Robert Halpern
2006

Drawing on the findings of a two-year study examining literacy goals and practices in after-school programs in three cities, Professor Robert Halpern clarifies the potential and the limits of after-school programs as literacy development settings. He considers them in relation to schools, and argues that after-school programs’ philosophy, purpose, and approach to nurturing literacy has to be different—in some ways fundamentally different—than that found in most urban schools.

This study was published in Critical Issues in After-School Programming, a monograph of the Herr Research Center for Children and Social Policy exploring the expectations, goals, potential, and challenges of after-school care in the United States at the start of the 21st century.

Download The Role of After-School Programs in Supporting Low-Income Children’s Literacy Development [PDF, 159pg]