EXPANDED LEARNING OPPORTUNITIES:HELPING LATINO STUDENTS ACHIEVE SUCCESS

* Theterms“Hispanic”and“Latino”areusedinterchangeablybytheU.S.CensusBureauandthroughoutthisdocumenttorefertopersonsofMexican,PuertoRican,Cuban,CentralandSouthAmerican,Dominican,Spanish,andotherHispanicdescent;theymaybeofanyrace.

INTRODUCTIONAsstates,districts,andschoolsworktoimproveacademicrigorsothatallstudentsgraduatepreparedforcollegeandcareers,ithasbecomeclearthatmorelearningtimeandbuildingadditionalcapacitywithinthepubliceducationsystemareessential.TheseissueshaveparticularimplicationsforLatino*students,especiallyEnglishlanguagelearners(ELLs).Hispanicchildrenfacemultiplebarrierstoeducationalsuccess,includinghighlevelsofpoverty,lowlevelsofparentaleducation,anddisparateratesofpreschoolandprekindergartenparticipation.

AsthelargestminoritygroupintheUnitedStates,1Latinostudentshavethepotentialtobenefitgreatlyfromexpandedlearningtime.Themostrecentdatashowthatin2011,14%ofHispanic16to24yearoldswerehighschooldropouts.2Althoughthedropoutrateishalfthelevelitwasin2000(28%),HispanicscontinuetolagbehindWhitesinanumberofkeyeducationmeasures.3Only71%ofLatinostudentsgraduatehighschoolwiththeirclassmates,comparedto83%oftheirWhitecounterparts.4YoungHispaniccollegestudentsarelesslikelythantheirWhitecounterpartstobeenrolledincollegefulltime,enrollinafour-yearcollege(56%versus72%),attendaselectivecollege,andcompleteabachelor’sdegree.5

Alargeportion(40%)ofLatinosareELLs.6ELLsoftenneedsupportbeyondthatwhichcanbeprovidedduringatraditionalschoolday.7CommonlanguageinstructionstrategiesinvolvepullingELLsoutoftheregularclassroom;asaresult,ELLsreceivelessclassroomtimeandlesscontentexposurethantheirpeers.8NotonlydoELLsmissoutonvaluablecontentinstructionwhentheyarepulledfromclass,buttheyrequireadditionaltimetodevelopacademicEnglishbecausetheyareonlybeginningtobuildtheirvocabularyandreadingskills.9Inaddition,manyschoolsacrossthecountrysimplydonothavetheexpertisetoworkwithculturallyandlinguisticallydiversestudentsandfamilies.

High-qualityexpandedlearningopportunities(ELOs)—includingafter-school,before-school,summer,andexpandedday,week,andyearprograms—doneinpartnershipwithcommunity-basedorganizationshavethepotentialtoimprovelearningforLatinostudents.Agrowingbodyofresearchshowsthatavarietyofapproachesduringsummer10andbeforeandafterthetraditionalschoolday11 canbolsteryoungpeople’sschoolengagementandimprovetheirchancesofgraduatingandachievingsuccessincollegeandcareers.

Inaddition,variouslocalcommunity-basedprogramshaveseentheirparticipantsbeattheodds,provingthatwiththerightinterventionsandresources,anychildcanachieve.High-qualityELOprogramspartnerwithcommunityorganizations,astrategythatisparticularlyimportantwhenservingELLstudents.

GiventhepotentialimpactsofexpandedlearningpoliciesandpracticesonLatinostudentsandtheircommunities,theNationalCouncilofLaRaza(NCLR)hasputtogetherthisissuebrieftoexaminerecentresearchonELOs,thepolicylandscapeaffectingtheseprograms,andrecommendationsforpolicymakersandprogramproviders.

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DEFINING EXPANDED LEARNING OPPORTUNITIESNCLRdefinesELOsasacademicsupportandenrichmentprogramsprovidedbeyondtraditionalschoolhours.Theseincludeextendingthehoursofaschooldayordaysintheschoolyear,before-andafter-schoolprograms,andsummerlearningopportunities.

What Is Expanded Learning?

Expandedlearningopportunities(ELOs)varyinscopeandsize,anddifferentcommunitiesoftenrefertotheminavarietyofways.Commonlyusedterminologyanddefinitionsrelatedtoexpandedlearning—allofwhichmaybeprovidedthroughaschool-communitypartnership—are:

• Expanded Learning Opportunities:Anyprogrammingbeyondoroutsideofthetraditionalschoolday

• Out-of-School Time: Anylearningtimeoutsideofthetraditionalschoolday—notinclusiveofextendeddayoryear

• After-School Programs: Programsprovidedafterthetraditionalschooldayends

• Extended Day or Extended Learning Time: Longerschoolhourswithintheschoolday

• Extended Year: Increasingthelengthoftheschoolyear,eitherbydaysorweeks

• Summer Learning:Programsprovidedduringthesummermonths

• Expanded Learning Time: Canbeusedinreferencetoanextended-dayprogramortogeneralizeaboutanytimethatexpandslearningtime,bothduringandoutsideoftheschoolday

WHY EXPANDED LEARNING OPPORTUNITIESThe Achievement Gap and Expanded Learning Opportunities

AnachievementgapexistsbetweenLatinostudentsandtheirWhitepeers.Only19%offourth-gradeHispanicstudentstestproficientoraboveonreadingandonly24%testproficientoraboveonmath,comparedtotheirWhitepeerswhoscore44%and52%,respectively.12

