Association for Public Policy Analysis & Management

High quality out-of-school time (OST) programming can provide children and adolescents with supervised learning, quality teaching, mentorship, and extracurricular activities during after school and summer hours (Sanders, Lewis-Watkins, and Cochrane, 2018). In 2014, the Afterschool Alliance reported that 10.2 million youth participated in OST programs; however, just one-third of these were adolescents of color. OST programs can provide youth, girls specifically, with access to relevant educational programming where they can learn to draw on social resources to achieve their personal, academic, and professional goals and can lead to positive identity development (Sanders, et al. 2018; Nieto, 1998) which is associated with improved school and post-school outcomes (Lerner, Almerigi, Theokas, & Lerner, 2005).

Unfortunately, youth from low-income families and low-resourced urban neighborhoods are particularly affected by not having access to summer learning or enrichment programs (Alexander, Entwisle, and Olson, 2007). The District of Columbia Public Schools (DCPS) is a district whose student body for the 2017-2018 academic year was 85% students of color and 77% economically disadvantaged (DCPS, n.d.). DCPS has taken recent steps to address gaps in programming opportunities focused on girls. In February, 2017, Mayor Bowser and Chancellor Wilson announced the formation an initiative (Reign: Empowering Young Women as Leaders) focused on programming and development in the fields of identity, health and wellness, and leadership. This past June, girls in grades 5-12 were invited to participate in workshops and discussions on a variety of topics, and were also asked for their feedback on how DCPS can better support the needs of their female students of color.

While DC has made strides towards increasing opportunities for girls to engage in out of school activities, it is critical we continue to build upon these efforts. We recommend five key considerations for afterschool and summer programming policy in DC. 1) One of the most significant barriers to participation in OST activities among low-income students is often lack of awareness or stigma (Pitcock, 2018). Any specific OST programming must include significant efforts to reach families and target low-income girls who are most often left out (NVSS, 2009). 2) For girls to be engaged in and committed to full participation in OST, it is also critical that policy makers have a better understanding of local girls’ needs and interests. Engagement is critical for prolonged involvement and youth are more likely to participate when activities cater to their interests. 3) There is also great opportunity to engage local community members to serve as mentors and fill a much needed racial gap in provision of care. 4) As OST programs often involve multiple organizations including schools, community centers, or food providers, central coordination among agencies is paramount. 5) Finally, positive outcomes from OST activities are associated with strong program implementation. Far too often programs with the best of intentions suffer from poor implementation and do little to impact positive youth development. Continuous evaluation and monitoring of programming efforts will ensure that the OST opportunities are meeting their stated objectives and have proper supports for implementation.