By Vince Marigna, CEO
We often hear words like “unprecedented” or talk about navigating uncertainty. But right now, those phrases feel especially true. One of the biggest questions we’re facing—as educators, families, and communities—is about the very purpose of education. Ezra Klein captured this moment well in a recent New York Times piece, sparked by his conversation with Rebeca Winthrop of the Brookings Institution. As he put it: “We have to really rethink the purpose of education.”
With students facing academic setbacks, schools navigating teacher shortages, and AI reshaping education, there is a growing gap between what young people need and what we’re currently delivering. The question isn’t whether change is necessary—it’s already happening. The real question is: how do we shape that change for good?
In a recent piece, Lauren Camera highlights a new report from the National Academies of Sciences, Engineering, and Medicine (NASM) that points to the value of out-of-school-time (OST) programs in youth development. The data is compelling: OST programs improve academic motivation, increase school attendance, and support long-term educational outcomes.
But the impact goes beyond academics. Out-of-school-time programs don’t just supplement learning—they motivate students, build meaningful relationships, spark curiosity, and offer the space to explore interests and develop real-world skills. Meeting this moment means expanding our definition of education—and recognizing OST programs not as a luxury, but as a critical piece of how we prepare young people to thrive.
One of the key ways OST programs make a difference is by driving engagement. As Winthrop shared with Klein, “It’s [engagement] a very powerful construct to predict better achievement, better grades, better mental health, more enrollment in college, better understanding of content and lots of other benefits to boot.” Motivation and engagement aren’t simply internal traits—they are nurtured through the supportive environments and interactions that OST settings provide.
As CEO of Breakthrough Collaborative, I have the privilege of visiting our affiliates around the country and seeing firsthand how our summer programming sparks a sense of fun and joy in learning. Our students come because they want to be there. We’ve intentionally built a culture where learning feels joyful, challenging, and relevant—and the results speak for themselves: higher graduation rates and stronger college enrollment outcomes.
Second, education must prioritize human connection. Learning is inherently relational—students aren’t just processors of information; they are whole people. It’s not only content that drives growth and changes trajectories, but connection. When young people see themselves reflected in their Breakthrough Teaching Fellows and know there’s someone who truly believes in them, it creates the conditions for deeper learning and self-confidence. OST programs also provide safe and supportive spaces where students feel valued.
Research from the National Academies proves that OST programs foster environments where students can develop positive identities and a sense of belonging. These spaces help young people better understand themselves and learn to work well with other people, especially those who are different from them—life skills that are linked strongly to both academic gains and success beyond school.
We also need to prepare students to navigate a changing world. The future of work and civic life will demand more than content mastery – it will require adaptability, creativity, and problem solving. Out-of-school-time environments are uniquely positioned to foster these skills, offering the flexibility for hands-on learning, risk-taking, and real-world application.
In a Breakthrough classroom, that might look like students designing their own community building projects, pitching ideas to local leaders, or producing a short film on issues they care about. These are not just enrichment activities — they’re meaningful opportunities to explore identity, uncover interests, and build agency. As Rebecca Winthrop describes, we need to help students become “wayfinders” — equipped to chart their own course in a world that’s constantly changing.
Out-of-school time programs aren’t extras—they’re essential. For many young people, this is also where “education” happens; in spaces where they feel safe, supported, and inspired to learn. These programs provide opportunities to explore who they are, and imagine who they can become. That’s why we need to focus not only on the quality of these experiences, but on making sure more students can access them. As the new NASM report makes clear, we must break down barriers and increase both public and private investment so more students can benefit from the transformative power of out-of-school-time programs.
It’s time we broaden our definition of “education” to reflect what students actually need to thrive — in school, in life, and in a rapidly changing world. Schools are doing incredible work, often under enormous pressure. But we can’t expect them to meet every need alone. Our teachers deserve strong partners—and that’s exactly what out-of-school time programs are.
If we’re serious about preparing the next generation to succeed and lead, we have to invest in the full ecosystem that supports them. That means valuing and expanding the learning that happens beyond the school day—not as an add-on, but as a vital part of how we build a better future for all students.