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Activities include late-afternoon and evening academic support, sports and clubs, community service, and a holistic summer enrichment program. Results from interviews summarize benefits and outline staffing and planning factors supporting successful program implementation across schools.",{"@graph":69,"@context":121},[70,84,104],{"@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/use-of-out-of-school-time-with-urban-young-adolescents-a-critical-component-of-successful-nativitymiguel-schools/602606/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/use-of-out-of-school-time-with-urban-young-adolescents-a-critical-component-of-successful-nativitymiguel-schools/602606.png","ImageObject",300,407,{"name":92,"@type":93},"pixelkiddo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What out-of-school activities are included in the NativityMiguel model described in the study?","Question",{"text":111,"@type":112},"The study highlights late-afternoon and evening academic support, along with sports and clubs, community service activities, and a holistic summer enrichment program.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"How do the out-of-school programs affect participants according to the interview results?",{"text":116,"@type":112},"Reported benefits include preparation for later academic success, development of leadership skills, belonging to a supportive faculty and peer community, and a strengthened commitment to service and activism focused on underserved communities.",{"name":118,"@type":109,"acceptedAnswer":119},"What research perspective supports the value of out-of-school programs for urban youth?",{"text":120,"@type":112},"Prior research cited links out-of-school care and programming with improved parental involvement, student engagement, positive self-perceptions, connectedness to school, and academic outcomes, while framing programs as protective against delinquent activity.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},602606,1792094961,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":128,"read_time":46},962090883892,"https://ap-avatar.wpscdn.com/avatar/e00115db34f3e0f11b?x-image-process=image/resize,m_fixed,w_180,h_180&k=1790152879550218658","USE OF OUT-OF-SCHOOL TIME WITH URBAN YOUNG ADOLESCENTS: A CRITICAL COMPONENT OF SUCCESSFUL NATIVITYMIGUEL SCHOOLS  \nL. MICKEY FENZEL  \nKATHY D. RICHARDSON  \nLoyola University Maryland  \nABSTRACT  \nAdopting an asset-based and resilience-building framework, the present study examines the effects of out-of-school activities on advancing the academic achievement, leadership skills, and service orientation of youth of color placed at risk who attended one of over 60 independent urban middle schools that follow the NativityMiguel model of education. These out-of-school activities include late afternoon and evening academic support and other activities, such as sports and clubs, community service activities, and a holistic summer enrichment program. The present study summarizes results of individual and small group interviews with graduates and staff that address the benefits of the out-of-school programs. These benefits include being prepared for later academic success, developing effective leadership skills, belonging to a community of supportive faculty and peers, and developing a strong commitment to service and activism oriented toward addressing the needs of underserved communities. Also addressed are staffing and planning issues that contribute to successful out-of-school programs and implications for including these efforts in other schools.  \nTHEORETICAL AND RESEARCH PERSPECTIVE  \nOut-of-school programs for urban youth have been viewed as potentially important deterrents of youth crime and sources of positive social development and academic achievement (Hanlon, Simon, O’Grady, Carswell, & Callaman, 2009; Williams & Bryan, 2013) . A report from the Grant Foundation (Kane, 2004) that summarized the findings of four studies showed that after-school care contributed to greater parental involvement in schools and higher levels of student academic engagement that included completing more homework assignments. Other research as well (Durlak, Weissberg, & Pachan, 2010; National Center for Time & Learning, 2010; Roth, Malone, & BrooksGunn, 2010) found that overall positive changes occurred in participants’ self-perceptions, connectedness to school, social behaviors, school grades, and achievement test scores.  \nIn a study aimed at countering the typical deficit-focused research on urban youth with a strength-based approach, Williams and Bryan (2013) identified three sets of factors that were commonly found in high achieving African-American youth. These three factors were: (a) home life, which involved school-based parenting practices, personal stories of hardship, positive mother-child relationships, and extended family networks; (b) school factors, that included supportive schoolbased relationships, school-oriented peer culture, good teaching, and extracurricular school activities; and (c) community factors, involving social support networks and out-of-school time activities. While this research has indicated that out-of-school time activities are typically the responsibility of the community, the NativityMiguel schools incorporate out-of-school activities into their regular educational program. Whether the activities are provided by the schools or by the community, they serve as physically and psychologically safe spaces for students with opportunities to develop new skills and interests, connect in a positive way with adults and peers, and grow in their abilities to resist negative influences of high poverty neighborhoods.  \nEducational Planning 25 Vol. 25, No. 2  \nThe family, school, and community factors noted above represent sources of social capital that help shape high expectations and provide information, support, and resources for historically underserved urban students of color (Williams & Bryant, 2013; Fenzel & Richardson, 2017) . Well-developed out-of-school time programs also have the potential to help these students gain access to community members who can contribute to their success in a racist society and awaken in ","cbCaiajE4KLIXPdb","https://ap.wps.com/l/cbCaiajE4KLIXPdb","pdf",149297,"English","# Abstract\n## Theoretical and Research Perspective\n## Educational Planning (Volume Information)","[{\"question\":\"What out-of-school activities are included in the NativityMiguel model described in the study?\",\"answer\":\"The study highlights late-afternoon and evening academic support, along with sports and clubs, community service activities, and a holistic summer enrichment program.\"},{\"question\":\"How do the out-of-school programs affect participants according to the interview results?\",\"answer\":\"Reported benefits include preparation for later academic success, development of leadership skills, belonging to a supportive faculty and peer community, and a strengthened commitment to service and activism focused on underserved communities.\"},{\"question\":\"What research perspective supports the value of out-of-school programs for urban youth?\",\"answer\":\"Prior research cited links out-of-school care and programming with improved parental involvement, student engagement, positive self-perceptions, connectedness to school, and academic outcomes, while framing programs as protective against delinquent activity.\"}]","USE OF OUT-OF-SCHOOL TIME WITH URBAN YOUNG ADOLESCENTS: A CRITICAL COMPONENT OF SUCCESSFUL NATIVITYMIGUEL SCHOOLS | PDF"]