after school program homework policy

• About the Project

• Well-Designed Homework Time as a Quality-Building Aid in Afterschool

Natalie Lucas

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Jennifer Kobrin

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If any children are peering over your shoulder as you read these lines, hide the next sentence from them. 


The evidence that homework aids student achievement is inconclusive (Center for Public Education, 2007). 


Yet, for many students, not completing homework on time, or completing it incorrectly, can leave them at a serious disadvantage as they try to progress successfully through school. It is also important to note that well-designed homework, instead of just “throwing worksheets at students,” is more likely to have merit and can be a positive connection between school and afterschool programs. Combining well-designed homework with other academic enrichment activities in afterschool can provide a well-rounded package of expanded learning opportunities that contribute to school success and positive youth development.


Homework has maintained a role as a traditional component of the education system over many generations, although it has not been totally proven to be effective as a tool for improving students’ learning. A battle waged in recent decades over the value of homework did not come to a definitive conclusion, leaving both proponents and opponents with research they can cite to support either side of the debate. 1  It appears that the presence of homework serves more to forestall a decline in performance (Morrison, Storino, Robertson, Weissglass, & Dondero, 2000) rather than to advance achievement; however, making homework completion just one element of a broader, comprehensive afterschool program enhances its value.


Despite the conflicted research base, school policies continue to mandate and teachers continue to assign homework. This reality is where afterschool programs must position themselves, regardless of any personal opinions on homework. The general charge of an afterschool program is to help students succeed in school; and if homework is required by the school, then many afterschool programs see homework support as part of that charge. Going a step further is to encourage staff buy-in and enthusiasm for a program culture that embraces homework time as useful and important, rather than a bore and a chore for all involved. 


This commitment to productive homework time can be bolstered by a program’s recognition that well-designed homework, as part of a broader afterschool initiative, not only can provide benefits to youth but also serve to reinforce some of the desired—and often required—yet hard-to-come-by program goals: (a) homework is a natural link between afterschool and school, (b) homework is a promising bridge between afterschool and families, (c) homework supports principles of youth development that are central to afterschool programs, and (d) homework help can be a hook to engage students in expanded learning and broader opportunities. 


Supporting the School Day and Connecting With Teachers


Homework serves as a natural point of connection between school-day staff and afterschool staff, whose roles are parallel yet often isolated. Many school-day teachers do not ask for help from afterschool, or even do not picture the potential for afterschool programming to aid in school-day goals. The practitioner who takes the first step to building relationships with school-day staff can demonstrate that program practices, such as homework support or tutoring, are working toward the same outcomes the school-day teachers hope to achieve. 


Once this common understanding has been reached, the relationship can be maintained through intentional and sustained communication. A regular schedule of check-ins via phone or e-mail or in person should be established. Tools such as a homework contract or a homework completion tracking document allow both sides to stay up-to-date without adding additional strain on job responsibilities. By using such tools and scheduling regular check-ins, afterschool staff can more readily ask school-day teachers for help with students’ more difficult assignments. In a time when 89% of students stress about homework (Met Life, 2007) this communication builds trust that makes students more confident in the program’s ability to be helpful and meet student needs. 


In rural Missouri, for example, the West Plains R-7 Before and After School Education program utilizes the regular school day homework planner to track student assignments and facilitate information sharing between afterschool staff and teachers. The planner includes space for both groups to sign and record relevant information each day. The program director also takes advantage of the school district’s data system to track student achievement, routinely meeting with teachers when students fall behind. This real-life example illustrates the kind of collaboration and mutual support that many afterschool programs have found to be a critical ingredient in boosting student achievement.


Opening up the avenues of communication between school and afterschool was the focus of a pilot project conducted by the University of Pittsburgh’s Office of Child Development during the 2010–2011 school year. This project, funded by the Heinz Endowments, was a partnership with Pittsburgh Public Schools and five local afterschool program providers. The partnership developed a set of communication strategies based on research that indicates that formal communication between teachers and afterschool providers supports quality homework time in the afterschool setting. 


