Illustrates how test-score gaps between poor and middle-class children widen over the early years due to differences in summer learning. Discusses how various summer programs could support academic success and gives policy and research recommendations.

A companion report to Carnegie's Time to Act, describes types of literacy support offered in afterschool, weekend, and summer programs. Outlines promising programs and practices, elements of success, and strategies for planning and implementation.

Includes tip sheets on using data to improve accountability, map needs and supply, enhance programs, and strengthen advocacy efforts and data-sharing strategies to better inform city agencies, program providers, intermediary organizations, and others.

Looks at the kinds of data U.S. cities are gathering and analyzing in their efforts to build citywide systems that make high-quality after-school programs more available to children, how they collect it, and how they put it to use.

Summarizes discussions and recommendations from a September 2008 conference on integrating science and technology education into afterschool, weekend, and summer programs. Includes papers on strategies, funding, collaborations, and evaluation.

Outlines the MOST Initiative's approach to building a community-based, collaborative out-of-school time system in Boston, Chicago, and Seattle. Illustrates how each city interpreted the MOST process and provides a sampling of their activities.

Examines Wallace-supported efforts in five cities to build systems to improve the quality and accessibility of after-school, summer, and other out-of-school time programs. Concludes that the fledgling systems hold some promise. Also describes challenges.