training and development, standards for worker competencies, program content, data collection, evaluation, and a host of other important issues. Its commitment was to develop an infrastructure and operate on a scale such that the effort in each community would be sustainable and systems change could occur. The foundation’s grants leveraged multiple contributions from both public and private sources in each of the three cities and resulted in thousands of new school-age care spaces, hundreds of better-trained staff, and an array of new services and programs for families through partnerships with park districts, schools, youth-serving organizations, cultural institutions, and others. Since 1993 the foundation has spent about $10 million on the program. The Chapin Hall Center for Children has been engaged to conduct an evaluation (National Institute on Out-of-School Time, 2001b).

The DeWitt Wallace-Reader’s Digest Fund also undertook an extended schools initiative that in the last half of the 1990s awarded over $13 million to support 20 communities-in each adopting one of three nationally recognized extended-service school models: Beacons Bridges to Success (originally undertaken by the United Way of Central Indiana), Community Schools (based on the work of the Children’s Aid Society of New York City), and the West Philadelphia Improvement Corps (initially started at the University of Pennsylvania) (Olsen, 2000; National Institute on Out-of-School Time, 2001b). Each set of communities was assigned an intermediary organization to help with implementation issues and an evaluator. Sustainability was a major goal for each community, and the Finance Project was engaged to work with each community on a business plan to identify both cash and in-kind resources and assist in developing a strategy to pursue a broad base of support in the community with key champions in both the private and public sectors (Marchetti, 1999). The experience of this initiative, timed fortuitously to be available as the CCLC program began, contributed to the implementation of that effort.

The William T.Grant Foundation’s mission is to promote research that will help the “nation value youth as a resource.” The foundation directs funding to three programs that support this mission: a focus on youth development, systems that affect youth, and enhancing the public’s view of youth. In order to focus on youth development, the foundation funds research on six key topics: civic development, diversity and intergroup relations, strengthening ties between youth and adults, diffusion of youth creativity and marketing to youth, the impact of new technologies, and the transition to adulthood. Grants associated with the focus

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