Afterschool Innovations in Brief: Focusing On Older Youth

Afterschool Innovations in Brief
Focusing on Older Youth

December 2009
Opening Doors to Work and Careers

The Challenge of Recruiting and Retaining Older Youth
A High School Dropout Prevention Tool
A Place for Older Youth to Mentor and Be Mentored
Afterschool Innovations In Brief:
Focusing on Older Youth
Despite the many benefits of afterschool programs, far too many youth in middle
and high school do not have access to high quality programs during these critical
hours. We are pleased to join the Afterschool Alliance in recognizing and sharing
exemplary models of afterschool programs that work with older youth and help
put them on the path to success.
--Dennis White, president and CEO of MetLife Foundation
In recent years, study after study has demonstrated that afterschool programs
make a real difference for children, families and communities. The 8.4 million
children who benefit from these programs offer powerful evidence of their value.
Yet, millions of others have no afterschool programs available to them.
Right now, more than 15 million children are unsupervised after the school day
ends. Further, older youth are more likely to spend time unsupervised in the
hours after school, with more than 12 million in grades 6-12 responsible for
taking care of themselves after school.
Typically, young children participate in afterschool programs for the enrichment

opportunities as well as to satisfy their family’s child care needs while parents are
at work. As children enter adolescence, the immediate need for child care is
diminished, and there can be the perception that afterschool programs are no
longer needed or appropriate. However, older students still need mentoring,
enrichment and guidance in a positive social environment. Despite the need, no
federal program specifically targets afterschool for the older youth population.
And, due to limited funding, local communities have been forced to make difficult
choices about how to use afterschool resources, often leaving older youth with
few afterschool options.
Our nation needs to expand afterschool programming so that it is available to

every child who needs it. The best way to realize growth is to educate leaders,
funders, media and the public about the many benefits afterschool programs
offer. This compendium pulls together both research and personal stories that
demonstrate the wide range of outcomes affected by afterschool, illustrating how
these programs help older youth, families and communities.
With support from MetLife Foundation, the Afterschool Alliance is proud to

present this series of four Issue Briefs examining critical issues facing older
youth, schools and communities, and the vital role afterschool programs play in
addressing these issues. The four briefs address: opening doors to work and
careers; recruiting and retaining older youth; high school drop prevention; and
www.afterschoolalliance.org 1
mentoring. Each brief combines statistics, comments from experts and
community leaders and examples of outstanding afterschool programs.
Through a competitive awards process that identified highly effective and lesser
known programs and models, six afterschool programs nationwide were named
MetLife Foundation Afterschool Innovators. In addition to being highlighted in
one of the four briefs, each of the awardees received a $5,000 grant to sustain
and expand their work.
Below is a brief summary of each of the four Issue Briefs and a description of the
six MetLife Foundation Afterschool Innovators. The full text of each brief is
included in this compendium, and can also be found on the Afterschool Alliance
website: http://www.afterschoolalliance.org/researchIssueBriefs.cfm
Afterschool: Opening Doors to Work and Careers

Afterschool is an opportune time to expose students to careers and teach them
skills that can unlock doors to future career prospects. During the afterschool
hours, there is time for apprenticeships, guest lecturers and project-based
activities that are not always available during a school day filled with the core
curriculum. Through partnerships with community based-organizations, schools,
institutions of higher education and the business community, afterschool
programs are playing a key role in preparing youth for work and careers.
The students who participate in

• Brigham and Women’s Hospital’s
the SSJP program are Student Success Jobs Program (SSJP)
talented, enthusiastic and in Boston, Massachusetts is an intensive
serious about making a afterschool and summer employment and
distinctive contribution to the mentoring program for high school
field of healthcare and science. students in Boston, Massachusetts. The
As valued members of our program introduces high school students
community, we are committed from the city’s lowest income
to them, to their future and to communities to careers in health care,
the quality patient care and the science and medicine by offering paid
research contributions these
internships within the hospital, and by
young people will make in the
future. With workforce
providing the guidance of health care
development programs like professionals who serve as role models
this, everyone wins. and mentors. Now in its ninth year, the
program shares a strong commitment
-- Michelle Keenan, Director of with the hospital to improving the health
Community Programs at
of its surrounding communities by
Brigham and Women’s Hospital
providing educational and employment
opportunities to young people through
SSJP. The program creates pathways into science, health, or medicine
careers for those who have traditionally been underrepresented in these
fields.
Afterschool: The Challenges of Recruiting and Retaining Older Youth
Afterschool programs across the country provide critically needed services to our
nation’s children and families, however many afterschool providers find it difficult
to recruit and retain children once they enter middle and high school. Teens offer
afterschool a special set of challenges, which they must overcome in order to
attract and retain participants. Older youth are more autonomous, busier, better
able and more likely to articulate specific needs, and less appeased by activities
designed for a general audience. While older youth can clearly benefit from
participation in afterschool, programs must employ innovative strategies to attract
and keep older youth engaged.
The ICAN Peer Leadership

Program in Chandler, Arizona We know that older youth prefer
works with students ages 13-18 to engage in activities when they
have input. We’re very proud of
from an economically disadvantaged
our success engaging young
area. The program works closely people in productive projects,
with the Chandler Police like developing a community
Department Gang Unit to challenge awareness and prevention
a group of teens to develop and program to reduce underage
apply leadership skills in self-run drinking. We’re delighted to be
community service projects. Since honored for our work with this
2006, the participants have been Afterschool Innovator Award.
tackling underage drinking by --Christy McClendon, ICAN CEO
establishing a community
awareness and prevention
campaign throughout Chandler. The ICAN program, which also provides
daily homework help, transportation and educational field trips, maintains
a high retention rate by addressing the desire for responsibility and
leadership opportunities among its teen participants.
By allowing teens to have an • The Ann Arbor Teen Center Neutral

authentic voice, we provide Zone in Michigan offers older youth
them the framework to engage opportunities to engage creatively and
in positive, creative and socially in their community. The
leadership opportunities that Neutral Zone is a drop-in program
showcase their talents and
open to all teens in the Ann Arbor
competence.
community where members can come
--John Weiss, Neutral Zone in when they have time to participate.
Executive Director The activities are mostly self-run,
offering responsibility and flexibility to
participants resulting in high recruitment and retention rates. Adolescents
involved in the Neutral Zone can choose from more than 21 programs
including community leadership, education, literary arts, music
performance, visual arts and technology. For example, in the Youth
Owned Records program, teens create and produce their own music and
participants in the Volume Literary Arts Program write and perform slam
poetry.
Afterschool: A High School Dropout Prevention Tool

Thirty percent of all public school students—and 50 percent of low-income
students—drop out of school before graduation. Schools are exploring a variety
of resources to increase graduation rates as they struggle to keep students on
track. Schools alone cannot do the work of engaging kids in learning and
preparing them for jobs in an increasingly competitive 21st century economy.
Using the afterschool hours constructively and productively can ensure the
success of students by keeping them engaged and preventing them from
dropping out.
• RiverzEdge Arts Project in

Providence, Rhode Island is It’s amazing to see what happens when you
unusual in that it operates micro invest in individuals, build strong
businesses year-round, in a relationships, and provide thoughtful
community support. The youth just soar into
mentoring-based learning model
their futures! One hundred percent of
that supports both art skills RiverzEdge participants graduate from high
development and the soft and school and get accepted to colleges and art
hard skills for future success. schools around the country and one
Through the program, youth hundred percent are better prepared as
learn “by doing” alongside problem solvers, critical thinkers and
experts and peer mentors who engaged citizens to tackle life and societal
support their artistic challenges ahead. We are very proud!
development and skills one-on- -- Bekah Greenwald, RiverzEdge Arts Project
one. At RiverzEdge, high Executive Director
quality arts education is
combined with academic support, applied
In the last 19 years, nine in business training and service learning for
ten of our MESA graduates better future outcomes for youth and a better
have matriculated to the
world.
college or university of their
choice. The students in the
MESA program work • The Colorado MESA program in Denver,
extremely hard and every Colorado is a premier educational
day they teach us all resource and experiential program serving
something new about what students throughout high school. MESA’s
people can accomplish if mission is to increase the number of
they’re just given the economically disadvantaged and at risk
opportunity and the support students who graduate from high school
they need to reach their fully prepared for post secondary
goals.
education in engineering, math, science,
-- Gloria Nelson, Executive computer science, business and other
Director of Colorado MESA math and science-based fields. Hands-on
activities, team building and mentoring
help build social and literacy skills. Field trips to colleges, universities and
industry sites, as well as engineering and science-related design
challenges excite students, sharpen their skills and increase their
awareness of career opportunities.
Afterschool: A Place for Older Youth to Mentor and Be Mentored

