions, the Committee heard from young people and OST staff participating in or supporting afterschool programs across the country.¹⁷

YOUTH PERSPECTIVES ON THE BENEFITS OF OST PROGRAMS

Eve Dowdell, Youth Facilitator and Communications Intern at the California 4-H Youth Development Program, moderated discussions with the following young people from age 10 to 24:

• Issa Ouarid has participated in the Life Pieces to Masterpieces program for 13 years.
• Jevah Hubbard-Dance has participated in the Life Pieces to Masterpieces program for 13 years.
• Kayleen Diaz has participated in the Community Lodgings program for 6 years.
• Langston Thompson has participated in Digital Harbor Foundation programming for 3 years.
• Lenox Thompson has participated in Digital Harbor Foundation programming for 3 years.
• Donyel Marbley has participated in Sitar Arts Center programming for 13 years.
• Madelyn Hinkelman has participated in Summit Out of School Time programming for 8 years.
• Karen Nguyen participates in the Leaders of Tomorrow program via the Clarkston Community Center.
• Jay’len Tyson participates in the Guitars Over Guns program.
• Su’anma Davis has participated in the Hopi Healthy Living Ambassadors Project for 2 years.

Youth speakers shared what they enjoyed about their programs. Several highlighted the opportunity to learn new skills such as public speaking (Diaz), art (Ouarid), sewing and graphic design (Hubbard-Dance), multi-tasking (Lenox Thompson), and project management and networking (Marbley). Hinkelman said how appreciative she was of the variety of activities and clubs offered at through her OST program. She was particularly excited to participate in the entrepreneurship program, where she was able to run her own business, learn how to create a resume, and develop interviewing skills. Davis said that his program allows him to help the community through volunteer projects and other community opportunities. Ouarid added, Life Pieces to Masterpieces has “opened me to so many experiences and opportunities that I still talk about to this day.”

Several speakers highlighted the importance of receiving support from staff in a safe environment. Ouarid said that his program has been a “second home” and staff had felt like family; “They always encourage me to go anywhere I want, do anything I want, and just be who I am.” Diaz added that she enjoys the environment and staff as well as the opportunities to grow. Community Lodgings is “A place where you can come and be safe just in case something’s happening outside of the program […] and been there for us emotionally at home,” she said. Tyson shared that “The organization [Guitars Over Guns] teaches us to be a family […] they give us courage and encourage us to be better just by showing us love.” Nguyen said that one of her favorite things about her program, Leaders of Tomorrow, is that it offers a platform for students and families to have their voices heard, which is particularly important as her program largely serves an immigrant and refugee community and many of the parents do not speak English. Hubbard-Dance noted that his program “has changed my viewpoint on a lot of things […] and it has changed the way I think before I react to certain situations […] Your thoughts, words, and actions will determine your destiny. And Life Pieces [to Masterpieces] has told me that. So, I can use that in what I say, what I do, and how I react in that situation.”

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Practitioner Perspectives on Supporting Youth Access and Participation in OST

OST staff shared details on their programming, populations they serve, and strategies to support access and participation in their programs.

Andrew Blickle, Director of Public Engagement and Impact at Life Pieces to Masterpieces, said that their program serves boys from Ward 7 in Washington, D.C., focusing on supporting their emotional and physical safety. The program offers transportation to and from home, Blickle continued, “There is a whole list of barriers that would keep a parent from being able to access a program like Life Pieces. So, transportation has been a really important part of who we are since our founding.” Eileen Cavanaugh, Executive Director of the Boys & Girls Club of Greater Holyoke (Massachusetts), discussed her program’s mission to serve and enable young people to become fully productive contributing members of their community. The program is located in downtown Holyoke, Massachusetts, a district that has chronic problems with gangs, drugs, violence, and poor school performance. The location is central to where most of the students and staff live, which allows for easy access for those who do not have reliable transportation.

Rob Smith, Director of Community Arts Education at Sitar Arts Center, said that they promote access by sending staff to schools in an effort to gain more awareness about the program.

Susan Sekaquaptewa, Assistant Agent at the University of Arizona’s Tribal Extension Program (a part of 4-H), described the program as youth-created and works closely with the Hopi tribe, the community being served. All of the youth participants, teachers, and project leaders are from the community, this includes volunteers who are screened, vetted, and then charged with leading the programs. Sekaquaptewa said that building trust and relationships are critical in everything her organization does and those relationships then increase access to students in the community.

