Resource Spotlights
"Afterschool in Action: Promoting Middle School Success Through Innovative Afterschool Programs" celebrates the culmination of this effort, providing an overview of the work accomplished, highlighting the close to 100 afterschool programs in 30 states featured in MetLife Foundation issue briefs through the years, presenting in-depth profiles on each of the five 2014 MetLife Foundation Afterschool Innovator Award winners, and includes four issue briefs that delve into the Common Core State Standards, supporting students with disabilities and other special needs, keeping kids safe and supported in the hours after school and using data to better serve students.

This Community for Advancing Discovery Research in Education (CADRE) brief explores factors that contribute to opportunity gaps in STEM education based on race, ethnicity, gender, ability, and socioeconomic status. It showcases the work of several DR K-12 projects and describes promising approaches for removing barriers for underrepresented groups and enhancing the STEM learning of all students.

To this volume on out of school STEM learning, authors Hammer and Radoff contribute an example of science. The authors’ charge is to discuss what it means for children to be doing science and how educators can assess it.

This document describes the National Science Foundation (NSF) and US Department of Education's (ED) shared understandings of the roles of various types or “genres” of research in generating evidence about strategies and interventions for increasing student learning.

The persistent problem in practice that we explore in this collection is the need to create learning environments that support girls’ development of positive STEM learning identities. Through engaging with the Collection, readers will be able to define what researchers mean by “identity” and discuss tensions associated with youth relating their STEM and gender identities.

The collection explores how different studies—using different methodologies—show the importance of engaging kids STEM interests in activities across contexts: school, home, museums, online, outdoors, and hobbies. Attending to where and how youth choose to focus or engage can guide educators in leveraging these experiences and allow students to go deeper and support longer-term engagement in and identification with scientific pursuits.

This MacArthur Foundation report summarizes an extensive review of the literature on the assessment of learning in informal settings, with a focus on the following types: After-school programs, Community center programs, Museum-based programs, and Online communities and forums.

Afterschool programs that provide strong STEM learning experiences are making an impact on participating youth not only become excited and engaged in these fields but develop STEM skills and proficiencies, come to value these fields and their contributions to society, and -- significantly -- begin to see themselves as potential contributors to the STEM enterprise. This paper summarizes evaluation data from a selection of strong afterschool STEM programs, providing a snapshot of the types of substantive impacts afterschool programs are having on youth.

The growing field of informal science education offers a range of research paths and training opportunities, but continues to face funding fluctuations.

Rising economic and social inequality has weakened neighborhoods and families in ways that make effective school reform more difficult.

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