A Governor's Guide to Extra Learning Opportunities

Extra learning opportunities (ELOs) help to ensure that children are successful in school and in life. Although before- and after-school programs have been around for decades, we are learning more about how the hours outside of school can be critical determinants of student achievement. With many forms and purposes, extra learning opportunities, or ELOs, are a key part of many state policy efforts to support the long-term success of children, families, and communities. State policymakers increasingly recognize the important contributions that high-quality extra learning opportunities can make toward education, youth development, workforce, and prevention priorities.

Extra learning opportunities help to keep youth engaged in their schools and communities from an early age. They provide safe havens, promote positive development, and offer additional academic assistance and enrichment to students who require it. ELOs can play a crucial role in state policy efforts to improve schools, help youth develop essential workforce skills, and support families and communities. For example, high-quality ELOs can be an important strategy to close the achievement gap in reading and math. Research also points to the impact of ELOs on outcomes that indirectly affect school achievement: positive social behaviors and attitudes, improved engagement in learning, and development of skills such as problem solving or higher-order thinking.

Research indicates that the demand for ELOs exceeds the supply. Furthermore, ELOs for low-income and minority children are limited compared to their white and more affluent peers. States struggle to ensure not only that enough programs exist but that they can effectively meet student needs. States should tap the full potential of ELOs. This guide outlines strategies governors can employ to support improved ELO quantity and quality in their states.

1. Make explicit connections between ELOs and related policy priorities. For example, governors can link ELOs to high school reform efforts, build on the similarities and successes of early childhood programs, or promote healthy lifestyles through ELOs.
2. Build a state policy infrastructure to support collaboration and coordination. Governors can support the development of statewide after-school networks, improve coordination among the state agencies that oversee ELOs, and improve statewide information gathering and planning efforts.
3. Coordinate funding and leverage new resources for ELOs. Governors can help to identify how programs are currently funded and align federal and state ELO dollars where possible.
4. Engage new partners to support ELOs. Governors can use statewide summits to focus attention on, and engage new leaders to support, ELOs. They can also promote and expand public-private and school-community partnerships.
5. Build an accountability system for improved ELO quality. Governors can develop program standards or related policies, highlight and share promising practices, and build the capacity of program providers.

As governors continue to lead education progress, they can tap the potential of ELOs to help redefine time and learning, bridge schools and communities, and promote new ways to learn both in and outside the classroom. Through leadership and strategic action, governors can make use of programs in nonschool hours to boost student achievement and foster connections between schools and communities.