Mentoring is a proven strategy for helping young people develop into productive
adults, and afterschool programs are an ideal setting to connect young people
with adults who can help. Mentoring provides an opportunity for community
members of all ages—from older youth up to seniors—to get involved in shaping
young people’s lives.
• Challenging Horizons Program in Columbia, South Carolina provides two

innovative afterschool mentoring programs: Transitional Mentoring and Self-
Efficacy Enhancing Mentoring. The Transitional Mentoring program pairs
students transitioning from elementary to middle school with college students
taking a course on the transition from high
We know that mentoring and school to college. The knowledge and
our approach to mentoring can enthusiasm of the college students, acting
make the critical difference in as role models, provides support for the
the lives of youth. We see it middle school students, easing their
every day in the successes of transition to middle school while also
the students who participate in promoting the goal of higher education.
our program. The Self-Efficacy program pairs mentors
--Dr. Bradley H. Smith, with youth who are receiving
Associate Professor of supplemental education. During weekly
Psychology at the University of meetings, mentors teach self-regulation
South Carolina and Director of skills and promote positive attributes
the Challenging Horizons
Program designed to help middle school students
become self-reliant, persistent learners.
These four Issue Briefs examine just a few of the ways afterschool programs
support our older youth and families. Highlighting best practices and showcasing
some of the many exemplary afterschool programs build a powerful case that
afterschool is vital for successful youth, strong communities and healthy families.
________________________________________________
The Afterschool Alliance is a nonprofit public awareness and advocacy organization working to
ensure that all children and youth have access to quality afterschool programs. More information
is available at www.afterschoolalliance.org.
MetLife Foundation supports education, health, civic and cultural programs throughout the United
States. For more information about the Foundation visit www.metlife.org.
Issue Brief No. 36 April 2009
The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the
first in a series of four issue briefs examining critical issues facing older youth and the
vital role afterschool programs play in addressing these issues. The four issue briefs
address workforce and career development; recruitment and retention of older youth;
dropout prevention and mentoring. These issue briefs examine just a few of the ways
afterschool programs support middle and high school youth, families and communities.
Afterschool: Opening Doors to Work and Careers
Preparing youth for success in tomorrow’s workforce is of increasing concern to our

nation’s schools, communities, policy makers and businesses. Afterschool programs,
which have proven to keep kids safe, help working families and inspire learning, are also
a powerful tool that helps young people develop the skills needed for the 21st century
workplace. Through partnerships with community-based organizations, schools,
institutions of higher education and the business community, afterschool programs are
playing a key role in preparing youth for work and careers.
A Critical Time for Supporting America’s Workforce

During this time of unprecedented economic uncertainty, families are increasingly
worried about their present and future employment prospects, and what kinds of
opportunities await their children. Looking beyond the current economic climate, the last
several decades have seen the industrial and manufacturing based Clearly we cannot prepare
economy shift to a service economy fueled by information, knowledge our children and youth for
and innovation. According to the U.S. Bureau of Labor Statistics, these changing times by
between 1996 and 2006 the United States lost three million looking at learning and
manufacturing jobs. In that same time frame, 17 million service sector development time in the
jobs were created, specifically in the areas of health care, education, same old ways. Afterschool
environment, security and energy. i,ii Many of the fastest growing jobs and summer learning
in the service sector are high-end occupations, including doctors, present an essential new
nurses, health technicians, lawyers, engineers, sales and marketing opportunity… It could make
professionals. iii While no one knows the how long current economic all the difference in the
conditions will last, or their ultimate impact on the labor market, the world.
U.S. Bureau of Labor Statistics historically shows these areas of the -- Terry Peterson,
labor market to be relatively recession-resistant. iv In these Afterschool and
unprecedented economic times, it is impossible to predict the precise Community Learning
path of the labor market, but we can use history as our guide and Network
assume that these industries—health care, education, environment,
security, and energy—will continue to grow, or at least remain stable while other areas
may contract.
In response to the current economic climate, workplaces are making changes associated
with increased productivity and innovation such as flatter management structures, just-in-
time inventory and flexible work arrangements – changes that are critical to our
economic recovery and future global competitiveness. v,vi However, we must also change
how we prepare our young people for the workforce. Advanced economies, innovative
industries and high growth jobs require educated workers who possess 21st century skills
such as: vii
• Critical thinking and problem solving
• Information technology application
• Teamwork and collaboration
• Creativity and innovation
• Social and cross-cultural skills
Further, the 21st century economy is a global one, and the U.S. must prepare its youth to
be knowledgeable about world regions and global issues and to communicate across
cultures and languages. The economies of China, India and Japan are expected to
represent 50 percent of the world’s GDP within 30 years. viii Currently, one in five U.S.
jobs is tied to international trade, a proportion that will continue to increase. ix As a result,
once in the workforce, today’s youth will most likely engage in commerce with other
countries, management of employees from other cultures and countries, collaboration
with colleagues from around the world and tackling global problems such as hunger,
climate change and disaster recovery. x
Basic Competencies are not Enough

There is widespread consensus that our education and workforce systems are failing to
adequately prepare our students and workers with the skills necessary for success in the
workplace. For the past decade, our educational system has focused on closing
achievement gaps between the lowest and highest performing students, and emphasizing
core subjects such as reading, math and, as of 2007, science.
Teaching all students to think While these remain essential endpoints, focusing solely on
and to be curious is much basic curricula does not address the growing demand for
more than a technical advanced skills. A recent report by the Conference Board
problem for which educators, states that basic skills, such as reading and writing, are
alone, are accountable…The simply not enough to prepare youth for postsecondary
problem goes much deeper – education or the workforce. xi Further, people with only basic
to the very way we conceive of competencies are the most likely to struggle in the rising
the purpose and experience of high-skill, high-wage service economy. xii According to one
schooling and what we expect study, employers estimate that 45 percent of high school
our high school graduates to graduates do not have the skills to advance beyond entry-
know and be able to do. level jobs. Recent high school graduates agree: 39 percent of
--Tony Wagner, The Global those now enrolled in college and 46 percent of recent
Achievement Gap, 2008 college graduates believe they have gaps in their
preparation. xiii
In addition, U.S. students are faring poorly compared to their counterparts on
international assessments, such as the Programme for International Student Assessment
(PISA), which measures necessary 21st century skills like critical thinking and problem
solving. These results are significant – countries that do well on PISA demonstrate
higher increases in GDP growth. xiv Studies show that cognitive skills are significantly
more important in determining economic outcomes than the traditional measure of
educational success: school attainment. In other words, the amount of time someone
spends in school is not as important as what happens during that time, and what is learned
during that time must be broader than the current focus on minimum competencies in
reading, math and science. xv
Quality afterschool Afterschool Fosters the Development of 21st Century skills

programs provide a According to a report released jointly by the Conference Board,
unique venue in which Corporate Voices for Working Families, Partnership for 21st
young people can Century Skills and Society for Human Resource Management, all
develop the range of stakeholders (business, educators and community members)
skills they need to should consider a variety of methods to enhance the workplace
enter the 21st century skills of older youth. Examples include internships, summer jobs,
workplace. work-study programs, job shadowing, mentoring, on-the-job
training, as well as other educational approaches that include real-
-- Corporate Voices
world experiences or community involvement. xvi The afterschool
for Working Families
field recognizes that preparing the future workforce to be
competitive in the global economy is something quality programs
can contribute to, and that many of the approaches cited above are commonplace in
afterschool programs.
Children and youth of all ages who participate in afterschool programs maintain better
grades, have lower rates of truancy, are more engaged in school and attain higher levels
of achievement in college. xvii Afterschool programs provide benefits to older youth that
reach well beyond the school day, offering avenues to college and the workplace by
exposing youth to global issues, providing opportunities to develop and use technology,
promoting cross-cultural understanding, collaborative thinking, leadership and civic
participation. xviii
• Global Kids is a New York City based nonprofit committed to educating and
inspiring urban youth to become global and community leaders – creative
thinkers, problem solvers, and contributing citizens prepared for academic and
workplace success. Through leadership development, academic enrichment and
digital media programs, Global Kids works with youth after school and online to
build digital literacy, foster substantive virtual dialogues about current events and
promote civic participation. Global Kids holds in-person and online youth
conferences, including roundtables and summer institutes at the Council on
Foreign Relations and online in Teen Second Life. Global Kids students create
action campaigns to educate Second Life participants about global issues and
create educational video games in which players learn about social and global
issues. xix
Afterschool provides the perfect platform for older youth to acquire basic knowledge and
skills, while cultivating applied skills. By introducing real world issues and experiences,
afterschool programs can give youth access to a wider world. The skill building and
exposure to real work experiences help older youth think about their futures – some for
the first time.
• Brigham and Women’s Hospital’s Student Success Jobs Program (SSJP) is

