Education Week - April 24, 2013 - (Page 28)

28 ▲ n n n EDUCATION WEEK n APRIL 24, 2013 n www.edweek.org COMMENTARY www.edweek.org/go/commentary A NATION AT RISK: WHERE ARE WE NOW? 22 ADVICE TO TFA FROM A FORMER INSIDER 24 LETTERS TO THE EDITOR 24 Embracing After-School Learning Cities Play a Crucial After-School Role N By Christopher Coleman, Karl Dean, James Mitchell Jr., Betsy Price, & Ronnie Steine o longer can leaders of American cities be spectators when it comes to ensuring that our children have the education and skills necessary to succeed in school and life. Competition for jobs within the United States, let alone across the world, is at an all-time high. For our cities to remain beacons of hope, it is our responsibility as municipal leaders to help young people develop the skills and talents they need to find gainful employment and become successful adults in a knowledge-based economy. City leaders must work together with schools, parents, and others to help young people thrive, with a shared understanding that their success will determine the success of our cities. Maximizing the afterschool hours is one important way in which city governments can improve educational outcomes for children and teenagers and reinforce what they learn in the classroom. We know that children spend about 80 percent of their time outside of school. How is that time used? As mayors and city council members, we have a unique bully pulpit from which to promote the after-school hours as a time of enrichment and learning. In collaboration with other local partners, we can work collectively to provide all young people in our communities with access to high-quality after-school and expanded-learning opportunities. Over the years, municipal leaders have expressed growing interest in supporting after-school programs, as the National League of Cities Institute for Youth, Education, and Families documented in a 2011 report highlighting our cities and 23 others. Why? Because our charge as mayors and council members is to keep our cities safe, spur economic growth, ensure a high quality of life, and provide opportunity for all of our residents. By engaging young people in positive activities while their parents are at work, afterschool and expanded-learning opportunities help city officials confront pressing local challenges, such as crime prevention, truancy, low academic achievement and graduation rates, college and career preparation, civic engagement, hunger, and childhood obesity. Providing resources directly to programs or creating partnerships with other organizations that pro- “ As mayors and city council members, we have a unique bully pulpit from which to promote the after-school hours as a time of enrichment and learning.” Nip Rogers vide quality after-school experiences for children and youths aligns well with our top priorities. Many municipalities already provide an array of opportunities to their young people through parks and recreation departments, police athletic leagues, libraries, and museums. Often, however, key local actors work in silos and try to solve challenges on their own rather than take a more integrated and effective approach in cooperation with city agencies, schools, businesses, and faith-based and community-based organizations. As part of a growing trend in the nation’s cities, municipal officials are increasingly bringing these institutions around the same table to coordinate afterschool programs within one citywide system. By working together, local leaders can improve the quality of programs, target investments toward the young people most in need, offer training to after-school-program providers from different organizations, and increase youth-participation rates. As mayors and council members, we have made after-school learning a priority in our cities, and we work closely with our school leaders and youth-serving organizations to create, strengthen, and expand afterschool learning opportunities. This work is too great for any one of us, but acting in collaboration, we are making important strides on behalf of young people in our communities. Despite the extreme pressures on municipal budgets in the last several years, many of us have worked hard to realign existing funding, invest new funding, or at least hold the line to protect after-school budgets. For instance, in Nashville, only one new initiative was funded in an otherwise flat budget environment in 2009: resources for the Nashville After Zone Alliance, or naza, to coordinate an after-school network serving middle school youths. Since naza’s inception, participation in after-school programs has nearly doubled for the targeted, high-need population; the program now serves 562 middle school students. Resources to support after-school programs can come from many different places. Since 2001, the city government in Fort Worth has dedicated more than $1.4 million annually in concert with grants from the state to support 94 afterschool initiatives in four school districts by drawing on part of the revenue from a onehalf-cent sales tax dedicated to its “crime control and prevention district.” Local officials in Charlotte have also recognized the benefits of after-school programs in preventing juvenile crime and promoting academic success. More than a decade ago, council members and school board leaders made a joint commitment to invest city and school dollars to launch three new after-school programs for middle school students. In the coming year, the city will fund six different providers with a combination of $590,000 in local funds and federal community development block grant dollars. Finally, the St. Paul mayor’s office has played a central role in leading the city’s Second Shift Commission, a broad stakeholder group representing the city, the school district, and community-based organizations. The commission’s recommendations led to the development of Sprockets, a PAGE 25 > CHRISTOPHER COLEMAN, KARL DEAN, and BETSY PRICE are, respectively, the mayors of St. Paul, Minn.; Nashville, Tenn.; and Fort Worth, Texas. JAMES MITCHELL JR. and RONNIE STEINE are, respectively, city council members in Charlotte, N.C., and Nashville. http://www.edweek.org http://www.edweek.org/go/commentary

Table of Contents for the Digital Edition of Education Week - April 24, 2013

Education Week - April 24, 2013
Union Sues Over Basis of Appraisal
In San Antonio, Pre-K Initiative Sets Steep Goals
New Teachers Search for Place in New Orleans
FOCUS ON: CAREER READINESS: States Seek High School Pathways Weaving Academic, Career Options
Contents
News in Brief
Report Roundup
PARCC Proposes Common-Core Test Accommodations
Some States Seek GED Alternative as Test Price Spikes
Blogs of the Week
DIGITAL DIRECTIONS: Online Socialization Is Hot Topic Among Researchers
Overhaul of the E-Rate Seen as a High Priority by FCC Commissioner
Comments Weighed on Vending Machine, ‘A La Carte’ Proposals
Corralling Local Support Still a Challenge
FOCUS ON: CAREER READINESS: Swiss Academic, Career Paths Designed to Cross
Obama’s Proposed Fix on Student Loans Ruffles Allies
Head Start Officials Tight-Lipped on Which Centers to Lose Aid
Policy Brief
Legislative Briefs
School Safety Legislation: A Tally by State
A NATION AT RISK: 30 YEARS LATER: Where Are We Now?
LAUREN BLAIR ARONSON: Advice to TFA From a Former Insider
Letters
TopSchoolJobs Recruitment Marketplace
CHRISTOPHER COLEMAN, KARL DEAN, JAMES MITCHELL JR., BETSY PRICE, & RONNIE STEINE: Embracing After-School Learning

Education Week - April 24, 2013

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http://www.nxtbookMEDIA.com