The Afterschool Alliance just published a study regarding after school programs in the United States. This is the third study of its kind, following in the results from the 2004 and 2009 studies. The group wants to document where and how children spend their time between 3 and 6 PM. The previous studies, along with this one, show that there is a demand for after school programs.’ However, more programming is needed to help reach the approximately 11.3 million children who are unsupervised after school.
Public libraries are, as ALA President Courtney Young said in a July 2014 Comcast Newsmaker interview, â€œdigital learning centers.â€’ We are able to provide access to computers, wireless capabilities, and also a space to learn. Access to technology becomes even more important to our â€œat-riskâ€ teens; the library becomes a safe spot to use these resources. The question becomes how do we help them use this technology and learn from it? Earlier this month, the Stanford Center for Opportunity Policy in Education (SCOPE) published a report titled â€œUsing Technology to Support At-Risk Students’ Learning.â€ This brief defines â€œat-riskâ€ students as high schoolers with personal and academic factors that would could cause them to fail classes or drop out of school all together. They give three variables for success, real-life examples to why these variables work, and then recommend policies to help achieve these variables. While the article was geared towards schools, these variables are important to keep in mind as we work with the teens in our libraries.