an intensive afterschool and summer employment and mentoring program for
high school students in Boston, Massachusetts. The program introduces high
school students from the city’s lowest income communities to careers in health
care, science and medicine by offering paid internships within the hospital, and by
providing the guidance of health care
professionals who serve as role models and Participating in SSJP as a high
mentors. Now in its ninth year, the program school student, and now as a
shares a strong commitment with the hospital to college student, has provided me
improving the health of its surrounding with professional, hands-on
communities by providing educational and experience in a pharmacy setting
employment opportunities to young people that helps me develop the skills
through SSJP. The program creates pathways and confidence I need to work in
into science, health, or medicine careers for the medical field. SSJP ultimately
those who have traditionally been helped me navigate the many
underrepresented in the field. career opportunities in health
care, and allowed my passion for
• The JA Academy in Worcester, Massachusetts science to flourish.
was developed by Junior Achievement in --Gladys, age 20. Brigham and
collaboration with the Worcester Public Women’s Hospital SSJP
Schools’ Advancement Via Individual Graduate
Determination (AVID) college access program.
The goals include decreasing the district’s drop-out rate, increasing college
attendance rates among underrepresented students and providing low-income
youth with the skills needed to achieve success in the YouthWorks summer
employment program. JA Academy engages groups of high-potential, but
average performing, students in an intensive two-year afterschool program on a
college campus. The participants are provided consistent and caring adult
mentors who teach them financial literacy and workforce readiness/business
ethics courses, as well as workshops on admissions and financial aid, residential
life, campus clubs and activities, support services and academic majors offered at
the college. Academy students are also invited to participate in the YouthWorks
summer jobs program. Students gain enhanced understanding and respect for the
connections between educational attainment and future success in the workplace.
Successful afterschool programs develop and promote strong relationships among youth,
schools, families, community organizations and institutions of higher education. The
afterschool field’s use of experiential, hands-on activities makes learning more holistic,
authentic and meaningful. This approach provides older youth with the opportunity to
achieve the basics while engaging in projects they like, promoting civic responsibility,
helping prepare youth for higher education and the workplace.
• Centerstone’s Community Kitchen is an afterschool program for older youth

with severe behavioral issues; youth who are often ineligible for other afterschool
programs. The program’s primary focus is teaching culinary arts and life skills
training. Meals prepared by the students are distributed to various agencies that
feed Nashville, Tennessee’s hungry and low-income populations. Students can
also participate in the catering component of the program that produces freshly
prepared meals for businesses, agencies and other groups in the Nashville area.
The program empowers at-risk and disadvantaged youth by nurturing self-esteem,
teaching pro-social and job skills, and providing career opportunities. Participants
are also eligible for work-study opportunities with local chefs.
• The Food Project in Boston provides local youth with afterschool employment,
education and skill development opportunities. These skills are developed
through partnering with adults to grow and distribute healthy food using
sustainable methods on four acres of urban farmland and 33 acres of suburban
farmland. Students (“interns”) work 8 to10 hours a week during the school year,
and 35 hours a week for eight weeks of summer. Different internship tracks
encompass unique sets of activities and goals, as well as a schedule based on the
demands of work. Students can choose from tracks such as community supported
agriculture (CSAs), diversity in groups, farmers’ market, kitchen/culinary arts,
rural enterprise/agriculture, serve and grow/recruitment, urban education and
outreach. Through this program, a diverse group of students participate in every
aspect of sustainable farming from the ground to the market to the table, and learn
to work collaboratively and attain leadership skills.
Conclusion
The future of the U.S. as a global leader depends on the ability of American workers to
think critically, act strategically and communicate effectively. Reinvigorating the
economy, achieving energy independence and taking advantage of growth industries
requires a skilled workforce that is ready to invent and create, apply knowledge of
different cultures, and be flexible to new and different ideas. Afterschool programs are
providing global literacy opportunities to youth who would otherwise be unable to access
them while helping youth gain the 21st century skills that employers want and need. As
the skills needed to compete in the workforce of the future continue to evolve, so will the
practices of afterschool programs. Today, afterschool programs fulfill many needs, not
the least of which is helping to keep America competitive. The extra learning time, and
time to develop leadership, teamwork and problem-solving skills, are essential to
ensuring that today’s youth are prepared for tomorrow’s workplace.
i
U.S. Bureau of Labor Statistics (2007). Table 1. Employment by major industry sector, 1996, 2006, and
projected 2016. Washington, D.C. Retrieved February 9, 2009, from http://data.bls.gov/cgi-
bin/print.pl/news.release/ecopro.t01.htm. .
ii
Phillips, J. (2008, May 14). Worried about layoffs? Here are 5 jobs immune to recession. The
Indianapolis Star. Indianapolis, IN.
iii
Council on Competitiveness. (April 2008). Thrive. The Skills Imperative. Washington, D.C.
iv
U.S. Bureau of Labor Statistics (1981). The Services Industry: Is it Recession Proof? Washington, D.C:
Urquhart, M. Retrieved February 19, 2009 from http://www.bls.gov/opub/mlr/1981/10/art2full.pdf
v
Black, S.E. & Lynch, L. What’s Driving the New Economy: The Benefits of Workplace Innovation. The
Economic Journal, 114, 97-116.
vi
U.S. Department of Labor, U.S. Bureau of Labor Statistics, Office of Productivity and Technology.
(2007, May). Workplace Organization and Innovation. Bureau of Labor Statistics Working Papers,
Working Paper 405. Washington, D.C: Meyer, P.B; Mohr, R.D., & Zoghi, C.
vii
Partnership for 21st Century Skills. (2008). Transition Brief: Policy Recommendations on Preparing
Americans for the Global Skills Race. Tuscon, AZ.
viii
Wilson, W. (2005). The Dawn of the India Century: Why India is Poised to Challenge China and the
United States for Global Economic Hegemony in the 21st Century. Chicago: Keystone India.
ix
U.S. Department of Commerce. (2004). U.S. Census Bureau, Table 2, Exports from Manufacturing
Establishments: 2001. Washington, D.C.
x
The Center for International Understanding. (2005). North Carolina in the World: A Plan to increase
Student Knowledge and Skills about the World. Raleigh, NC.
xi
Conference Board, Inc.; Corporate Voices for Working Families; Partnership for 21st Century Skills;
Society for Human Resource Management. (2006). Are They Really Ready to Work? Employers’
Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century U.S.
Workforce. Washington, D.C. Retrieved on February 20, 2009 from,
http://www.21stcenturyskills.org/documents/FINAL_REPORT_PDF09-29-06.pdf.
xii
Partnership for 21st Century Skills (2008). 21st Century Skills, Education & Competitiveness. A
Resource and Policy Guide. Tuscon, AZ.
xiii
Achieve, Inc. American Diploma Project Network (2005). Preparing Today’s High School Students for
Tomorrow’s Opportunities. Washington, D.C.
xiv
Hanushek, E., Jamison, D.T., Jamison, E.A, & Woessmann, L. (2008, Spring). Education and Economic
Growth. Education Next.
xv
Ibid.
xvi
The Conference Board; Partnership for 21st Century Skills; Corporate Voices for Working Families;
Society for Human Resource Management (2006). Are They Really Ready to Work? Employers’
Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century U.S.
Workforce. Washington, D.C. Retrieved on February 20, 2009 from,
http://www.21stcenturyskills.org/documents/FINAL_REPORT_PDF09-29-06.pdf.
xvii
American Youth Policy Forum (2006 January). Helping Youth Succeed Through Out-of-School Time
Programs. Washington, D.C.
xviii
Asia Society. Partnership for Global Learning (2009). Expanding Horizons: Building Global Literacy in
Afterschool Programs.
xix
Asia Society, The George Lucas Educational Foundation (2007). Afterschool for the Global Age.
Issue Brief No. 37 April 2009
second in a series of four issue briefs examining critical issues facing older youth and the
dropout prevention; and mentoring. These issue briefs examine just a few of the ways
Afterschool: The Challenges of Recruiting and Retaining Older Youth
Afterschool programs across the country provide critically needed services to our
nation’s children and families, however, many afterschool providers find it difficult to
recruit and retain children once they enter middle school and high school. Teens offer
afterschool providers a special set of challenges, which they must overcome in order to
attract and retain participants. For example, older youth are more autonomous, busier,
better able and more likely to articulate specific needs, and less appeased by activities
designed for a general audience. While older youth can clearly benefit from participation
in afterschool, programs must employ innovative strategies to attract and keep older
youth engaged.
Older Youth Need Afterschool

