AFTER-SCHOOL PROGRAMS - A policy proposal

Running Head: AFTER-SCHOOL PROGRAMS – A POLICY PROPOSAL 1
After-School Programs – A Policy Proposal
Marianne McFadden
December 20, 2013
EDG 521: Education & the Common Good: Sociocultural Foundations
Instructor: Dr. Michelle Szpara, Cabrini College

AFTER-SCHOOL PROGRAMS – A POLICY PROPOSAL 2
After-School Programs – Overview and Purpose
When students and parents/guardians begin to realize that small gatherings of an informal
academic nature can benefit learners (regardless of the present skill level at which the learners
are performing), it makes sense that after-school programs that bring learners together will
certainly benefit these student participants as they communicate and share their learning with
help and supervision. As students share their academics outside the scheduled school day, they
learn from each other, help each other, and learn of each other’s unique habits and learning
styles. This view is supported through research completed in 2012 in a two-year study of a
dozen after-school programs in eight states. It was found that regular, weekly participants
enjoyed successes in addition to improved social interactions. Such benefits found were higher
test scores, improved work habits, and fewer behavior issues (Lauver, 2012).
In addition, students could develop communication skills during these informal after-school
sessions as they share information about their lives at home. This sharing beyond the
classroom could help in students developing an appreciation of others’ ways of life and aid in
understanding cultural differences as well, as evidenced in a study done in California.
California’s expanded learning programs, known as ELPs (another term for after-school
programs), indicated long-term positive effects on regular school attendance, improved English
language fluency, positive social and emotional outcomes, and declining juvenile delinquency
rates and dropout rates as well (Gonzales, Gunderson, & Wold, 2013). Furthermore, in this
informal setting, it is even possible for students to learn of each others’ likes, dislikes, strengths,
and shortcomings. As the staff supervises the informal academic atmosphere, both students

and teachers benefit as they get to know each other while academic tasks are ‘tackled’ with
success and satisfaction.
After-School Programs – Response to Present Needs
Change is inevitable, and this applies to everyday life as well as trends, technology, and
advances in science. Several years ago, at the end of the school day, students were safely
delivered to their home where, most likely, a parent was waiting for the child’s return.
Normally the children continued their day’s studies by completing homework assignments
while a parent supervised - and sometimes assisted - and made sure assignments were
completed and done well. Few other evening commitments were usually scheduled; once the
rest of the family returned home, the family spent the rest of the evening together at home. As
our society’s lifestyles, demands and responsibilities changed over time, so has the ‘after-school
life’ of our students. Many have no parent/guardian present when they arrive home. De
Kanter verifies this fact as she states that 35% of twelve year-olds are home alone on a regular
basis while their parents are at work in the afternoon, and this fact indicates that there is a real
problem regarding unsupervised youth making poor choices during their parents’ absence (de
Kanter, 2001). Therefore, after-school care is a necessity. Other students may have many
commitments (athletics, clubs, sibling care, part-time jobs) that require dedicating long evening
hours and much energy. So the modern day for students and parents alike is busy with little
“down time”; academic work (homework, review) beyond the scheduled school day is
oftentimes very difficult to accomplish. In her article addressing the after-school needs for
adolescents, de Kanter verifies the fact that both parents and non-parent adults have deep
concerns regarding safety and supervision of children who are left alone during the week

between the hours of 3pm and 6pm. De Kanter continues to note that this exact timeframe
reflects the peak hours for teens to commit crimes, engage in sexual activity, and participate in
other activities such as smoking, drinking and drug use (de Kanter, 2001). As an experienced
teacher, I have witnessed, over the years, both students and parents expressing how the
demands of everyday life have affected family life and spare time. It is interesting to note that
more and more conversations I’ve had with parents have revealed the need for their children to
be supervised in their absence (due to demanding jobs or multiple jobs); many parents and
students have voiced a need for extra help with daily assignments as well. In her article which
advocates after-school programs (also referred to as ASPs) for their ability to promote school
connectedness (defined as relevance to the regular school day), Anderson-Butcher states that
the majority of ASP participants in her Ohio study were black (84%) and most participants
overall lived in female-headed households (Anderson-Butcher, 2010). This fact verifies that the
need is even greater for specific underserved groups.
After-School Programs – Structure and Benefits
Many teachers, administrators, parents, students, and community leaders realize the
problems that today’s students face in successfully dedicating time to their studies beyond the
school day. Such obstacles have been mentioned earlier in this document. These may include
obligations to supervising younger siblings, the need to work part-time, commitment to extra-
curricular activities that require hours of daily practice, or simply a lack of quiet space to focus
on independent school work. Therefore, it is logical and reasonable to assume that programs
geared towards promoting academic success would be welcomed and implemented without
hesitation in any district that is truly committed to the best interests of its students and their

futures. Such programs should include an after-school program that is conducted in a less
formal atmosphere than the classroom, but still offers an adult’s supervision with the purpose
of completing homework in school, directly after the school day ends. Some observed ASPs run
twice each week for approximately one and one-half hours after the school day (as focused on
later in this document). Sessions are held within designated rooms in the school building, with
teachers’ supervision and assistance, and with the media center available for students who
request using it. Additionally, some districts offer an ‘activities bus’ which is available after the
program ends for the day, so students don’t need to find their own means to return home.
Over the past few years much literature has been written on the benefits and successes of such
programs. Some generally agreed upon benefits include: increased interest in academics,
improved course grades, better self-image and attitudes towards school, improved attendance
records, increasing standardized test scores, better student relationships, more trusting and
respectful student-teacher relationships, and reduced amounts of discipline issues (Protheroe,
2006). Furthermore, in a detailed discussion on after-school programming, Protheroe also
outlines some useful, necessary components of such programs that both support and expand
the curriculum in providing: homework assistance, literacy and math instruction (now based on
common core), accelerated learning opportunities - especially for at-risk students, fun and
broadening enrichment activities, and the enjoyment of healthy snacks (Protheroe, 2006).
After-School Programs – District Focus
This paper will focus on Spartan School District (pseudonym, location in Lancaster County),
and in particular, Spartan Middle School, where help beyond the school day takes on two
forms. First, the after-school program (named ‘academic inspiration’, which is also part of the