Althoughmanyfactorscontributetotheachievementgap,studiesshowthatchildrenwholackopportunitiesinthesummertopracticewhattheylearnedduringtheschoolyearloseuptotwomonthsofgradelevelequivalency.13Studentsfromhighersocioeconomicstatusreturntoschoolinthefallwithameasurableeducationaladvantageovertheirlower-incomepeersbecauseofadditionalschool-relatedlearningandeducationalactivitiesduringthesummermonths.14 Unequalsummerlearningopportunitiesduringelementaryyearscanexplainalmosttwo-thirds oftheachievementgapbyninthgrade.15

Accesstoengagingsummerlearningprogramscanhelpclosetheachievementgap,butitisalsoimportanttoprovideaccesstoELOsduringtheregularschoolyear.Afternoonhoursarethepeaktimeforjuvenilecrimeandexperimentationwithdrugs,alcohol,cigarettes,andsex.Studentswhoparticipateinafter-schoolprogrammingaremuchlesslikelytoexperimentwithsubstancesorpartakeincriminalactivitiesthanthosewhodonotparticipate.16Morethan15

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millionschool-agechildrenarealoneandunsupervisedbetween3:00p.m.and6:00p.m.17withnoplacetogo.Only8.4millionK–12children(about12%)participateinafter-schoolprograms,butanadditional18.5millionwouldparticipateifaqualityprogramwereavailableintheircommunity.18Additionally,researchshowsthatthestudentsmostlikelytobenefitfromexpandedlearningprograms,particularlylow-incomeandminoritystudents,currentlydonothaveaccesstoeffectiveprograms,19aremorelikelytobeunsupervisedduringnonschoolhours,andsufferdisproportionatelyfromsummerlearningloss.20

Raising Latino Student Achievement with Expanded Learning Opportunities

Researchershavefoundthatstudentsinhigh-qualityexpandedlearningprogramsachievepositiveacademicandsocialoutcomes,suchasimprovedattendance,grades,graduationrates,collegeacceptancerates,andself-esteem.21Forexample,a2007studybytheUniversityofChicagofoundthatAfterSchoolMatters(ASM)participantswere2.7timesmorelikelytograduatefromhighschoolthansimilarnonparticipatingstudents.22Benefitsoftheprogramgobeyondgraduatingfromhighschool:ASMparticipantswithaGPAabove3.0enrollincollegeatahigherratethandistrictcounterparts,particularlyforLatinostudents.†

Meanwhile,inCalifornia,KittridgeStreetElementarySchool,aTitleIschoolwithalargeLatinostudentpopulation(80%),hasshownincreasedstudentachievementduetoitspartnershipwithLosAngeles’sBetterEducatedStudentsforTomorrow(LA’sBEST)—anationallyrecognizedafter-schooleducation,enrichment,andrecreationprogramthatservesmorethan28,000childrenwiththegreatestneedsandfewestresources.Forexample,in2008,Kittridgesaw12%proficiencygainsontheCaliforniaStandardsTest.23

Increasing Success for English Language Learners

Theimpactofexpandedlearningprogramscannotbeoverstated.After-schoolprogramsservinglargeproportionsofELLshaveshownsignificantgainsinEnglishlanguageacquisition.InCalifornia’sCentralValley,betweenone-quarterandone-thirdofstudentsareclassifiedasELLs,whichisnearlyfivetimesthenationalaverage.24TheCentralValleyAfterschoolFoundationhasdramaticallyimprovedacademicperformanceandschoolattendanceamongitsattendees.Asaresult,23%ofELLswerereclassifiedasfluentinEnglish,comparedtoabout7%forallstudentsintheregion.25Inaddition,one-thirdoftheELLswhofrequentlyattendedthefoundation’safter-schoolprogramswerereclassifiedasfluentduringthecourseoftheirschooling.Dataalsoshowthatwhileonly15%ofthefoundation’sstudentswerereadingatgradelevelatthebeginningoftheschoolyear,almost50%wereatgradelevelbytheendoftheyear.26

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WHAT MAKES EXPANDED LEARNING PROGRAMS EFFECTIVE FOR LATINO STUDENTS?BestpracticesinthefieldpointtoparticularelementsthatmakeELOssuccessfulinpromotingLatinoandELLstudentoutcomes.Generally,studiesontheeffectsoftimeandlearningshowthatitisnecessarytoincrease“engagedtime”—timethatastudentisactivelyinvolvedinmasteringorreviewingaspecificskill—toseeresults.27 ItisnosurprisethenthatELOsthatengageLatinostudentsineffectiveinstructionandprovideproperacademicsupportseetheirstudentsmakegreateracademicgainsthanprogramsthatdonot.

ThroughNCLR’sAffiliatesandtheNCLRExpandedLearningTimeNetwork,NCLRcontinuestobuildonexistingresearchandassessmenttoolstoaddresstheuniqueneedsofcommunityorganizationsandschoolsservingLatinostudentsandtheirfamilies.NCLRhashostedroundtables28andcreatedmaterials,suchas“CoreQualitiesforSuccessfulExpandedLearningTimePrograms,”29toimprovetheabilityofallexpandedlearningprogramstoserveLatinoandELLchildren.SomeofthekeyelementsthathaveshownresultsforLatinosincludeeffectivefamilyoutreachandengagement,strongschool-communitypartnerships,andeffectiveculturallyandlinguisticallycompetentstaffandjointprofessionaldevelopment.Thefollowingsectionsdiscussthesekeyelements,whichareessentialforLatinostudentsuccessinexpandedlearningprograms.

