Expanded learning (i.e., after-school and summer learning) programs have immense potential to foster academic and social growth for students. To actualize this potential, a system of support in the form of technical assistance (TA) has emerged in California to help expanded learning providers sustain and improve their programs. Some expanded learning providers have made promising use of TA, while others have struggled to even access it.

A collaboration with the David and Lucile Packard Foundation, this brief explores the spectrum of TA for expanded learning programs in California and the mechanisms throughout it: what opens or chokes the channels between programs and the various entities providing or facilitating TA (e.g., institutions, organizations, individuals). Taking into account system-wide constraints that affect nearly every aspect of TA delivery, we put forth recommendations for improving the way expanded learning programs connect with and benefit from TA providers’ support and expertise.