In this policy brief, TASC proposes creating a sequenced, articulated system of professional development for the after-school workforce.

This paper explores why and how partnerships between institutions of higher education and the out-of-school time field can strengthen the quality of children's educational opportunities beyond the school day.

This four-page framework by the New York State Afterschool Network will guide New York State's approach to building a youth-services system.

This brief argues that high-quality science learning outside the traditional classroom is critical to young people’s success, and outlines practical steps to make it accessible throughout New York State.

TASC submitted these comments on New York State's application for flexibility under the Elementary and Secondary Education Act (ESEA).

The brief by the New York State Afterschool Network argues that high-quality global learning in after-school programs and Expanded Learning Opportunities (ELOs) is critical to youth success, and suggests how global learning supports student achievement.

This report by Learning Point Associates and The Collaborative for Building After-School Systems illustrates how school reform and improvement strategies can take full advantage of expanded learning opportunities to promote student learning, development and engagement.

In a paper published by The Wallace Foundation, Lucy N. Friedman writes that investments in four areas in particular could strengthen the capacity of community organizations that provide programs for kids beyond traditional school hours.

This brief provides highly detailed information about New York's major public funding streams for after-school, as well as remaining needs and existing barriers to improving after-school programs.

This paper makes the case for a more systemic alignment ofNew York City high school reform efforts with out-of-school time programs for older youth.