Years of research have documented the contributions that afterschool programs can make to increase school attendance, improve grades, and help young people develop important skills such as communication, teamwork, and problem solving. According to a recent survey by the Afterschool Alliance, 92 percent of parents agree that programs provide youth opportunities to learn life skills, and 74 percent agree that programs help children become more excited about learning and interested in school.
However, many young people from lower-income families do not have the same access to programs as young people from higher-income families. Cities nationwide are helping to solve this by building afterschool systems. These systems bring together city agencies, private funders, businesses, schools, and program providers to coordinate efforts and resources in order to craft high-quality, engaging afterschool programs for young people.
Wallace’s afterschool system-building initiatives and a large body of research have helped identify four key elements of afterschool systems:
- Committed leadership. Strong leadership from key figures like mayors and school superintendents is crucial. It's also important that all involved parties, including families, take ownership of the initiative to some extent.
- An Established Coordinating Entity. A system can be run by a single public agency, a nonprofit intermediary organization, or a network of partners depending on local circumstances.
- Effective use of data. Collecting and analyzing data is necessary for making informed decisions. This requires the right technology to manage data and skilled staff to interpret it and take action based on insights.
- Clear focus on program quality. Cities must define what quality looks like for them and actively support programs in meeting those standards.
By focusing on these key elements, cities can build strong afterschool systems that help give young people access to the opportunities they need to thrive.
