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Parent Engagement: Evidence on Impact

Effectively engaging parents is an area for focus and growth among many of the community organizations that partner with schools to expand learning opportunities. This new review of research evidence on parent engagement (first in a series of evidence reviews to be published by TASC) highlights three key variables that affect how parents interact with schools. Those include parents’ self-efficacy in offering support; their expectations and aspirations for the future of their children; and their perceptions of their schools’ receptivity to involvement.

Show Me the Budget

In this video and accompanying one-pager, see how PS 186 and community partner NIA Community Services Network worked with TASC to build a budget to support three extra hours of learning time.

A Fiscal Map for Expanded Learning Time (ELT): Second Edition

TASC developed this fiscal map, analysis and set of policy recommendations in an effort to: 1) show how many sources of funding schools and community partners can bring to expanded learning approaches—at the federal level alone—and, 2) highlight for policymakers who control one or more of these funding streams just how complex this picture is.

After-School Trainer Competencies

The main objectives of this tool are to provide the guidelines to help staff become effective facilitators and trainers, to support quality capacity building efforts, to contribute to the development of a career pathway in after-school professional development, and to encourage after-school leadership staff to create ongoing opportunities for staff development.
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