Older children are more likely to spend time unsupervised in the hours afterschool.
Nearly 10 million children in grades 6-12 are responsible for taking care of themselves
afterschool. i Without safe, supervised activities, older youth are at particular risk of
engaging in a variety of unsafe behaviors during this time. Studies consistently show that
the hours between 3:00 p.m. and 6:00 p.m. are the peak hours for juvenile crime and
experimentation with drugs, alcohol, cigarettes and sex. ii
Afterschool programs provide academic benefits to older youth during a period when
they may be losing interest or feeling disengaged from school. Studies show that when
older youth participate in afterschool programs they demonstrate: iii, iv
• Increased school attendance
• Improved homework completion
• Increased standardized test scores
• Increased socialization and problem solving skills
• Improved study habits and motivation
• Lowered risk of dropping out of school
Furthermore, older youth who regularly participate in afterschool programs report feeling
more optimistic about their future and have higher expectations for themselves, including
an increased interest in attending college and exploring possible career paths. v
Older Youth Face Distinct Barriers to Participation in Afterschool

Typically, young children participate in afterschool programs for the enrichment
opportunities as well as to satisfy their family’s child care needs while parents are at
work. However, as children enter adolescence, the immediate need for child care is
diminished, and there can be the perception that afterschool programs are no longer
needed or appropriate. Although older students still need mentoring, enrichment and
guidance in a positive social environment, participation in afterschool programs declines
when children transition from elementary school to middle school. vi
Financial constraints play a role in afterschool options for older youth. Despite the need,
no federal program specifically targets afterschool for the older youth population. And,
due to limited funding, local communities have been forced to make difficult choices
about how to use afterschool resources. Understandably, communities often make their
youngest students the first priority, but this leaves older
youth with few afterschool options. In some cases federal Afterschool and youth
resources, by law, can not be used for older youth, in development programs look and
others it’s a lack of sufficient resources or targeting that feel different for older youth than
makes it difficult to direct the funding towards programs for elementary school age kids.
for older youth: vii Teenagers are looking for
• The 21st Century Community Learning Centers programs that foster personal
(21st CCLC): 36 percent of centers serve middle growth, provide skill-based
school students, but only 20 percent of these learning, mentorship from
centers exclusively target this population; 15 adults and service learning
percent of centers serve high school students, with opportunities.
only five percent of centers exclusively targeting – School’s Out Washington,
high school students. 2008 Annual Report
• The Child Care Development Fund: Child care
vouchers can be used to support afterschool programs, but may only be used for
children ages 5-12.
• Supplemental Educational Services (SES): SES vouchers support after school
tutoring for children targeted under Title I, which is similarly focused on the
lower grades.
While additional funding is badly needed, other barriers exist. Many older youth face
external pressures such as the need for paid employment, caring for family or other
outside responsibilities, making it difficult to justify participating in enrichment activities
after school. Older youth may be hesitant to participate in a program that they see as
either an extension of the school day or as a place for younger children and considered
“uncool” by their peers. viii Often, older youth want free, unstructured time with their
friends, and believe that afterschool programs don’t relate to their needs. ix Further, some
afterschool programs face difficulty retaining the older youth who do join. Whether
stemming from biases, disinterest in the program, or alternative options for spending their
time, many afterschool participants abandon their programs during the middle and high
school years.
In summary, barriers to afterschool participation by older youth include:

• Employment: Approximately 40 percent of 16 and 17 year olds work during the
school year, and one-quarter of these work 20 or more hours a week. x
• Disinterest/ Boredom: Twenty-five percent of older youth afterschool participants
drop out of their programs within two months citing disinterest in the activities. xi
• The “Relax” Factor: Sixty-five percent of afterschool nonparticipants say that
they prefer to simply hang out afterschool rather than extend their learning day. xii
• Family Responsibilities: Twenty percent of youth not currently participating in an
afterschool program report that family responsibilities prevent them from
attending afterschool programs. xiii
• Transportation: Many youth face difficulties in finding transportation to and from
afterschool facilities. Forty-nine percent of parents of afterschool nonparticipants
say that transportation is the main reason their child does not participate in
afterschool programs. xiv
• Financial Constraints: The resources for afterschool programs for older youth
simply do not exist in many communities. xv
Afterschool Programs Employ Innovative Strategies to Keep Older Youth Engaged

Successful afterschool programs have developed innovative strategies to attract and keep
older youth engaged. Techniques such as promoting leadership and real world
experience, providing opportunities to socialize and do what is of most interest, offering
flexible attendance policies and accessible locations and acting as a bridge between
school and community are among those employed by programs.
It’s great when you can Promoting leadership and real world experience: Afterschool
teach the older programs can attract older youth by providing opportunities for
generations about this generating income and assuming leadership roles. Through paid
history and they get internships and/or access to real world experiences, afterschool
excited. I never thought I programs can address the desires for increased responsibility and
could teach other people leadership.
and they would listen.
But they do and it feels • MYTOWN (Multicultural Youth Tour of What's
good. – Christina Now) is a youth employment and development program
Tilghman, Youth in Boston, Massachusetts. The program educates low
Guide, MYTOWN and moderate-income teens about the history of their
families, neighborhoods and the city and then trains the
youth to lead walking tours and workshops for over 2,000 Boston residents and
visitors each year. By providing youth with paid work experience, a strong sense
of community involvement and a sense of worth, MYTOWN effectively engages
older youth’s desires for employment and responsibility and has positive effects
on both the program participants and the community at large.
• The ICAN Peer Leadership Program in Chandler, Arizona works with students
ages 13-18 from an economically disadvantaged area.
ICAN’s Peer Leadership Program works closely with We think it’s great what
the Chandler Police Department Gang Unit to challenge they’re doing. Alcohol
a group of teens to develop and apply leadership skills is one of the biggest
in self-run community service projects. Since 2006, the problems we have in this
participants have been tackling underage drinking by community and this
establishing a community awareness and prevention helps keep it out of the
campaign throughout Chandler. The ICAN program, parties.
which also provides daily homework help, – Detective R. Kelley,
transportation and educational field trips, maintains a Chandler Arizona
high retention rate by addressing the desire for Police on the ICAN
responsibility and leadership opportunities among its Peer Leadership
teen participants. Program.
Studies show that older youth will remain in afterschool programs if they attend with
their friends and the programs center around their interests. xvi Successful afterschool
programs offer older youth the chance to participate in a wide variety of activities with
their peers, while getting the supports and supervision they need, such as help with
homework and engaging in a variety of learning experiences. xvii
• Harlem RBI is a youth development program in East Harlem, New York City
that utilizes a combination of sports, academics and a team environment to teach
and inspire youth to recognize their potential. In Harlem RBI’s Team Enrichment
Program, each teen plays on a baseball or softball team from January to August
and can also choose to play baseball or softball in the fall. This provides a year
round engagement in the program, ensuring that teens will remain involved in the
program and receive both the physical and social benefits of playing on a team.
The Team Enrichment Program also takes into account the growth of participants
by increasing opportunities and responsibility as youth rise through the program.
This innovative, sports-infused program ensures that its participants’ needs are
addressed and has a participant retention rate of over 90 percent.
Offering flexible attendance policies and accessible locations: Flexibility is a key

