Children and youth who participate in Out-of-School Time programs gain the personal, social, emotional, and educational assets needed to support healthy development, increase well-being, and facilitate a successful transition through childhood and adolescence, and into adulthood.
Examples: The focus and breadth of content may vary across organizations. For example, organizations may strive to expose youth to a wide range of careers across fields, or be more specifically focused on a particular discipline (e.g., STEM). Similarly, organizations may invite guest speakers, take youth on field trips to visit workplaces or college campuses, or arrange mentorships and internships for youth.
Youth are helped to gain a better understanding of college and workplace norms, cultures, and expectations.
The organization helps youth develop and practice the soft skills that can help them enter and succeed in college and the workforce, including skills related to:
setting goals and making plans;
accessing needed information and resources;
making decisions; and
evaluating their own work and progress.
Youth interested in higher education are helped to:
identify institutions that meet their needs and interests;
take steps that may increase their chances for admission; and
Examples: Youth may need assistance with many aspects of the application process, including, but not limited to: meeting deadlines; taking the SATs; gathering recommendations; and obtaining financial aid or scholarships.
Youth have opportunities to participate in activities that allow them to develop and practice technical skills in particular fields.
NAThe organization does not offer opportunities to develop and practice technical skills in particular fields.
Examples: Opportunities to develop and practice technical skills may be provided either on-site (e.g., through project-based activities such as those addressed in OST 9) or off-site (e.g., through arrangements such as internships, apprenticeships, or job-shadowing opportunities).
Youth receive the assistance and social support they need to navigate the transition to college or the workforce.
While practices addressed throughout both this core concept and OST as a whole are intended to prepare youth for success in college and career (e.g., by promoting social-emotional development, academic advancement, and knowledge of college and career opportunities), this standard is intended to address the support provided during the transitional period when youth actually enter college or the workforce.
Examples: In addition to providing support during the initial transition to college or the workforce, some organizations may even provide ongoing support in an effort to help youth persevere through obstacles and accomplish their goals.