Linking together on homework can even open the door to more substantive school-afterschool collaborations—one of the hallmarks of quality afterschool programs.


Easing the Pressure off Families


Students are not the only ones whose stress levels rise with homework; in today’s society, with more single parents and more dual-income families, the demands of home life leave little time for parents to offer homework help. Most parents want their children to do homework, and they see the importance of connecting with what their children are doing in school, but dinner time, chores, and leisure activities compete with homework time. An overload of homework also competes with sleep, which suffers as a result for students, not just their overtired parents (Dudley-Maring, 2003). 


By providing a structured and supportive space for homework time, afterschool programs can become an ally of busy parents. This program role again opens up an opportunity for communication, in this case with families. The tools mentioned above, such as the homework contract, can include families as participants, and informal conversations about homework can reassure parents that their children are completing assignments, indicate what is left to be done at home with bigger projects or additional assignments, and provide a sought-after link by proxy from the parent to the school day. Through this link, an afterschool program kindles homework’s role as a cornerstone to facilitating family-to-school communication as it contributes to parents’ understanding of what school expectations are and offers direction for how they can support their children (Perlman & Redding, 2011). 


For example, the East Allen Family Resource Center in New Haven, Indiana, requires all staff to speak with parents who come to pick up their students in the program and share information about their students’ progress with homework. “We really love the parents who choose to pick up their students from the school. It provides such a wonderful opportunity for parents to see what their child is doing, the environment that is provided for them, and have face-to-face time talking with staff,” notes the program director. To reach parents who may not be able to pick up their children in person, staff routinely make phone calls to students’ homes to discuss student achievement. 


In considering homework support as one component of a family involvement plan, an afterschool program is again making strides in the direction of program quality. 


Using Homework Time to Enhance Youth Development


Within the body of evidence that exists about homework, studies have shown that homework does play a role in building skills that equip young people to be more efficient and motivated students and prepare them for 21st century careers. By completing homework, students gain soft skills such as greater self-direction, self-discipline, organization, and more independent problem solving (Protheroe, 2009). 


In four charter high schools in Philadelphia, Pennsylvania, such skills are coupled with homework time in deliberate lessons taught through “mini clinics” by Foundations, Inc.’s Prep Zone Plus afterschool program. Mini clinics are quick (lasting about 20 minutes), relevant, and engaging lessons that address a variety of study skills and life skills, from reading for meaning to budgeting to selecting colleges. For students who complete their homework early or need extra assistance with certain skills, the mini clinics provide a robust but palatable lesson. Students feel that they are getting more for their time and gaining skills that will be useful as they progress toward college, careers, and independent life. 


From its experience of operating homework-based afterschool programs over the past decade, Foundations has learned that a substantive way to improve homework time and other elements of afterschool is to listen to young people in afterschool settings and solicit and use feedback from school-day teachers, administrators, and parents. 


Going Beyond Homework


Quality afterschool programs, even homework-based ones, build out engaging learning opportunities that go beyond homework and offer value-added programming. Often after homework time ends, students attend their choice of enrichment clubs (for example, robotics, chess, art, music, cooking, service learning) to round out their afterschool experience. Research shows that afterschool programs with multifaceted programming are more likely to achieve the greatest academic gains (Pearson, Russell, & Reisner, 2007). 


Starting in 2011 and continuing through 2012, the Boys and Girls Clubs of Indianapolis has been working to go beyond homework and infuse academics into regular club programming. Through a grant from the Lilly Endowmentand a partnership with the Center for Afterschool and Expanded Learning at Foundations, Inc., Boys and Girls Clubs of Indianapolis has focused on creating a sustainable approach to academically-focused enrichment across seven sites. Staff receive ongoing training on topics such as planning hands-on activities linked to academic standards, project-based learning, STEM, and literacy in out-of-school time. In turn, staff are supported by leadership teams to implement meaningful enrichment activities into a range of existing programming, from art projects to basketball tournaments. 