component in afterschool programming for older youth, both in attendance requirements
and activities. Older youth who have other obligations such as work or family are more
likely participate in afterschool programs that don’t have rigid attendance policies.
Programs that can provide transportation, are easily accessible or organize buddy systems
so that teens can walk or ride with friends are also more likely to enroll and retain older
youth. xviii
• The Ann Arbor Teen Center Neutral Zone in Ann Arbor, Michigan offers
older youth opportunities to engage creatively and socially in their community.
The Neutral Zone is a drop-in program open to all teens in the Ann Arbor
community where members can come in when they have time to participate. The
activities are mostly self-run, offering responsibility and flexibility to participants
resulting in high recruitment and retention rates. Adolescents involved in the
Neutral Zone can choose from more than 21 programs including community
leadership, education, literary arts, music performance,
Experience has shown visual arts and technology. For example, in the Youth
that teens become Owned Records program, teens create and produce their
interested and remain own music and participants in the Volume Literary Arts
invested in programs Program write and perform slam poetry.
if they are given the
opportunity to serve in Acting as a bridge between school and community: By building
authentic leadership a strong network that includes youth, parents, schools, and the
roles and initiate new community, afterschool programs can ensure that more youth are
ideas. willing and able to participate. Successful afterschool programs
– John Weiss, partner with community based organizations to provide engaging
Executive Director of programming and offer teens support and mentoring outside of the
the Ann Arbor Teen school day. By promoting strong relationships among youth,
Center Neutral Zone schools, families and the community, afterschool can recruit
participants and provide compelling programs that will keep older
youth in attendance. Further, afterschool staff who show that they enjoy being a part of
activities and reflect the genders and ethnicities of participants tend to be the best at
engaging students and ensuring their retention. xix
• The Brooklyn College Community Partnership (BCCP) is a network of

afterschool programs that provide youth from several Brooklyn area schools with
exposure to college, giving them increased opportunities in the fields of art and
technology. The program connects the youth to college students and faculty who
serve as mentors and help the students explore future careers and develop
academic skills. The BCCP’s Arts Network provides youth with hands-on
experience in various art forms and its Project Peace program involves youth in
community service activities that help youth develop art and writing skills. The
BCCP also offers participants academic tutoring and assistance with the college
application process. Here, positive role models with previous academic success
provide youth with an environment that is beneficial both to their current
academic situation and their future prospects in college and beyond.
Conclusion
Although the benefits of afterschool programs for older youth are abundant, and
awareness of the need for afterschool is growing, many programs still struggle to recruit
and retain older students. Programs know that in order to be successful they need to
balance the interests and wants of older youth with the need to provide a safe and
enriching environment. Fortunately, afterschool providers across the country are
developing strategies and techniques that build on the interests of adolescents and
minimize barriers to participation, so that kids stay engaged in afterschool throughout
their middle and high school years. These successful programs are stimulating the minds
of our nation’s teens and preparing them for the future, while helping ensure that more
teens will have access to afterschool programs that are adept at fulfilling their interests
while also meeting their needs.
i
Afterschool Alliance (2004). America After 3 PM: A Household Survey on Afterschool in America.
Washington, D.C. Retrieved April 8, 2009 from
http://www.afterschoolalliance.org/press_archives/america_3pm/Executive_Summary.pdf
ii
Fight Crime: Invest in Kids California (May 2006). California survey of teens. Teens at risk: incidence of
high-risk behaviors: Crime, gangs, drugs; need for after-school programs.
iii
Weiss, Heather B. (August 2004). Understanding and Measuring Attendance in Out-of-School Time
Programs Harvard Family Research Project. Cambridge, MA: Harvard Family Research Project, 7.
Retrieved March 21, 2009 from http://www.hfrp.org/publications-resources/publications-series/issues-and-
opportunities-in-out-of-school-time-evaluation/understanding-and-measuring-attendance-in-out-of-school-
time-programs.
iv
Kennedy, E., Wilson, B., Valladares, S., & Bronte-Tinkew, J. (June 2007). Improving attendance and
retention in out-of-school time programs. Child Trends, 17. Retrieved March 24, 2009 from
www.childtrends.org/files/child_trends-2007_06_19_RB_AttendandReten.pdf.
v
Weiss, Heather B. (August 2004). Understanding and Measuring Attendance in Out-of-School Time
Programs Harvard Family Research Project. Cambridge, MA: Harvard Family Research Project, 7.
Retrieved March 21, 2009 from http://www.hfrp.org/publications-resources/publications-series/issues-and-
opportunities-in-out-of-school-time-evaluation/understanding-and-measuring-attendance-in-out-of-school-
time-programs.
vi vi
Lauver, S., Little, P.M.D., & Weiss, H.B. (July 2004). Moving beyond the barriers: Attracting and
sustaining youth participation in out-of-school time programs. Harvard Family Research Project, 6.
Retrieved March 21, 2009 from www.gse.harvard.edu/hfrp/projects/afterschool/resources/issuebrief6.html.
vii
Afterschool Alliance (2009). Leveraging Out-of-School Learning to Boost High School Success: A
Proposed Federal Investment. Washington, D.C.
viii
Ibid.
ix
x
Lerman, R. I. (2000). Are teens in low-income and welfare families working too much? Washington, DC:
The Urban Institute.Available at www.urban.org/url.cfm?ID=309708.
xi
U.S. Department of Education. (2003). When schools stay open late: The national evaluation of the 21st
Century Community Learning Centers program. Washington, DC: Author. Available at
www.ed.gov/pubs/21cent/firstyear/index.html.
xii
xiii
Ibid.
xiv
xv
Afterschool Alliance (2009). Leveraging Out-of-School Learning to Boost High School Success: A
Proposed Federal Investment. Washington, D.C.
xvi
Anderson-Butcher, D., Newsome, W. S., & Ferrari, T. M. (2003). Participation in Boys and Girls Clubs
and relationships to youth outcomes. Journal of Community Psychology, 31(1), 39–55.
xvii
xviii
Ibid.
xix
Herrera, C., & Arbreton, A. J. A. (2003). Increasing opportunities for older youth in after-school
programs: A report on the experiences of Boys & Girls Clubs in Boston and New York City. Philadelphia:
Public/Private Ventures.
Issue Brief No. 38 July 2009
third in a series of four issue briefs examining critical issues facing older youth and the
dropout prevention and mentoring. They examine just a few of the ways
Afterschool: A High School Dropout Prevention Tool
Yes, afterschool helps youth develop academically but, more importantly, it helps them
find their passion and better themselves long-term.
---U.S. Secretary of Education Arne Duncan speaking at the Afterschool Alliance
“Breakfast of Champions” on April 28, 2009
Over one million students who enter ninth grade each year fail to graduate with their
peers four years later because they drop out of school. Seven thousand students drop out
of school every day, and each year roughly 1.2 million students fail to graduate from high
school. More than half of these students are from minority groups.i Afterschool
programs are a proven way to address the issues and risk factors that lead to dropout and
provide a path to graduation and beyond.
High School Dropout Impacts Everyone

Youth who fail to graduate from school significantly diminish their chances to secure a
good job and promising future. Not only do the youth themselves suffer, but they are
responsible for substantial financial and social costs to their communities, states and the
country. They are less likely to accumulate wealth, which impacts living conditions,
educational opportunities and job opportunities. Dropouts earn less, pay fewer taxes, are
more likely to collect welfare and more likely to engage in criminal behavior.ii Further,
individuals with lower income, less education and lower-status occupations and
employment have poorer health and less means to obtain adequate health care.iii
 Over the course of a lifetime, a high school dropout earns $260,000 less than a
high school graduate and $1 million less than a college graduate.iv
 Dropouts from the class of 2006 will cost the U.S. more than $17 billion in
Medicaid and expenditures for uninsured health care over the course of their
lifetimes.v
 High School dropouts are three and one-half times more likely than high school
graduates to be arrested, and more than eight times as likely to be in jail or
prison.vi
 Sixty eight percent of state prison inmates across the country do not have a high
school diploma.vii
Dropping Out of School is a Process

