“A Deep Passion for Reading and Writing”: An Interview with Lena Townsend
A Youth Development Approach to Evaluation: Critical Participatory Action Research
An “I” in Teen? Perceived Agency in a Youth Development Program
Before the School Bell Rings: How a Before-School Physical Activity Program Improves Executive Functions
College Access Through Youth-Led Afterschool Programming
Creating High-Performance Afterschool Programs
Does Your Organization Welcome Participants with Disabilities? A New Assessment Tool
Effective Practices for Evaluating STEM Out-of-School Time Programs
Effective STEM Programs for Adolescent Girls: Three Approaches and Many Lessons Learned
Emotional Intelligence and Workplace Stress Among Afterschool Supervisors in Low-Income Communities
Focusing In: Evaluators Reflect on Focus Groups in Afterschool Settings
From Downtime to Prime Time
Getting the Right Fit: Designing a Professional Learning Community for Out-of-School Time
Healthy Eating in Out-of-School Time: The Promise and the Challenge
High-Impact Afterschool for All: A Statewide Quality Framework
Learning Across Space Instead of Over Time: Redesigning a School-Based STEM Curriculum for OST
Measuring and Understanding Authentic Youth Engagement: The Youth-Adult Partnership Rubric
Measuring Program Quality, Part 2: Addressing Potential Cultural Bias in a Rater Reliability Exam
Measuring Program Quality: Evidence of the Scientific Validity of the Assessment of Program Practices Tool
Monitoring the Experiences of OST Volunteers
Self-Assessment of High-Quality Academic Enrichment Practices
Social and Emotional Learning in Afterschool Settings
Supporting Effective Youth Work: Job-Embedded Professional Development in OST
The Role of Out-of-School Time in Reducing Hunger and Preventing Obesity
The Unique Challenges of Afterschool Research
Youth GO: An Approach to Gathering Youth Perspectives in Out-of-School Time Programs
Youth Perspectives on Staff Turnover in Afterschool Programs

    "NIOST has been an anchor for numerous school age care projects we do, including ASQ (After-School Quality) and Links to Learning. They are a nationally respected organization that Pennsylvania has partnered with for over 20 years."

    – Betsy O. Saatman, TA Specialist/SAC Initiatives, Pennsylvania Key

    "NIOST was a core partner in supporting the development of quality improvement systems across the nine cities that participated in The Wallace Foundation Next Generation Afterschool System-Building Initiative. The NIOST team worked well with other technical assistance partners in the initiative, always willing to pitch in and collaborate with others to make our professional learning community meetings a team effort. I truly hope the Foundation has an opportunity to partner with them in the future."

    – Priscilla M. Little, Initiative Manager, The Wallace Foundation


    "NIOST has been a leader in the out-of-school time field for as long as I can remember, and I have relied on their research, tools, and advice to improve my practice throughout my career. Their staff members are good partners and good listeners, and their influence across the country is palpable."

    – Jane Quinn, Vice President and Director of National Center for Community Schools, Children's Aid Society

    "Georgia Hall, Ellen Gannett, and the NIOST team have been instrumental in driving the healthy afterschool movement. Their dedication to quality practice, informed policy, and collective impact is instrumental in our effort to create healthier communities."

    – Daniel W. Hatcher, Director, Community Partnerships, Alliance for a Healthier Generation

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The Afterschool Matters Initiative is managed by the National Institute on Out-of-School Time, a program of the Wellesley Centers for Women at Wellesley College

Georgia Hall, PhD, is Managing Editor of the Afterschool Matters Journal

Wellesley Centers for Women
Wellesley College
106 Central Street
Wellesley, MA 02481-8203 USA

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