Charles Haywood, Director of Education and Youth Development at the Urban League of Hampton Roads, added that to reach youth, the program goes into the settings where youth are most likely to be comfortable, such as meeting with them during lunch.

Andrew Coy, Chief Executive Officer and President at Digital Harbor Foundation, said that their program has no fixed cost and instead uses a “pay what you can” model, which allows for a wide range of participation. Additionally, the Digital Harbor Foundation has been able to extend some of the programs through different grants or projects to other recreation centers.

Tavaghn Monts, Executive Director at Momentum Bike Clubs, said that his program focuses on fostering positive mentoring and relationships to youth in grades 6-12 through cycling. Most participants are Title I students. Teachers at the affiliated school serve as mentors and recruit students into the program, which has benefits for both the program and students. The students develop stronger relationships with their teachers, who then are able to learn about challenges students may be facing at home. The program is also part of Clemson University, which allows the program to engage with two Ph.D. students through graduate assistantships. These students bring expertise to the program and support data collection and programming development.

Fauzia Ibrahim, Youth Leadership and Technology Facilitator at the Leaders of Tomorrow Program within the Clarkston Community Center, said that her program largely serves students with refugee and immigrant backgrounds. Leaders of Tomorrow is a leadership program co-created with students. This program also offers students $250 for participating. During their time with Leaders of Tomorrow, students work on a community project and have access to speakers who discuss career readiness, leadership roles, and workforce readiness. To address barriers to access, Ibrahim said that she volunteers at the local high school, so that she can develop relationships with students who may be interested in joining the program.

Walker Moseley, Regional Director at Guitars Over Guns, said that his organization serves more than 1,000 students each year across 36 unique locations. The program is arts-based, and all mentors are professional musicians or artists. Ninety-five percent of youth in the program

are living at or below the local poverty line. Moseley share that transportation is a significant barrier for students they serve and so traveling to where students are is important to the program. The program has an affiliating agreement with Miami-Dade County Public Schools which has allowed 24 of 36 programming locations to be based in public schools.

Genesis Griffin, Youth Leadership Coordinator and Youth Mobility Mentor at Kalamazoo Youth Development Network, said that her program is a nonprofit intermediary that works with OST programs in Kalamazoo and Calhoun County, Michigan. The program is centered around youth voices and her position is directly involved in convening youth and engaging them in programming, including developing program quality. Mental health issues, transportation, and police and gun violence are significant challenges facing the community and the youth the program serves.

Practitioner Perspectives on Measuring Success in OST Programs

Program staff discussed measures of OST program success. Coy said that programs can measure success through net promoter scores or assessing whether young people recommend it to other young people. Bickle added that his program measures various outcomes such as those related to academic, social, and emotional areas.

Moseley said that student voices should be the loudest voices so to measure success, programs should assess how it is impacting them directly. Guitars Over Guns ensures that there are youth voices on their board of directors. There is currently a program graduate serving on the board who consistently participates in board meetings and helps to develop and oversee programming. His organization collects data mid-year, gathering information from students, the community, and families. Guitars Over Guns also survey the school administration and teachers. To support program quality assessment, the organization has implemented a tool called Hello Insight¹⁸ which allows programs to benchmark themselves against other youth-serving organizations across the country and internationally. The tool also offers information about how programs can improve.

Monts reiterated the importance of student voice in Momentum Bike Clubs. His organization conducts two kinds of surveys with questions focusing on how the program is working for youth. He discussed the importance of examining what an organization is trying to measure and then assessing their outcomes, rather than focusing on the mission.

Sekaquaptewa added that the primary outcome for the Tribal Extension Program is creating a safe space where youth can gather and feel they belong, although this is a difficult goal to measure.

Griffin said that her program has utilized the David P. Weikart Center for Youth Program Quality program quality assessment as part of this process. She also reiterated the importance of focusing on youth voice and creating safe spaces. At the Kalamazoo Youth Development Network, they also use Hello Insight to create surveys and collect data. She asks youth to define what they consider a safe space would look like, encouraging them to take ownership of that aspect of the program.

Cavanaugh said that historically there has not been a strong focus on program quality at OST programs. She added that, “we are only as good as the data is useful,” so it is important to collect data that is going to be of value to the program. Too much data can be overwhelming for staff. She added that she is interested in learning about the long-term impact that OST programs have on a youth’s life; however, this is difficult to measure. Moseley supported the idea of collecting longitudinal data, noting that they have hired an alumni coordinator who will be collecting data on those who leave the program.

