This fact sheet by the New York State Afterschool Network highlights primary findings of empirical research on after-school programs and other expanded learning opportunities.

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 examines the challenges of engaging teens in after-school programs and describes three programmatic approaches.

This is the story of a kid named Joe, TASC founder George Soros and how New York City built an after-school system.

To assess TASC's effectiveness, four foundations supported an external evaluation that answered questions about quality and scale in program implementation, program effects on participating students, and program practices linked to student success

TASC commissioned this evaluation of its New York City after-school programs to identify the common traits and features of programs that were most successful in improving student academic performance.

This study explores the organizational staffing features—including hiring, supervision, compensation, and training—that contribute to strong and weaker program practices.

This study by Policy Studies Associates, Inc., examined the high school performance of New York City students who participated in after-school programs while enrolled in the middle grades.

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.