high school program during the study hall/lunch block known as iSpartan) and second, the
structured studies period, which is conducted during eighth period. Through program
information provided by teachers, administrators, counselors, supervisors, and student
participants, attention will be focused on goals of the programs and what specific benefits
result from these programs. Lastly, feedback from teacher coordinators and some student
participants (in the form of personal interviews) will be studied in an effort to make informed
recommendations to the district regarding the development of a strong, sound policy that
could address the future needs and corresponding benefits of the programs.
Spartan School District – Background Information – Mission, Vision, Geographical Area
In order to understand the importance of the placement of an after-school program as an
effective district practice, the district’s mission and vision should be studied so that the after-
school program’s purpose fits in with the district’s beliefs and purpose. The district states on its
website:
Mission Statement
"In partnership with family, business and community, we provide an environment in which all
persons are empowered to develop the knowledge, skills and character to be life-long
contributors and leaders in a rapidly changing world community."
Vision Statement
"Inspiring and guiding each student to shape his or her place in the world community."
(Spartan School District website, 2013)
About the Area
Spartan School District is located in northeast Lancaster County, and has an area of 95 square
miles. Three municipalities and one small village are situated in the area which is made up of
four townships located within the boundaries of the school district. The district’s population is
30,000 residents; student population is approximately 3,300 students K-12.
The area, originally settled by German farmers, has developed from a rural area to a rural
area with urban and modern technological influences. The secondary schools are located in
New Holland which is about a 25 minute drive to center city Lancaster. (Spartan School
District website, 2013)
(See district map at: http://paayp.emetric.net/District/Map/c36/113362303)

Spartan School District’s Mission and Goals in Relation to After-School Programming
In an effort to encourage students to develop into life-long learners by empowering them to
believe and act upon their own abilities, implementing a structured, consistent, and supportive
after-school program fits very appropriately in aiding students to realize their own potential. In
doing so, the program would be an asset to the district whose vision is stated as, "Inspiring and
guiding each student to shape his or her place in the world community" (Spartan School District
website, 2013).
In their research, Sheldon, Arbreton, Hopkins, and Grossman emphasize the importance of
after-school staff working alongside regular classroom teachers in obtaining information on
their expectations and methods in building academic skills. With this partnership established
and on-going, the after-school staff can offer student participants relevant assistance as the
students enjoy a relaxed, supportive atmosphere that promotes both academics and character
development in preparation for all types of real world situations (Sheldon, Arbreton, Hopkins, &
Grossman, 2010).
Although Spartan School District does not have a formal policy describing after-school
programming, such a policy developed for consideration should state goals which would
include: a) help students to strengthen basic skills, b) help students build perseverance in
attempting to complete assignments that reflect the student’s true ability, c) assist students in
realizing that increased interest (and subsequent improved grades) in academics leads to a
more productive, satisfying future, and d) help students to improve relationships with their
peers (through continued good example) in an attempt to affect their relationships throughout
their lives.

In reality, goals cited above cannot be evaluated and graded; they can only be focused on
and made essential through persistence. If a program continuously emphasizes its goals
through the dedication of its teachers and its student participants, then those involved should
be surveyed periodically so the school/district can make relevant revisions as the program
progresses through the school year. In this way, the program can and will grow into a solid
program that will accomplish what it originally set out to achieve: to strongly assist students in
becoming more responsible and successful by improving work habits, communication with
peers and teachers, and by gaining more interest in achievement in order to focus on healthy
future goals in life.
District Facts, Superintendent’s Messages and PSSA Report Cards - Relation to Need for After-
School Programming
General district facts are offered in appendix 1, and some of the statistics indicate that
Spartan district is rather small, housing a little more than 3000 students, with a very small
population increase from 2010 to 2012. Less than half the graduating class of 2012 enrolled in
a four-year college, and about 10% of these graduates deferred post-secondary schooling for
now. Additionally, about 11.6% of the population is living below poverty level (compared to
12.6% in the entire state of Pennsylvania), and the area had about a 25% increase in female-
head households (single-parent) over the past two years (Spartan.org/district.cfm). In viewing
these chosen parts of the district’s comprehensive picture in appendix 1, it is clear that this
small district has some concerns (poverty level, single-parent households increasing, less than
one-half of the most recent graduating class is attending a four-year college). These concerns
will only worsen and cause the quality of life in the area to deteriorate if solid after-school

programs in the schools and in the community are not formulated and put into action in a
timely manner. A program such as an after-school program will allow students to raise
academic achievements and therefore affect the number of college-bound students and
positively impact the poverty problem in the area.
In studying the Superintendent’s most recent letters and messages in appendix 2, it should
be noted that he is quite proud of the district’s commitment to preparing its students to face
the challenge and demands of a global society, and many programs are set in place to foster the
student’s development. However, he makes one point clear as he states that administration is
disappointed that PSSA results are not higher, even though the entire school community is
working hard. Additionally, he calls for more effort on the part of the students, parents, and
faculty so that improvements can be realized by all (Spartan.org/district.cfm, October 4, 2013).
Proposed Policy – History, Current Description and Details, Analysis of Needs
In considering all the information made available thus far, including the superintendent’s
letters and remarks made on the schools’ most recent PSSA scores, teachers’ and
administrators’ concerns regarding lagging grades, the mediocre attitude of many students
regarding achievement, the changing demographics of the district’s composition, and the
growing demands being made in an increasing technological society, it seems evident that the
Spartan School District is in need of developing a policy which would enable students to
embrace the challenges in their lives as students now so they can more readily develop into
responsible, productive citizens in the future. The after-school program (known as Academic
Inspiration, or AI) and the structured studies study hall have proven, according to both Ms.
D’Alfonso and Mr. Stella (pseudonyms, see appendices 5 and 6), that more focused, supervised

