“I Could See Myself as a Scientist”: The Potential of Out-of-School Time Programs to Influence Girls’ Identities in Science
“Writing Is Not Really Something I Do”: Engaging Reluctant Male Writers
A New Way to Assess Nutrition Knowledge: The Healthy Plate Photo Method
A Seat at the Table: Listening to Adolescent Black Girls
An “I” in Teen? Perceived Agency in a Youth Development Program
An Unexpected Outcome
Balancing Acts
Being and Becoming Scientists
Black Girls Create
Boyz 2 Men: Responsible Empowerment for Inner-City Adolescent Males
Civic Connections: Urban Debate and Democracy in Action during Out-of-School Time
Civic Spaces: Retooling Public Libraries to Attract and Engage Teens after School
Coaching for Early Literacy Support
College Access Through Youth-Led Afterschool Programming
Combat Sports Bloggers, Mad Scientist Poets and Comic Scriptwriters: Engaging Boys in Writing on their own Terms
Connecting Afterschool Program Quality to Social, Emotional, and Literacy Skill Development
Connecting Urban Students with Engineering Design: Community-Focused, Student-Driven Projects
Creating Engaged Citizens: Using Young Adult Novels and Thematic Units to Encourage Democratic Action
Critical Friendship: Helping Youth Lift as They Climb Together
Crumpled Molecules and Edible Plastic: Science Learning Activation in Out-of-School Time
Democracy in Action: Experiential Civics Learning in Afterschool Advocacy Days
Designing for Belonging and Becoming in an Afterschool Tinkering Program
Designing for Engagement
Designing Professional Development Resources to Meet the Needs of OST STEM Educators
Disconnecting and Reconnecting
Emotional Intelligence and Workplace Stress Among Afterschool Supervisors in Low-Income Communities
Éxito: Keeping High-risk Youth on Track to Graduation through Out-of-school Time Supports
Exploring Self-Esteem in Girls' Sports Program: Competencies and Connections Create Change
Exploring STEM Engagement in Girls in Rural Communities
Fabulous Fashions: Links to Learning, Literacy, and Life
Flexibility and Fidelity in a Drop-in, Open-Door Art Studio Program
Fostering Arts Education Through a University-Afterschool Partnership
Group Mentoring and Identity Formation for Young Men of Color
Growing Boys: Implementing a Boys’ Empowerment Group in an Afterschool Program
Helping Low-Income Urban Youth Make the Transition to Early Adulthood: A Retrospective Study of the YMCA Youth Institute
How Clean Is My Water?
How to Introduce Creative Youth Development into an Existing Afterschool Program
Infrastructures to Support Equitable STEM Learning Across Settings
Integrating Arts with STEM to Foster Systems Thinking
Jumpin’ Jaguars: Encouraging Physical Activity After School
Long-Term Participants: A Museum Program Enhances Girls’ STEM Interest, Motivation, and Persistence
Making and Mentors: What it Takes to Make Them Better Together
Math Is Like a Scary Movie? Helping Young People Overcome Math Anxiety
Measuring and Understanding Authentic Youth Engagement: The Youth-Adult Partnership Rubric
Muggle Magic
Museums and Community-Based Organizations Partnering to Support Family Literacy
Now More Than Ever: Changing Lives in an After School Theater Program
Participation Over Time: Keeping Youth Engaged from Middle School to High School
Playful Learning Landscapes
Positive Youth Development Through Hip-Hop Music Production

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    "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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