This study from The National Center for Education Statistics within the Institute of Education Sciences provides a national profile of various types of formal after-school programs physically located at public elementary schools in 2008. These programs included stand-alone programs that focus primarily on a single type of service (e.g., only day care) and broad-based programs that provide a combination of services such as academic enrichment and cultural activities.

Each year, the Federal Interagency Forum on Child and Family Statistics has published a report on the well-being of children and families. The Forum alternates publishing a detailed report, America's Children: Key National Indicators of Well-Being, with a summary version that highlights selected indicators. This year, the Forum is publishing America's Children in Brief; it will publish the more detailed report in 2009.

This NCES report from the National Household Education Surveys Program presents data on participation in after-school activities and programs in the United States. The data are from the After-School Programs and Activities Survey (ASPA) of the 2005 National Household Education Surveys Program.

This report is the tenth in a series of annual publications produced jointly by the National Center for Education Statistics (NCES), Institute of Education Sciences (IES), in the U.S. Department of Education, and the Bureau of Justice Statistics (BJS) in the U.S. Department of Justice. The indicators in this report are based on information drawn from a variety of data sources, including national surveys of students, teachers, and principals.

This report from the Institute of Museum and Library Services (IMLS) shares the results of a year-long study of the impact of IMLS grants (1998-2003) through programs that served youth aged 9-19. Nearly 400 museum and library programs were surveyed about their goals, strategies, content, audience, and structure, as well as their impact, effectiveness, and outcomes.

This study, conducted by Policy Studies Associates with support from the U.S. Department of Education analyzes key features of high-performing afterschool programs sponsored by The Afterschool Corporation (TASC).

This report presents implementation and impact findings after one year of program operation. This study tests whether structured approaches to academic instruction in after-school programs in reading and math produce better academic outcomes than after-school services that consist primarily of help with homework or a less structured curriculum.

This report, developed by the National Center for Education Statistics, contains statistics that address important aspects of the lives of youth, including family, schooling, work, community, and health. The report focuses on American youth and young adults 14 to 24 years old, and presents trends in various social contexts that may relate to youth education and learning.