atmospheres allow students to complete assignments and improve grades (interview,
November 26, 2013). When interviewing two students who very willingly volunteered their
opinions, both Jordan Baines and Jonah Lewis (pseudonyms, see appendices 7 and 8) evaluated
the AI program as highly effective in getting their grades to improve, and both 8th
graders
enjoyed the program because they felt comfortable in asking for help from teachers they knew
from their regular classes (interview, December 5, 2013). Additionally, it was evident that both
students were motivated enough to continue to bring other grades up as well, even though the
other ones weren’t failing scores. Although at this time it was not possible to speak with other
stakeholders (such as parents), both Ms. D’Alfonso and Mr. Stella had had no complaints from
parents up to that point, so they felt fairly confident that parents were happy with their
children’s progress (interview, November 26, 2013).
During some candid, passionate interviews with two administrators (see appendices 3 and
4), Mr. Solaro and Mr. Cull (interview, November 26, 2013), it was noted that “It’s time to get
rid of excuses for failing” and “…the faculty saw a need for the extended support to be put into
place” (interview, November 26, 2013). Interestingly enough, both administrators voiced
similar concerns yet they developed independent programs within their own respective
schools. Both administrators feel that the programs are doing well so far because of their
initiative in getting them started, but they attribute success mostly to the fact that the faculty
has worked so well together to make revisions and recommendations as needed. It is
important also to mention that personal interviews of guidance office staff were attempted at
both the middle and high schools, but both offices strongly suggested that the assistant
principal or principal be contacted since they developed the programs in their entirety and

were monitoring them as well. In my opinion, I thought it strange and tremendously
unfortunate that the guidance staff had no participation in the forming and implementing of
the programs. In a very informal chat with a friend (December 7, 2013) who is a retired
guidance counselor, it was noted that over the many years she was counselor, the job
description and purpose underwent many changes, many of which had nothing to do with
counseling and/or guiding of the student. Also, she commented that she and the other
counselors very often pleaded with administration to keep them ‘in the know’ with respect to
changes affecting student academics or their well-being. Many times counselors were not kept
up-to-date with these important decisions, and that, she claimed really compromised their job
as counselor.
Realistically, although the immediate educational aims of a proposed policy would
emphasize the improvement of grades, work habits, and interest in studies, the broader aims
would be to develop life-long learners who have gained the ability to persevere in difficult,
challenging situations so as to enjoy success. The superintendent, in his October 2013 letter,
clearly states the need to aim higher than just OK as he states, “Okay is not nearly good
enough” (Spartan.org/district.cfm, October 4, 2013). In keeping with his view, the offering of a
structured program such as Academic Inspiration would have as its intentions the improving of
PSSA scores and course grades. However, it would have a much longer-lasting impact in
promoting a well-rounded learner who is capable of attempting and succeeding in challenging
coursework and difficult, demanding situations in everyday life.
Based on an analysis of the current program’s aims and impacts, it is clear that the district
needs to develop a policy to address the needs of struggling students in order to increase their

scholastic successes and improve their grades, accomplishments, and relationships with
teachers and other students.
After-School Programming – Reforms – Changes to Produce Lasting Results
The research shows that well-structured, consistent programs require after-school staff to be
qualified, dedicated, and willing to participate in many professional development sessions and
collaborative opportunities with regular classroom teachers (possibly right at the end of the
school day, just before ASP activities begin). Qualified and dedicated staff members - not
necessarily certified - could be youth group leaders, college student-interns, or members of the
community who have had experience in working with instructional strategies with specific age
groups. The research done by Gonzales, et al indicated that a high quality program includes
collaborative planning time between after-school staff and classroom teachers that promotes
“relational bonding” in the process (Gonzales, Gunderson, & Wold, 2013). Furthermore,
Anderson-Butcher calls for an ASP staff that reflects the demographics of the school and
community so that even greater relationships between staff and students are possible
(Anderson-Butcher, 2010). Studies conducted by Sheldon, et al revealed that programs that are
effective normally are evaluated and re-evaluated several times during the school year and
should include targeted trainings, staff coaching, and regular use of data to measure progress
and recommend revisions (Sheldon, Arbreton, Hopkins, & Grossman, 2010). Data can be drawn
from benchmark results, classroom diagnostic tools (or CDTs), and regular course grades. These
numerical indicators can track progress as well as drive specific topics to become points of
discussion for in-services or professional development. Additionally, periodic feedback
(through surveys) from parents and students can also determine appropriate topics for training

needs. Lastly, classroom teachers and ASP staff who attend parent-teacher conferences and
back to school nights together create a stronger support system for the students who attend
the program, as Anderson-Butcher’s findings show, and claims that Ohio youths participate in
ASPs because of “the relationship they had with caring adults” (Anderson-Butcher, 2010, p. 11).
As far as the offerings of an ASP are concerned, it has been shown that simply doing
homework and projects does not constitute an effective, inviting program. Students need
expanded learning – learning that incorporates and extends what is accomplished in the
classroom by offering challenging and interesting applications. By developing these practices,
students gain a “connectedness” to school and are encouraged to raise achievement and enjoy
academic success (Anderson-Butcher, 2010). Some programs in the studies reviewed describe
activities that use concepts and ideas developed in the regular classroom to create and build
items that are concrete representations of knowledge attained - similar to what gifted
programs and/or STEM programs (Science, Technology, Engineering, and Math) strive to
achieve. Other activities may include smaller projects within the community or mini field trips
to explore the community. In these such experiences, those students who would never have
had the opportunity to explore their surroundings now have the chance to do so (targeted for
low-income students especially, in order to equalize opportunities).
Qualities in After-School Programs that Enhance Long-Lasting Student Success
Qualities discussed thus far describe the structure and delivery techniques within a
successful ASP. Since the purpose of ASPs over the past several years has evolved from simply
providing after-school child care to improving student outcomes and meeting educational
goals, the purpose of today’s ASP is clearly to help close the achievement gap by reinforcing

