The Information Age Publishing new book series, Current Issues in Out-of-School Time, is designed with a purpose to disseminate original research and promising practices that further the OST field. This first book sets the foundation on which the series rests upon, by offering an analysis of the progress made since the 2000s, as well as by looking toward the future for areas of considerations. Leading OST experts explore latest knowledge, intentionally bridging research and practice, and propose new areas of inquiry within each of the following six sections: 1. OST as a vehicle for young people’s development; 2. socio-cultural dimensions of OST; 3. professional development within OST; 4. research- and evaluation-informed field; 5. OST advocacy; and 6. future directions for the OST field. The OST field has grown considerably over the last two decades. Today, we have the frameworks, practice- and research-based knowledge and tools, and burgeoning paths to advance the field across multiple dimensions: demographic, stakeholder groups, contexts, systems and sectors, and disciplines. The hallmark of the OST field has been the ability to remain agile and adaptable to change in a way that complements the field and supports all children and young people in diverse ways. This anthology is designed to be a platform for research-practice discussions and future directions that could further grow, sustain, and improve the field. We hope this book inspires both reflections and conversations on the OST field. Endorsements: It has been clear for some time that the so-called achievement gap is driven in part by gaps in educational opportunities. Providing access to high quality out-of-school learning experiences is one of the most important measures that can be taken to reduce disparities and level the playing field. The authors in this important new book show us not only how to create such programs but why it matters to our collective future. Timely, relevant, and readable, this book is an invaluable resource for anyone seeking to close gaps in educational opportunities. Pedro A. Noguera, PhD, Distinguished Professor of Education, UCLA Graduate School of Education & Information Studies As the chair of the NAS/NRC committee that wrote the report Community programs to support youth development, I am delighted by this book. When we wrote the report in 2002, there were few systematic attempts to organize and theorize the emerging field of positive youth development. As the editors and chapter authors in this book make very clear, a great deal has happened at all levels of scholarship in this field over the last 15 years. Both this volume and the new book series that it is initiating signal the maturing of this field from childhood, through adolescence, and now into emerging adulthood. The breadth of work discussed in this collection is exceptionally broad, ranging from psychological theorizing about the impact of youth serving programs in the out-of-school time period to social policy analyses of how to grow the profession of OST Youth Professionals and create steady funding streams to support OST programming. All topics are critically discussed and new directions are suggested. I consider this book to be required reading of all students, scholars, professional, and practitioners in the field of positive youth development and OST programming. I go even further by suggesting it be read broadly by anyone interested in the education and development of young people around the world. There is no better collection available for educators, parents, community activists, and social policy makers concerned with positive youth development. I believe this collection lays a very strong foundation for achieving the goal set forth by Karen Pittman for the field to move from "Where and when to what and how." Jacquelynne S. Eccles, Distinguished University Professor of Education, University of California, Irvine The impressive growth of OST programs represents one of the brightest spots on the American educational landscape. Importantly, as this book portrays, what began a series of programs and local initiatives has now grown into a maturing field, with standards, scholarship, organizations, policies, and funding at the national, state, and local levels. And more than a field, OST carries the urgency, energy, and passion of a movement for social justice. The Growing Out-of-School Time Field offers a comprehensive review of earlier decades of work and points the way forward for the field’s future development. It should be read not only by those involved in the OST field, but by all educators who seek to create inclusive and powerful learning environments. Policymakers, as well, would benefit from deeper knowledge of this movement. It holds a key to preparing today’s youth for an uncertain future, where the nature of work is changing, norms of society are shifting, and multicultural, global perspectives are needed. Milton Chen, Ph.D., Senior Fellow & Executive Director, Emeritus, George Lucas Educational Foundation (edutopia.org) Book reviews: Journal of Youth Development: Book Review of The Growing Out-of-School Time Field: Past, Present, and Future Youth Today: The Growing Out-of-School Time Field: Past, Present, and Future (book review)

