Out-of-School Time and African American Students: Linking Concept to Practice <em>(Editor’s Commentary)</em>

Abstract

This year, The Journal of Negro Education issued a Call for Papers for a special issue to advance scholarship focused on understanding health, family, environmental, and social determinants of academic success among school-age African American students. The purpose of this special issue is to explore out-of-school time experiences and conditions that impact academic success among African American students.The available statistics about Black students reveal pervasive challenges related to their progress in school. The potential consequences of Black students maintaining persistently high rates of suspension, grade retention, dropout, placement in special education, and underrepresentation in AP classes are far-reaching and threaten the long-term viability of our nation. Out-of-school time (OST) programs play a vital role in promoting academic success among Black students.Many OST programs are vigorously and intentionally focused on academic achievement and provide direct academic enrichment activities such as tutoring and homework help. However, OST programming often goes beyond a targeted focus on academic achievement. Specifically, even the more purely academic programs often take a more holistic approach, infusing mentoring, college readiness, and identity development components into their programs as a means of bolstering academic success. Such approaches provide a diverse programmatic setting in which academic achievement can be fostered.The purpose of this editorial is to identify the specific mechanisms by which OST programs build effective bridges to encouraging and affirming academic success among Black students, to connect a theoretical construct to the applications presented in this issue. Conceptually, we believe that existing OST programs that focus on workforce development, healthy lifestyles, safety and structure, and strengthening families can incorporate key elements that will influence Black students' adjustment to school.KEY COMPONENTS OF OST PROGRAMSIn 2014, we examined research literature across the four domain areas presented in Figure 1 under contract with D.C. Children and Youth Investment Trust Corporation (www.dctrust.org). We found many functional components that had promise for OST programs focused on those goals and aspects of OST programs that work across domains. Good OST programs, regardless of focus, typically ascribe to a well-developed model of youth development in which a positive view of young people, their abilities and their value is actively promoted. Furthermore, academic aspects, such as school readiness and college promotion also permeated a cross-section of effective OST programs.Based on the examination of the literature and conversations with OST practitioners in Washington, DC, we compiled a list of key components of effective OST programs. This list was used to frame a dialogue with OST programs in Washington, DC who provided services to Black males. The literature search that led to identifying the specific components is also indicated on Table 1.Consistent with the concepts that link OST to academic success, articles in this issue and empirical quantitative or qualitative studies that address the personal and health, family, social and environmental determinants of academic success among Black students. The articles promote strength-based research and convey a contextualized understanding of problems, consider community assets, and offer culturally congruent strategies to foster academic growth among Black students through constructive OST activities.[Reference]REFERENCESBaker, A., Gilley, J., James, J., & Kimani, M. (2012). High Five to Healthy Living: A healthy intervention program for youth at an inner city community center. Journal of Community Health, 37, 1-9.Children's Aid Society. (2006). The African American Male Initiative: Creating success, summary report of the study group of experts meeting. …