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Find Expanding Learning Time Tools and Reports

This library contains the latest policy and research reports on expanding learning time, building out-of-school time systems and improving student outcomes, as well as tools for schools and community organizations that are expanding learning time, opportunities and support for students. In this library you will find resources such as research studies, fact sheets and evaluation reports, as well as sample school schedules, curriculum resources and evaluation tools.

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Featured Items

The national demonstration of TASC's ExpandED Schools was launched in 2011-12 in New York City, Baltimore and New Orleans. The ExpandED Schools demonstration is being evaluated by Policy Studies Associates (PSA) and is rolling out at a time when there is heightened awareness among educators, researchers and youth development experts about the importance of cultivating certain students mindsets that are precursors to academic performance.This research brief presents evidence that by working together strategically and collaboratively, schools and community partner organizations can create a positive environment that enables students to take control of their own learning and gain confidence in their ability to succeed.

This guide is a list of strategies and tools that can be used in continued implementation of effective home/school partnerships. This curated resource pulls from across the landscape of policy, research and practice, with a description of each tool gathered directly from its website.

This brief by TASC, Every Hour Counts and ORGE Innovation Consulting presents a strategy to create real-world science learning experiences for kids that integrate Next Generation Science Standards with social and emotional learning experiences. Leveraging external experts, community integration and project-based learning, the model builds flexible science programs in both formal and informal settings. While intended for use by New York, Boston and Providence, the Frontiers in Urban Science (FUSE) initiative cities, this brief could be useful to STEM educators, community partners and district leaders nationwide who are forging new paths to expand access to STEM learning and opportunities

This guide is a list of tools that can be used in continued implementation of strong programming
powered by Social and Emotional Learning (SEL) competencies. This curated resource pulls from across the landscape of policy, research and practice, with a description of each tool gathered directly from its website.

In this paper, StriveTogether and TASC describe the ways that youth-serving community organizations can participate in and support communities’ collective efforts to prepare young people for success in school and life. StriveTogether offers a framework to build a cradle-to-career infrastructure to support community partners who take on the work of achieving collective impact. We also recommend ways for communities to build increasingly effective relationships among community-based organizations (CBOs and other partners.

Effectively engaging parents is an area for focus and growth among many of the community organizations that partner with schools to expand learning opportunities. This new review of research evidence on parent engagement (first in a series of evidence reviews to be published by TASC) highlights three key variables that affect how parents interact with schools. Those include parents’ self-efficacy in offering support; their expectations and aspirations for the future of their children; and their perceptions of their schools’ receptivity to involvement.

Classroom teachers (charged with meeting science and math standards) and after-school educators (charged with providing additional enrichment) can join together to spark interest and cultivate curiosity in STEM subjects.

This report looks at 15 examples of educators, families, institutions like museums, and others collaborating to build strong "STEM Learning Ecosystems."

Decrying not just an achievement gap but a “justice gap” and a “dream gap” between students from lower and higher income families, Ford Foundation President Darren Walker opened a forum on October 31, 2013 that introduced leaders in business, education and philanthropy to a three-year, public-private project to expand learning time in 20 New York City middle schools, with a focus on small-group literacy tutoring.

This third edition highlights 39 public funding streams that can support expanded learning, and includes recommendations to ease burdens on schools and community partners.