Cumberland County 21st Century Community Learning Centers
This program supports the creation of community learning centers that provide academic enrichment opportunities for children, particularly students who attend high-poverty and lowperforming schools. The program: helps students meet state and local student standards in core academic subjects, such as reading and math; offers students a broad array of enrichment activities that can complement their regular academic programs; and offers literacy and other educational services to the families of participating children.
Cherry Street School, Bridgeton, NJ
Principal- James Ruffin
20 Cherry Street
Bridgeton, NJ 08302
Site Hours- M-F 2:05pm to 5:00pm
Landis Intermediate School
Principal- Donald Kohaut
61 West Landis Avenue
Vineland, NJ 08360
Site Hours- M-F 3:00pm to 6:00pm
Memoral School, Millville, NJ
Principal- Al Johnson
504 East Broad Street
Millville, NJ 08332
Site Hours- M-F 2:15pm- 6:00pm
Port Norris School
Principal- Jean Smith
6812 Brown Street
Port Norris, NJ 08349
Site Hours- M-F 3:00pm- 6:00pm
Carl Arthur Center Collaborative
The Carl Arthur Collaborative is a partnership of five organizations sharing the mission to serve Vineland youth, fostering physical, mental and emotional growth through after-school programs that include cultural, recreational, educational and mentoring programs. Working together, the organizations all play unique roles in maximizing student potential.
Carl Arthur Center , Plum St Vineland
What Does Your High School Afterschool Program Look Like?
SEDL recently conducted a study exploring the current landscape of promising afterschool high school programs. Evaluations of various high school programs and phone interviews with leaders of eight promising high school afterschool programs that surfaced in a study by the National Partnership for Quality Afterschool Learning gave SEDL a better understanding of high school afterschool programs and the policies that support these efforts. While the study does not qualify as scientifically based research, the findings indicate that high school afterschool programs considered most successful had the following characteristics:
1. They give high school students a voice in planning activities and a choice in what they do.
2. They feature activities that are relevant to the students’ lives and prepare them for future education and work. Teens must believe that what they do in afterschool programs is relevant.
3. They give teens a sense of community or belonging. Teenagers want to interact with their peers in positive ways, and they also value relationships with caring adults.
4. They utilize technology to teach teens new skills and provide a creative environment.
5. They have flexible programming that meets the needs of teenagers. Due to busy schedules and the need to make money, most teenagers cannot attend afterschool programs every day.
6. They have creative, supportive, specialized, and high-quality staff. Volunteers, who often serve as mentors to students, are provided professional development prior to working with the students.
7. They have an adequate, safe facility equipped as needed to meet program goals.
8. They are dependent on school relationships, community relationships, parental relationships, and active partnerships.
9. They have visionary leaders who leverage funding and solicit support and partnership from educators, community leaders, parents, and students.