Governance
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A Guide for Effective Governance: Considerations and Lessons Learned for Afterschool Networks
This web tool is intended to help statewide and local afterschool networks to implement effective governance practices that help them to meet their goals. Key components of governance discussed include: vision, structure and leadership, accountability, broad representation, communication and measuring results.
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A New Day for Learning
This report calls for a dramatic shift in the way we view the structure of the learning day. It argues that afterschool enrichment programs, including both academic and recreational components, are crucial to student success and achievement. (48 pages)
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After School and Out-of-school Time Line Item: Final FY 2007 State Budget Language
An excerpt from the Massachusetts State Budget allowing for one million dollars for after school and out-of-school time programs including stipulations for approved programs and dispersing these funds. (1 page)
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Afterschool Programs: Bureaucratic Barriers and Strategies for Success, a Toolkit for School Leaders
A for-purchase only toolkit complete with resources and tools that school leaders and their staff can use to plan, implement and sustain a quality afterschool program. Single copies can be requested free of charge by contacting Rebecca Nelson, rnelson@aasa.org.
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School Governance & Leadership: Afterschool Programs: Bureaucratic Barriers and Strategies for Success
A resource-packed guide that builds upon original research done by AASA with school districts across the country on the barriers that often get in the way of quality and sustainable afterschool programming. (16 pages)
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The Afterschool Hours: A New Focus for America's Cities
A compilation of case studies focusing on accomplishments of eight cities, lessons learned and recommendations for municipal officials engaging in afterschool. (76 pages)
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The Challenge of System Building in the After-School Field: Lessons from Experience
A discussion paper analyzing tasks, questions and challenges associated with what can be described as system-building in the afterschool field, focusing on city level efforts. (19 pages)
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