Effective Family Outreach and Engagement

EffectiveoutreachandfamilyengagementareconcernsforallELOs;familieswanttofeelsafeleavingtheirchildrenwithprovidersandensuretheirchildrenaregettingthesupporttheyneed,especiallyacademically.30 Successfulprogramsmakeeffortstoinvolveparentsinspecialeventsandday-to-dayactivities,whilealsoprovidingthenecessaryacademicsupport,oftenalignedtoschoolcurricula.Givingchildrentheopportunitytopracticeskillsfromschoolbeyondtheconfinesofatraditionalclassroomallowsforgreaterdepthandunderstanding,andultimatelyleadstoimprovedacademicperformance.31Furthermore,studiesshowthatconnectionsmatter;relationshipsamongstaff,schools,families,youth,andcommunitiesarecrucialingettingstudentsinvestedintheprogramming.32

School-Community Partnerships Enhance Expanded Learning OpportunitiesIn a time when budgets are tight, collaboration, partnerships, and the streamlining of resources are economically sensible. The education system strives to help students succeed academically and develop to their full potential, but schools cannot do it alone. When traditional schools or school-run after-school programs cannot offer services themselves, community-based organizations can fill the gap and, in turn, enhance the effectiveness and reach of an after-school or expanded learning program’s specific activities. For example, the Raul Yzaguirre School for Success in Houston seamlessly integrates community art and music resources by working with a local nonprofit organization that offers a Mariachi after-school club. The nonprofit not only offers student instruction, but it also has the capacity to provide costumes and instruments.

Teaching, Helping, Inspiring and Nurturing Kids (THINK) Together, an after-school program that incorporates academic support aligned with targeted content standards, healthy living and physical activity, and enrichment activities based on student interest, staff talents, and cultural relevancy, has a long track record of improving academic success. When three charter schools in South Central Los Angeles implemented THINK Together’s after-school program for the majority of their students, twice as many students scored at proficient or above on English and math standardized tests after two years.

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Strong School-Community Partnerships

Successfulschool-basedprogramsoftenchampiontheirabilitytocreatemeaningfulpartnershipswithcommunity-basedorganizations(CBOs),businesses,andlocalcolleges. 33 Advocatesemphasizethesepartnershipsasthemostessentialcomponentforanyexpandedlearningoffering.34

Community-basedorganizationsoftenformacriticalbridgebetweenLatinofamiliesandacademicprograms.Theseorganizationsarefamiliarwiththecommunitiestheyserve,oftenhavebilingualstaffandpersonalconnectionsinthecommunity,andofferrelevantculturalprogramming.35Asaresult,theseprovidersareuniquelysuitedtoconnectwithLatinofamilies—anddosomoreeffectivelythanschool-basedproviders.Thehighest-performingexpandedlearningprogramscapitalizeontheseresourcesbyformingpartnershipswithCBOs,enablingthemtomorefullyintegratetheiruniqueskillsandservicesintotheschoolcommunity.Researchalsoshowsthatwhenfamiliesareengagedwithstudents’academicprogress,studentsperformbetterandaremoreengagedintheclassroom.36SurveysofsuccessfulprogramswithhighLatinopopulationsnotethattheycanprovidevaluablesupportservicesandenhancethereachandeffectivenessofaprogram’sofferings.Inaddition,LatinofamiliesaremorecomfortableinteractingwithstafffromCBOsthanteachersandadministratorsinschools.37

Effective Culturally and Linguistically Competent Staff and Joint Professional Development

ManagersofsuccessfulELOsemphasizetheneedforastaffthatissensitivetothecommunityandparticipants’academicneedsandlowerturnoverratesthannormallyexperiencedinCBOs.Programsupervisorsandfamiliesalikeexpressfrustrationwithlowstaff-retentionrates,andsuccessfulprogramscitequalityprofessionaldevelopmentandbenefitsasimportantcomponentsinretainingexperiencedstaff.38Traditionaldegreeprogramsoftenlackrequirementsforpractitionerstoacquiretheappropriateskills,attitude,andknowledgefordealingwithaculturallyandlinguisticallydiversestudentpopulation—competenciesthatcanbeattainedonlywithhands-onexperienceandspecializedinstruction.39Althoughthereisnoonecorrectapproachtoprofessionaldevelopment,researchers,practitioners,andadvocatesagreeonafewbasiccomponents,includingbasingtrainingprogramsinresearchanddata,emphasizingcollaborationbetweenleadershipandstaff,providingcontent-richinstruction,andbeingfinanciallyviableforthelongterm.40HavingexperiencedandtrainedstaffinELOsisequivalenttohavingqualityteachersintheclassroom;thosestafferswillbeabletomakethebestuseofthetimeallottedandhaveagreaterpositiveimpactonthechildren.41

UNDERSTANDING THE POLICY LANDSCAPEManyfederal-andstate-levelpolicyinitiativesseektopromoteexpandedlearningtime.Someproposalsaddmoretimetotheschooldayandyear,whileotherstakeinnovativeapproachestopersuadeschoolsanddistrictstoengagecommunity-basedorganizationsandbusinesspartnerstofundamentallyrestructuretheschooldayandoutsidelearningopportunitiestoservestudentneeds.Dependingonthetypeofexpandedlearningprogram,variousfederalfundingsourcescanbeusedtosupportprogramming,suchasthe21stCenturyCommunityLearningCenters(21stCCLC)programandSchoolImprovementGrants(SIG)withintheElementaryandSecondaryEducationAct(ESEA),aswellastheRacetotheTopgrantprogram.