It takes more than a day to drop out of school. Studies show that a single event rarely
causes a youth to drop out; rather it is the result of a long process of disengagement that
can begin before kindergarten. Patterns linked to high school dropout can be set by the
third grade – and failing grades or discipline problems in elementary or middle schools
serve as common markers. While dropping out may be a process, there are clear warning
signs and risk factors along the path before dropout occurs.viii One studyix found
significant risk factors in four domains: individual, family, school and community.
While there is no single risk factor that can be used to accurately predict who is at risk of
dropping out, the accuracy of dropout predictions increases when combinations of
multiple risk factors are considered. Risk factors that are significantly related to high
school dropout include:x,xi
 Learning disabilities or emotional disturbances
 Adult responsibilities such as a high number of work hours or parenthood
 Belonging to a peer group engaged in high-risk behavior
 Low school achievement
 Retention or over-age for grade
 Poor school attendance
 Low educational expectations
 Low commitment to school
 No extra curricular participation
 Low socioeconomic status
 Low education level of parents
 Lack of family interest in school
Many of the above risk factors are a direct result of a school’s environment, including
available resources, student body performance and academic policies and practices. The
onset of standards-based reforms and high-stakes testing combined with tightened
budgets that strictly limit the availability of art, music, foreign language, science and PE,
increases the likelihood that at-risk students will drop out of school.xii Students who
might otherwise lose interest in school often remain engaged when they are presented
with an enriched curriculum that provides them with experiential, hands-on learning in a
wide range of subject areas such as art, music, foreign language, science and physical
education. Students themselves report a lack of relevant curriculum as a main reason
they drop out. A majority of dropouts surveyed felt that schools could improve the
chances that students would stay in school if they provided opportunities for real-world
learning, more engaging coursework and smaller classes with more individualized
attention.xiii
Afterschool Programs Successfully Engage and Support Youth

Studies show that afterschool programs effectively address and help resolve many of the
issues that lead to dropout.xiv While school districts across the country wrestle with
shrinking funds and tightened budgets, afterschool programs provide an ideal platform
for the broad variety of curricula and personalized instruction that keep students
interested in learning and committed to staying in school. Youth who participate in
afterschool programs improve in key areas that foster success in school, including social
and emotional development, increased interest and engagement in school and avoidance
of risky behaviors.xv These programs are especially crucial in reaching young people
who are most at risk at turning points as they transition from middle school to high school
and are searching for meaningful academic, vocational and recreational activities that
keep them invested in their own success.xvi
 Children in LA’s BEST improve their regular school day attendance and report
higher aspirations regarding finishing school and going to college than their peers
who do not participate in the afterschool program. While LA’s BEST is a
program for elementary school students, they also engage older youth as
volunteers and mentors. Further, dropout rates among LA’s BEST students are 20
percent lower than the overall district dropout rate, highlighting the importance of
early intervention.xvii
 Sixty-five percent of former Citizen Schools 8th Grade Academy participants
enrolled in high-quality high schools compared to 26 percent of matched
nonparticipants. The high school choice program takes advantage of Boston
Public Schools' policy of elective high schools. 8th Grade Academy apprentices
conduct research on high schools, including average test scores, dropout rates, and
college matriculation rates, and analyze the data to select what they consider to be
a high quality high school. Out of those who went on to enroll in an elective high
school, ninety-two percent of participants were promoted on time to the tenth
grade. This is critical, since earning promotion to tenth grade on time is a key
predictor of high school graduation (i.e. preventing dropout).xviii
 Youth in the Quantum Opportunities afterschool program were half as likely to
dropout of high school and two and one half times more likely to go on to further
education after high school than their peers. xix
Several areas have been identified as effective strategies for dropout prevention. These
include: academic strategies such as mentoring and tutoring, service learning and
alternative schooling; making the most of instruction through
experiential learning and educational technology; making the When high school students get
most of the wider community through school-community authentic, hands-on
collaborations and career and technical education; and ensuring leadership experiences and
xx
that schools are safe places to learn. Many of these strategies exposure to careers, as they
are incorporated into high quality afterschool programs, making do through the After-School
them effective tools in preventing high school dropout. Apprenticeship Program, then
they have a reason to stay in
 The After-School Apprenticeship Program (ASAP) is school and aim for college.
a national adaptation of the successful Chicago teen They’ve learned what it feels
apprenticeship program After School Matters, which like to do work they love, do it
allows high school students to explore a variety of career well, and be respected and
opportunities through training and paid work placements, rewarded.
helping them develop skills that translate to the -- Lucy N. Friedman,
president of The After-
School Corporation (TASC)
workplace. The ASAP program offers high school students in New York City,
Boston and Providence the opportunity to be trained through an apprenticeship in
either the arts or sports. The students learn a craft alongside master practitioners,
and then apply these skills during paid summer internships where they work with
younger students. The After-School Corporation (TASC) piloted ASAP in 2008
at two sites in New York City with positive results. Student attendance rates
averaged between 80 and 90 percent, and program staff reported that participants
showed improvements in self-confidence, understanding of life skills and the
ability to work as a team. Students reported gains in problem solving skills,
leadership, patience and responsibility.
 The Colorado MESA program in Denver, Colorado is a premier educational

resource and experiential program serving students throughout high school.
MESA’s mission is to increase the number of
College has been a life-long economically disadvantaged and at risk
dream, and MESA is helping students who graduate from high school fully
make it a reality. I would have prepared for post secondary education in
never have thought that I could engineering, math, science, computer science,
be going to college because I'm business and other math and science-based
the only one in my immediate fields. Hands-on activities, team building and
family that has tried to make an mentoring help build social and literacy skills.
effort for further education. I Field trips to colleges, universities and industry
am planning on going to sites, as well as engineering and science-related
veterinary school. design challenges excite students, sharpen their
--Amanda Thomas skills and increase their awareness of career
-Graduate of the Alternative opportunities.
Center for Education,
-now attending Front Range Afterschool programs that engage the interests and
Community College passions of students are more likely to attract and keep
participants, allowing them to take full advantage of
the program and earn the credits they need, so they
have the opportunity to graduate with their peers.xxi
 RiverzEdge Arts Project in Providence, Rhode Island is an art and leadership

program where high school students work with artists in fine and commercial arts.
They guide youth to create art, and run an arts enterprise in an environment that
stresses hands-on learning, teamwork, mutual respect, responsibility and
workplace discipline. Participants build RiverzEdge gives me
self-awareness and work skills by creating responsibility and leadership
and selling products and services in the skills I wouldn’t normally be
competitive arts and business markets, provided and makes me more
developing their creative voice and socially open minded.
preparing them for the job market. One --Elleen Ebiwa, 17, Teen artist
hundred percent of participants go on to and RiverzEdge Arts Project
graduate high school in a city with a 34 participant
percent dropout rate.
Effective dropout prevention programs take a comprehensive approach, not only
addressing academic support, job training and school credits, but also addressing other
social and personal factors that often prevent students from succeeding.xxii
 The High School Credit Recovery Program in Wilmington, Delaware includes