skills in creative and enriching ways. The research performed by Gonzales, et al boldly
addresses the Common Core State Standards (CCSS) in relation to ASPs. It is noted that the
main educational goal now is expressed as “developing the habits of the mind” (Gonzales,
Gunderson, & Wold, 2013, p. 20). While implementing CCSS as part of the curriculum,
students are trained to develop these habits: critical thinking methods, problem solving, and
collaborative discussions/learning in demonstrating new skills. These outcomes are essential to
school, career, and life success (Gonzales, Gunderson, & Wold, 2013).
In my personal professional experience and opinion, I thoroughly agree with and advocate a
program that enhances and extends learning opportunities in an effort to raise the
achievement bar and narrow the achievement gap. Additionally, creating more friendly and
accepting classes would be a naturally-occurring and welcomed goal as well. When these goals
remain the focus and a qualified, dedicated staff work tirelessly with students who have
developed a desire to succeed, then results can be both positive and overwhelming. Such
results lead to much improved grades, relationships, self-image, and more promising futures as
well.
After-School Programming – Steps in Influencing Change and Reform
The following points outline steps recommended by the Afterschool Alliance, an organization
described by de Kanter as “a non-profit organization dedicated to providing ‘afterschool for all’
by 2010” (de Kanter, 2001, p. 15-16). This organization has been the guiding force in most of
the research reviewed in this document, and it is committed to offering support to those who
want to start programs or improve existing ones in their communities. Among the essential
steps to take as individuals or communities, the Alliance offers the following suggestions,

indicated by the  (Marketing Afterschool, August 13, 2008). All subtopics in the outline are
personal interpretations or summaries of previous discussion points, unless otherwise noted.
Steps for change/reform:
 bring former ASP students from the district to school board meeting to relay ‘his/her
story of personal experiences with ASP’ and include other success stories – maybe
internet video clips – from various ASPs in the country (see one example below)
 district students can relate to community from which he/she has been schooled;
parents, board members, and community members more likely to listen to what
he/she claims were key influences in gaining academic success
 summarize ‘David’s story’ (Staples, 2012): a story about an African American urban
student in PA who was likely to fail sophomore year , after having been held back
twice before
► student responded to specific literature in ASP that reminded him of his
impoverished situation; this led him to take charge of his own destiny and
eventually he and other struggling ASP students wrote articles for local
newspapers
 African American woman - ASP staff member working with these students
 petition school board to adopt policy OR revise existing policy
 include facts/figures related to community concerns, like:
► percent increase of children left unsupervised between 3pm and 6pm over the
last three years
► percent of juvenile crimes committed between 3 and 6pm
► percent increase of single-parent households over last three years
► percent of middle and high school students struggling with one or more classes
(obtain information on number of D’s and F’s)
 invite teachers and parents to speak of their present concerns with respect to
academic, social, physical, and emotional needs of the district’s students
 estimate costs incurred to start/improve the ASP; prepare statement to present to
administration and school board, including estimates for:
 staffing the ASP, professional development and in-services
 nutritional snacks during the ASP sessions
 transportation and building operational costs
 costs for special mini field trips and/or community projects that require leaving the
school building
 materials costs for activities engaged in during ASP sessions
 alert local media about meeting agenda to promote interest
 obtain coverage of board meeting on radio (public service announcements) and
television (small news blurb)
 encourage community to submit letters to local newspaper opinion page
 contact local stakeholders in education for financial support, including youth group
leaders, business leaders, state senators, local policy makers
 arrange a site visit of the district’s schools so stakeholders view firsthand how
school procedures and atmosphere currently relate to students’ achievement and
progress

 prepare a brochure for community members
(use afterschoolalliance.org as a guide – sample provided on website)
 encourage parents, students, and other concerned community members to research
Afterschool Alliance, 21st
Century Community Learning Centers (21st
CCLC), America
After 3pm, Afterschool for All, STEM, and other programs that support ASPs – find
information to include in brochure, data for each state found in Afterschool for All
(Afterschool for All, 2013)
► brochure to include quantitative data, stakeholders’ quotes, community needs
and program overview, program details, contact information
 brochures can be designed and developed by middle and high school
graphics arts classes
 brochures to be distributed in local libraries, community centers, grocery
stores, local theaters, church bulletins, small local businesses
 use electronic media like email, linkedIn, facebook, twitter, blogs, etc. to get word out
and encourage interest/support
 customize media source to target specific audiences; create a network of
information for each group
 poll/survey parents, students, and teachers about ongoing progress, concerns and
needs
 performed periodically (every six weeks) to assess progress and determine revisions
to be made; principals, guidance counselors, teachers, and ASP staff review polls
As an individual, if employed by Spartan School District, I could participate in speaking about
the benefits of ASPs at a school board meeting as well as take the lead in researching the
Afterschool Alliance website for relevant information. Additionally, I could begin formulating
some poll/survey questions for parents, students, and teachers regarding present concerns and
needs. As for my colleagues and allies, they could do the same, and also begin action in
contacting community stakeholders on this issue that is shared by many. When it is evident
that interest is growing outside the school and community, then it would become more likely
that a policy would develop from the existing (limited) Academic Inspiration practice.
Concluding Remarks and Recommendations
In conclusion, it has been shown in this document that the Spartan School District has taken
the initial step in developing after-school support for students who are struggling, particularly
at the middle school level and somewhat at the high school level (through midday – not after-

school help). The key problem is that the current practice is not a policy – yet. Although
academic gains have been made, students are served on a voluntary basis (middle school) and
are chosen for mandatory participation based solely on current grades (high school).
Therefore, a stronger, more directed program needs to be developed to address students who
not only carry current academic failures, but also those whose parents see the need for overall
improvement in areas such as: standardized testing, study skills, social, emotional, and physical
development, as well as more exposure to positive role models and better influences.
In the proposed policy for a more structured ASP for middle and high school students, all
needs described above would be addressed through the variety of activities offered. Staff in
the ASP (not district teachers) would clearly have on-going relationships with students and
district faculty as they implement features of the program. Teachers and parents would have
continuous input through polls and surveys and this communication would affect change and
revision to best serve the students.
Most importantly, the policy would call for on-going communication between middle and
high school teachers (through in-services) so that the transition from middle to high school can
be made more easily and with better academic progress. High school staff would be required
to track how former middle school ASP students are doing at the high school level. From these
observations, sound recommendations can be made to the middle school teachers and ASP
staff.
Lastly, the features of the programs (both levels) would be modeled after effective ones that
have been cited in this document and any other researched ones as well. With all these aspects
in place, a strong, structured program with clear goals would be implemented. The results will

be astounding: student achievement, self-confidence, connectedness, and relationships with
peers and adults will improve dramatically over time to produce the best possible student in
school and the best possible citizen in the years ahead.

