Outcomes/Evaluation
The Arts and School Reform: Lessons and Possibilities from the Annenberg Challenge Arts Projects
This study by the Annenberg Institute for School Reform presents information from three arts projects over a five year period. The purpose of this paper was to outline lessons learned about using arts education as a measure of change in school reform, and to convey what arts educators learned about being a part of whole school reform. The four main lessons obtained from the projects were to establish reform from within, make the work challenging for students at their level, use data to inform practice, and have a goal for sustaining change. February 2003.
Evaluating Community Collaborations: A Research Synthesis
This research paper by The Lewin Group reviews existing literature to identify challenges, propose solutions and highlight implications of evaluating community partnerships. There is discussion of the difficulty in evaluating community collaborations and methods of evaluating these partnerships. The author provides a framework for evaluating collaborations and lays out the evaluation process. April 13, 2000.
The Evaluation Exchange
The Spring 2005 issue of the Harvard Family Research Project’s (HFRP) periodical, The Evaluation Exchange, focuses on Complementary Learning. Tying the learning in school to out-of-school time opportunities. 2006.
Finding Fortune in Thirteen Out-of-School Time Programs: A Compendium of Education Programs and Practices
This paper by the American Youth Policy Forum provides a summary of the evaluation of 13 out-of-school time (OST) programs. Various issues in research about OST, program outcomes, program aspects contributing to outcomes, and recommendations, are presented along with descriptions of the 13 programs and their evaluations in an effort to highlight best practices in OST. 2003.
Frontline Youth Worker Observation Assessment Tool
The National Collaboration for Youth has released a new assessment tool to accompany the 10 competencies for front-line youth workers. The tool can be used in multiple ways, for example, as a training outline to assist trainers in describing an organization's expectations for youth worker behavior and attitudes.
Gifts of the Muse Reframing the Debate About the Benefits of the Arts
This study, by the RAND Corporation commissioned by the Wallace Foundation, examines the issue of private and public benefits from participation in the arts. The findings of this study are meant to assist policymakers in making informed decisions, as well as facilitating discussion about the importance of arts participation. The authors outline various benefits at the individual and community levels and make recommendations for policymakers. 2004.
The Impact of After-School Programs That Promote Personal and Social Skills
This report by Collaborative for Academic, Social, and Emotional Learning (CASEL), funded by the William T. Grant Foundation, presents a meta-analysis of after-school programs that have a goal of enhanced personal and social growth for participants. The findings showed that programs that are ‘sequenced, active, focused and explicit (SAFE)’ are successful in improving the social and personal skills of the students in the program. 2007.
Impacts of a Summer Learning Program: A Random Assignment Study of Building Educated Leaders for Life (BELL)
This study by The Urban Institute/Teaching Strategies, Inc seeks to encourage support for out-of-school time programs for low-income students during the summer months in order to prevent summer drop-offs in scores. These findings are based on an evaluation of the Building Educated Leaders for Life (BELL) Program which is a summer program targeting academic skills, parental involvement, academic self-perceptions, and social skills. It was found that reading skills and parental encouragement of reading can improve with a summer learning program that is well-implemented. August 2006.
An Inventory of Arts-Related Academic and Social Outcomes Found in Critical Links
This publication by the Arts Education Partnership, contains an overview of arts-related outcomes at the social and academic levels. The chart displays specific types of arts learning and the associated “cognitive capacities and motivations to learn.” 2002.
Lessons Learned in Using Data to Support School Inquiry and Continuous Improvement: Final Report to the Stuart Foundation
The purpose of this paper by the Center for the Study of Evaluation was to report on methods of using assessment and accountability to improve education and intervening in the pattern of low performance of low-income and ethnically diverse populations. At a broad level, it is meant to assist schools in their planning and decision making processes. February 2001.
Mapping, Monitoring and Research
This brief by the Greater Resources for After-School Programming examines the state of tracking and monitoring after-school resources including participation, funding and available services. It seeks to highlight the importance of keeping track of this information as well as the challenges of implementing such a system. This brief also offers “snapshots” of data collection/monitoring systems currently being used throughout the after-school sector. 2002.
Multiple Choices After School: Findings from the Extended-Service Schools Initiative
This report by Public Private Ventures commissioned by the Wallace Foundation presents findings from the evaluation of the Extended-Service Schools Initiative (ESS). This initiative was responsible for the development of 60 after-school programs in 20 communities nationwide. The findings include the identification of common issues among most of the 60 programs. The major components reviewed include the programs’ vision, participants, quality activities, benefits and costs. June 2002.