This volume focuses on social and emotional learning (SEL) from a variety of perspectives. The goal of the volume is to offer a clear framing of SEL in relation to other related out-of-school time concepts and initiatives. SEL has gained popularity as a concept in recent years and there remains confusion as well as great interest in the meaning and implementation of SEL in OST. Policymakers, researchers, and practitioners are pursuing work related to SEL in OST and this volume offers an opportunity to share that work by: • Defining and explaining SEL in a variety of out of school contexts and highlighting opportunities for integration and alignment with other fields (e.g., formal education) • Clarifying the language and framework confusion and honoring the field’s foundation in thinking about social and emotional development through high quality youth development practice • Sharing information about current trends and new developments and how that work is shaping the field across the developmental continuum • Making the research to practice connection by including in each chapter foundational research on the topic, evidence of effective efforts, and practical implications • Offering recommendations for researchers, practitioners, and policymakers related to SEL in OST settings ENDORSEMENTS "The social and emotional development of our nation's youth is a common, essential concern of those working in school and out of school. This volume will be the catalyst for long overdue conversation, collaboration, and synergy. It is essential reading for practitioners, researchers, and policy makers in both contexts who are concerned with preparing children for the tests of life, and not a life of tests." ~ Maurice J. Elias, Ph.D., Rutgers University, Co-director, Academy for Social-Emotional Learning in Schools and After School Settings "Having spent all of my adult life working with, and advocating for, high-quality youth programming, I understand the critical role out-of-school-time (OST) programs play in the social and emotional development of young people. As the Executive Director of the New York State Network for Youth Success, I am thrilled to see such a comprehensive view of current best practices and research on social-emotional learning (SEL) in OST programs. It is exciting and encouraging to see so much documented progress with SEL in OST condensed into one comprehensive book that furthers understanding of both research-informed practices and systems building around policy. This book, edited by two leading researchers in the field, Elizabeth Devaney and Deborah Moroney, should be required reading for any practitioners, policy makers, and educators in the field. Both the editors' and contributors' emphasis on making SEL an "intentional practice" is the exact conversation we all should be having right now." ~ Kelly Malone Sturgis, Executive Director, New York State Network for Youth Success "Social Emotional Learning and Out-Of-School-Time: Foundations and Futures is an extremely important and timely publication. The scope and depth of this work makes it a must read for any serious out-of-school-time or K-12 educator. In 2014 California identified social emotional learning as the most promising bridge to bring coherence between expanded learning programs and the school day. (A Vision for Expanded Learning in California – Strategic Plan 2014-2016) I have found this to be the exact case. All across California, school day and out-of-school-time professionals are having deep and authentic conversations about youth centered collaborative efforts. We also know that providing social emotional development opportunities is a corner stone for any high quality out-of-school-time program. I plan to share this publication widely with K-12 educators, policy makers, parents and so many others." ~ Michael Funk, Director, Expanded Learning Division, California Department of Education Book reviews: Journal of Youth Development: Book Review—Social and Emotional Learning in Out-of-School-Time: Foundations and Futures Youth Today: Outstanding Insights About SEL in OST in Major Book

Youth work is a sacred opportunity to make a significant difference in the lives of children and youth. Through research and personal essay narrative, The Heartbeat of the Youth Development Field: Professional Journeys of Growth, Connection, and Transformation shines a light on the intricate connections between research and practice, touching upon both the vulnerability and triumph of youth development work. The passionate voices of youth workers in this volume lead to the inescapable conclusion that programs and policies for youth must be informed by these same voices and the values they express. We hope this book shows OST workers, researchers, funders, and policymakers, as well as other education professionals, how youth workers’ lived experiences inspire their ability to build the relationships that are the foundation of positive and healthy youth development. From relationships comes engagement, and from engagement, transformation—centered in equity, inclusion, and belonging. No one is better able to advocate for these truths than the professionals who found themselves—by whatever means—working with young people to bring positive change to their lives, their communities, and our world. ENDORSEMENTS: "The Heartbeat of the Youth Development Field: Professional Journeys of Growth, Connection and Transformation is a timely discussion about what we in the Out-of-School Time and youth development field know already - that this work is an integral part of the success, survival, and thriving of youth. This book will be a catalyst for ensuring the professionalization of our field and additional support and resources for out-of-school time and youth development professionals." — Ebony Grace, NJSACC: The Statewide Network for New Jersey’s Afterschool Communities "The Heartbeat of the Youth Development Field provides a window into the lives of youth workers and experiences that led to their work with young people. It beautifully illustrates the importance of building positive relationships with youth, and details the practices and strategies successfully employed by youth workers. While this book will be immeasurably valuable to researchers, funders, and policymakers, it is also an important resource for program leaders to promote reflection and discussion among youth worker staff as part of staff development." — Sam Piha, The How Kids Learn Foundation and Temescal Associates

