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The review synthesizes research on sponsors and partners across local, school, university, and municipal organizations, identifying partnership contribution types and how organizations collaborate to support youth in OST settings. It applies PRISMA-based systematic search methods and analyzes results using a structured Qualtrics survey based on 100 discrete programs serving ages 11 to 19.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/out-of-school-time-sponsors-and-partners-a-review-of-programs-for-low-income-adolescents/591310/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/out-of-school-time-sponsors-and-partners-a-review-of-programs-for-low-income-adolescents/591310.png","ImageObject",300,407,{"name":92,"@type":93},"eBook King","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why are OST partnerships especially important for low-income adolescents?","Question",{"text":112,"@type":113},"Low-income adolescents often face logistical, social, and cultural barriers shaped by structural inequities, including fewer quality programs, unsafe or unaffordable transportation, work or caregiving responsibilities, and harassment or bullying. The review emphasizes that effective partnerships must account for these specific circumstances and community needs.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is the primary goal of the systematic literature review?",{"text":117,"@type":113},"The review synthesizes the types of organizations involved in OST programs for low-income adolescents, what they offered, and how they worked together in OST settings.",{"name":119,"@type":110,"acceptedAnswer":120},"What methods were used to select studies for the review?",{"text":121,"@type":113},"The review followed PRISMA best practices, searching ERIC, PsycINFO, and Web of Science and also hand-searching National Institute of Out-of-School Time materials. Studies had to be English, empirical, focused on OST programs lasting at least four weeks, and primarily serve low-income adolescents in the United States.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591310,1792165860,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962088006270,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Out-of-School Time Sponsors and Partners  \nA Review of Programs for Low-Income Adolescents  \nRebecca S. Levine  \nAs communities grapple with the harmful, inequitable effects of the COVID-19 pandemic, which have been particularly hard on low-income and marginalized youth, renewed attention has been directed toward how out-of-school time (OST) programs can help youth reconnect and re-engage (Afterschool Alliance, 2021; Stanford, 2022) .  \nAs OST providers respond to today’s complex issues, however, they are not alone. For decades, OST programs have been supported by a diverse range of sponsors and partners, including local nonprofits, schools, universities, and municipal governments. What can we learn about how these various partners have worked together to design and implement OST programs? In this article, I present the results of a systematic literature review on the sponsors and partners that support OST programs for low-income  \nadolescents. The goal is to synthesize the types of organizations involved in OST programs, what they offered, and how they worked together to support youth in OST settings.  \nThe Importance of Partnerships  \nPrior work on OST partnerships reveals various benefits and effective strategies. Griffin & Martinez (2013) identified seven categories of contributions that partnerships can provide: evaluation services, fundraising, programming or activity-related services, goods, volunteer staffing, paid staffing, and other types of contributions. Other studies have identified effective practices involving one type of partner, such as schools (Anthony & Morra, 2016; Dilles, 2010) or universities (Afterschool Alliance, 2007), or have focused on partnerships that sustain specific goals, such as extended learning (Little, 2013) or  \nREBECCA S. LEVINE, LICSW, is a PhD student in the Department of Education Studies at the University of California, San Diego.  \ncareer readiness (Cohen et al., 2019) . The National League of Cities Institute for Youth, Education, and Families recommends that OST programs involve abroad set of partners in order to take full advantage of available community resources and to establish a shared vision with a common set of outcomes (Hayes et al., 2009) .  \nIn this article, I review and synthesize the available research on OST programs involving sponsors and partners from various sectors, from local nonprofitsto national organizations, across a wide range of afterschool and summer programs that serve lowincome adolescents. I focus on young people aged 11 to 19, or in middle or high school. The developmental tasks of this age group, such as identity exploration and college and career readiness, are different from those of younger children; therefore, potential partnerships look different (Afterschool Alliance, 2009) . Further, I focus on adolescents from low-income families and those from marginalized backgrounds. These youth often face logistical, social, and cultural barriers to participation in OST programming. The barriers, many of which stem from structural inequities and discrimination, include fewer quality programs than in more affluent communities, lack of safe and affordable transportation to and from programs, wanting or needing to work or care for family members, and harassment or bullying at the program itself (Kennedy et al., 2007; Lin et al., 2016; Little, 2007; Wallace Foundation, 2022) . Therefore, OST partnerships must consider the unique circumstances of low-income youth, including the resources, strengths, and needs of the youth themselves and of their communities, in order to be effective.  \nMethods  \nThis article is part of a larger systematic review on OST programs serving low-income adolescents; for this article, I coded the data for themes and patterns related to OST sponsoring organizations and partnerships. In other words, I examined the types and prevalence of organizations that were either sponsoring an OST program alone or partnering with other organizations a","cbCaivd0uXHg7Uo0","https://ap.wps.com/l/cbCaivd0uXHg7Uo0","pdf",211597,"English","# The Importance of Partnerships\n# Methods\n# Varieties of Sponsoring and Partner Organizations","[{\"question\":\"Why are OST partnerships especially important for low-income adolescents?\",\"answer\":\"Low-income adolescents often face logistical, social, and cultural barriers shaped by structural inequities, including fewer quality programs, unsafe or unaffordable transportation, work or caregiving responsibilities, and harassment or bullying. The review emphasizes that effective partnerships must account for these specific circumstances and community needs.\"},{\"question\":\"What is the primary goal of the systematic literature review?\",\"answer\":\"The review synthesizes the types of organizations involved in OST programs for low-income adolescents, what they offered, and how they worked together in OST settings.\"},{\"question\":\"What methods were used to select studies for the review?\",\"answer\":\"The review followed PRISMA best practices, searching ERIC, PsycINFO, and Web of Science and also hand-searching National Institute of Out-of-School Time materials. Studies had to be English, empirical, focused on OST programs lasting at least four weeks, and primarily serve low-income adolescents in the United States.\"}]","Out-of-School Time Sponsors and Partners - A Review of Programs for Low-Income Adolescents | PDF",1792071562,25]