The enrichment opportunities offered on top of homework support help students see how they can apply what they’re learning to real-life situations, build confidence through the mastery of new talents or completion of significant projects, and understand the connections between what they are doing now and their future possibilities. 


Conclusion and Recommendations


Relationships with the school day, connections to families, youth development practices, and using the attraction of completing homework to engage students in expanded learning and broader opportunities are enhanced with a positive approach to homework.


Below are a number of key recommendations to make homework a positive component of quality afterschool programs: 


• Set up systems for communication between afterschool instructors and school-day teachers that keep everyone up to date. Do the same with families.
• Create a physical environment that encourages homework completion—include quiet space with individual desks for assignments that require deep concentration, bigger tables for study groups to gather, couches for catching up on reading, and a resource area with reference materials.

• Build in opportunities for youth choice. Do some students study better when they can listen to music through headphones? Can students seek help from peers or adults? Can they choose which assignment they want to work on first?

• Keep homework time active, even when all the assignments are done. Offer short, self-directed activities such as brain teasers, board games, or activity centers that students can enjoy while still reinforcing some academic and 21st century skills . . . not just worksheets.

• Sometimes the best homework help is just directing students to the right resources they can employ to answer a tricky question. Refrain from giving them the answer; instead, empower them to find it on their own.

• Be aware of families’ homework preferences. Some families want their students to complete as much homework as possible in the afterschool program; others may want to work with their children on some assignments at home, too.

• Keep groups fluid, not static. Depending on the students, the assignments, and the day, change grouping arrangements frequently.
• Expand your own view of homework as a positive element of expanded learning. Remember that you are a role model, and students may adopt your attitude toward homework.


If afterschool programs—and their school partners—use these recommendations, dogs all across the country can experience fewer stomachaches from the proverbial eating of the homework.


Additional Resources 


SEDL Afterschool Training Toolkit – Homework 
 http://www.sedl.org/afterschool/toolkits/about_toolkits.html?tab=homework 


Homework Sharing Tool (You for Youth web portal)
 http://y4y.ed.gov/Content/Resources/DCID20110713104426.pdf 


TASC Resource Brief 
 https://www.century21me.org/staticme21/academ_achiev/Research%20on%20Hom... 


What Research Says About the Value of Homework: Research Review 
 http://www.centerforpubliceducation.org/Main-Menu/Instruction/What-resea... 


Homework Time, Afterschool Style
 Homework Time, Afterschool Style. (2009). Mt. Laurel, NJ: Foundations, Inc.


Homework Zone Program Pack ​
Homework Zone Program Pack. (2009). Mt. Laurel, NJ: Foundations, Inc.


• See, for example, Ramdass & Zimmerman (2011), Cooper, et. al. (2006), Marzano (2003), for research that supports the use of homework. For research that is critical of homework, see Kohn (2006), Bennett & Kalish (2006), and Kralovec & Buell (2000). ↩

References


Center for Public Education. (2007). Key lessons: What research says about the value of homework . Retrieved from http://www.centerforpubliceducation.org 


Morrison, G. M., Storino, M. H., Robertson, L. M., & Weissglass, T., & Dondero, A.. (2000). The protective function of after-school programming and parent education and support for students at risk for substance abuse. Evaluation and Program Planning , 23 , 365–371. 


MetLife, Inc. (2007). MetLife survey of the American teacher: The homework experience. A survey of students, teachers and parents . New York, NY: Author.


Dudley-Marling, C. (2003). How school troubles come home: The impact of homework on families of struggling learners. Current Issues in Education, 6( 4 ) . Retrieved from http://cie.asu.edu/volume6/number4/index.html . 


Perlman, C. L., & Redding, S. (2011). Handbook on effective implementation of School Improvement Grants . Lincoln, IL: Center on Innovation & Improvement. 


Protheroe, N. (2009) Good homework policy = Good teaching. Principal, 89 (1), 42–45. 


