[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-590405-105":59,"doc-detail-590405-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","partner-perspective-what-afterschool-stem-does-best","Partner Perspective - What Afterschool STEM Does Best","","Afterschool STEM programs are widely recognized for engaging children and youth in science, technology, engineering, and mathematics, especially as STEM standards and investment have grown since 1996. Stakeholders increasingly must document outcomes, but agreement is limited on which STEM elements afterschool settings are best positioned to support. The Afterschool STEM Outcomes Study was designed to identify consensus outcomes and indicators, informing policy and evaluation. It also frames challenges and distinctions of afterschool programs within informal science education.",{"@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/partner-perspective-what-afterschool-stem-does-best/590405/",{"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/partner-perspective-what-afterschool-stem-does-best/590405.png","ImageObject",300,407,{"name":92,"@type":93},"Pentious","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","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 afterschool programs seen as important venues for STEM learning?","Question",{"text":112,"@type":113},"Afterschool programs effectively engage children and youth in STEM, and the field has enthusiastically adopted STEM education as participation and investment expanded. They offer opportunities outside school to build interest and learning outcomes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What outcomes are afterschool STEM stakeholders being asked to document?",{"text":117,"@type":113},"Stakeholders are expected to document a range of outcomes, including generating interest in STEM, improving standardized math and science test scores, and increasing the number of students pursuing STEM majors in college.",{"name":119,"@type":110,"acceptedAnswer":120},"What challenges make assessing afterschool STEM impact complex?",{"text":121,"@type":113},"Assessment is complex because afterschool programs sit at the junction of formal and informal learning, are driven by youth development goals, are often facilitated by non-STEM experts, and frequently serve young people from populations underrepresented in STEM.","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},590405,1792867226,{"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":39,"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":46,"preview_page_count":4},1374404730887,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Partner PersPective  \nwhat afterschool STEM does best  \nhow Stakeholders Describe youth learning Outcomes  \nby Anita Krishnamurthi, Bronwyn Bevan, Jen Rinehart, and Vicky Ragan Coulon  \nAfterschool programs are increasingly recognized as venues for effectively engaging children and youth in science, technology, engineering, and mathematics (STEM) . Since the last set of national science standards was published in 1996, the number of afterschool programs and participants—and of dollars invested in STEM learning in these settings—has expanded substantially. The afterschool field has enthusiastically embraced STEM education. According to a 2011 Afterschool Alliance survey, a majority of providers now believe that it is important for them to offer STEM programming.  \nAs more stakeholders get involved in the effort to engage youth in STEM outside of school, afterschool providers are being asked to document a wide range of outcomes, from generating interest in STEM to improving standardized test scores in math and science and to increasing the  \nnumber of students who pursue STEM majors in college. Although stakeholders agree that afterschool STEM education can be powerful, there is less agreement on the critical question of which aspects of STEM education the afterschool field is best positioned to support (e.g. , SeftonGreen, 2012). This issue has significant policy implications as lawmakers work on legislation that affects STEM education and decide on funding for efforts to improve it.  \nANiTA KRiSHNAMuRTHi is director of STEM policy at the Afterschool Alliance, a national nonprofit working to ensure that all youth have access to affordable, quality afterschool programs. She leads efforts to advance policies, research, and partnerships so children and youth can have rich STEM experiences in their afterschool programs. BRoNWYN BEVAN is associate director of program at the Exploratorium, a museum in San Francisco. Her research focuses on how institutional settings shape opportunities for learning.  \nJEN RiNEHART is vice president for policy and research at the Afterschool Alliance. She takes a primary role in the Afterschool Alliance’s coalition-building, policy, and research efforts, including leading the study America After 3PM.  \nViCKY RAGAN CouLoN is director of Evaluation & Research Associates, which specializes in evaluating programs supporting STEM equity, informal and formal education, and teacher professional development, as well as conducting research in those content areas.  \nThe Next Generation Science Standards (Achieve, 2013) call for STEM education to move beyond facts and procedures by introducing broad concepts , such as scale or systems, and by engaging students in STEM practices such as developing evidence-based explanations. Because this expanded perspective will require active and contextualized modes of learning, the afterschool field has a clear and compelling opportunity to position itself as a key partner in a STEM learning “ecosystem” comprising schools, afterschool programs, and other community settings and partners.  \nIn this context, greater clarity about appropriate afterschool STEM learning goals and outcomes is essential to demonstrating how afterschool programs can best facilitate STEM education. Hence, in spring 2012, the Afterschool Alliance undertook a study to ask afterschool stakeholders what aspects of STEM learning the field is best positioned to support. The aim of the Afterschool STEM Outcomes Study was to identify consensus viewson appropriate and feasible outcomes and indicators for afterschool STEM programs. The study provides a realistic vision of the field’s potential for supporting student learning, a vision that can inform policy decisions and evaluation design.  \nListening to the Field  \nThe growth in afterschool STEM has been accompanied by expansion of the field of informal science education (ISE), where a significant body of work has accumulated to define youth outcomes and guide","cbCaikAlPQsrHmM5","https://ap.wps.com/l/cbCaikAlPQsrHmM5","pdf",905596,"English","# Partner Perspective\n## Youth learning outcomes in afterschool STEM\n## The Afterschool STEM Outcomes Study\n## Listening to the Field\n## Informal science education and assessment challenges\n## Distinct features of afterschool programs","[{\"question\":\"Why are afterschool programs seen as important venues for STEM learning?\",\"answer\":\"Afterschool programs effectively engage children and youth in STEM, and the field has enthusiastically adopted STEM education as participation and investment expanded. They offer opportunities outside school to build interest and learning outcomes.\"},{\"question\":\"What outcomes are afterschool STEM stakeholders being asked to document?\",\"answer\":\"Stakeholders are expected to document a range of outcomes, including generating interest in STEM, improving standardized math and science test scores, and increasing the number of students pursuing STEM majors in college.\"},{\"question\":\"What challenges make assessing afterschool STEM impact complex?\",\"answer\":\"Assessment is complex because afterschool programs sit at the junction of formal and informal learning, are driven by youth development goals, are often facilitated by non-STEM experts, and frequently serve young people from populations underrepresented in STEM.\"}]","Partner Perspective - What Afterschool STEM Does Best | PDF",1792069574]