ThecurrentauthorizationofESEA,alsoknownasNoChildLeftBehind(NCLB),includesaprovisioninTitleIthatallowsadditionalfundingforprovidingsupplementaleducationalservices(SES)foreligiblechildreninfailingschools,asdesignatedbystateeducationalagencies.In2006–07,3.3millionstudentswereeligibleforTitleISES,representingasix-foldincreasesince2002–03.42 Thesechildrenareeligibleforadditionalservicesinlanguagearts,reading,andmath.Additionally,fundingmaybeusedfortutoring,after-schoolservices,andsummerschoolprograms.This

WHAT MAKES EXPANDED LEARNING PROGRAMS EFFECTIVE FOR LATINO STUDENTS?BestpracticesinthefieldpointtoparticularelementsthatmakeELOssuccessfulinpromotingLatinoandELLstudentoutcomes.Generally,studiesontheeffectsoftimeandlearningshowthatitisnecessarytoincrease“engagedtime”—timethatastudentisactivelyinvolvedinmasteringorreviewingaspecificskill—toseeresults.27 ItisnosurprisethenthatELOsthatengageLatinostudentsineffectiveinstructionandprovideproperacademicsupportseetheirstudentsmakegreateracademicgainsthanprogramsthatdonot.

ThroughNCLR’sAffiliatesandtheNCLRExpandedLearningTimeNetwork,NCLRcontinuestobuildonexistingresearchandassessmenttoolstoaddresstheuniqueneedsofcommunityorganizationsandschoolsservingLatinostudentsandtheirfamilies.NCLRhashostedroundtables28andcreatedmaterials,suchas“CoreQualitiesforSuccessfulExpandedLearningTimePrograms,”29toimprovetheabilityofallexpandedlearningprogramstoserveLatinoandELLchildren.SomeofthekeyelementsthathaveshownresultsforLatinosincludeeffectivefamilyoutreachandengagement,strongschool-communitypartnerships,andeffectiveculturallyandlinguisticallycompetentstaffandjointprofessionaldevelopment.Thefollowingsectionsdiscussthesekeyelements,whichareessentialforLatinostudentsuccessinexpandedlearningprograms.

Effective Family Outreach and Engagement

EffectiveoutreachandfamilyengagementareconcernsforallELOs;familieswanttofeelsafeleavingtheirchildrenwithprovidersandensuretheirchildrenaregettingthesupporttheyneed,especiallyacademically.30 Successfulprogramsmakeeffortstoinvolveparentsinspecialeventsandday-to-dayactivities,whilealsoprovidingthenecessaryacademicsupport,oftenalignedtoschoolcurricula.Givingchildrentheopportunitytopracticeskillsfromschoolbeyondtheconfinesofatraditionalclassroomallowsforgreaterdepthandunderstanding,andultimatelyleadstoimprovedacademicperformance.31Furthermore,studiesshowthatconnectionsmatter;relationshipsamongstaff,schools,families,youth,andcommunitiesarecrucialingettingstudentsinvestedintheprogramming.32

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fundingcanhelpafter-schoolprogramsdevelop,expand,andimprovetheircapacitytocontributetothesuccessofthelowest-performingstudentsinthelowest-performingschools.43

Whensignedintolawin2001,NCLBwasauthorizedthrough2007,withtheintentthatanynecessarychangestothelawwouldbemadeatthattime.Thelawisnowsixyearsoverdueforreauthorization.IntheabsenceofcongressionalactiononthereauthorizationofESEA,theObamaAdministrationcreatedanewandcontroversialpolicythatallowsstatestorequestawaivertodiscontinuekeyprovisionsofESEAiftheyimplementcertaineducationreformsintheirplace.44 UnderthisESEAflexibility,statescanmakethe20%set-asideforSESoptionalforsomeschools.AccordingtotheNationalCenterforEducationStatistics,about22%ofstudentsenrolledinschoolsnotmeetingadequateyearlyprogressin2009receivedfreetutoringthroughSESfunding—22%ofthesestudentswereLatino.ThenewwaiverpolicycouldresultinschoolsanddistrictsredirectingfundingthatwouldsupportSEStootherareas,eliminatingvaluabletutoringandafter-schoolprogramsentirelyandfurtherlimitingaccesstoneededservicesforLatinostudents.

AnotherprovisionofESEA,TitleIV,authorizesformulagrantstargetedtowardcreatingcommunitylearningcenters.Thesecenters—knownas21stCCLC—serveapproximately1.5millionstudents45 andprovideacademicenrichmentopportunitiesduringnonschoolhoursforchildren,particularlystudentsinhigh-povertyandlow-performingschools.Annualperformancereportdatafrom21stCCLCgranteesacrossthecountrydemonstratethatregularattendeesimprovetheirreadingandmathgrades.46Theprogram’sauthorizinglegislation(1998and2001)encouragedpartnershipswithcommunity-basedorganizationsandallowedgrantmoneytobeusedonlyoutsidetheschoolday.ESEAflexibilitywaiversandtheFY2012ConsolidatedAppropriationsAct,however,havebroadenedthescopeofthe21stCCLCprogram,allowingfundstobeusedtosupportexpandedlearningtimeduringtheschooldayaswellasactivitiesduringnonschoolhoursorperiodswhenschoolisnotinsession.

