•Science After School Consumer Guide – www.sedl.org/afterschool/guide/science/index.html

•California Afterschool Resource Center – https://foundationccc.org/CAN

••The Coalition for Science After School – afterschoolscience.org

•Association of Science and Technology Centers – www.astc.org

Framework for Evaluating impacts of Informal Science Projects. NSF, 2007.

•Learning Science In Informal Environments. NRC, 2009.

•Framework for K-12 Science Education. NRC, 2012. 

•Ready, Set, Science. NRC, 2008

•Development and Early Validation Evidence for an Observational Measure of High Quality Instructional Practice for STEM in OST Settings. The Forum for Youth Investment. 2012.

•Latina students’ patterns of socialization.

•Family support systems for all minority students in developing and encouraging interest in STEM and Arts.

•Student interest - academic experiences with math and science at elementary and secondary levels is critical. 

•High academic self-concept increases Hispanic and African American students’ odds of persisting in school.

•Innovation and creativity through engineering is particularly important for students who traditionally have not recognized science or engineering as relevant to their lives or future.

•Participation and success with Making, STEM and/or Arts from earliest levels – pre-elementary-middle-high school. Increasing overall competency. 

•Family support and encouragement 

•Peer influence is a significant criteria 

•Recognize contributions of other cultures socially and historically. 

•Engineering design process.

•NGSS & Common Core Connections

•Formative assessment.

•Listen to others attentively

•Respond to classmates respectfully

•Ideas are challenged—not individuals

•Speak clearly and loudly enough for everyone to hear

•If you cannot hear a classmate or do not understand them, ask them to speak up or clarify

•Everyone is expected to share (regularly)