What Needs to Happen

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What Needs to Happen Children learn and develop
in categorized and disjointed ways because that
is the world we have constructed for them. The
Task Force seeks a total rethinking of purposes,
practices and personnel in order to craft a new
day for learning.
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ELEMENTS OF A LEARNING SYSTEM

• Broadening the definition of student success
• Use of knowledge about how students learn
• best throughout the day, early to lateand
• year round
• Integration of various approaches to acquiring
  
• and reinforcing knowledge
• Intentional collaboration across local, state
  and
• national sectors
• New leadership and professional development
• opportunities

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A New Day for Learning Public Opinion Research
conducted June November 2007 Peter D. Hart
Research Associates
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Attitudes Toward Educational Content

The education system should make problem
solving, teamwork, critical thinking as high a
priority as reading, writing, math,
science Schools are forced to spend too much
time teaching to the test these days Students
arent assigned enough group projects that teach
them teamwork
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Reaction To A New Day for Learning

How much would this improve kids educational and
enrichment opportunities both in school and
out-of-school programs?
More project-based or hands-on learning
opportunities More real-world learning
opportunities intern-ships, out-of-classroom
learning More opportunities in learning
environments beyond what is currently offered
after-school, summer programs
Total 81
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Total 76
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Total 75
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Top Messages

• 67 of respondents
• We need to use more innovative, effective methods
  of teaching. Such as
• learning through projects instead of memorizing
  facts
• collaborative learning where students work
  together in teams
• real-world learning opportunities such as
  internships and,
• using technology to help enhance students'
  learning
• opportunities.

66 of respondents We must expand access to
afterschool activities to help close the
achievement gap and give all children an equal
opportunity to succeed. Many working-class and
lower-income families cannot afford the kinds of
home resources, cultural experiences, sports, and
other afterschool activities that help kids from
wealthier families get ahead.
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Top Messages

• 62 of respondents
• We must expand afterschool programs that will
  help young people develop skills like
• Critical thinking
• Problem solving
• Creativity
• Teamwork

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Longitudinal Findings from the Study of
Promising Afterschool Programs

• A two-year longitudinal study
• 3,000 low-income, ethnically diverse elementary
  and middle school students
• Eight states CA, CT, MI, MT, NY, OR, RI
• 14 communities rural, small town, mid-size city,
  large city
• All programs and schools served high-poverty
  communities

Study of Promising Afterschool Programs
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Characteristics of High-Quality Programs

• Positive social relationships between student and
  staff
• Positive social relationships between students
• Mix of academic and non-academic skill-building
  activities
• High levels of student engagement
• Mastery orientation
• Appropriate levels of structure
• Opportunities for autonomy and choice

Study of Promising Afterschool Programs
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Effect Sizes

An effect size is a statistic that measures the
magnitude of a programs impact on a particular
outcome. Effect sizes can be benchmarked against
those reported in other studies. Aspirin on
heart disease d .03 Class size
reductions on math achievement d
.23 School-based substance abuse prevention
programs on drug alcohol use d .09
Study of Promising Afterschool Programs
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Elementary School Students

Standardized Test Scores Effect sizes for
math gains Program Only vs. Low Supervision d
.52 Program Plus vs. Low Supervision d
.73
Study of Promising Afterschool Programs
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Elementary School Students

Academic-Related Skills Significant gains in
work habits and task persistence Program Plus
vs. Low Supervision Gains in work habits (d
.35) Gains in task persistence (d .30) Gains
in grades (d .25) Program Only vs. Low
Supervision Gains in work habits (d .31) Gains
in task persistence (d .23)
Study of Promising Afterschool Programs
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Elementary School Students

Social and Behavioral Outcomes Program Plus vs.
Low Supervision Gains in social skills (d
.30) Gains in pro-social behaviors (d
.21) Reductions in misconduct (d
.51) Reductions in aggression (d
.29) Program Only vs. Low Supervision Gains in
social skills (d .21) Gains in pro-social
behaviors (d .23) Reductions in misconduct (d
.66) Reductions in aggression (d .34)
Study of Promising Afterschool Programs
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Middle School Students

Academic-related Skills Program Only vs. Low
Supervision Gains in work habits (effect size
.20) Program Plus vs. Low Supervision Gains in
work habits (effect size .33)
Study of Promising Afterschool Programs
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Middle School Students

Standardized Test Scores Effect sizes for
math gains Program Only vs. Low Supervision d
.55 Program Plus vs. Low Supervision d
.57
Study of Promising Afterschool Programs
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Middle School Students

Behavioral Outcomes Program Plus vs. Low
Supervision Reductions in misconduct (effect
size .64) Reductions in substance use (effect
size .67) Program Only vs. Low
Supervision Reductions in misconduct (effect
size .55) Reductions in substance use (effect
size .47)
Study of Promising Afterschool Programs
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Conclusions Improved Academic Outcomes

Elementary school and middle school students who
regularly attended the high-quality afterschool
programs demonstrated significant gains in
standardized math test scores. Elementary and
middle school students who regularly participated
in high-quality afterschool programs had
significant gains in self-reported work habits.
Classroom teachers of the elementary students
also reported gains in work habits and task
persistence.
Study of Promising Afterschool Programs
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Conclusions Improved Social and Behavioral
Outcomes

Elementary program participants exhibited gains
in social skills with peers and pro-social
behavior, and reductions in aggression. Both
elementary and middle school program participants
demonstrated reductions in misconduct. (e.g.,
skipping school, getting into fights). Middle
school program participants in reported reduced
use of drugs and alcohol.
Study of Promising Afterschool Programs
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Copies of this report can be downloaded as a
free PDF at www.edutopia.org/anewdayforlearning
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