The Changing Face of After-School Programs: Advocating Talent Development for Urban Middle and High School Students

Abstract

This article focuses on after-school programs aimed at urban middle and high school students. The authors discuss an after-school tutorial program implemented as part of the Howard University Talent Development Model of School Reform. Challenges faced at Howard University are described; strategies for overcoming barriers and recommendations for urban school principals are offered.

Assessing Learning-Centered Leadership: Connections to Research, Professional Standards, and Current Practices

“…Effective leaders model their advocacy by developing civic capacity with key institutions and organizations in the school's community (Goldring & Hausman, 2001). They guide service providers, youth development specialists, and private organizations to create opportunities to serve children with multiple and varying needs (Butty, LaPoint, Thomas, & Thompson, 2001). Learning-centered leadership advocates on behalf of parents and their students to the political community and the educational bureaucracy.…”

Creating Seamless Educational Transitions for Urban African American and Hispanic Students

“…Many after-school programs have a college planning component that connects students with colleges through campus visits, college student tutors in the high school, motivational speakers, and other activities. Such programs expand learning opportunities, link students with adult educators, encourage strong family involvement, and build partnerships between schools and the local community (Butty, LaPoint, Thomas, & Thompson, 2001). Such after-school programs, however, should endeavor to flexibly reach out to students whose family and/or work obligations might limit their participation.…”