“The more things change, the more they stay the same.” This phrase, attributed to French journalist and novelist Jean-Baptiste Alphonse Karr in an 1849 journal entry (www.studylight.org), reflects the enduring nature of societal patterns despite evolving circumstances. In the past, Labor Day signaled the end of summer vacation and the beginning of a new school year. Today, with many school districts starting in mid-August, Labor Day often marks the first school holiday for students, though many remain unaware of its historical significance.

Labor Day was first celebrated on September 5, 1882, in New York City. Organized by the Central Labor Union, it honored the social and economic achievements of American workers. The idea quickly gained traction across the country, with numerous states adopting the holiday before it became a national observance.

In 1894, following the nationwide Pullman Strike—a railroad labor protest that escalated into violence and required federal intervention—President Grover Cleveland signed Labor Day into law as a federal holiday. This move was, in part, an effort to reconcile with organized labor. Traditionally observed on the first Monday in September, Labor Day is now celebrated with parades, picnics, and barbecues. It serves as a time to honor all workers, from educators and healthcare professionals to tradespeople and afterschool service staff.

To all the dedicated staff, educators, mentors, and volunteers in afterschool programs: we at CASE for Kids recognize your unwavering commitment, compassion, and tireless efforts to support youth beyond the school day. You create safe spaces, spark curiosity, build confidence, and inspire young minds. Your work may sometimes go unnoticed, but your impact is immeasurable. Thank you for being the heart of afterschool—for showing up and uplifting our youth. This Labor Day, we honor you and proudly say: Happy Labor Day!

References

1. Jean Baptiste Alphonse Karr - 1911 Encyclopedia Britannica - StudyLight.org

As the new school year approaches, students, parents, and teachers alike begin preparing for a fresh start filled with opportunities for growth and success. While the anticipation of a new academic year can be exciting for many students, it can also bring feelings of anxiety and uncertainty. This emotional shift is common, especially for students transitioning to a new grade level or school, which can heighten their stress levels (Bagnall, Skipper, & Fox, 2020).

Research by Dr. David Von Drehle (2010) shows that students typically lose about a month of progress in math over the summer, with low-income students potentially falling behind by as much as three months in reading comprehension. There are numerous studies conducted to measure the effectiveness of summer programs to minimize the summer learning loss. According to research conducted by Dr. Mary Terzian, Dr. Kristin Anderson Moore, and Kathleen, Hamilton, (2009), to be an effective summer learning program, sites should balance educational activities with activities typical of summer camps, such as games and sports. These summer learning programs frequently rely more heavily on interactive, hands-on projects and enrichment activities. The following are common characteristics of summer programs that have been effective in decreasing participant’s academic slide:

• Make learning fun by supplementing academic instruction with activities that are relevant and engaging to the participants. Some examples include a debate on current events, use of technology, field trips, hip-hop dance, rap and spoken word, improvisational comedy, art, drama, and storytelling (www.childtrend.org, 2009). 
• Integrate hands-on activities such as immersion and experiential learning to keep students engaged in the material. Engaging children in games, group projects, field trips to historic sites, nature expeditions, and science experiments are all ways in which to make learning more interesting and applied (Johnson, P, 2000).
• Successful summer programs integrate educational learning activities that complement what children are learning during the school year (Bell, S. R. and N. Carrillo, 2007). When possible, hire experienced teachers to deliver the academic lessons. Programs that create positive outcomes for reading and math achievement frequently used experienced teachers for academic services opposed to just relying on college students (www.childtrend.org, 2009). 
• Keep the student group sizes small. Class sizes of about 10-15 students tended to be most effective for small-group instruction, with one lead teacher and one teaching assistant (or about a 1:5 adult-to-student ratio). Individualized instruction is also helpful (www.childtrend.org, 2009). 
• For economically disadvantaged students, who often miss out on extracurricular activities such as sports and music during the school year, combining academic instruction with youth development and physical fitness activities may be particularly effective (www.childtrend.org, 2009). 

After-school professionals should work with the students’ caregivers and parents to help them make the transition back to the regular school day easier for their students. With thoughtful preparation and a positive mindset, the new school year can be a fresh chapter full of promise. By working together and supporting one another, families and after-school program staff can help make this school year the best one yet.

References

Bagnall, C. L., Skipper, Y., & Fox, C. L. (2020). ‘You're in this world now’: Students’, teachers’, and parents’ experiences of school transition and how they feel it can be improved. British Journal of Educational Psychology, 90(1), 206-226.

Bell, S. R. and N. Carrillo (2007). Characteristics of effective summer learning programs in practice. New Directions for Youth Development, 114, 45-63.

Eccles, J. S., & Harold, R. D. (1993). Parent-school involvement during the early adolescent years. Teachers college record, 94(3), 568-587.

Johnson, P. (2000).

Von Drehle, D. (2010). The case against summer. Time Magazine.

Trends, C. (2009). Effective and promising summer learning programs and approaches for economically disadvantaged children and youth. www.childtrends.org and www.childtrendsdatabank.or