Pearson, L. M., Russell, C. A., & Reisner, E. R. (2007). Evaluation of OST programs for youth: Patterns of youth retention in OST programs, 2005–06 to 2006–07 . Washington, DC: Policy Studies Associates.

About the Compendium

• Introduction
• The Potential of Quality Afterschool and Summer Learning Programs and 21st Century Community Learning Centers for Supporting School Success
• Expanded Learning Opportunities are Key to Student Learning
• Supporting Mathematics Learning Outside the Regular School Day in Afterschool and Summers
• How Quality Afterschool Programs Help Motivate and Engage More Young People in Learning, Schooling, and Life
• The Potential of Career and College Readiness and Exploration in Afterschool Programs
• Using Afterschool and Summer Learning to Improve Literacy Skills
• Building a Culture of Attendance: Schools and Afterschool Programs Together Can and Should Make a Difference!
• A Proven Solution for Dropout Prevention: Expanded Learning Opportunities
• Building Mastery of the Common Core State Standards by Expanding Learning With Community Stakeholder Partnerships
• Providing Innovative Opportunities and Options for Credit Recovery Through Afterschool and Summer Learning Programs
• Achieving, Connecting, Thriving: Afterschool and Summer Learning in Collaboration With Schools
• Supporting English Language Learners in School and in Afterschool and Summers
• Providing Access to Training and Resources to Afterschool and Summer Learning Professionals to Promote Full and Meaningful Inclusion for All Children
• II. Expanding Skills and Horizons
• III. Recent Evidence of Impact
• IV. The Power of Community-School Partnerships in Expanding Learning
• V. Afterschool and Summer Programs as Catalysts for Engaging Families
• VI. A Growing Nationwide Infrastructure for Quality, Expansion and Partnerships
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• Share the Compendium

Brief Supporting Student Success Through Afterschool Programs

Introduction

Children spend an  average of 80% of their days out of school, prompting policymakers to provide more expanded learning opportunities beyond regular school hours. Afterschool programs, also known as OST (out-of-school time) programs, have emerged as valuable resources that provide academic support, enrichment activities, workforce development opportunities, mentoring relationships and more. These programs aim to enhance the overall development and well-being of children of all ages.  

What the Research Says

Research  consistently demonstrates that high-quality afterschool programs have a positive impact on students'  educational outcomes ,  school attendance  and  social and emotional learning . Recognizing the diverse needs of children and youth across different age groups, quality afterschool programs cater to their academic, psychological and physical activity requirements. Regular participation in these programs has been linked to  lower dropout rates  and a  narrowing of achievement gaps , particularly among low-income students. Additionally, for  older youth , afterschool programs can contribute to a reduction in  risky behaviors  and the development of  college  and  career-readiness skills . 

While afterschool programming has shown to improve social and emotional outcomes for students, research indicates certain  key elements  are needed for success. These include regular attendance, well-trained staff, and high-quality programming. The Afterschool Alliance has been at the forefront of documenting how children and youth spend their afterschool hours through their comprehensive national and state-specific reports since 2004. Their  2020 America After 3PM  report  revealed  a persistent demand for afterschool programs, with three children waiting for every one enrolled. This translates to approximately 25 million children being unable to access afterschool programs due to barriers such as program cost, availability, and transportation or accessibility challenges. 

Afterschool Data Project

Since 2014, with support from the Charles S. Mott Foundation, NCSL has worked with nearly all 50 states on data grant projects. NCSL has provided technical assistance to statewide afterschool networks as they collected new and compiled existing state-specific afterschool and summer learning data and shared this data with state legislators and other key stakeholders via written reports and data release events. Many grantees have gathered information on afterschool programs and gaps in access to afterschool, while others have conducted afterschool return on investment studies. Links to data reports or mapping tools, when applicable, are included below. To learn more about NCSL’s data mapping project, view the Afterschool Data Project webpage. 