WithESEAflexibilitywaiversalreadyinplace,CongressismovingforwardonESEAreauthorization.SenatorTomHarkin(D-IA),chairmanoftheHealth,Education,PensionsandLabor(HELP)Committee,introduced,47markedup,48 and passed49S.1094,theStrengthening America’s Schools Act of 2013,50throughcommittee.Thisbillprovidessupportforsystemicchangeandcapacity-buildingthroughthereauthorizationandimprovementofthe21stCCLCprogram.However,SenatorLamarAlexander(R-TN),rankingmemberoftheHELPCommittee,introducedhisownversionofESEAreauthorization,theEvery Child Ready for College or Career Act.51Thislegislation,whicheliminatedthe21stCCLCprogram,wasofferedasasubstituteamendmentduringcommitteeconsiderationoftheHarkinbill.

Similarly,RepresentativeJohnKline(R-MN),chairmanoftheHouseEducationandWorkforceCommittee,introducedtheStudent Success Act(H.R.5),whicheliminatesthe21stCCLCprogram.Meanwhile,duringthemarkupoftheStudent Success Act,theSeniorDemocratmember,RepresentativeGeorgeMiller(D-CA),offeredasubstituteamendmentthatmaintainedthe21stCCLCprogram.52AlthoughSenatorAlexander’sandRepresentativeMiller’samendmentswerevoteddown,theyhighlightalackofbipartisansupportforthe21stCCLCprogram—orthebroaderESEAlegislation.

TheU.S.DepartmentofEducationduringtheObamaAdministrationhasbeenvocalaboutitssupportforexpandedlearningtimeasacornerstoneofeducationalreform,particularlyasitfunctionswithintheschoolsetting.Mostnotably,thedepartmenthasencouragedstatesanddistrictstoadoptextended-dayprogramsthroughgrantcompetitionslikeRacetotheTop.53 The departmenthasalsoprovidedguidanceforturnaroundschoolsandSIGs,anotherpartofESEATitleI.54

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Effortstobroadenthescopeofthe21stCCLCprogramthroughexpandedlearningduringtheschooldaycanhaveapositiveimpactiftheyaredoneinclosecollaborationwithcommunitypartnerssuchasNCLRAffiliates,includejointprofessionaldevelopment,andemployeffectivefamilyoutreachandengagementstrategies.

POLICY RECOMMENDATIONSGiventhepolicyfocusonstandards-basedreformandhighexpectationsforallstudents,NCLRrecognizesthepotentialimpactELOscanhaveonLatinostudentachievement.Moreover,NCLRisinauniquepositiontoleveragetheworkofitsAffiliatesthroughoutthecountrytoadvocateforELOsthatmeettheuniqueneedsofLatinochildrenandtheirfamilies.Inthatcapacity,NCLRrecommendsthatprogramsimplementedbycommunity-basedorganizationsremainfrontandcenterinanydiscussionofexpandedlearningforLatinostudents.Furthermore,NCLRhasidentifiedseveralcriticalelementsthatserveasaframeworkforestablishingacomprehensiveapproachtodevelopingeffectiveELOpolicies:

1. Require Expanded Learning Programs Serving ELL Students to Partner with Quality Community-Based Organizations

GiventhatCBOscaneffectivelyconnectwithLatinofamiliesandhaveextensiveknowledgeaboutthecommunitiestheyserve,thereismuchtobegainedfromallowingCBOstofilltheirnaturalrolebetweenschoolsandfamilies.Familieswhosechildrenparticipateinout-of-schoolprogrammingorwhosechildrenareinschoolforanextendeddayplaceenormoustrustintheproviderstoensurestudentsareengaged,safe,andmakingthebestuseoftheirtime.Inaddition,whendescribingtheirrelationshipwiththeschoolsystem,manyLatinoparentsexpressdistrust,26 and theyarelesslikelytoenrolltheirchildreninanexpandedlearningprogram,thusdenyingchildrentheopportunitytopracticetheirskillsandbeinvolvedinenrichmentactivities.Tobuildtrustbetweenprovidersandfamilies,allowprogramstomeettheneedsofthecommunity,andensureLatinostudentshaveaccesstoELOs,policiesandprogramsshouldsupport:

• Partnershipsbetweenschooldistrictsandcommunity-basedorganizations

• Communityinvolvementandlocaldecision-makinginthedevelopmentofELOprograms

• Fiscalagencyforcommunity-basedorganizationsthatpartnerwithschooldistricts

• EffectiveoutreachtoLatinoandELLfamiliesandstudents,whereinteractionsbetweenstaffandfamiliesareculturallyandlinguisticallyappropriate

• Toolsforfamiliestosupporttheirchildren’slearningandsuccess,suchasbilingualwrittenorinteractiveactivitiesandregularprogressreports

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2. Provide Academic Support and Targeted Services for ELLs

