High School Evaluation & Field Research
 California’s Next After-School Challenge: Keeping High School Teens Off the Street and On the Right Track, A Report from Fight Crime: Invest in Kids California. With the passage of Proposition 49 in November 2002, California solidified its position as the nation’s leader in creating and supporting after-school programs for children and youths. The initiative will significantly expand the State’s after-school program for elementary and middle schools—the After School Education and Safety Program—and guarantees that, once the economy recovers, after-school funding will be available for every elementary and middle school in California.
 Working With Teens: A Study of Staff Characteristics and Promotion of Youth Development, University of Nevada, Cooperative State Research, Education and Extension Service. Over the past twenty years there has been growing emphasis on the importance of providing environments that facilitate positive development in youth. One potentially influential context in the lives of developing youth is an organized
non-school time activity.
California 21st Century High School After School Safety and Enrichment for Teens (ASSETs)Program: Independent Evaluation, Jerome Hipps, Marycruz Diaz, Greg Wingren, WestEd. This research is shaped in part by the following questions: What is the impact of the 21st Century High School ASSETs Program on participating schools, and what benefits do participating students receive? To what extent do ASSETs projects address and integrate a youth development approach within the program design and implementation? What factors contribute to the effectiveness of the 21st Century High School ASSETs Program as measured in relation to Questions 1 and 2? What unintended consequences have resulted from the implementation of the 21st Century High School ASSETs Program?
Fight Crime: Invest in Kids California: California Survey of Teens, Opinion Research Corporation. These research findings discuss the incidence of high-risk behaviors of crime, gang participation and drug use for youth in the out of school time. These results are based upon 604 telephone interviews conducted by Opinion Research Corporation among teens ages 12-17 living in California.
Promoting Positive Youth Development for High School Students After School: Services and Outcomes for High School Youth in TASC Programs, Jennifer Birmingham & Richard N. White, Policy Studies Associates, Inc. As described in this report, data from TASC’s multi-year evaluation suggest that the personalization and supportive environments of these programs promote positive outcomes for the youth who participate. This is evident on the study’s outcome measures of school attendance, Regents test success, and credit accrual for graduation.
 Ten Programs for Teens: New York City Beacons, The Youth Development Institute & Fund for the City of New York. Adolescents and young adults often have remarkable resources of passion, commitment and intellectual energy. Strong youth development programs tap these qualities and support partnership between young people and adults. In these relationships, young people are involved in determining needs and addressing them. They work to improve neighborhoods and help peers while they develop skills they need. This booklet describes New York City Beacon programs that successfully challenge and engage teens and young adults.
It’sA boutTime! A Look at Out-of-School Time for Urban Teens, Georgia Hall, Laura Israel & Joyce Shortt. There is solid consensus among researchers, program providers, and families that participation in constructive activities during out-of-school-time hours can contribute to a youth's healthy and positive development. This paper explores some of the key issues and challenges facing program and city leaders in creating and sustaining afterschool program opportunities that engage the interest and participation of high school age youth.
 Increasing Opportunities for Older Youth in After-School Programs: A Report on the Experiences of Boys & Girls Clubs in Boston and New York City, Carla Herrera and Amy J.A. Arbreton. Few after-school programs have developed successful strategies for attracting large numbers of teens, especially older and harder-to-serve youth. In response to the great need for teen programming, three of the eight clubhouses with Madison Square Boys & Girls Club in New York City, and all five clubhouses with Boys & Girls Clubs of Boston participated in a threeyear initiative to provide and enhance services to underserved teens.
Coming Of Age in Boston: Out-Of-School Time Opportunities for Teens, A Report of the Teen Study Committee of Boston’s After-School for All Partnership. There are close to 45,000 teenagers in Boston (a figure that will continue to grow over the next decade), and only 20 percent of their time is spent in school. What do they do with the other 80 percent of their time? Local and national research reveals that, in a world where many families have parents who are working, significant numbers of teens spend their out-of-school time in largely unsupervised and unstructured ways. In Boston, only 22 percent of teens are engaged in out-of-school time programs that are providing fun supportive environments, and helping them to learn the academic and social skills they will need to graduate from high school and prepare for the world beyond school.
What High School Students in The Chicago Public Schools Do in their Out-of-School Time, Robert M. Goerge, Robert Chaskin & Shannon Guiltinan, Chapin Hall Center for Children at the University of Chicago. This report provides a descriptive overview of what CPS high school students do in their out-of-school time, based on responses to a questionnaire administered to ninth, tenth, and eleventh graders.
Negotiating Among Opportunity and Constraint The Participation of Young People in Out-of-School-Time Activities, Robert J. Chaskin & Stephen Baker, Chapin Hall Center for Children at the University of Chicago. This report is part of a larger project at Chapin Hall Center for Children at the University of Chicago that includes several waves of a large-scale survey of high school students in Chicago public schools and an investigation of the “supply side”—what’s available for youth in Chicago and how it is distributed across the city—including a survey and indepth interviews with youth-serving agencies that will provide information on the availability of programs and the dynamics of provision.
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