Expanded Learning Opportunities
Research suggests that participation in expanded learning programs may reduce many problems students face that are linked to low academic achievement, including low expectations set by teachers, students' alienation from school, lack of enrichment activities, poor quality education, and lack of a structured and supervised environment during the most critical hours after school. Expanded learning programs: promote student engagement in academic and enrichment activities; provide more time for academic learning; and can lead to greater preparedness for college and the modern workplace. Yet, the students most likely to benefit from these activities, especially students of color, currently do not have access to effective programs. This is true for high school students in general: nationwide, 17 percent of elementary school students are in after-school programs, compared to 12 percent of middle school students and 7 percent of high school students.1
Students of color should have access to innovative and effective expanded learning opportunities that increase their investment in their learning and overall development. Expanded learning opportunities that are strategically designed
and targeted to increase achievement, improve student engagement, and enhance knowledge and skill development are important community-based solutions that can equalize educational opportunities, curb dropout rates, and prepare all students for college and the modern workforce.
Policy Recommendations
To maximize the benefits of expanded learning programs for high school students of color and Native students, CHSE recommends:
- increasing funding to secondary schools to provide older youth with expanded learning opportunities;
- aligning expanded learning initiatives with core school curricula and including assessment and accountability in their designs;
- using innovative approaches to engage older students; and
- assuring that programs are culturally relevant, target under-resourced and at-risk high school students, provide strategic supports for English language learners, and include options for community use of school facilities beyond the regular school day and year.
Read other priorities:
- All Students Proficient and Prepared for College and Work
- High Schools That are Accountable for Student Success
- A Redesigned American High School
- Excellent Leaders and Teachers
- Community Investment in Student Success
- Equitable Learning Conditions
- Common Core State Standards
- Expanded Learning Opportunities
- Effective Teachers
1 Afterschool Alliance (2009). "America After 3 PM: Key Findings." Also see, Beth Miller (2003). "Critical Hours: Afterschool programs and educational success." www.nmefdn.org/uploads/Critical_Hours.pdf and American Youth Policy Forum (2007). "Strengthening Afters chool for Older Youth through Policy and Practice: A Policy Brief." http://www.aypf.org/programs/briefs/AfterschoolPolicyBrief2007.pdf.