Legislationorpoliciesmustensurethatthereisaninfrastructureinplacetoprovidesupportforstudentswhoneeditmost,especiallythosefromlow-incomeandlimited-English-proficientfamilies.Researchshowsthatunequallearningopportunitiesduringout-of-schooltimecontributetotheachievementgapbetweenLatinosandtheirWhitepeers.ToensurehighlevelsofacademicachievementforLatinostudents,statesanddistrictsmustensurethatexpandedlearningprograms:

• Alignwithschoolcurriculaandobjectives

• Integrateacademics,enrichment,andskilldevelopmentthroughhands-onexperiencesthatmakelearningrelevantandengaging

• Providewell-designedinstruction,includingEnglish-languagesupportforELLs

• Offerjointprofessionaldevelopmentandtrainingtoensureoverallprogramquality;thefocusshouldbeonworkingwithELLsandincreasingculturalandlinguisticcompetencyskillsamongstaff

• TargetschoolswithhighnumbersofELLs

• Activelyaddressthelearningneedsandinterestsofalltypesofstudents,especially thosewhomaybenefitfromapproachesandexperiencesnotofferedinthetraditionalclassroomsetting

3. Allocate Sufficient Resources To Expand Access and Drive High-Quality Programs

Theebbandflowofresourcesisrarelyconsistent,whichmakeslong-termplanningdifficultforproviders—especiallyforcommunity-basedprograms.Insuchavolatileenvironment,programsareunabletoexpandorinvestinimprovementsthatwouldenhancetheirofferingsforLatinosandELLs.InorderforCBOstobuildhigh-qualityprogrammingforLatinostudentsandlastingrelationshipswiththecommunitiestheyserve,considerationsmustbemadeto:

• AllotsufficientfundingtoexpandprogramstoservemoreLatinostudents

• FundanddisseminateresearchoneffectivepracticesforworkingwithELLstoensurecostandprogramefficacy

ConclusionHispanicchildrenneedstrongacademicsupportinadditiontoculturallyappropriateandrelevantinstruction—thingsnotoftenfoundwithinthetraditionalschoolday.ExpandedlearningisauniqueopportunitytoconnectwiththeLatinocommunityatalllevels,provideacademicenrichmentandlanguagesupport,andengageparentsintheirchildren’seducation.Parentsandadvocatesmustbevocalabouttheuseofresourcesindevelopingtheseprogramsintheirneighborhoods.Community-basedorganizationsareoftenbest-suitedformeetingtheneedsofculturallyandlinguisticallydiversepopulationsandmustcontinuetobeapartoftheexpandedlearningpolicyconversationtoensurethebestoutcomesforHispanicchildrenandELLs—anditiscrucialthattheybeintegratedintoexpandedlearningprograms.Thus,everyeffortshouldbemadetoallowtheircontinuedinvolvementprovidingLatinochildrenwithELOs.

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Endnotes1U.S.CensusBureau,“TheHispanicPopulation,”2010 Census Briefs.Washington,DC,2011,http://www.census.gov/prod/cen2010/briefs/c2010br-04.pdf(accessedJuly14,2013).

2RichardFryandPaulTaylor,High School Drop-Out Rate at Record Low: Hispanic High School Graduates Pass Whites in Rate of College Enrollment (Washington,DC:PewHispanicCenter,2013),http://www.pewhispanic.org/files/2013/05/PHC_college_enrollment_2013-05.pdf(accessedJuly14,2013).

3 Ibid.

4U.S.DepartmentofEducation,InstituteofEducationSciences,NationalCenterforEducationStatistics,“PublicHighSchoolGraduationRates,”Averaged Freshman Graduation Rate (AFGR) for Public High School Students, by Race/Ethnicity: School Year 2009–10.Washington,DC,2013,http://nces.ed.gov/programs/coe/indicator_coi.asp (accessedJuly14,2013),Figure2.

5RichardFryandPaulTaylor,“HighSchoolDrop-OutRate.”

6SarahDolan,Missing Out: Latino Students in America’s Schools(Washington,DC:NationalCouncilofLaRaza,2009).

7CenterforAmericanProgress,A Race Against the Clock: The Value of Expanded Learning Time for English Language Learners(Washington,DC:CenterforAmericanProgress,2008).

8 Ibid.

9 Ibid.

10HarrisCooperetal.,“TheEffectsofSummerVacationonAchievementTestScores:ANarrativeandMeta-analyticReview.”Review of Educational Research66(1996):227–268.AlsoseeBethM.Miller,The Learning Season: The Untapped Power of Summer to Advance Student Achievement(Quincy,MA:NellieMaeEducationFoundation,2007),http://www.nmefoundation.org/getmedia/17ce8652-b952-4706-851b-bf8458cec62e/Learning-Season-ES?ext=.pdf(accessedJuly14,2013).

11DeborahL.Vandell,ElizabethR.Reisner,andKimM.Pierce,Outcomes Linked to High-Quality Afterschool Programs: Longitudinal Findings from the Study of Promising Afterschool Programs (UniversityofCalifornia,Irvine,UniversityofWisconsin-Madison,PolicyStudiesAssociates,Inc.,2007),http://www.newdayforlearning.org/docs/

HIllPPReport.pdf(accessedJuly14,2013).AlsoseeElizabethR.Reisneretal.,Building Quality, Scale, Effectiveness in After-School Programs: Summary Report of the TASC Evaluation(PolicyStudiesAssociates,Inc.,2004),http://www.pasesetter.com/reframe/documents/TASC%20Summary%20Report%20Final.pdf(accessedJuly14,2013);RobertM.Goergeetal.,After-School Programs and Academic Impact: A Study of Chicago’s After School Matters(Chicago,IL:ChapinHallCenterforChildren,UniversityofChicago,2007);JosephA.DurlakandRogerP.Weissberg,“TheImpactofAfter-SchoolProgramsthatPromotePersonalandSocialSkills,”(CollaborativeforAcademic,Social,andEmotionalLearning,2007),http://www.CASEL.org (accessed July14,2013).

