Executive Summary.

1. Remarks (Thomas M. Menino)
Mayor Thomas M. Menino emphasizes the need to rigorously evaluate programs––to find out which ones work and which do not––so that we do not expend limited resources unwisely.

2. Remarks (Lawrence H. Summers)
Harvard president Lawrence H. Summers charges educators to find a rigorous, research-based definition of quality learning. He also argues the need of opening up the concept of outcomes to include harder-to-define psychological elements such as self-cofidence, preparation, and attachment to learning.

3. Blurring the lines for learning: The role of out-of-school programs as complements to formal learning (Karen J. Pittman, Merita Irby, Nicole Yohalem, Alicia Wilson-Ahlstrom)
As debates continue over the effectiveness of after-school programs, we need to create stronger links between schools and out-of-school activities. This chapter examines how we can integrate skill-building and academic competence into the out-of-school-time context.

4. Out-of-school-hours learning in the United Kingdom (Ian Fordham)
In the United Kingdom, out-of-school-hours learning is incorporated into education policy. This chapter tells the story of how demonstration projects, political lobbying, and funding combined with training, youth work, and schools to make such innovation mainstream “across the pond.”

5. After-school as intermediary space: Theory and typology of partnerships (Gil G. Noam, Jodi Rosenbaum Tillinger)
This chapter explores the nature of after-school partnerships and sets forth a theory and typology describing the ways in which the intersection of partners creates a unique intermediary space.

6. Processes of adjustment in organized out-of-school activities: Opportunities and risks (Joseph L. Mahoney, Jacquelynne S. Eccles, Reed W. Larson)
Participation in organized out-of-school activities leads to long-term psychosocial and educational benefits for young people. Now we’re learning which features of these activities best support individual children.

7. The critical ingredient: Caring youth-staff relationships in after-school settings (Jean E. Rhodes)
After-school settings are interpersonal in nature, and the quality of the relationships forged can directly influence both attendance rates and developmental benefits. Programs can effectively capitalize on this potential.

Index.