References
Afterschool Alliance (2013). Afterschool for all. Retrieved from
http://afterschoolalliance.org/a4a.cfm
Afterschool Alliance (August 13, 2008). Marketing afterschool. Retrieved from
http://afterschoolalliance.org/marketing.cfm
Anderson-Butcher, D. (2010). The promise of afterschool programs for promoting school
connectedness. Prevention Researcher, 17(3), 11-14.
de Kanter, A. (2001). After-school programs for adolescents. National Association of Secondary
School Principals.NASSP Bulletin, 85(626), 12-21.
District Report Card (2013). Retrieved from http://www,paschoolperformance.org
Gonzales, L., Gunderson, J., & Wold, M. (2013). Linking common core and expanded learning.
Leadership, 42(3), 18-22.
Lauver, S. (2012). Supporting student success through after-school and expanded learning
programs. District Administration, 48(3), 40-43.
Protheroe, N. (2006). Successful after-school programs. Principal, 85(5), 34-37.
Sheldon, J., Arbreton, A., Hopkins, L., & Grossman, J. B. (2010). Investing in success: key
strategies for building quality in after-school programs. American Journal of Community
Psychology, 45(3-4), 394-404.
Spartan School District (2013). General district facts. Retrieved from
http://www.spartan.org
Spartan School District (2013). Superintendent’s corner. Retrieved from
http://www.spartan.org
Staples, J. M. (2012). ‘Niggaz dyin’ don’t make no news’: exploring the intellectual work of an

African American urban adolescent boy in an after-school program. Educational Action
Research, 20(1), 55-73.
United States Census Bureau (2010). District borough demographics [Data file]. Retrieved from
http://www.factfinder2.census.gov

APPENDIX 1. General District Facts - from district website (Spartan.org/district.cfm)
2013-14 - District Fact Sheet
Total Student Population: 3246
 Elementary School 1: 632
 Spartan Middle School: 526
 Spartan High School: 1050
 Spartan Virtual Academy: 45
Aid Ratio: .2882
Per Student Expenditures: $14,360.25
Tuition rate:
 Elementary $9,051.58
 Secondary $9,515.25
Class of 2013 stats: 262 students,
Senior Survey Summary:
 College: 43% (4 years);12% (2 years)
 Trade/Technical School: 7%
 Deferred Post-Secondary: 10%
 Military: 3%
 Permanent Employment: 25%
Miscellaneous:
 Total school buildings in the district: 5
 Average number of lunches served per day: 2300
 Total number of buses: 48
 Total number of buses servicing the after-school program: 1
 Total number of vans: 4
 Average miles traveled by buses for pick-up/drop-off per week: 20,830
 Number of students transported for non-public schools: 444
 Average # of miles traveled per week for extracurricular activities: 270
 Total teachers with advanced degrees (Master’s and above): 151
Number of Employees:
 Professional: 256
 Administration: 15
 Support Staff: 83
Community Population:
 30,059; sq mi: 95
Financial Information:
 Mileage: 13.841
 Total Assessed Property Value: $2,058,269,700

 Total Budget 2012-13: $44,265,811
 Total Salaries for bargaining unit: $13,688,030.14
 Average teacher salary: $59,851.46
 Starting teacher salary: $43,548
Additional Demographics from United States Census Bureau, 2010 (factfinder2.census.gov)
DEMOGRAPHICS – FACTS AND FIGURES
Fact Figures Fact Figures
2010 census population 13,811 residents number of housing units 5,302
population increase
(from 2010 to 2012)
.6% increase
median value of
housing unit
$171,600
population - under 5 yrs old 6.6% homeownership rate 58.4%
population - 65 yrs old
and older
17.7%
(PA = 15.4%)
single-parent (female)
household (2000 to 2010)
increased by 24.65%
population - median age 41.0 yrs old median income $53,695/yr
female population 51.7% below poverty level
approx 11.6%
(PA = 12.6%)
number of veterans 864 foreign born (borough) approx 11.3%
high school grad or
higher (age 25 or older)
85.6%
bachelor’s degree or
higher (age 25 or older)
18.9%
ETHNIC MAKEUP AND LANGUAGE
white (only) 84.2% black (only) 3.1%
Hispanic/Latino (only) 8.2% two or more races 2.4%
Asian (only) 3.1%
language at home
other than English
18.5%

APPENDIX 2. Superintendent’s Messages and PSSA Report Cards
Superintendent’s Message (portions) to Parents, Students, and Teachers
from district website (Spartan.org/district.cfm, August, 2013)
… moderately-sized rural school district with suburban and urban influences. We
recognize that our beliefs, our values, and all that makes us a unique community is in
fact a part of the larger global-community. As such, we are keenly aware that school
can’t look or feel like the schools that many of us experienced only a decade or a few
decades ago. Our graduates need to be “global-ready” so that they can successfully
participate in the world economy and act responsibly with insight regarding the politics,
cultural, and social issues of our time and of our future.
... boldly charting a course that sets student achievement levels far above the level
established by the Commonwealth in the form of the Pennsylvania System of School
Assessment (PSSA). While we value a great deal all that is measured by the PSSA, we
also recognize that true student success will depend on broader 21st
-century skill sets
and global-readiness competencies which we embed in our curriculum and daily learning
activities.
Supporting these abilities, the inherent work ethic and culture of the community is
demonstrated every day in classrooms. Student work ethic is high and achievement
results are high as a result of the efforts of students, faculty, staff, administrators, and
parents. Parent support is paramount and uncharacteristically positive. Students in the
district are learning in up to date facilities with state of the art technology. High quality
teachers are employed by the district and professional growth and training is a major
focus and continuous. The academic program for students is enhanced and made
complete through a wide array of extra-curricular activities. The characteristics of
teamwork, self-discipline, self-respect, and determination are further woven into
students’ fabric through these academic and athletic activities.
… our team of professional faculty and support staff members understands the
seriousness of their mission and embraces the challenges that come with engaging with
their students in 21st
-century schools.
Education is in the midst of many changes. It looks different than the way it looked for
many of us when we attended school years ago. Changes occurring in the delivery model,
curriculum content, and student/teacher relationship are historic. At times these changes
can be overwhelming, ambiguous, and create anxiety for the adults…both teachers and
parents alike, yet students seem to thrive. While the “new look” of education can be
unfamiliar, it also brings enormous and unprecedented opportunities to the classroom.
The access to information for both students and teachers make facilitating more
authentic learning activities, which motivate students and connect them to other students
in ways not previously imagined.
While politics, diverse student needs, and economic difficulties have resulted in some
tough times for public schools, I truly believe…truly believe, that our district is
successfully meeting these challenges. In the last few years, we have increased the
number of credits required for graduation (and our graduation rate remains one of the
highest in the county), expanded our technology distribution to students exponentially
(nearly every student will have his or her own device in the coming school year) and fully