an afterschool dropout intervention module that targets students at risk for
dropping out because they have fallen behind in academic credits. The program
uses a multitude of interventions to reengage youth, including creating a learning
environment that allows for different readiness levels and fostering
communication and cooperation between community-based organizations and the
school district. The students are provided with services that address non-
academic issues such as substance abuse prevention and treatment, HIV/AIDS,
violence prevention, assistance with life choices and decision making. The goal
of the program is to graduate healthy, responsible youth.
Conclusion
Successfully confronting the dropout crisis in this country will take a multi-faceted
approach that addresses the multiple risk factors common among high school dropouts.
One obvious facet to any dropout prevention strategy is encouraging and supporting
participation in afterschool programs. Participants in afterschool programs benefit from
personal skill building, academic enrichment, family outreach, engaging extracurricular
activities and, in some cases, opportunities to earn income, all within a safe environment
and positive peer group. Afterschool programs can prevent students from falling through
the cracks, ensuring that they receive the appropriate level of attention, instruction,
engagement and support to graduate from high school prepared for college, the modern
workforce and life.
i
Alliance for Excellent Education (February 2009). Fact Sheet. Washington, D.C.
ii
Fight Crime: Invest in Kids California ( 2007). School or the Streets. Crime and California’s Dropout
Crisis. Oakland, CA.
iii
National Institutes of Health (2003). Pathways linking education to health. Bethesda, MD.
iv
C. Rouse (October 24, 2005). Labor Market Consequences of an Inadequate Education. Paper prepared
for the symposium on the Social Costs of Inadequate Education. New York, NY.
v
Alliance for Excellent Education (2006). Healthier and Wealthier: Decreasing Health Care Costs by
Increasing Educational Attainment. Washington, D.C.
vi
Fight Crime: Invest in Kids California (2007). School or the Streets. Crime and California’s Dropout
Crisis. Oakland, CA.
vii
Ibid.
viii
Bridgeland, J., Dilulio, J., & Morrison, K. (2006, March). The silent epidemic: Perspectives of high
school dropouts. Civic Enterprises, LLC, in Association with Peter D. Hart Research Associates for the
Bill and Melinda Gates Foundation. Washington, D.C.
ix
Linton, D, Smink, J. (2007). Dropout Risk Factors and Exemplary Programs: A Technical Report.
National Dropout Prevention Center at Clemson University and Communities in Schools, Inc. Clemson,
SC
x
Ibid.
xi
Chen, X. & Kaufman, P. (1997). “Risk and resilience: The effects of dropping out of school”, quoted in
“Broadening the definition of at-risk students”, by Sephanie Bulger, and Debraha Watson, The community
College Enterprise, Fall 2006. Retrieved June 11, 2009 from
http://findarticles.com/p/articles/mi_qa4057/is_200610/ai_n17191868/?tag=content;col1
xii
Allensworth, E. (2004). “Graduation and dropout rates after the implementation of high-stakes testing in
Chicago’s elementary schools: A close look at students most vulnerable to dropping out”. In G. Orfield,
(Ed.), 2004. Dropouts in America: Confronting the graduation rate crisis. Harvard Education Press,
Cambridge, MA.
xiii
Bridgeland, J., Dilulio, J., & Morrison, K. (2006, March). The silent epidemic: Perspectives of high
school dropouts. Civic Enterprises, LLC, in Association with Peter D. Hart Research Associates for the
Bill and Melinda Gates Foundation. Washington, D.C.
xiv
Afterschool Alliance (2008, July). Evaluations Backgrounder: A Summery of Formal Evaluations of the
Academic Impact of Afterschool Programs. Washington, D.C.
xv
Vandell, D., Reisner, E., & Pierce, K. (2007). Outcomes linked to high-quality afterschool programs:
Longitudinal findings from the study of promising afterschool programs. Policy Studies Associates, Inc.
Washington, DC.
xvi
NYSAN (Spring 2009). Policy Brief: Pathways to Student Success: The Role of Afterschool Programs
in Increasing High School Graduation Rates in New York State. New York, NY.
xvii
Huang, D., Gribbons, B., Kim, K. S., Lee, C., & Baker, E.L. (2000). A decade of results: The impact of
the LA’s BEST after school enrichment program on subsequent student achievement and performance.
UCLA National Center for Research and Evaluation, Standards and Student Testing. Los Angeles, CA.
xviii
Fabiano, L., Pearson, L. M., Reisner, E. R., & Williams, I. J. (2006, December). Preparing students in
the middle grades to succeed in high school: Findings from phase IV of the Citizen Schools evaluation.
Washington, DC: Policy Studies Associates, Inc.
xix
Hahn, A. (1994, October). Promoting youth development in urban communities: Unprecedented success
for the Quantum Opportunities Program. (A Forum Brief). Retrieved June 12, 2009 from
http://www.aypf.org/forumbriefs/1994/fb102894.htm.
xx
Shargel Consulting Group (2007). 15 Effective Strategies for Dropout Prevention. National Dropout
Prevention Center at Clemson University. Retrieved June 4, 2009 from http://www.schargel.com
/2007/12/17/15-effective-strategies-for-dropout-prevention/.
xxi
Nellie Mae Education Foundation; PlusTime NH; New Hampshire Department of Education. Supporting
Student Success through Extended Learning Opportunities. Concord, NH.
xxii
Wyckoff, L., Cooney, S.M., Djakovic, D.K., McClanahan, W.S. (September 2008). Disconnected Young
People in New York City: Crisis and Opportunity. Public/Private Ventures. Philadelphia, PA.
xxii
Youth Development Institute (March 2008). Promising Practices in Working with Young Adults. New
York, New York.
Issue Brief No. 40 September 2009
final in a series of four issue briefs examining critical issues facing older youth and the
vital role afterschool programs play in addressing these issues. These issue briefs
dropout prevention; and mentoring. They examine just a few of the ways
Afterschool: A Place for Older Youth to Mentor and Be Mentored
Mentoring is a structured and trusting relationship that brings young people together with
caring individuals who offer guidance, support and encouragement. Mentoring programs
have grown rapidly in recent years and now serve an estimated 15 to 20 percent of young
people who need the care and support of a mentor. i While that percentage translates to
three million youth, it leaves almost 15 million more youth unserved, many of whom are
from disadvantaged social and economic backgrounds or do not have caring adults in
their lives. ii Mentoring is a critical element in every child’s social, emotional and
cognitive development. It builds a sense of industry and competency, boosts academic
performance and broadens horizons. Along with parents, mentors help young people
realize their potential by providing them with support, advice, encouragement and
friendship. Afterschool programs, with their history of supporting families and
communities, are an ideal platform for successful mentoring programs.
The Benefits of Mentoring are Wide-Reaching You’re motivated when, over

Mentoring programs provide mentees with multiple the course of a year, you see
benefits, and can make positive differences in several areas how much they’ve improved.
of youth behavior and development, including: iii We had a seventh-grade
• Improved self esteem student who had been kicked
• Stronger relationships with parents and peers out of several schools—she
• Greater school connectedness was defiant and angry.
• Improved academic performance Eventually, though, the
• Reductions in substance abuse, violence and program just clicked with her,
other high-risk behaviors and she went from the worst
level to the best level and
Mentors also gain considerable rewards such as: iv stayed there. You see that and
• Improved health and self esteem just say, “Wow!”
• Sense of accomplishment --John Terry, a senior
• Insight into one’s own childhood or children psychology major and
• Public recognition Challenging Horizons
• Inclusion in a volunteer community volunteer
The positive effects of mentoring are well documented, and as a result, many mentoring
programs seek to expand their reach by integrating older youth as mentors to younger
children. These relationships not only provide participants with the same benefits as
traditional mentoring relationships, but also offer the youth mentors additional rewards
including: v
• High school credits
• Leadership opportunities
• Increased interest in social issues
• Greater respect for others’ cultures
• Increased knowledge of child development
• Increased personal and interpersonal skills
Despite Clear Rewards, Barriers to Successful Mentoring Programs Exist

The overall record of success of mentoring programs is encouraging. Studies show that
mentoring relationships are most likely to promote positive outcomes when they are
close, consistent and enduring. vi In order for mentoring relationships to be successful,
they must incorporate several key elements:
• Close emotional bond based on empathy and authenticity, basic compatibility
and opportunities for having fun. vii
viii
• Youth-centered approach, focusing on the developmental needs of youth.
• Consistent, regular meetings, at least four hours
per month. ixx Just by having Farid as
• Enduring relationships that last one year or my mentor, my sense of
longer. xi pride and independence
rose…he was able to see
Most mentoring is site-based, taking place in a wide array me, and what I could
of settings such as the workplace, faith-based be…I am most grateful
organizations, community settings, juvenile corrections that he volunteered to
facilities, and schools, where the vast majority of become a part of my life.
mentoring takes place. xii School-based programs offer --Damon, a high school
benefits such as convenience, safety and the ability to sophomore in Georgia
attract a wide pool of volunteers. However, there are
downsides. Because the school-based mentoring approach is built around the school
curriculum and calendar, it is inherently limited in its ability to create the close, long-term
relationships that are critical to successful mentoring. xiii Further, school-based programs
tend to focus on academic achievement often at the expense of other enrichment activities
and experiences. xiv
Afterschool Programs are an Ideal Venue for Mentoring

Afterschool incorporates the benefits of the school-based mentoring model without the
potential limitations imposed by school calendars or a stringent focus on academics.
Afterschool programs, many of which operate in summer and during holiday breaks,
provide critical flexibility that allows participants to take part in experiences that reach
beyond the traditional school calendar. xv Afterschool programs can engage community-
based organizations – expanding the pool of administrators and volunteers and providing
more enduring relationships.
Afterschool can also facilitate the involvement of older youth as mentors, providing them
with a structured, familiar environment and supportive adults to help them fulfill their
commitments as mentors to younger children, benefitting all participants. xvi
• Challenging Horizons Program (CHP) in Columbia, SC, provides two

innovative afterschool mentoring programs: Transitional Mentoring and Self-
Efficacy Enhancing Mentoring. The Transitional Mentoring program pairs
students transitioning from elementary to middle school with college students
taking a course on the transition from high school to college. The knowledge
and enthusiasm of the college students, acting as role models, provides
support for the middle school students, easing their transition to middle school
while also promoting the goal of higher education. The Self-Efficacy program
pairs mentors with youth who are receiving supplemental education. During
weekly meetings, mentors teach self-regulation skills and promote positive
attributes designed to help middle school students become self-reliant,
persistent learners.
Afterschool mentoring programs can offer access to long-