12U.S.DepartmentofEducation,InstituteofEducationSciences,NationalCenterforEducationStatistics,National Assessment of Educational Progress (NAEP), 2011 Mathematics and Reading Assessments.

13HarrisCooperetal.,“TheEffectsofSummerVacation,”227–268.

14IdorenyinJamar,Fall Testing: Are Some Students Differentially Disadvantaged?(Pittsburgh,PA:UniversityofPittsburghLearningResearchandDevelopmentCenter,1994).

15KarlL.Alexander,DorisR.Entwisle,andLindaSteffelOlson,“LastingConsequencesoftheSummerLearningGap,”American Sociological Review72(2007):167–180.

16AfterschoolAlliance,America After 3 p.m. (Washington,DC:AfterschoolAlliance,2009).

17 Ibid.

18 Ibid.

19 Ibid.AlsoseeBethMiller,“CriticalHours:AfterschoolProgramsandEducationalSuccess”(Quincy,MA:NellieMaeEducationFoundation,2003),http://www.nmefoundation.org/getmedia/08b6e87b-69ff-4865-b44e-ad42f2596381/Critical-Hours?ext=.pdf(accessedJuly14,2013);andAmericanYouthPolicyForum,“StrengtheningAfterschoolforOlderYouththroughPolicyandPractice:APolicyBrief”(2007),http://www.aypf.org/programs/briefs/AfterschoolPolicyBrief2007.pdf (accessedJuly14,2013).

20NationalSummerLearningAssociation,“KnowtheFacts”(Washington,DC:NationalSummerLearningAssociation,2012),http://www.summerlearning.org/?page=know_the_facts(accessedJuly14,2013).

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21HarrisCooperetal.,“TheEffectsofSummerVacation,”227–268.AlsoseeBethM.Miller,The Learning Season;DeborahL.Vandell,ElizabethR.Reisner,andKimM.Pierce,Outcomes Linked to High-Quality Afterschool Programs;ElizabethR.Reisneretal.,Building Quality, Scale, Effectiveness in After-School Programs;RobertM.Goergeetal.,After-School Programs and Academic Impact;JosephA.DurlakandRogerP.Weissberg,“TheImpactofAfter-SchoolPrograms”;SherriLauver,PriscillaM.D.Little,andHeatherWeiss,Moving Beyond the Barriers: Attracting and Sustaining Youth Participation in Out-of-School Time Programs,IssueBriefNo.6.(Cambridge,MA:HarvardFamilyResearchProject,2004),www.gse.harvard.edu/hfrp/projects/afterschool/resources/issuebrief6.html (accessedJuly14,2013).

22RobertM.Goergeetal.,After-School Programs and Academic Impact.

23LA’sBEST,“MayorVillaraigosa,SuperintendentStayBeyondtheBellwithLA’sBEST:LA’sBESTAfterSchoolEnrichmentProgramKickedOffIts20thYearofOperationwithAcademicandEnrichmentActivitiesthatKeep28,000ChildrenCitywideSafeandSupervisedAfterSchool,”newsrelease,September3,2008,http://www.lasbest.org/newsroom/media/-mayor-villaraigosa-superintendent-stay-beyond-the-bell-with-las-best (accessedJuly14,2013).

24CentralValleyAfterschoolFoundation,Afterschool Programs in the Central Valley Benefit Children and Youth: Evaluation Results from the 2006–2007 School Year(Clovis,CA:CentralValleyAfterschoolFoundation,2008).

25 Ibid.

26 Ibid.

27CenteronTimeandLearning,The Relationship Between Time and Learning: A Brief Review of the Theoretical Research(Boston,MA:NationalCenteronTimeandLearning,2010).

28NationalCouncilofLaRaza,“LatinoYouthinExpandedLearningTimePrograms”(Washington,DC:NationalCouncilofLaRaza,2009),http://www.nclr.org/images/uploads/publications/latinoyouthinexpandgprograms.pdf(accessedJuly14,2013).

29MarcelaMontes,NCLR Core Qualities for Successful Expanded Learning Time Programs (Washington,DC:NationalCouncilofLaRaza,2012),http://www.nclr.org/index.php/publications/core_

qualities_for_successful_expanded_learning_time_programs/(accessedJuly14,2013).

30 Ibid.

31DougWhite,“AfterschoolProgramsHelpStudentsSucceedinSchoolandLife,”WisKids Journal (Madison,WI:TheWisconsinCouncilonChildrenandFamilies,2006),http://www.wccf.org/wkj/1106/story3.htm(accessedJuly14,2013).

32SuzanneBouffard,PriscillaLittle,andHeatherWeiss,“BuildingandEvaluatingOut-of-SchoolTimeConnections,”The Evaluation Exchange: A Periodical on Emerging Strategies in Evaluating Child and Family Services,HarvardFamilyResearchProject12,no.1(2006):2–6.

