STEM and Expanded Learning in Providence N ATIONAL A CADEMY OF E NGINEERING N ATIONAL R ESEARCH C OUNCIL — B OARD ON S CIENCE E DUCATION Committee on Integrated STEM Education Washington, D.C. July 11, 2012

Expanded Learning Opportunities in Rhode Island: Intentionally building toward grade-level, college, and career readiness Building on the shared belief that quality learning can happen anytime, anywhere Focusing on and assess a broad set of youth outcomes – social, emotional, creative, civic, academic Linking school and community educators as equal partners in the teaching and learning process Incorporating youth voice, choice, and inquiry Blending intellectual rigor with real-world relevance, utilizing informal settings Requiring investments in a system of cross- sector planning and shared leadership DRAFT: November 30, 2011 What are the essential characteristics? Strengthening family connections to youth learning

School-facilitated:  Focus primarily on academic outcomes  Led primarily by school staff; can incorporate community- led activities Blended:  Focus on academic and broader outcomes simultaneously  Led jointly by community educators and teachers, following intensive planning Community-facilitated:  Focus on an array of social, emotional and learning outcomes  Led primarily by community educators, with an emphasis on experiential learning What are the primary options ? Community- Facilitated School- Facilitated Blended DRAFT: November 30, 2011 Expanded Learning Opportunities in Rhode Island: Creatively bridging the ways youth learn to create a full day, full year of learning

The Providence Context: Building on the success of the AfterZones – 44% of middle school youth citywide voluntarily participating in “campuses” of after-school activities – Mixture of sports, arts, and skill- building; over 50% of participants are boys – Above average #s of students with IEPs, who are English language learners, are in violation of attendance policy, and who are free/reduced lunch – Statistically significant impact: Attendance and tardiness Physical activity Connection to school and adults Important academic outcomes 4

AfterZone Outcomes Public/Private Ventures Quasi-Experimental AfterZone Evaluation 2-year findings On average, relative to comparison youth, AfterZone participants: Had 25% fewer school absences Had math grades that were one-half grade higher (e.g., a B- to a B+) Those who attend 32 or more days of the AfterZone per year: Had higher scores on state standardized math test Had higher math, ELA and science GPA Reported greater school connectedness Those who report high levels of engagement in the AfterZone: Thought more about their future Had better social skills Demonstrated more positive behavior

Ongoing youth development programs led by educators taking part in professional learning communities defining essential learning skills / strategies; includes high-quality STEM, English language arts, and academic skill-building curricula implemented by AmeriCorps members On-going programs with defined curricula in arts, sports, and general skill-building Programs jointly designed and led by community educators and classroom teachers, with academic components woven into hands-on exploration Youth Development Programs Inquiry-Based Programs Blended Practice “AfterZone Scholars” – Summer –School Year) Expanded Learning Elements for Providence Middle Schools Nationally recognized model serving as the central experience and lynchpin for expanded learning efforts

The Critical Components Distilling the essential elements of inquiry-based training Program Quality Assessment and coaching (Weikart Center, Ypsilanti, MI) Communities of Practice (David Kolb, Experiential Learning) Critical higher education partnerships (RI College, RI STEM Center, RI EPSCoR) Co-inquiry and pre-service teacher preparation (Robert Tai, University of Virginia)

High School Expanded Learning Opportunities “Learning happens anytime, anywhere (…for credit toward graduation).”

Patrick Duhon Director of Expanded Learning mobile