The participant nonprofits in the Out-of-School-Time Collaborative are:

ACE Charter School

Bay Area After School All Stars

Boys and Girls Clubs of the Peninsula

Breakthrough Silicon Valley

Citizen Schools

College Track

East Palo Alto Tennis and Tutoring

Peninsula Bridge

Silicon Valley Children's Fund

Click here to see SV2's Annual Meeting video about the launch of the Collaborative in 2010.

Sand Hill Foundation  3000 Sand Hill Road, 1-120  Menlo Park, CA 94025

Grant Making Initiative:  The Silicon Valley Out-of-School-Time Collaborative 2010-2015


The Silicon Valley Out-of-School Time Collaborative supports nine local organizations to develop and strengthen academic pathways beyond the standard school day for middle and high school students, with the goal to empower youth from low-income families to succeed in school and attend college. The Collaborative provided capacity building support from June 2010 to June 2013. Click here to see a video about the Collaborative.

In 2014-15, the Collaborative will focus on embedding organizational practices that build character strengths, as well as academic skills. Recent research suggests that non-cognitive skills – the strategies, attitudes, and behaviors youth use inside and outside of the classroom – are critical to young people’s success in school and the workplace (see model below). Commonly cited examples of non-cognitive skills include tenacity, optimism, self-regulation, and grit.

Many of these skills are a natural fit for out of school settings, including after-school and summer programs. They can be cultivated in young people through multiple means, and are not dependent on specific academic content knowledge among staff, as is the case with more traditional academic skill development activities. Moreover, available evidence suggests that non-cognitive skill development is deeply dependent on a positive learning environment, which closely mirrors positive youth development principles.

Goals of the Initiative:

  • To build the capacity of each participant organization to embed non-cognitive skill development protocols and activities into their programs.
  • To create a learning community focused on quality of curriculum implementation and evaluation. 
  • To advance the field of after-school and summer academic services, collectively aspiring to demonstrate and share models for effectiveness with others both inside and outside our regional area.

The Collaboratives' three family foundation funders -- Sand Hill FoundationThe Sobrato Family Foundation, and the David & Lucile Packard Foundation -- have each demonstrated a long-standing commitment to the field of education and the promise that education provides for economic mobility and well-being in life. We recognize that low-income students in our region are not necessarily receiving all the supports they need to succeed in school during the regular academic day, and that programs after school and during summer months are critical motivators and safety-nets for many. In Silicon Valley, a diverse array of nonprofits has evolved to fill this need. In the first three years of the initiative, which was additionally funded by Silicon Valley Social Venture Fund (SV2), our aim was to bring these organizations together to learn from one another, strengthen their individual enterprises, and provide access to outside expertise to help them realize significantly increased impact by the end of the three-year initiative. The 2010-13 final evaluation is available here:  

The photo above features students in the Peninsula Bridge program.
A Hypothesized Model of How Five Noncognitive Factors Affect Academic Performance within a Classroom/School and Larger Socio-Cultural Context. Adapted from Farrington, C.A., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T.S., Johnson, D.W., & Beechum, N.O. (2012). Teaching adolescents to become learners. The role of noncognitive factors in shaping school performance: A critical literature review. Chicago: University of Chicago. Consortium on Chicago School Research.
Model of How Non-Cognitive Factors Affect Academic Performance