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AEP Online |
Blaschke on Federal FundingTitle I Rise to Boost Extended Learning and Community SchoolsAfter-school programs are proliferating in elementary schools, making for an attractive market. But how should publishers prioritize and structure their approach? A survey conducted this summer, for the National Association of Elementary School Principals, provides very useful information: what types of after-school programs should be highest-priority targets; what types of products will likely be in high demand and how to position them; and specifically who should be contacted. Overall, the survey of pre-K to eighth grade school principals found that 67 percent of elementary schools offer after-school programs, and 15 percent more plan to start them in the immediate future. Among existing programs, 62 percent include instruction in computers and technology; tutoring is a major component in three-quarters. About 96 percent report that activities relate to homework; almost 60 percent of these provide literacy and reading enrichment, and 53 percent provide math instruction. Literacy, reading enrichment, math, science, and computer and technology instruction are most likely to be found in two contexts: high-poverty schools where programs have existed for fewer than three years, and larger programs (serving more than 50 students) that focus primarily on fifth through eighth grade students. These, most prevalent in the South and West, also are more likely to link after-school and classroom learning. They are more apt to have computers (more than 72 percent) and provide Internet access (more than 62 percent). And these schools also are more likely to rely on Federal funding--such as 21st Century Community Learning Centers, initiated three years ago--as a primary source of funding. Principals are responsible for creating and administering nearly 40 percent of these programs, while an "extended learning" or "after-school" director hired by the school or the district directs 25 percent. Still, in about 80 percent, principals reported that they directed the design and planning. The percentage is even higher in those that are recently funded, serve grades 5-8, and draw more than 50 students. Almost all principals who administer after-school programs have access to computers; 90 percent, to the Internet. Approximately 60 percent of principals are planning to include more activities or instruction in the future. And overall, those programs that serve grades 5 through 8, have 25 or more students, or are recently established and are located in high-poverty schools--a similar complement to the principal-designed group--are likely to provide more activities. About two-thirds of principals who did not have an after-school program believe it is "extremely" or "somewhat" important to have one; about 25 percent are planning or actively developing one, particularly at high-poverty schools. Because 90 percent of current programs include the learning disabled and other students with disabilities, publishers whose instructional products can be used by special-education students are at an advantage. As the report stated, "Even though most of the programs have children with learning disabilities, it does not appear that there are many activities targeted to this population's special needs." Most programs also include limited-English-proficient as well as gifted-and-talented students. And while most staff in after school are regular schoolteachers or other paid staff, between 10 and 20 percent are parents or volunteers--which suggests opportunities for staff training in subject areas and in the use of computers. While the study did not address the specific types of basic skills instruction provided, a recent Education Department longitudinal study found that basic skills instruction of a drill-and-practice nature at the fifth grade level actually widens the "achievement gap" in the area of reading. Computers simulations employing a "constructivist approach" appear to be much more effective. In summary, the best after-school programs to target are relatively new, are located in high-poverty schools, are relatively large (with 50 or more students), and are located in states whose accountability systems involve both sanctions and incentives. A growing number of students attending these programs are required to be there, having not achieved minimum state criteria in math and reading. The person to contact, in most cases, is the principal or district-level director of after-school programs. And principals planning to establish after-school programs report they need assistance most in obtaining funding and in writing proposals.
Questions, ideas, or in need of more information? Please contact Stacey Pusey at 856-241-7772. |
Click here for a copy of the report (which is more than 100 pages). For a list of 21st Century grantees, which have been awarded a total of more than $500 million this year, click here. |
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2008 The Association of Educational
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