My Little Sister Alexis is a shy,
term relationships, which are vital to successful mentoring.
smart and funny sixth grader. She
Mentors who have the opportunity to forge these bonds
… loves to learn experientially –
teach life-long skills that help young people navigate
so, we’re exploring her dream to
current challenges, while providing the foundation for
become a doctor or a teacher by
success in the future.
field trips to places that can fuel
her desire to learn. Recently we
• Big Brothers Big Sisters of Puget Sound in
went for her first outing (ever!) to
Seattle, WA, connects actively involved
the Pacific Science Center. For
community members with middle school
Alexis, it was magical. We also
students. The goal of the program is to prevent
spent a very long time in the
and intervene in youth violence through
bumper cars at Seattle Center, uh,
mentorship – offering consistent, safe and stable
learning about the laws of physics,
support and encouragement. The program,
but, really, laughing and giggling
which unites the public, private and nonprofit
and letting Alexis just be the 11-
sectors, successfully matches 300 caring adults
year old she is in a safe and fun
with 300 middle school students. Mentors meet
space.
with their student once a week, for at least a
--Tina, a Big Sister from Big
year, successfully addressing the challenges of
Brothers Big Sisters of Puget
truancy, violence and risky behavior in a
Sound
holistic manner.
Offering access to enrichment activities that engage youth is a hallmark of a successful

afterschool program, and also a critical component of a successful mentoring program.
Providing participants with access to extracurricular activities strengthens bonds and
boosts retention and participation. Connecting youth to caring adults is one of the key
factors in keeping youth involved in afterschool programs – programs that inspire
learning, keep kids safe and help working families.
• Movement City in Lawrence, MA combines arts and academic support with

leadership development and multi-layered mentoring. This innovative
mentoring program incorporates a residency program, in which college
seniors and recent graduates participate in everyday operations and develop
the culture of the program, serving as role models and mentors to the
program’s youth. The residency program provides resident mentors free
living space for up to two years in return for a commitment to Movement
City, assisting in programs, workshops and activities. The program provides
training to all staff, and encourages older teens to mentor younger
participants. Paid staff members mentor both youth participants and residents.
Academic supports can be an important part of mentoring; pairing struggling students

who may not have access to academic assistance with caring adults. These types of
mentoring programs are often the turning point for students who might otherwise drop
out of school.
I learned. I couldn’t
• Communities in Schools of Peninsula’s Math
understand the teacher in
Mentor Program in Vaughn, WA provides
class, but I did understand
trained adult mentors to middle school students
math with my mentor.
who are at risk for academic failure, specifically in
--Middle school math
math. Together, the mentor and mentee discuss
student at the Communities
problem-solving techniques; identify equation
in Schools of Peninsula’s
strategies; work on homework; play math games;
Math Mentor Program
use computer-assisted instruction; and focus on
math basics to improve learning. The participants
meet once a week, and continuously adjust their strategy based on the needs of
the student. This approach leads to gains in math scores and innovative
academic encouragement.
Conclusion
All young people have the potential to succeed in life and contribute to society; however,
not all youth get the support they need to thrive. Mentoring programs help give youth the
confidence, resources and skills they need to reach their potential. Afterschool programs
offer an ideal platform in which to implement the necessary components of a successful
mentoring program, ensuring positive outcomes for all participants.
i
Mentor (2006). The National Agenda for Action. How to Close the America’s Mentoring Gap.
ii
Rhodes, J.E., & DuBois, D.L. (2006). Understanding and facilitating the youth mentoring movement.
Social Policy Report, 20(3). Available online at: http://www.srcd.org/documents/publications/spr/spr20-
3.pdf
iii
Ibid.
iv
Taylor, A., & Bressler, J. (1996). Mentoring across Generations: Partnerships for Positive Youth
Development. Kluwer Academic/Plenum Press, New York, NY.
v
Herrera, C, Kauh T.J., Cooney, S.M., Grossman, J.B., & McMaken, J. (2008). High School Students as
Mentors. Findings from the Big Brothers Big Sisters School-Based Mentoring Impact Study.
Public/Private Ventures, Philadelphia, PA.
vi
3.pdf
vii
Spencer, R. (2006). Understanding the mentoring process between adolescents and adults. Youth
Society, 37, 287-315.
viii
Herrera, C., Sipe, C.L., & McClanahan, W.S. (2000). Mentoring school-age children: Relationship
development in community-based and school-based programs. Public/Private Ventures, Philadelphia, PA.
(Published in collaboration with MENTOR/National Mentoring Partnerhsip, Alexandria, VA)
ix
Blakely, C.H., Menon, R., & Jones, D.C. (1995). Project BE-LONG: Final report. College Station, TX:
Texas A&M University, Public Policy Research Institute.
x
Mentor (2005). Mentoring in America 2005. A Snapshot of the Current State of Mentoring.
xi
Grossman, J.B. & Rhodes, J.E. (2002). The test of time: Predictors and effects of duration in youth
mentoring relationships. American Journal of Community Psychology, 30, 199-219.
xii
DuBois, D.L. & Karcher, M.J. (2005). Youth mentoring: Theory, research, and practice. Handbook of
youth mentoring. Thousand Oaks, CA.
xiii
Herrera, C., Sipe, C.L., & McClanahan, W.S. (2000). Mentoring school-age children: Relationship
development in community-based and school-based programs. Public/Private Ventures, Philadelphia, PA.
(Published in collaboration with MENTOR/National Mentoring Partnerhsip, Alexandria, VA)
xiv
School based Mentoring. Mentor. Retrieved on July 6, 2009 from
http://www.mentoring.org/access_research/school_based/
xv
3.pdf
xvi
Herrera, C, Kauh T.J., Cooney, S.M., Grossman, J.B., & McMaken, J. (2008). High School Students as
Mentors. Findings from the Big Brothers Big Sisters School-Based Mentoring Impact Study.
Public/Private Ventures, Philadelphia, PA.

Afterschool Innovations in Brief: Focusing On Older Youth

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Afterschool Innovations in Brief

Focusing on Older Youth

Opening Doors to Work and Careers

--Dennis White, president and CEO of MetLife Foundation

Typically, young children participate in afterschool programs for the enrichment

Our nation needs to expand afterschool programming so that it is available to

With support from MetLife Foundation, the Afterschool Alliance is proud to

Afterschool: Opening Doors to Work and Careers

The students who participate in

The ICAN Peer Leadership

By allowing teens to have an • The Ann Arbor Teen Center Neutral

Afterschool: A High School Dropout Prevention Tool

• RiverzEdge Arts Project in

Afterschool: A Place for Older Youth to Mentor and Be Mentored

• Challenging Horizons Program in Columbia, South Carolina provides two

Afterschool: Opening Doors to Work and Careers

Preparing youth for success in tomorrow’s workforce is of increasing concern to our

A Critical Time for Supporting America’s Workforce

Basic Competencies are not Enough

Quality afterschool Afterschool Fosters the Development of 21st Century skills

• Brigham and Women’s Hospital’s Student Success Jobs Program (SSJP) is

• Centerstone’s Community Kitchen is an afterschool program for older youth

Afterschool: The Challenges of Recruiting and Retaining Older Youth

Older Youth Need Afterschool

Older Youth Face Distinct Barriers to Participation in Afterschool

In summary, barriers to afterschool participation by older youth include:

Afterschool Programs Employ Innovative Strategies to Keep Older Youth Engaged

Offering flexible attendance policies and accessible locations: Flexibility is a key

• The Brooklyn College Community Partnership (BCCP) is a network of

Afterschool: A High School Dropout Prevention Tool

High School Dropout Impacts Everyone

Dropping Out of School is a Process

Afterschool Programs Successfully Engage and Support Youth

 The Colorado MESA program in Denver, Colorado is a premier educational

 RiverzEdge Arts Project in Providence, Rhode Island is an art and leadership

 The High School Credit Recovery Program in Wilmington, Delaware includes

Afterschool: A Place for Older Youth to Mentor and Be Mentored

The Benefits of Mentoring are Wide-Reaching You’re motivated when, over

Despite Clear Rewards, Barriers to Successful Mentoring Programs Exist

Afterschool Programs are an Ideal Venue for Mentoring

• Challenging Horizons Program (CHP) in Columbia, SC, provides two

Afterschool mentoring programs can offer access to long-

Offering access to enrichment activities that engage youth is a hallmark of a successful

• Movement City in Lawrence, MA combines arts and academic support with

Academic supports can be an important part of mentoring; pairing struggling students

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