GIS Map Projects: 

• California   
• Colorado   
• New Mexico   

Return-On-Investment (ROI) Projects: 

• Georgia   
• Kansas   
• Vermont  

Funding for Afterschool

Afterschool activities provide valuable opportunities for children to explore their interests, develop skills and foster social connections outside of the traditional school setting. However,  not all parents  can easily afford the costs associated with these activities. Financial constraints can pose challenges for families, limiting their ability to enroll their children in extracurricular programs. From enrollment fees to transportation expenses or even the cost of necessary equipment or materials, the cumulative financial burden can become overwhelming. This situation can be particularly difficult for low-income families or those facing financial hardships. According to Afterschool Alliance’s America After 3PM data, for the first time in more than a decade, the number of children in an afterschool program has decreased because of barriers. 

Federal Funding

The  Nita M. Lowey 21st Century Community Learning Centers  (21st CCLC) program stands as the sole dedicated federal funding source specifically designed for local afterschool, before-school, and summer learning programs. Currently, this program serves nearly 2 million youths through state education-awarded grants. However, research highlights various barriers that hinder access to afterschool programming, with funding being a major concern. Cost and limited availability continue to prevent many parents from enrolling their children in afterschool programs, with approximately  3 in 5 parents  citing these reasons. Despite the increased demand, federal funding for the 21st CCLC program has not kept pace with inflation, resulting in a  $10 million decrease  in inflation-adjusted terms since 2014. Consequently, the responsibility for funding such programs falls heavily on states, communities and families. While there is  strong bipartisan parent support  for public funding of afterschool programs, allocating additional funding can be challenging due to tight state budgets. 

State Afterschool Policy Action

The following examples provide a snapshot of enacted legislation and is not exhaustive:

• NCSL on Education Legislation | Bill Tracking NCSL
• NCSL on NCSL's Work To Bolster Afterschool Mapping and Data Collection To Inform Policy NCSL
• NCSL on Getting Women Back to Work Through Child Care, Community Partnerships NCSL
• NCSL on How Data Mapping Can Inform Out-of-School Time Policy NCSL

Related Resources

Teacher and principal policy toolkit, pre-k-12 education legislation database, aligning state education, workforce development, and benefit systems to support students, contact ncsl.

For more information on this topic, use this form to reach NCSL staff.

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Secrets of Successful Afterschool Programs

• Posted February 24, 2008
• By Amy Magin Wong

The United States is engaged in an ongoing, public discussion about how to best expand afterschool time and opportunities for children and youth, to support their learning and development across the day, throughout the year, and from kindergarten through high school. Debate continues about the range of academic, social, and other types of knowledge and skills that young people will need to succeed as workers, citizens, and family and community members in a global world.

To build the knowledge base, and to support efforts to improve quality in this field, the Harvard Family Research Project (HFRP) has developed and maintains an accessible national database of evaluations of hundreds of afterschool programs. In 2008, HFRP issued a review of these studies to address two fundamental questions: Does participation in after school programs make a difference, and if so, what conditions appear to be necessary to achieve positive results?

The verdict: a decade of research and evaluation studies confirms that children and youth who participate in afterschool programs can reap a host of positive benefits in a number of interrelated outcome areas — academic, social-emotional, prevention, and health and wellness. These are the skills that many suggest are necessary for youth to succeed in the 21st century global economy and world.

Academic performance

Participation in afterschool programs is influencing academic performance in a number of ways, including better attitudes toward school and higher educational aspirations; higher school attendance rates and lower tardiness rates; less disciplinary action, such as suspension; lower dropout rates; better performance in school, as measured by achievement test scores and grades; significant gains in academic achievement test scores; greater on-time promotion; improved homework completion; and deeper engagement in learning.

Dozens of studies of afterschool programs repeatedly underscore the powerful impact of supporting a range of positive learning outcomes, including academic achievement, by affording children and youth opportunities to practice new skills through hands-on, experiential learning in project-based after school programs. Another common thread among all of these studies is that successful programs focus not just on academic support, but also offer other enrichment activities. Thus, balancing academic support with a variety of structured, engaging, and enjoyable extracurricular activities appears to improve academic performance.

