A New Day for Learning is “a comprehensive, seamless approach to learning that values the distinct experiences that families, schools, afterschool programs and communities provide for children.” The resources below make the case that collaboration among a variety of stakeholders will lead to the most seamless learning day for youth.

Watch the New Day for Learning video below

Listen to Dr. Milton Chen, Executive Director of The George Lucas Educational Foundation and a member of the Time, Learning and Afterschool Task Force, as he talks about the vision for New Day for Learning.

Making the Case: Resources

Afterschool: The Bridge Connecting Schools and Communities
This issue brief outlines how afterschool can play a vital role in reconnecting schools and communities.

Afterschool Time: Toward a Theory of Collaborations
This paper addresses central themes underlying community collaborations. The authors argue that the essence of afterschool care and education is partnering among institutions and individuals, and a new ethos built around program, family, and child needs.

Building and Evaluating Out-of-School Time Connections
This paper builds a research-based case that a network of supports, with out-of-school time programs as a key component, are critical to positive learning and developmental outcomes for children and youth.

The Case for School-Based Integration of Services: Changing the WaysStudents, Families and Communities Engage With Their Schools
This document reviews what is known about the impacts of school-based health services, OST opportunities and family supports, highlighting how each affects learning, school connectedness (i.e., positive feelings about school) and access to needed services, and offers a brief summary of the potential benefits of offering these resources through a highly integrated model.

Making the Case for a New Day for Learning
This document outlines why creating New Day for Learning is critical, by discussing the realities facing education today from a variety of viewpoints. It also looks at the economic impact of not engaging our students and failing to stem the dropout crisis, and examines research pointing to effective programs and ideas for how we can work together to create a New Day for all students, everywhere.

A New Day for Learning: A Report from the Time, Learning and Afterschool Task Force
The nation's steady progress as an economy and as a society will end "unless we profoundly change our thinking and policies about when, where and how children learn and develop" contends "A New Day for Learning," an urgent report from the Time, Learning, and Afterschool Task Force funded by the Charles Stewart Mott Foundation. The 41-page report includes five elements of a new learning system.

Outcomes Linked to High-Quality Afterschool Programs: Longitudinal Findings from the Study of Promising Afterschool Programs
A study by researchers at the University of California, Irvine, the University of Wisconsin-Madison and Policy Studies Associates, Inc. finds that regular participation in high-quality afterschool programs is linked to significant gains in standardized test scores and work habits, as well as reductions in behavior problems among disadvantaged students. A PowerPoint about this work is also available here.

On the Clock: Rethinking the Way Schools Use Time
This report examines both the educational and political dimensions of time reform. It presents the findings of a wide range of research on time reform, discusses the
impact of various time reforms on the life of schools and beyond, and makes recommendations for policymakers about how to best leverage time in and out of school to improve student achievement.

Superintendents’ Perspectives on the “New Day for Learning” Report
This series of reflections from five superintendents addresses a framework detailed by the Time, Learning and Afterschool task force convened by the C.S. Mott Foundation. It provides an impetus for school system leaders to work with communities as equal and committed partners, to provide children with meaningful learning experiences during the school day, before and after school, and year-round.

Supporting Student Outcomes Through Expanded Learning Opportunities
The purpose of this brief is to shine a spotlight on the role of afterschool and summer learning programs in supporting student success and to help bridge the divide between afterschool, summer programs and schools by offering some research-derived principles for effective expanded learning partnerships.

Study of Promising Afterschool Programs
This study finds that regular participation in high-quality afterschool programs is linked to significant gains in standardized test scores and work habits, as well as reductions in behavioral problems and substance use.