maintained the extracurricular programming that has proudly been in place for many
years here.
Superintendent’s Letter, portions (Spartan.org/district.cfm, October 4, 2013)
District Report Card (paschoolperformance.org)
… Pennsylvania Department of Education (PDE) has been developing a School Report
Card that attempts to measure some, but not all, of the important elements contributing
to student achievement and future success. The report cards for each individual school in
Pennsylvania are scheduled for release by PDE today. Results for our schools are:
Spartan Elementary 1 – 82.8%; Spartan Elementary 2 – 88.5%; Spartan Elementary 3 –
79.4%; Spartan Middle School – 82.6%; Spartan High School –79.1%. While the
individual scores for the schools are not failing, we are disappointed that results are not
higher. We know students, faculty, and parents are working hard, but clearly more effort
and new ideas (including curriculum and teaching methods) are needed if we are to
improve our service to our students and our community.
In the last year we implemented numerous initiatives to begin addressing this anticipated
shortfall in performance. Some of these include: a new language arts curriculum and
reading program at the elementary level and differentiated teaching models and
technology investments district-wide. The School Report Card (Profile) has highlighted
additional areas that require our analysis and additional effort. Some of these discussions
began today with teachers during the professional development time afforded by the
early dismissal this afternoon.
… “Okay” is not nearly good enough and We the District are rededicating ourselves with
more focus, frank discussions, and new enthusiasm to meet the challenges before us.
Middle School (PSSA) Report Cards for 2011-2012 – results viewed at:
http://paayp.emetric.net/School/Overview/c36/113362303/7209 (overview)
http://paayp.emetric.net/Content/reportcards/RC12S113362303000007209.PDF
(school report card)
http://paayp.emetric.net/School/DataTable/c36/113362303/7209 (data table)

APPENDIX 3. Interview #1
AFTER-SCHOOL PROGRAMMING – INTERVIEW – ADMINISTRATOR
Name (pseudonym): Jeremy Solaro
Title: Spartan Middle School principal
date(s): November 26, 2013
1. Why was the after-school program (Academic Inspiration) developed?
We saw a need here at the middle school to provide a structured environment for
students to get homework done since many homes are not providing a quiet
place for work to be done. The program requires a parent’s permission to
participate, and some parents have requested to have their child enrolled, even if
there aren’t any failing grades. Additionally, students were carrying more failures
than we expected, and many were failing because they were not completing and
handing in assignments.
2. Why was the structured studies period placed in the students’ scheduled day?
The period was placed in students’ schedules to provide an opportunity to catch
up and obtain help in the process.
3. When were these programs implemented?
Academic Inspiration began in January 2013 and structured studies started in
2012-13 school year.
4. Did you experience a ‘teacher buy-in response’ or were most teachers in favor of
offering these extra help programs?
Since the advisory team and teacher leaders (facilitators) all saw a need for
offering students extra assistance, no ‘buy-in’ was necessary.
5. How are students recommended/assigned to the programs?
For structured studies, it’s the teachers’ discretion – teams agree who should be
placed in the study hall, and it is monitored by content area teachers (Math, LA)
from the same grade level as the students assigned to him/her.
For Academic Inspiration, parents are contacted when a student is failing two or
more classes and the recommendation is made for participation, with the
availability of a late bus in order to return home.

6. Rate the following on a scale of: 1 (low/disagree) to 5 (high/agree)
a) satisfied with results so far □ 1 □ 2 □ 3 ▉ 4 □ 5
b) students’ grades improving □ 1 □ 2 □ 3 □ 4 ▉ 5
c) students’ interest in school improving □ 1 □ 2 ▉ 3 □ 4 □ 5
d) student relationships improving □ 1 □ 2 □ 3 ▉ 4 □ 5
e) less school discipline issues □ 1 □ 2 □ 3 ▉ 4 □ 5
f) improved focusing/attention in class □ 1 □ 2 □ 3 □ 4 □ 5
g) improved PSSA/Keystone scores □ 1 □ 2 □ 3 ▉ 4 □ 5
h) other: increased teacher faith in the ability
for hard-to-reach kids to produce work □ 1 □ 2 □ 3 ▉ 4 □ 5
7. After observing the programs in action, offer suggestions on improving the
programs overall:
We will evaluate the programs’ impact and consider feedback from teachers,
parents, and the students in order to make revisions that are relevant.
8. How do you compensate your teachers for the time and dedication they give to
the program?
Teachers who participate in the Academic Inspiration program are paid for their
time through building money, not a grant.
9. Other comments on any aspects of the program:
At mid-quarter, students here were carrying 35 failures, but after participating in
the programs, the number of failures was reduced to 5 by the end of the first
quarter.
Teachers running the program take it upon themselves to sign up on a shared
google doc that I created to schedule teacher help, and they know they are
responsible to find a replacement if they are not available after committing to an
afternoon. They have been successful in running the program themselves
thusfar.