The Non-Profit Organization Self-Evaluation Check List
Ginsler and Associates, Inc. is a consulting firm which provides various services to non-profit organizations and their partners. This document contains a checklist for organizations to complete and produce an overview of the overall condition of their organization. It provides organizations with information about whether they are operating in an efficient and effective manner. 2000.
Out-of-School Time Evaluation Snapshot: Harnessing Technology in Out-of-School Time Settings
This “Out-of-School Time Evaluation Snapshot” by the Harvard Family Research Project examines the incorporation of technology in out-of-school time programs. The authors review the use of technology to enhance learning, challenges and successes in implementation and reviews of current technology-based OST programs. January 2006.
Out-of-School Time Program Evaluation: Tools for Action
This resource manual by the Northwest Regional Educational Laboratory provides programs with guidelines for conducting program evaluation. It offers research and recommendations related to evaluations, surveys and focus group questions for key program stakeholders, and suggestions for analyzing and using the data collected. Sample instruments are provided in the appendices.
Outcomes and Research in Out-of-School Time Program Design
This paper by the Best Practices Institute describes the importance of using research in and outcomes when planning and designing out-of-school time programs. The authors describe, provide examples of, and explain how to integrate best practices in program design. Specifically, the paper outlines six standards of quality programming as published by the National School Aged Childcare Alliance (NSACCA). August, 2002.
Outcomes for Youth in Out-of-School Time Programs: Summary Report of a Baseline Study
The purpose of this study by Child Trends, Inc was to determine whether after-school programs were effective in improving the well-being of children and adolescents in their programs. This report presents baseline data to inform program development and assist with planning for future program monitoring. Findings and recommendations are presented to guide the process and reiterate the importance of progress monitoring for program outcomes. April 8, 2004.
Outcomes for Youth in Out-of-School Time Programs
This research brief by Child Trends describes educational, cognitive, and health and safety outcomes for participants in out-of-school time programs. It provides resources to assist programs in the measurement of these outcomes. October 2006.
Partnerships for Learning: A Guide to Evaluating Arts Education Projects
This guide by the Arts Council England provides a structure which programs can use to evaluate the quality of their arts-based program. It provides guidelines through the phases of planning, data collection, analysis of results, using findings to advance the program, reporting the results.
Recommendations for Conducting Program Evaluation
In this document, the National Youth Development Information Center provides recommendations for conducting evaluations of out-of-school time programs to ensure high-quality programming.
Social Impacts of Arts Projects: Testimony of Mark J. Stern
This commentary by the Social Impacts of the Arts offers the author’s personal experience with the impacts of arts and culture. He describes the contributions to the community in terms of improving the social environment of youth, enhancing community revitalization, and overcoming ethnic and class barriers. December 2005.
Study of Promising After School Programs: Examination of longer-term outcomes after two years of program experiences
The purpose of this longitudinal study was to examine the developmental effects of participation in high-quality programming. The authors looked at students in four groups who participated in an after school program and other activities, after school programs only, supervised activity at home, or unsupervised activities. Findings showed positive academic, behavioral and social outcomes for students in all three supervised groups, and that benefits were stronger with longer periods of participation. August 2006.
The Transition to Success Pilot Project
This research report by Massachusetts 2020, Boston Centers for Youth and Families, Boston 2:00-6:00 After-School Initiative, and Boston Public Schools presents the findings of the Transition to Success Pilot Project (TSPP). The purpose of the TSPP, funded by the Massachusetts Department of Education, was to provide after-school programming and support to academically at-risk students and their families in order to improve their academic and social development. They found that participation in a quality after-school program, coupled with remedial tutoring, increased the likelihood of advancing to the next grade.
Where Are the Girls?
This document Created by the Girls’ Coalition of Greater Boston presents a yearlong quantitative and qualitative analysis of the state of girls’ programming in Greater Boston. Where Are the Girls? presents the case for why it is critical to ensure that all youth programs pay explicit attention to gender. The findings, grounded in substantial research, sound the alarm to researchers, funders, youth program leaders, and policymakers and urge them to respond to girls’ needs with renewed vigor. January 31, 2006.
Youth Development Outcomes of the Camp Experience
This report describes the findings from a research study to determine the outcomes of the camp experience as expressed by parents and children that was conducted by the American Camp Associate from 2001 and 2004 with over 5000 families from 80 ACA-Accredited camps.