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Siaca  \nThe need for afterschool programs is clear: Research and practice demonstrate that quality afterschool programs keep youth safe; support working families; and provide critical learning, personal development, arts, and recreational opportunities. New York State alone uses nearly $300 million in local, state, and federal funds for afterschool programs; it delivers public funds to organizations using a wide array of program models that serve many different populations (New York State Afterschool Network [NYSAN], 2008) . However, universal defini  \ntion of “quality afterschool programs” has not always been evident. The diversity of the afterschool field allows young people to have valuable, varied experiences. Still, the field must articulate common elements that all programs should incorporate into their work in order to maximize positive outcomes for youth.  \nThe critical importance of quality afterschool programs in supporting youth is well documented. As reported by the U.S. Department of Health and Human  \nServices (2006), high-quality afterschool programs can“have significant, positive effects” on youth, yet lowquality programs can “fail to show positive effects or even have negative impacts.” Additional studies on the importance of afterschool program quality have been conducted by the Collaborative for Academic, Social, and Emotional Learning (Durlak & Weissberg, 2007), the Intercultural Center for Research in Education and National Institute on Out-of-School Time (Miller, 2005), and the Massachusetts Special Commission on After School and Out-of-School Time (Hall & Gruber, 2007) .  \nIn order to advance the afterschool field, the New York State Afterschool Network (NYSAN) developed a  \nJENNifEr L. SiACA is project manager at the New York State Afterschool Network. NYSAN, a public-private partnership dedicated to increasing the quality and availability of afterschool programs, isone of 39 statewide afterschool networks across the country. NYSAN defines afterschool broadly to include programs that support young people’s intellectual, social, emotional, and physical development outside the traditional school day. Jennifer works on projects related to quality, professional supports and networks, and public policy and funding. She holds a master’s of Public Administration from the NYU Wagner School for Public Service.  \nTHE CAT UP  \nTHE STrEET A scene from the community. feeding and taking care of the cats in my community is something that i love to do.  \nOUr WOrLD iN PiCTUrES  \nten-element framework for program quality that has Association standards (National School-Age Care been widely adopted throughout the state and across the Alliance, 1998), with local work done across the councountry. The framework hinges on the recognition that try, such as frameworks developed in Baltimore program quality is the best lever to realize the positive (Baltimore Safe and Sound Campaign, 1999), Boston student outcomes that programs seek. The elements and (Achieve Boston, 2003), and Los Angeles (Freeman & corresponding indicators of quality Redding, 1999) .  \nisntrNYSucturAeNt’so frameworpromotekcprovideontinuouas The framework tors NYuniSAN pque toarNtneewrsYcoorkn; sidered facthey subse--program improvement and profes- transcends a program’s quently added concepts derived from sional development design for out- model, geography, the New York State School-Age Child of-school time programs. The and host setting, Care regulations (NYS Office of  \nframewhow proork hagramss hpadrovigrdeeasteimprvicaecstaonnd yet provides a detailed ChandildrenfeedabnacdkFfarmily Som NeerwvicYoesrk, -200bas5ed) on how government agencies, inter- structure for program providers. The resulting  \nmediaries, and technical assistance what high-quality framework includes a full spectrum specialists view program quality. programs should aim of criteria, including point-of-service, j","cbCaicOUEPSEgTwV","https://ap.wps.com/l/cbCaicOUEPSEgTwV","pdf",255665,"English","# High-Impact Afterschool Programs for All\n## Need for Quality and Common Elements\n## Evidence of Positive Effects\n## NYSAN’s Universal Framework for Program Quality\n## Ten Essential Elements and Quality Indicators","[{\"question\":\"为什么课后项目的质量被认为至关重要？\",\"answer\":\"文本引用研究说明，高质量课后项目能带来显著的积极影响，例如提升青少年的安全保障，并在学习与个人发展等方面产生正向效果；低质量项目可能无正效甚至带来负面影响。\"},{\"question\":\"“优质课后项目”的定义为何需要进一步明确？\",\"answer\":\"文中指出，课后领域多样且提供多种经历，但并非所有项目都能清晰阐明应共同包含的核心要素；因此需要凝练公共元素以最大化对青少年的积极成果。\"},{\"question\":\"NYSAN 的项目质量通用框架包含哪些核心结构？\",\"answer\":\"该框架围绕十个关键质量要素展开，每个要素都配有具体的质量指标，并可跨越项目模式、地理与承办环境，用于指导学校与社区机构、以及暑期等不同运行形态的改进。\"}]","high-impact afterschool for all - A Statewide Quality Framework | PDF",1792069682,15]