Built for More, The Role of OST in Preparing Youth for the Future of Work will highlight OST research and illustrative practices and bring forward multi-disciplinary perspectives about future trends, innovations, and the impact of OST on the future workforce. The focus is on OST programs as well as related activities that contribute to employability, such as summer work, internships, apprenticeships, disability inclusion, career-focused mentoring, and more. The book will also lift up voices traditionally left out of the OST conversation, including BIPOC, rural, and other marginalized communities. Given that the world of work is rapidly evolving, what are the most important ways we should be framing education and youth development work? Define forces and illuminate the trends reshaping the necessary skills that youth will need to thrive professionally, personally, and to positively impact their communities. What are the skills that employers are saying are most valuable due to transformation from automation, machine learning, and the 4th industrial age we are experiencing globally? What are key demographic shifts that add urgency to the imperative for change in our human development ecosystems? ENDORSEMENTS: "Built for More: The Role of Out-of-School Time in Preparing Youth for the Future of Work is a compelling, insightful must read about the current and future trends on out-of-school time. This book is loaded with fascinating detail and interdisciplinary perspectives that highlight the impact of OST on teaching and learning, workforce development, and creating global citizens for a diverse society. This book makes a persuasive argument that is difficult to refute and should be required reading for anyone interested in the future of young people in the United States." — Joshua Childs, University of Texas at Austin "As a youth empowerment leader committed to breaking systemic barriers and fostering transformative change, Built for More: The Role of OST in Preparing Youth for the Future of Work is an important resource. This book highlights the key institutional shifts needed to cultivate youth agency within our rapidly evolving educational, professional and technological landscape. Its focus on the impact of out-of-school time (OST) programs and critical pathways such as internships, apprenticeships, and career focused mentoring offers important insights to bridge the gap between education and employment. Its emphasis on elevating BIPOC and rural voices sets it apart, offering a truly inclusive approach to reducing barriers and shaping innovative interventions that authentically resonate with and empower our youth." — Hollie Neal Morgan, Fossil Foundation "The coming decades will be some of the most challenging in history, while also being the most opportunity-rich. Questions of intelligence, belonging and humanity ripple through everyday dialog and innovation and adaptable learner-centered programs are rising to the occasion to meet our young people with voice, agency and relationship. Built for More: The Role of Out-of-School Time in Preparing Youth for the Future of Work is a critical compilation of OST stories paints a portrait of nimble, learner-centered environments that prioritize agency and relationships. These stories spotlight crucial programs and education ecosystems from respected voices." — Tom Vander Ark, Getting Smart

At Our Best: Building Youth-Adult Partnerships in Out-of-School Time Settings brings together the voices of over 50 adults and youth to explore both the promises and challenges of intergenerational work in out-of-school time (OST) programs. Comprised of 14 chapters, this book features empirical research, conceptual essays, poetry, artwork, and engaged dialogue about the complexities of youth-adult partnerships in practice. At Our Best responds to key questions that practitioners, scholars, policymakers, and youth navigate in this work, such as: What role can (or should) adults play in supporting youth voice, learning, and activism? What approaches and strategies in youth-adult partnerships are effective in promoting positive youth development, individual and collective well-being, and setting-level change? What are the tensions and dilemmas that arise in the process of doing this work? And, how do we navigate youth-adult partnerships in the face of societal oppressions such as adultism, racism, and misogyny? Through highlighting contemporary cases of authentic youth-adult partnerships in youth programs, this fourth volume of the IAP series on OST aims to introduce, engage, and sharpen educators’ understandings of the power and promise of these relationships. Together, the authors in this volume suggest that both building youth-adult partnerships and actively reflecting on intergenerational work are foundational practices to achieving transformational change in our OST organizations, schools, neighborhoods, and communities. Praise for At Our Best: "There is nothing more powerful in our efforts to improve our society than understanding how to cultivate deep and meaningful partnerships with young people. “At Our Best” offers key insights about the power of youth-adult partnerships in out-of-school time settings. Brion-Meisels, Fei & Vasudevan have compiled a powerful and comprehensive collection of voices of people who are blazing a new path in partnering with youth. This book is a must read for researchers and practitioners searching for fresh analysis and innovative insights into building youth-adult partnerships." ~ Shawn Ginwright, Ph.D, Associate Professor of Education & Africana Studies, San Francisco State University Chief Executive Officer, Flourish Agenda, Oakland CA "There are few books that consider how youth and adults work as partners for the benefit of their schools, their communities and themselves. “At Our Best” changes the status quo. It takes seriously the urgency and centrality of intergenerational inclusion by bringing together the voices of educators, academics, artists, youth workers, organizers and students. The chapters move between theory and practice, providing rich reflections on foundations of youth-adult partnerships while also detailing best practices in out-of-school time. The authors generously share the struggles and joy of this work. In so doing, they provide a roadmap for navigating the complex work of youth-adult partnerships in our current social and political context." ~ Shepherd Zeldin, Professor Emeritus, Civil Society and Community Studies, University of Wisconsin-Madison Book reviews and associated articles: Journal of Youth Development: Book Review—At Our Best: Building Youth–Adult Partnerships in Out-of-School Time Settings Learning in Afterschool & Summer: Promoting Youth-Adult Partnerships in the Era of COVID-19 Sperling Center: Q&A with Gretchen Brion-Meisels, Deepa Vasudevan, and Anna West Youth Today: Collaborating With Youth in OST Setting Is Best for Goals

