Education writers association aims to increase the number of educators and writers and enhance education coverage to inform the public better. As the professional association of journalists covering all levels of education, EWA has been working for over 65 years to assist journalists in telling the right story. Presently, EWA has more than 3000 members who benefit from top-quality programs, education, training, support and recognition.
What Does Education Writers Association Do?
With the help of a highly active Board of Directors, EWA is a vital long-standing service. It creates new opportunities for members to network, gain knowledge, and get individual assistance. Conclusion: Webinars, blog posts, podcasts, videos, newsletters, e-newsletters, and email are some methods. The Education Writers Association brings together the entire community who care about top-quality education coverage. In the following article, childrensarea.net will shed light on After-School Programs as one of the EWA topics.
Education Writers Association’s After-School Programs
Education Writers Association offers “After-School Programs” at both community and school-like settings across the country. They were provided with a safe environment for children when parents could not supervise their children because of work.
The period from 3 p.m. to 6 p.m. is a critical one. Students are likely to be involved in risky and illegal behavior during this period. However, the After-School Programs have decreased the risk of misbehavior and increased children’s motivation and attendance in school.
Today, the programs improve students’ academic capabilities and foster social-emotional skills. With 15 million kids are not supervised during the off-school hours, keeping children entertained and engaged remains a significant demand. Managing, assessing, and organizing these programs continue. However, the constant issues regarding funding and sustainability that have weighed on the after-school sector persisted for a while.
The Education Writers Association’s Financing
Public Sources of Education Writers Association
The funding sources for after-school programming are diverse. Many programs depend on a mix of private and public funding sources to pay for their expenses. Many programs will assert that their budgets, resources, and staffing are tight even with this funding mix.
There’s a federal fund earmarked explicitly for programming outside of school. Since 1998, this 21st Century Community Learning Centers program has awarded state-specific formula. They distribute them to districts, agencies, and community groups that offer educational enrichment. The grant is accessible to many beneficiaries such as schools that have extended their school day or the school year. Still, the emphasis on providing aid to students of low income remains the same.
Funding sources are abundant, 21st Learning Center. 21st Learning Center grants are generally not enough to cover all costs that programs cover. They mix funds from both private and public streams to keep them afloat. They also match the grants they receive, like the school districts’ funds and state-funded funding or donations from the community.
States can also aid in financing programs outside of school. Each state establishes its own rules for funding schools and making them accountable for delivering top-quality services. California, for example, has operated an After School Education and Safety Program since 2002. It gives $550 million a year for the enrichment and after-school programming across the state.
Education Writers Association’ Private Sources
On the other hand, funders like TheWallace Foundation, theCharles Stewart Mott Foundation , the Ford Foundation, and the John D. and Catherine T. MacArthur Foundation have all helped after-school fund programs in various ways. The Wallace Foundation, for example, has helped fund the creation of locally-funded systems for after-school programming across the nation. New York City and Providence, R.I. are such models of systems where schools in the area, the local government, and community groups collaborate to create an efficient method of delivering after-school programs.
The Mott Foundation, based in Flint, Mich., is a significant contributor to its state networks for after-school programs and providing funding for other initiatives in the outside-of-school environment. These networks aid in coordinating programs for after-school in their states, including the delivery, financing, and evaluation of the services. They also provide professional education opportunities for the after-school personnel.
Similar to the financing landscape, after-school programs may have numerous similarities. The programs offered by after-school programs through the education writers association differ from one site to another. Some schools recently eliminated their offerings and programs, such as music, arts, and physical education. So, after-school programs have came to compensate for these cuts.
Most after-school programs have various components like homework help or hands-on enrichment, such as arts, and the opportunity to play and exercise. They typically target students with low incomes; however, this is not always the situation.
Additionally, many districts are also using this time to improve school learning by offering opportunities to enhance academic abilities. Using scientific experiments, giving students additional skills and adopting digital learning can benefit schools. In addition, enriching experiences such as excursions to museums, educational sites or classes taught by guest speakers can further enhance these possibilities. All the learning through after-school programs fosters students’ knowledge and skills outside of school hours.
But, despite the desire for students to acquire specific skills through after-school programs or given unique opportunities, some outside-of-school areas believe that these hours are not as structured. Students should explore in their way or with their peers, encouraging learning opportunities in social-emotional development that are usually not present in the classroom.
Staffing of Education Writers Association
According to the after-school community, improving the quality of out-of-school programs is more about personnel than the curriculum offered. Consequently, after-school personnel are typically younger. They have a part-time job, and some might have other jobs or go to school simultaneously. In numerous programs, the ideal staff member will assist children in fostering and supporting abilities and experiences they might not have access to during school. It may mean hiring employees from the same neighborhood where the children reside or have experienced similar difficulties in their early years.
There is increasing pressure on after-school programs to enhance their quality and the number of services offered. It has led to greater attention to attracting, retaining, and keeping top-quality employees and ensuring that the staff is trained to ensure that the program remains in good standing.
Education Writers Association searches personnel like classroom teachers with credentials or higher training and experience to offer better academic assistance. They can also help students learn new techniques. In other communities such as Palm Beach, Fla., staff members can earn certificates or credentials from local higher education institutions. These latter provide training or further the skills needed to work with children in programs outside of school. Other programs use local resources for professional development, like the conferences hosted by the state’s after-school networks or workshops offered by local cultural institutions. Other associations offer ideas for lesson plans and activities, guides on the essential core competencies required by staff, and suggestions for evaluating personnel to assure quality.
The concerns surrounding the development of professionals and the certification of the after-school personnel raise some other vital issues. For instance: “What are the ultimate goals these programs are to achieve for youth?” and “How different are they from the daily school setting?”
The questions are further out in the evaluation area because there is no established standard for evaluating after-school programs. For instance, after-school programs that receive 21st Century Learning Center funding should be considered constant. Still, there is some flexibility in choosing a methodology. States determine their standards, while some districts have specific or individual procedures that are in place.
The positive outcomes are significant, including improved academic performance, reduced misbehavior, and better engagement in school. However, one program is more successful than another is open to discussion. There is also an increasing gap between the high-quality academic enrichment and the program’s objectives. Checking the staff, the program, and the student’s success is challenging, mainly when there are differences in programs’ goals after school. The effect of these programs is also likely to be greater if students take part for several years at a time. However, making sure this happens is almost impossible.
These days, a growing number of after-school programs are looking for ways to save money and self-evaluate using digital resources and other tools that can be scalable as a guide. To use these strategies, they must be proactive in assessing their impact and making adjustments to increase the effectiveness.
Combining after-school programs with students’ needs, self-evaluation, and self-improvement is significant for the Education writers association. These measures run after school, mainly when the consensus on the ideal outcome and methods to measure them are unclear.