33ClaireKaplanandRoyChan,Time Well Spent: Eight Practices of Successful, Expanded-Time Schools (Boston,MA:NationalCenteronTimeandLearning,2011).

34NationalCouncilofLaRaza,“LatinoYouthinExpandedLearningTimePrograms”(Washington,DC:NationalCouncilofLaRaza,2009),http://www.nclr.org/index.php/publications/latino_youth_in_expanded_learning_time_programs(accessedJuly14,2013).

35 Ibid.

36MarcelaMontes,Latino Family Engagement in Afterschool Programs(Washington,DC:NationalCouncilofLaRaza,2008),http://www.nclr.org/index.php/publications/latino_family_engagement_in_after-school_programs/(accessedJuly14,2013).

37 Ibid.

38NationalCouncilofLaRaza,“LatinoYouthinExpandedLearningTimePrograms.”

39NationalAssociationfortheEducationofYoungChildren,2010 Standards for Initial and Advanced Early Childhood Preparation Programs(Washington,DC:NationalAssociationfortheEducationofYoungChildren,2011).

40 Ibid.

41See,forexample,DeniseHuangandRonaldDietel,Making Afterschool Programs Better,CRESSTPolicyBrief(LosAngeles,CA:UniversityofCalifornia,2011).

42U.S.DepartmentofEducation,State and Local Implementation of the No Child Left Behind Act, Volume VII—Title I School Choice and Supplemental Educational Services: Final Report(Washington,

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DC:U.S.DepartmentofEducationEvaluationofPrograms,2009).

43MargaretFlynn,Title I Supplemental Educational Services and Afterschool Programs: Opportunities and Challenges(Washington,DC:TheFinanceProject,2002).

44U.S.DepartmentofEducation,“ObamaAdministrationSetsHighBarforFlexibilityfromNoChildLeftBehindinOrdertoAdvanceEquityandSupportReform,”newsrelease,September23,2011,http://www.ed.gov/news/press-releases/obama-administration-sets-high-bar-flexibility-no-child-left-behind-order-advanc(accessedJuly14,2013).AlsoseeSamDillon,“OverridingaKeyEducationLaw,”The New York Times,August8,2011,http://www.nytimes.com/2011/08/08/education/08educ.html (accessedJuly14,2013).

45TheAfterschoolAlliance,Expanding Learning Opportunities Across the Country: Embracing Multiple Approaches and Funding Sources (Washington,DC:TheAfterschoolAlliance,2007).

46 Ibid.

47U.S.SenateCommitteeonHealthEducation,LaborandPensions,“Harkin,HELPCommitteeDemocratsIntroduceBilltoPrepareAllChildrenforSuccessandFix‘NoChildLeftBehind,’”newsrelease,June04,2013,http://www.help.senate.gov/newsroom/press/release/?id=e561493c-1cc4-46ba-8e8d-b427b82891be&groups=Chair(accessedJuly14,2013).

48U.S.SenateCommitteeonHealthEducation,LaborandPensions,“StatementofSenatorTomHarkin(D-IA)attheHELPCommitteeMarkup:‘StrengtheningAmerica’sSchoolsAct,’”newsrelease,June11,2013,http://www.help.senate.gov/newsroom/press/release/?id=902cc83d-5c6e-4919-9514-ee25667aded4&groups=Chair(accessedJuly14,2013).

49U.S.SenateCommitteeonHealthEducation,LaborandPensions,“HarkinStatementonCommitteePassageoftheStrengtheningAmerica’sSchoolsAct,”newsrelease,June12,2013,http://www.help.senate.gov/newsroom/press/release/?id=1e962c65-9bf2-4029-b7cd-c1eb4e747f47&groups=Chair (accessedJuly14,2013).

50U.S.SenateCommitteeonHealthEducation,LaborandPensions,“StrengtheningAmerica’sSchoolsActof2013,”billtext,http://www.help.senate.gov/imo/media/doc/ESEA%20Bill%20Text%206.4.13.pdf(accessedJuly9,2013).

51U.S.SenateCommitteeonHealthEducation,LaborandPensions,“RepublicanSenators:EndFederalMandatesCreating‘NationalSchoolBoard,’”newsrelease,June6,2013,http://www.help.senate.gov/newsroom/press/release/?id=3f7e7905-b348-44fd-b41b-22e175884794&groups=Ranking,(accessedJuly14,2013).

52U.S.HouseCommitteeonEducationandtheWorkforceDemocrats.Student Success Act Markup.H.R.5,June19,2013,http://democrats.edworkforce.house.gov/markup/hr-5-student-success-act(accessedJuly14,2013).

53DianaDelfin,“RacetotheTopPhase2WinnersHighlightSTEMOpportunities,”Afterschool Snack,AfterschoolAlliance,August24,2010,http://www.afterschoolalliance.org/afterschoolsnack/ASnack.cfm?idBlog=A553F11B-1E0B-E803-CAF3ABF9C4EA07F0(accessedMay24,2012).

54U.S.DepartmentofEducation,OfficeofSchoolTurnaround,“SchoolImprovementGrants,”Washington,DC:U.S.DepartmentofEducation,http://www2.ed.gov/programs/sif/index.html (accessedJuly14,2013).

55MarcelaMontes,Latino Family Engagement in Afterschool Programs.

www.nclr.org