Program Quality

Title
A New Approach to Accountability: Creating Effective Learning Environments for Programs
A Place for the Arts: Lessons Learned from an Afterschool Art Experience with Reclaimed Materials
A System That Works: Highlights of Effective Intervention Strategies in a Quality Improvement System
A Tale from Youth Field
Acts of Invention: The Afterschool Program as a Site for Building Community
Art + Technology
Beyond the Pipeline: STEM Pathways for Youth Development
Book Review: Robert Halpern’s Critical Issues in After-School Programming
Book Review: Science in the Making
Can We Talk? Creating Effective Partnerships between School and Afterschool Programs
Civic Connections: Urban Debate and Democracy in Action during Out-of-School Time
Collaboration between Afterschool Practitioners and In-school Teachers
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
Creating High-Performance Afterschool Programs
Creating Holistic Partnerships Between School and Afterschool
Designing for Engagement
Does Your Organization Welcome Participants with Disabilities? A New Assessment Tool
Don’t You Want to Do Better? Implementing a Goal-setting Intervention in an Afterschool Program
Effective Practices for Evaluating STEM Out-of-School Time Programs
Effective STEM Programs for Adolescent Girls: Three Approaches and Many Lessons Learned
Embedding Seeds for Better Learning: Sneaking up on Education in a Youth Gardening Program
Emotional Intelligence and Workplace Stress Among Afterschool Supervisors in Low-Income Communities
Engaging Library Partners in 4-H Programming
English Learners and Out-of-School Time Programs: The Potential of OST Programs to Foster EL Success
Enhancing Program Quality and Care through Supervision
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
From Promise to Participation: Afterschool Programs through the Lens of Socio-Cultural Learning Theory
Getting Intentional about STEM Learning
Getting the Right Fit: Designing a Professional Learning Community for Out-of-School Time
Getting the Right Mix: Sustainability and Resource Development Strategies in Out-of-School Time Youth Arts Programs in Massachusetts
Growth in Motion: Supporting Young Women’s Embodied Identity and Cognitive Development through Dance After School
How Clean Is My Water?
How Is the Afterschool Field Defining Program Quality? A Review of Effective Program Practices and Definitions of Program Quality
How to Build a Robot: Collaborating to Strengthen STEM Programming in a Citywide System
How to Introduce Creative Youth Development into an Existing Afterschool Program
Implementing Out-of-School Time STEM resources: Best Practices from Public Television
In Addition Afterschool Mathematics Program: Principles, Practice, and Pitfalls
It’s All Happening at the Zoo: Children’s Environmental Learning after School
Measuring Program Quality, Part 2: Addressing Potential Cultural Bias in a Rater Reliability Exam
Nana for a New Generation
Partnerships to Transform STEM Learning
Positive Youth Development Through Hip-Hop Music Production
Process Over Product
Research-Based Practices in Afterschool Programs for High School Youth
Self-Assessment of High-Quality Academic Enrichment Practices
Supporting Effective Youth Work: Job-Embedded Professional Development in OST
Teaching the What as well as the How: Content-Rich OST Professional Development
  • PEOPLE ARE SAYING

    "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
  • PEOPLE ARE SAYING

    "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

  • PEOPLE ARE SAYING

    "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
  • PEOPLE ARE SAYING

    "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

About Us

Team/Trainers

Contact Us

 

 

Log in

Resources

After-School Quality Guide

Articles & Publications

How We Help You

Customized Solutions

Research & Evaluation Partnerships

Tools & Training

Afterschool Matters Logo

afterschool-matters.org

Healthy Out-of-School Time Coalition logo

healthyost.org

niost logo white

The National Institute on Out-of-School Time

A program of the Wellesley Centers for Women at Wellesley College

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

niost@wellesley.edu
781.283.2547
Directions to NIOST

NIOST