Step 2. Select Relevant Evidence-Based Interventions

Well-designed and well-implemented out-of-school time programs have the potential to support a variety of student and community outcomes. Whenever possible, you should design (or select) programs that use evidence-based practices for out-of-school time learning generally and that include evidence-based practices that are appropriate to the specific outcomes you identified in Step 1. We discuss both below. For further discussion of key terms, please visit AIR's Recognizing the Role of Research and Evidence in Out-of-School Time.

• Be aware of evidence-based practices for use in out-of-school time learning
• Review the recommendations from the What Works Clearinghouse's Structuring Out-of-School Time to Improve Academic Achievement Practice Guide, which include:
• Aligning the program academically with the school day
• Maximizing student participation and attendance
• Adapting instruction to individual and small group needs
• Providing engaging learning experiences
• Assessing program performance and the use of results to improve the quality of the program
• Familiarize yourself with the following list of evidence-based practices for out-of-school time learning, as well as practices that have been recommended by out-of-school time learning experts but may not yet have rigorous evidence supporting their implementation:
• Program infrastructure
• Evidence-based practices include: plan early and well; use effective educators; and maintain a low child-to-adult ratio.
• Recommended practices include: clearly defined program goals and program structures aligned to those goals; support for the physical, mental, and emotional well-being of all participants and a program mission and vision designed to motivate staff.
• Program content and practices
  • Evidence-based practices include: offer sustained programming that students will attend regularly; plan for high-quality programming that includes both enrichment and academics; create a positive and welcoming site climate to encourage attendance.
  • Recommended practices include: include enrichment and academic content, make programs free, flexible and inclusive.
• Program implementation and partnerships
• Evidence-based practices include: build strong partnerships; assess outcomes aligned to the program's focus and use of data as part of continuous improvement loops
• Recommended practices include: engaging families and caregivers in planning and activities; establishing meaningful collaboration with community
• Explore existing evidence-based programs and practices
  • Look in the What Works Clearinghouse (WWC) for a list of programs that have evidence aligned to the outcomes you are designing for. Helpful categories in the WWC include Literacy, Math, Science, Early Childhood, Behavior and High School graduation. (Not all these programs have been designed for use in out- of- school time programs, but they could be strong places to start.)
  • Consult other non-Department of Education resources that reviewed the evidence for specific out-of-school time programs, including:
  • Afterschool Programs: A Review of the Evidence Under the Every Student Succeeds Act
  • Investing in Successful Summer Programs: A Review of the Evidence Under the Every Student Succeeds Act
  • Scaling Out-of-School Time STEM Programming: A National Scan
• Select programs that use evidence and build evidence of their effectiveness
• As you consider which program or programs to select, vet programs to ensure:
• They make the greatest possible use of the evidence-based practices identified above;
• They have high-quality research that demonstrates the program has a positive effect on the desired student outcomes; and
• The program has a plan to use data for improvement and evaluate their effectiveness.
• Consider asking providers questions aligned to the evidence-based practices and expert recommendations above, including:
• What are your program goals? How do daily activities align to program goals?
• How does the program fit within the local context and does it address the needs of the community? Do you have evidence that supports this information?
• How do you recruit, train, support and retain program staff? What are the required skills, credentials or competencies for staff?
• How do you ensure physical and psychological safety of program participants and stuff? How do you create a welcoming and positive site climate?
• How do you support the mental health and wellbeing of all program participants?
• How do you foster strong relationships between staff and students? Staff and families?
• How do you engage families and the community in planning and implementing your programs?
• How do you ensure consistent attendance for students?
• What is the length, duration and format of the programming?
• What is your program outcome data? How do you continuously improve your program?
• What is your evaluation plan for this program?

Other Additional Resources (non-U.S. Department of Education)

• ED Research for Recovery's "Advancing Student Learning and Opportunity Through Voluntary Academic Summer Learning Programs"
• AIR's Recognizing the Role of Research and Evidence in Out-of-School Time
• The Afterschool Alliance's Key Principles for Expanding Learning to Support Student Re-Engagement
• The Wallace Foundation's Evidence-based Considerations for COVID-19 Reopening and Recovery
• Summer Learning with Academic and Non-academic Activities
• The Importance of Adult Skills in SEL
• Helpkidsrecover.org's compilation of Evidence-Based Strategies
• Peterson, T.K. and Vandell, D.L. (2021) The Evidence Base for Summer Enrichment and Comprehensive Afterschool Opportunities. Washington, DC: Collaborative Communications
• National Institute on Out-of-School Time Research and Resources