AFTER-SCHOOL PROGRAMMING – INTERVIEW – ADMINISTRATOR
Name (pseudonym): Edward Cull
title: Spartan High School, Assistant Principal
date(s): November 26, 2013 and December 6, 2013
1. Why was the Academic Inspiration program developed?
There was a need to address the large number of students who didn’t care if they were
carrying failing grades and we no longer wanted to accept excuses for failures (like the
class is too hard) that encouraged a lack of effort to complete work.
2. How was it determined which teachers would participate in the program?
ALL teachers are involved since all teachers should teach the motivated and the
unmotivated as well. If a teacher has an Academic Inspiration class during iSpartan
(homeroom/lunch, at midday) in the first semester, then he/she will have an enrichment
class in iSpartan during the second semester (and vice versa).
3. When was the program implemented?
This year, but it was first piloted in February, 2013.
4. Did you experience a ‘teacher buy-in response’ or were most teachers in favor of
offering this extra help program?
The program was presented to the faculty last school year and all were informed it was
going to be put into place during the iSpartan/lunch/study hall time.
5. How are students recommended/assigned to the program?
Students who have any D’s and/or F’s are assigned to an Academic Inspiration class (25
students to 1 teacher). We run a 10-day cycle. Eight of those days are dedicated to the
Academic Inspiration (AI) program and the other two days are used to return to
homeroom to review placement in another AI class or a regular homeroom, depending
on current grades. Grades are reviewed every day 5 for progress, and if a student still is
carrying D’s or F’s, then he/she is placed in another AI class where supervision and strict
guidelines are observed (see ‘point sheet’ at the end of this survey). I will note that some
students who have good grades for certain teachers often play on those teachers’
sympathies in an attempt to get them to plead their case with me (to remove them from
AI). When this happens, I normally view academic records with the sympathetic teachers
and show them that the student(s) in question certainly do have grades to improve upon
(normally more than one course as well) so they should change their sympathetic nature

to a support for the placement in the AI program (and encourage the student to put
effort into the days he/she is participating in the program).
a) satisfied with results so far □ 1 □ 2 ▉ 3 □ 4 □ 5
b) students’ grades improving □ 1 □ 2 ▉ 3 □ 4 □ 5
c) students’ interest in school improving □ 1 □ 2 ▉ 3 □ 4 □ 5
d) student relationships improving □ 1 □ 2 □ 3 ▉ 4 □ 5
e) less school discipline issues □ 1 □ 2 □ 3 □ 4 ▉ 5
f) improved focusing/attention in class □ 1 □ 2 □ 3 ▉ 4 □ 5
g) improved PSSA/Keystone scores □ 1 □ 2 □ 3 □ 4 □ 5
h) other: culture/climate change in order to show we
(teachers & admin) value students’ learning □ 1 □ 2 □ 3 ▉ 4 □ 5
7. How is progress and/or student cooperation monitored during the academic
inspiration period?
Each AI monitor is given a ‘point sheet’ (see attached) and points are deducted if a
student is not following guidelines outlined by the program. One of our goals is to
promote structure and routine by this AI placement; we’re not singling out students,
we’re trying to assist them in becoming more responsible for their own academic
progress.
8. After observing the programs in action, offer suggestions on improving the
program overall:
We need all teachers on board as well as parents. The staff needs to stand strong on
classroom procedures (teaching bell to bell, allowing less relaxation time, not allowing
students to pack up early) and show students that class time is to be used wisely.
Parents need to realize that programs such as this are implemented to aid the student
gain academic success, and it is not to be viewed as a punishment (a conversation with a
parent revealed that her 16 year-old son/daughter had not earned a single credit in high
school as of yet). With some parents and teachers alike academic goals need to be
clearly defined and adhered to so the student can gain success in any and all classes.
9. Are your teachers compensated for the time and dedication they give to the
program?
Since the program is part of the homeroom/study hall time, teachers do not receive any
extra monetary compensation.
10. Other comments on any aspects of the program:
Some comments related to the goals/aims of the program - how it is connected to life
outside of school -

We need to continuously demonstrate to students that:
We generally gain more freedoms when we prove we can take care of business
Teachers, admin, and parents must show kids that there is accountability to life,
so we must help them realize there is a need to do work in order to learn
In changing the culture and climate of our school, we are demonstrating that we
as teachers and administrators value students’ learning and we are working as a
community towards academic achievement.
Academic Inspiration Point sheet:

AFTER-SCHOOL PROGRAMMING – INTERVIEW - TEACHER/COORDINATOR
Name (pseudonym): Katherine D’Alfonso, second year at Spartan MS
grade/department: grade 7/Mathematics
In order to address the need to reduce the number of failing grades, the
Academic Inspiration program was developed. Since the district now has a 1 to 1
program (one laptop for each student) and there are a number of students who
do not have internet access at home, the district needed to make access fair and
equitable to all students by providing an opportunity to complete assignments
with the use of the internet.
Structured Studies is a study hall designed for students who are struggling. As a
class, students having problems are assigned a mandatory study hall with a
grade level teacher’s supervision. The teacher offers help and encouragement
during the period to the students who are assigned so students can complete
assignments and obtain help during the school day. The study hall replaces club
activities. Teachers of students in the study hall are to email work/assignments
to structured studies moderators for their students to complete in order to
improve grades.
Academic Inspiration is new this year (2013-14) and the structured studies eighth
period was in operation last year, my first year here at Spartan MS.
4. Were most teachers in favor of offering these extra help programs?
YES, teachers overall clearly saw the need for a given time to be set for students
to complete work with a teacher’s supervision/help.
5. How are students recommended/assigned to the programs?
If a student is failing 2 or more classes then he/she is assigned the Academic
Inspiration program – a letter is sent to the parent/guardian and clarifies the
assignment, but there are no repercussions if the student doesn’t attend the