Practitioner Perspectives on Staffing and Retention Challenges in the OST Field

OST staff highlighted several staffing and retention challenges in the field. Haywood and Wiley, discussed challenges with low pay and retaining staff. With part time staff, it can be a “revolving door,” Wiley said. She spends a significant amount of time hiring and interviewing, which takes her away from other work such as data analysis and growing the program and its partners. “Retention in this field is probably the biggest barrier I face to keeping staff,” along with professional development, she said. Lack of career advancement is also a challenge in the field, said Coy.

Griffin said equity in pay has been an important focus of the organization as those who are working directly with

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youth are getting paid the least. Even someone who loves the position cannot stay because it is not financially sustainable, she said. Cavanaugh reiterated that compensation is a big challenge for their organization, that the OST field is not seen as one that offers monetary growth and advancement. Monts added that while his organization pays teachers a stipend for working with students, they continue to be dramatically underpaid. Moseley said that compensation is important to his organization; however, the number of hours that are offered means that the mentors are often working two or more jobs on the side. Mentors are facing the same challenges financially as those they serve at the organization, he emphasized.

Smith said staff burnout is also another issue as well as secondary trauma from supporting youth who come from difficult situations. To address this, his program offers health and wellness benefits and honors people’s time off. Moseley also discussed secondary trauma staff experience because of this work. Staff and students work so closely together that they build strong relationships and trust which unlocks a level of vulnerability. Supporting the mental well-being of staff is important, he said. Monts noted that students experience trauma as a result of low compensation—when staff leave due to low pay after building a relationship with a student, it can be very difficult for the student to deal with.

Practitioner Perspectives on Role of Professional Development in OST Programs

OST staff discussed professional development and its availability and role in their organization and work. Through his organization, Smith said that teachers receive restorative justice practice training and youth mental health training, as well as CPR training annually. The program professional fees for all staff so they can access their own professional development.

The Maryland Out of School Time Network and the Charles Stewart Mott Foundation have been a tremendous resource for training and professional development for the Digital Harbor Foundation, Coy said. Haywood added that the Urban League of Hampton Roads is an affiliate of a national organization so they can participate in youth development conferences. Monts said that his organization partners with the Greenville Mentoring Collaborative, which offers training free of charge to staff and teachers. Blickle noted that Life Pieces to Masterpieces has several professional development opportunities and encourages staff to attend conferences. Sekaquaptewa said that there are professional development opportunities through 4-H and the affiliated university, however, it can be overwhelming. Each 4-H organization has its own language and elements. Time to develop informal networks and mentoring is important in her role.

Cavanaugh noted that while there does appear to be training and professional development for those in direct service positions, there are fewer opportunities for those at the management level within the organization, a critical area. Moseley stated that Guitars Over Guns offer formalized training for independent contractors and mentors who are teaching artists in the field. However, full-time staff do not have formalized training but can participate in a personalized growth plan. The organization does have two funders who provide support for staff professional development.

Practitioner Perspectives on Working in the OST Field

Several practitioners discussed their love of supporting youth through their work and an interest in continuing in the field or in youth empowerment work despite long term challenges such as pay and advancement. Ultimately the work is a “labor of love,” as Coy said; “We love our work, we love the youth that we serve, and we love the staff that we develop.” He noted that OST is a “magical space” to be a part of solutions for youth and it is important to find ways to more formally support it.

KEY THEMES ACROSS PUBLIC SESSIONS

Several key themes emerged from the discussions during the three sessions. These are outlined below.

During the October 19, 2023, session, participants focused on issues such as OST policy, access, quality, measurement and data sharing, adult professional pathways, and cross-sector collaboration from national, state, and local perspectives.

• People: Numerous participants discussed workforce challenges in the OST field and cautioned that without a well-trained and supported workforce, OST programming cannot reach its goals of providing transformative experiences for youth. Increased recognition for the field, along with higher salaries,

benefits, training, professional development, and career opportunities were suggested. Some participants discussed the importance of developing young people, staff, and opportunities for people who will serve as deliverers of these programs.

• Quality: A focus on program quality was a key thread throughout many of the session discussions, including as it relates to the use of assessments and quality improvement tools, collection of data, and methods for informing research. The important role of data sharing was also discussed.
• Investment: While some participants discussed recent increases in investments in OST, there remains a significant gap in funding, particularly to support increased salaries and benefits to address workforce gaps. Adequate planning and attention to program quality should accompany increased investment.
• Partnerships: many participants highlighted the importance of partnerships in increasing access and improving the quality of OST programs was repeatedly discussed, including the role of cross-sectoral partnerships, cross-system partnerships, intergovernmental partnerships, and intermediaries in supporting and coordinating these partnerships.
• Leading with love: Some participants reiterated the importance of positive youth development and the concept of “leading with love” in OST programming; every student should be seen, known, and supported in these programs.

