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It also notes that many partnerships remain superficial, often limited to attendance and behavioral reporting, while deeper, well-designed collaboration takes time and clear shared vision. An exploratory study in three schools examines barriers and connector practices.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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do schools need collaborative partners to support children and youth?","Question",{"text":62,"@type":63},"The text argues that schools benefit from partners that help children and youth thrive, and it highlights afterschool programs’ roles in challenging thinking, teaching collaboration, and supporting students’ interests and development.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What benefits can well-designed school-afterschool partnerships produce?",{"text":67,"@type":63},"According to the cited research, intentional partnerships can improve academic results, increase social skills, and enhance attendance, which may help close achievement gaps.",{"name":69,"@type":60,"acceptedAnswer":70},"What limits many school-afterschool partnerships today?",{"text":71,"@type":63},"Partnerships are often promoted more than fully realized and are frequently limited to daily attendance and behavior reports, treating afterschool programming as separate from 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\nAccording to the Harvard Family Research Project (2010), schools need collaborative partners to help children and youth thrive. For over a decade, afterschool programs have been positioning themselves as viable partners. After all, afterschool programs challenge students’ thinking, teach collaboration, and help children and youth find their passion.  \nFurthermore, in 2008, 56 percent of afterschool programs were located in school buildings (Parsad & Lewis, 2009) . Intentionally designed school-afterschool partnerships can have positive academic results (Bennett, 2015), increase social skills (Durlak & Weissberg, 2007), and improve attendance (Chang & Jordon, 2013) . Addressing these factors could help our educational system close the achievement gap between low-income students and their more affluent peers. The depth of partnerships between afterschool programs  \nand schools has been shown to improve student academic outcomes (Bennett, 2015) .  \nHowever, school-afterschool partnerships are more often promoted (and included in grant proposals) than fully realized. Current partnerships are often limited to daily attendance and behavior reports. School leaders accept that afterschool programming is important, even  \nKENNETH ANTHONY, EdD, is the director of professional development and research with the Connecticut After School Network. He holds a doctorate in education from the University of Hartford and a master’s degree in human services, with a concentration in organizational management and leadership. He has presented at local, regional, and national conferences on leadership and creating effective partnerships and collaborations.  \nJOSEPH MORRA is a senior project manager of expanded learning at United Way of Rhode Island’s Afterschool Leadership Circle, which is the statewide afterschool network. He manages the network’s professional development work and a statewide summer learning initiative. Joseph was a White-Riley-Peterson Policy Fellow in 2013–2014. He is pursuing a library science degree at the University of Rhode Island.  \nas they discount its worth by treating it as entirely sepa- School leaders would seem to agree. In a nationwide  \nrate from the school. Meanwhile, afterschool program survey (Daniels, 2012), 82 percent of school superintenleaders may be pulled from full partnerships with schools dents said that afterschool programs are important, citing because of the immediacy of program needs, among the social-emotional and academic benefits; 75 percent other reasons. Educators on both sides are missing op- reported that they encouraged principals to work with portunities to go deeper, to improve student achieve- community-based organizations to offer stronger afterment by connecting students to afterschool experiences school programs.  \nthat complement their learning during the school day. However, developing partnerships between schools  \nTo identify what stands between schools and after- and community-based organizations takes time and efschool programs and what can connect them, the lead fort (Wallace Foundation, 2010) . The perceived differauthor, Ken Anthony, conducted an exploratory study in ence between youth development and formal educathree schools in a southern New England city. In all, 18 tional approaches can impede conversations. Romi and interviews were conducted with school and afterschool Schmida (2007) assert that the two philosophies are instaff. Following a framework proposed by Bennett (2015), extricably linked; with good communication, practitiothis exploratory study focused on three specific aspects ners of both can share their craft and art. Both partners of school-afterschool relationships: need to be thoughtful about the pro  \nsharing of academic resources, sense cess, designing and building the  \nof partnership, and communication Perhaps our most system together and adjusting the structures. T","cbCaiokXbgY9VB4k","https://ap.wps.com/l/cbCaiokXbgY9VB4k","pdf",162415,"English","# Creating Holistic Partnerships Between School and Afterschool\n## Rationale for Collaboration\n## Current Limits of Partnerships\n## Identifying Barriers and Connectors\n## Bridging Continuum of Partnerships\n## The State of School-Afterschool Relationships","[{\"question\":\"Why do schools need collaborative partners to support children and youth?\",\"answer\":\"The text argues that schools benefit from partners that help children and youth thrive, and it highlights afterschool programs’ roles in challenging thinking, teaching collaboration, and supporting students’ interests and development.\"},{\"question\":\"What benefits can well-designed school-afterschool partnerships produce?\",\"answer\":\"According to the cited research, intentional partnerships can improve academic results, increase social skills, and enhance attendance, which may help close achievement gaps.\"},{\"question\":\"What limits many school-afterschool partnerships today?\",\"answer\":\"Partnerships are often promoted more than fully realized and are frequently limited to daily attendance and behavior reports, treating afterschool programming as separate from school.\"}]","Creating Holistic Partnerships Between School and Afterschool - Kenneth Anthony and Joseph Morra | PDF",1792069865,25]