Social-emotional development

Many afterschool programs focus less on academics and more on improving young people’s social and developmental challenges, such as social skills, self-esteem and self-concept issues, initiative, and leadership skills. Research has shown that participation in these programs is associated with decreased behavioral problems, improved social and communication skills, better relationships with peers and teachers, increased self-confidence, self-esteem and self-efficiency, lower levels of depression and anxiety, development of initiative, and improved feelings and attitudes toward self and schoo l.

Crime, drug, and sex prevention

The hours from 3 to 6 p.m. are the peak time for juvenile crime and victimization, and the time period when teens ages 16-17 are most likely to be involved in a car crash. Also, youth left unsupervised for a certain number of hours per week are more likely to be sexually active, and at risk for sexually transmitted diseases. Participation in an afterschool programs gets children and youth off the streets, under supervision, and potentially prevents some risky behaviors. But beyond offering a safe haven, research and evaluation studies have demonstrated that the programs can have a positive effect on a range of prevention outcomes, such as avoidance of drug and alcohol use, decreases in delinquency and violent behavior, increased knowledge of safe sex, avoidance of sexual activity, and reduction in juvenile crime.

Promoting health and wellness

Afterschool programs can help tackle the growing problem of childhood obesity among our nation’s children and youth. The studies point to the programs’ potential power to promote the general health, fitness, and wellness of young people by keeping them active, fostering the importance of healthy behaviors, and providing healthy snacks. Students learn to make better food choices, and increase their physical activity, as well as their knowledge of nutrition and health practices. This leads to a reduction in body mass index, improved blood pressure, and improved body image.

Critical factors to achieve successful outcomes

Afterschool programs can promote positive learning and developmental outcomes, but some programs are not maximizing their potential. Research and evaluation point to three factors that are critical for creating constructive settings that can achieve these results with youth.

• Access to and sustained participation in programs Young people experience greater gains if they participate in afterschool programs with greater frequency and in a more sustained manner. They also benefit from programs tailored to their interests, needs, and schedules, as well as from those providing exposure to new ideas, challenges, and people.  
• Quality programming and staffing Developing programs intentionally, with a focus on promoting target outcomes through well-organized and engaging activities, is a critical component for achieving high quality afterschool settings. It entails having a clear vision and goals for the program from the start, as well as strong, directed leadership and sustained training and support to staff.

Also, youth benefit by developing positive relationships with the program’s staff, who in turn model good behavior, actively promote student mastery of skills or concepts in activities, listen attentively, provide feedback and guidance, and establish clear expectations for mature, respectful interactions with peers. Children who attend these well-supervised afterschool programs display better work habits, task persistence, social skills, pro-social behaviors, academic performance, and less aggressive behavior at the end of the school year.

• Strong partnerships High-quality programs effectively leverage partnerships with a variety of stakeholders, especially families, schools and communities.

Well-implemented, quality afterschool programs can support healthy learning and development when the key factors described above are addressed. They also demonstrate how complex it is to provide excellent, effective supports for youth and their families. As national conversations turn toward reframing the traditional school day and year, there remains much to be gleaned from 10 years of research and evaluation about what works to support student learning and success.

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NYPL After School is a free drop-in program for kids aged 6–12 that takes place after regular school hours, Monday to Thursday, when school is in session. Join us at a participating branch for homework help from one of our tutors or Teen Reading Ambassadors , reading recommendations, fun writing, STEAM, and enrichment activities—and even snacks! Find out where NYPL After School is happening in person, explore online activities and resources, and more.

NYPL After School: Join Us for Free Homework Help & More

NYPL After School is excited to announce our expansion to 50 total locations this school year. After School welcomes kids ages 6–12 for free, drop-in homework help and enrichment activities Monday through Thursday when school is in session. Kids can stop by these locations to get extra help from one of our After School tutors or Teen Reading Ambassadors . No need to register—just show up! Everything is free. 