program. Parents are made aware that a 4pm late bus is available to transport
the student home.
Assignment in the Structured Studies program is team teachers’ discussion and
consensus; it is MANDATORY for the student to attend until improvement is
shown.
b) students’ grades improving □ 1 □ 2 □ 3 ▉ 4 □ 5
c) students’ interest in school improving □ 1 ▉ 2 □ 3 □ 4 □ 5
d) student relationships improving □ 1 □ 2 ▉ 3 □ 4 □ 5
e) less school discipline issues ▉ 1 □ 2 □ 3 □ 4 □ 5
f) improved focusing/attention in class ▉ 1 □ 2 □ 3 □ 4 □ 5
h) other: build relationships/get work done □ 1 □ 2 □ 3 ▉ 4 □ 5
7. In helping with the program, have you been able to adjust/revise lesson plans in
response to what (and how) is accomplished (or struggled with) during an after-
school session or structured studies period?
explain:
Yes, since the structured studies class is grade based, by working more closely
with students during this period, I have been able to and have found it necessary
to re-structure plans as needed, according to problems and successes of students
during the period.
8. Offer any suggestions on improving the programs overall:
1. Find a way to make the Academic Inspiration (AI) program mandatory for
students who need the time and assistance to complete assignments.
2. Make sure students don’t use AI as a crutch – waste time in class because
they believe they will catch up with the individualized attention during AI.
9. How are you compensated for your time given to the program?
Teachers who assist during AI are paid for their time through building money,
not grant money.
10. Other comments on any aspects of the program and/or its participants:
Overall, the programs have greatly impacted grades in that many students’
grades are improving, due to the fact that they are spending the time necessary
to complete their work.

AFTER-SCHOOL PROGRAMMING – INTERVIEW - TEACHER/COORDINATOR
Name (pseudonym): Zane Stella, first year at Spartan MS
grade/department: grade 7/Mathematics
Students needed a more structured environment in which to COMPLETE
assignments, where internet and all supplies needed are available, with the help
of a teacher.
A MANDATORY class period was agreed upon as necessary for students to
attend, instead of clubs, in order to get work done, with a teacher’s help and
‘encouragement’.
This is Academic Inspiration’s first year and I’m told that Structured Studies was
part of a struggling student’s schedule last year.
4. Were most teachers in favor of offering these extra help programs?
Yes, since we all saw a need to collaborate and make good decisions on who
would benefit from these offerings.
5. How are students recommended/assigned to the program?
(agreed with Katherine’s description of placement in the programs)
b) students’ grades improving □ 1 □ 2 □ 3 ▉ 4 □ 5
c) students’ interest in school improving □ 1 ▉ 2 □ 3 □ 4 □ 5
d) student relationships improving □ 1 □ 2 ▉ 3 □ 4 □ 5
e) less school discipline issues □ 1 □ 2 □ 3 □ 4 □ 5

g) improved PSSA/Keystone scores ▉ 1 □ 2 □ 3 □ 4 □ 5
h) other: opportunity to talk individually with
struggling students to suggest a plan □ 1 □ 2 ▉ 3 □ 4 □ 5
7. In helping with the program, have you been able to adjust/revise lesson plans in
response to what (and how) is accomplished (or struggled with) during an after-
school session or structured studies period?
explain:
Yes, sometime I see areas that need more practice or I see areas where students
can move on, so I can adjust accordingly.
8. Offer any suggestions on improving the programs overall:
In the structured studies period, we need to develop an incentive to offer – we
need to define a level of progress that will allow the student to be released from
the study hall.
9. How are you compensated for your time given to the program?
We are paid to supervise the Academic Inspiration program.
10. Other comments on any aspects of the programs and/or its participants:
Some students wait until Academic Inspiration or structured studies to obtain
one-on-one help, so they end up being less cooperative in class when expected
to work independently, and this is a concern. Otherwise, the programs help
students greatly.

AAFFTTEERR--SSCCHHOOOOLL PPRROOGGRRAAMMMMIINNGG –– IINNTTEERRVVIIEEWW –– SSTTUUDDEENNTT PPAARRTTIICCIIPPAANNTT
Name (pseudonym): Jordan Baines, 8th
grade, Spartan MS
date(s): December 5, 2013
Please answer the following as best and as honestly as you can!
c) students’ interest in school improving ▉ 1 □ 2 □ 3 □ 4 □ 5
d) student relationships improving □ 1 ▉ 2 □ 3 □ 4 □ 5
e) less school discipline issues □ 1 □ 2 □ 3 ▉ 4 □ 5
h) other: helped me to raise my 3 F’s to now 2
F’s and I am working on getting them to
passing grades □ 1 □ 2 □ 3 □ 4 ▉ 5
2. Do you like participating in this program?
Yes, I feel comfortable asking the teachers for help.
3. Have you benefitted from this program and if so, how?
Yes, it helps me get all my homework done before I go home.
4. How can the program be revised to best fit your needs?
I wish more kids would come and get help, too.

AAFFTTEERR--SSCCHHOOOOLL PPRROOGGRRAAMMMMIINNGG –– IINNTTEERRVVIIEEWW –– SSTTUUDDEENNTT PPAARRTTIICCIIPPAANNTT
Name (pseudonym): Jonah Lewis, 8th
grade, Spartan MS
date(s): December 5, 2013
Please answer the following as best and as honestly as you can!
a) satisfied with results so far □ 1 □ 2 ▉ 3 □ 4 □ 5
c) students’ interest in school improving □ 1 □ 2 □ 3 □ 4 □ 5
d) student relationships improving □ 1 □ 2 □ 3 □ 4 □ 5
e) less school discipline issues □ 1 □ 2 □ 3 □ 4 □ 5
f) improved focusing/attention in class □ 1 □ 2 □ 3 ▉ 4 □ 5
h) other: helps me improve my grades (now
have one C only) □ 1 □ 2 □ 3 ▉ 4 □ 5
2. Do you like participating in this program?
Yes, I like getting the teachers’ help during AI.
3. Have you benefitted from this program and if so, how?
Yes, I usually get mostly everything done in AI. My grades have gotten better
and I want to get my Math and History grades up, too (to B’s)..
4. How can the program be revised to best fit your needs?
It’s boring at times, but mostly fun. I learn more in school now and I make myself
better in school.

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