A foundational tenet of the Out-of-School Time (OST) field is that all youth deserve impactful and engaging learning experiences. That requires that organizations, programs, and OST professionals remain responsive to the emerging needs of their diverse youth populations and the communities in which they live. This book illustrates the tensions that arise when organizations and OST professionals try to engage all youth, especially the traditionally underserved populations — when infrastructure, funding, and mindsets have not kept pace with the evolving needs of youth and their communities. The issues raised in this book — funding, outreach, engagement of immigrant families — have yet to be fully explored with an equity lens. Within these broad topics, this book brings to the surface the equity and access challenges as well as posit solutions and strategies. Each chapter is written from an insider’s perspective, by practitioners themselves, who articulate some of the key and relevant issues in the field. Each chapter ends with a Research-Practice Connection section written by the editors, which discusses the topic from a research lens and generates a set of questions that can be used by researchers in future studies to explore the topic in a more in-depth, expansive manner. Book reviews and associated articles: Afterschool Matters: Practitioners Advance Equity and Access Learning in Afterschool & Summer: Equity and Access in OST Programs

It Takes an Ecosystem explores the idea and potential of the Allied Youth Fields—an aspirational term that suggests increased connection across the multiple systems in which adults engage with young people. Recent research and initiatives make a strong case for what developmentalists have argued for decades: A young person’s learning and development is shaped in positive and negative ways by the interactions they have with all the adults in their life. Now is the time to reshape our systems to support this scientific understanding. The chapters in this book provide ideas, tools, examples, and visions for a more connected, more equitable world for young people and the adults in their lives. Endorsements for It Takes an Ecosystem "It Takes an Ecosystem offers a powerful and timely engagement of the possibilities and challenges facing the Out-of-School Time sector…this book charts a path forward for scholars, practitioners, community members to imagine OST anew---in ways that are socially just and affirming, centered on the optimal development of youth and the power of community." — Bianca Baldridge University of Wisconsin Madison "The book’s emphasis on an ecosystem approach, anchored in commitments to equity and racial justice, combines evidence-based analyses with a future-oriented call to action for the allied youth fields. This book will be a must-read for those committed to radically re-thinking how we bring sectors together to support thriving for children and youth." Ben Kirshner University of Colorado

Measure, Use, Improve! Data Use in Out-of-School Time shares the experience and wisdom from a broad cross-section of out-of-school time professionals, ranging from internal evaluators, to funders, to researchers, to policy advocates. Key themes of the volume include building support for learning and evaluation within out-of-school time programs, creating and sustaining continuous quality improvement efforts, authentically engaging young people and caregivers in evaluation, and securing funder support for learning and evaluation. This volume will be particularly useful to leadership-level staff in out-of-school time organizations that are thinking about deepening their own learning and evaluation systems, yet aren’t sure where to start. Authors share conceptual frameworks that have helped inform their thinking, walk through practical examples of how they use data in out-of-school time, and offer advice to colleagues.

The advent of the COVID-19 pandemic has heightened awareness of the need for social emotional learning throughout all educational contexts. Given this, schools, most often P-12 settings, have begun to embrace practices for addressing social emotional learning. While there is a growing body of research and literature on common practices of social emotional learning, there is no standard for its implementation. Exploring Social Emotional Learning in Diverse Academic Settings highlights unique and varied approaches to addressing social emotional learning and wellbeing in educational settings. It features a broad perspective on the topic, presenting approaches from a range of educational locations and contexts. Covering topics such as personal empowerment, academic challenges, and teacher stress, this premier reference source is an excellent resource for administrators and educators of both P-12 and higher education, school counselors, government officials, pre-service teachers, teacher educators, librarians, researchers, and academicians.