Allerton Library ,  Baychester Library , Belmont Library ,  Bronx Library Center , Clason's Point Library , Eastchester Library , Edenwald Library *,  Francis Martin Library , Grand Concourse Library ,  High Bridge Library , Jerome Park Library , Kingsbridge Library , Morris Park Library *,  Morrisania Library,   Mosholu Library , Mott Haven Library ,  Parkchester Library , Pelham Bay Library , Sedgwick Library *,  Soundview Library , Tremont Library , Van Cortlandt Library *,  Wakefield Library , West Farms Library  (coming soon!),  Westchester Square Library ,  Woodstock Library

96th Street Library *,  Bloomingdale Library , Chatham Square Library , Columbus Library *, Countee Cullen Library  (coming soon!)*, Epiphany Library *, George Bruce Library *,  Hamilton Grange Library , Harlem Library ,  Harry Belafonte 115th Street Library *,  Macomb’s Bridge Library , Morningside Heights Library *, Riverside Library *, Roosevelt Island Library *,  Seward Park Library ,  Tompkins Square Library ,  Washington Heights Library

Staten Island

Charleston Library *,  Mariners Harbor Library , Richmondtown Library *,  St. George Library Center , Stapleton Library , Todt Hill-Westerleigh Library *, West New Brighton Library *

Any questions about locations or hours? Email us: [email protected]

*New for the 2023–24 academic year!

Resources for Kids & Families

Homework support, book recommendations & more.

• Brainfuse: Free Online Tutoring
• NYPL: Online Resources for Homework Help
• NYPL: Book Recommendations for Kids
• Child Mind Institute: Understanding Learning Disorders

Support for English Language Learners

• Resources for Multilingual Learners (NYC DOE)
• Reading Rockets: Reading Resources for English Language Learners

Resources for Health and Wellness

• NY State Department of Health: Parent Resources
• Child Mind Institute: Mental Health & Wellness Resources
• Advocates for Children of New York

Kids at NYPL

The New York Public Library is here for kids of all ages to help you read, learn, and have fun! Discover free events, get free homework help, boost your STEAM skills, find the best new reading recommendations, and more.

Download NYPL After School Activity Packs

Discover activities, recommended reads, crafts, and more in these special NYPL After School activity packs, designed for kids in Grades K–3 and 4–6! Packs for Grades K–3 are also available in Español (Spanish).

Free Online Homework Help

Get free, one-on-one, online homework help for core subject areas using Brainfuse. Plus, access videos, flashcards, and more.

STEAM Discovery Kits

Build, code, and stargaze with NYPL’s amazing STEAM Discovery Kits, available to borrow from 40 branches across the Bronx, Manhattan, and Staten Island! Explore robotics, astronomy, engineering, coding, and more using exciting tools, toys, and books at home. 

STEAM for Kids at NYPL

Boost your creative, scientific, and collaborative skills with STEAM activities and programs! Explore our calendar of upcoming STEAM events.

Free Programs & Events for Kids

There's something for everyone at the Library, including arts and crafts, trivia, book discussions, author talks, and more! Join us today at a branch near you.

These programs and initiatives are part of the Library’s Tisch Youth Education Programs, led by the Merryl and James Tisch Director of Branch Libraries and Education. Major support for educational programming is provided by Merryl H. and James S. Tisch.

NYPL After School at Harlem branch libraries is part of the Jane Lauder Harlem After-School Programs.

NYPL After School at Chatham Square Library is made possible by E.H.A. Foundation, Inc.

Major support for children's and young adult programming is provided by the Andreas C. Dracopoulos Family Endowment for Young Audiences. 

NYPL After School is made possible by Arthur W. Koenig, The Gottesman Fund, Mr. and Mrs. Evan R. Chesler, Michael ByungJu Kim and the MBK Educational Foundation, and the E.H.A. Foundation.

After school homework policy

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