The February 8 and April 18, 2024, sessions with young people and OST staff reiterated some of these same themes in their discussions, as described below.

• Supportive and Engaging Environments: Youth participants discussed the numerous benefits to participating in OST programs, including learning new skills, receiving support for their academic and personal development, engaging in community service projects, among others. Many participants described how OST programs created a safe, supportive environment for them and elevated their voices in the community. OST program staff played a particularly impactful role in their lives—serving as mentors, role models, and as a “second family.” These programs may also offer essential wraparound supports for families, such as access to food or connection to other services.
• Youth Leadership: OST program staff highlighted the importance of developing youth-led, -run, and -focused programs. Programs do this by engaging youth directly in developing programming, encouraging their participation in their organization’s board or youth advisory committee, and through regular surveys that collect and respond to youth feedback.
• Measuring Success: Many program staff discussed the lack of measures that capture how and whether youth voices direct organizational activities and programs and examining longitudinal data on how OST programs have affected the long-term trajectory of young people’s lives.
• Staff Challenges: Program staff noted lack of compensation, limited hours, and staff burnout as significant barriers for those in the field. This impacts staff retention which can also result in trauma for youth participants who develop strong, trusting relationships with staff who may then leave their position. Other challenges include lack of sustainable funding or a clear career trajectory and exposure to secondary trauma from working with young people who themselves have experienced so much trauma.
• Staff Training and Advancement: Some program staff have opportunities to participate in professional development opportunities through networks in their communities or through funders who offer this support. Others noted that while professional development and training is available to direct service providers, those in management or full-time roles have fewer opportunities. Programs also face challenges in paying for professional development and training.
• Labor of Love: Most program staff work in the OST field as a labor of love and because they have a passion for youth empowerment. However, without adequate compensation, support, and a clear career trajectory, some program staff indicated they may not continue in the field.

DISCLAIMER This Proceedings of a Workshop—in Brief was prepared by Jen Saunders as a factual summary of what occurred at the workshop. The statements made are those of the rapporteur or individual workshop participants and do not necessarily represent the views of all workshop participants; the committee; or the National Academies of Sciences, Engineering, and Medicine.

REVIEWERS To ensure that it meets institutional standards for quality and objectivity, this Proceedings of a Workshop—in Brief was reviewed by Tralonne Shorter, Forum for Youth Investment, and Steven Worker, University of California, Agriculture and Natural Resources. Kirsten Sampson Snyder, National Academies of Sciences, Engineering, and Medicine, served as the review coordinator.

COMMITTEE MEMBERS Deborah A. Moroney, American Institutes for Research; Thomas Akiva, University of Pittsburgh School of Education; Julie A. Baldwin, Northern Arizona University; Horatio Blackman, National Urban League; Dalton Conley, Princeton University, NBER & New York Genome Center; Ryan J. Gagnon, Clemson University; Susanna Loeb, Stanford University; Helen J. Malone, Institute for Educational Leadership; Fe Moncloa, University of California, Cooperative Extension, Emeritus; Jennifer M. Rinehart, Afterschool Alliance; Gerard Robinson, University of Virginia; Sandra Simpkins, University of California, Irvine; Emilie P. Smith, Michigan State University; Natasha Strassfeld, University of Texas at Austin; Mayumi A. Willgerodt, University of Washington School of Nursing

SPONSORS This workshop was supported by contracts between the National Academy of Sciences and the Wallace Foundation (20220067). Any opinions, findings, conclusions, or recommendations expressed in this publication do not necessarily reflect the views of any organization or agency that provided support for the project.

For additional information regarding the workshops, visit: https://www.nationalacademies.org/our-work/promoting-learning-and-development-in-k-12-out-of-school-time-settings-for-low-income-and-marginalized-children-and-youth

SUGGESTED CITATION National Academies of Sciences, Engineering, and Medicine. 2024. Promoting Learning and Development in K-12 Out-of-School Time Settings: Proceedings of a Workshop—in Brief. Washington, DC: The National Academies Press. https://doi.org/10.17226/27885.

Division of Behavioral and Social Sciences and Education Copyright 2024 by the National Academy of Sciences. All rights reserved.