Quality
Pathways to Success for Youth: What Counts in After-School
The purpose of the Massachusetts Afterschool Research Study (MARS) by INCRE and NIOST was to explain relationships between program goals and practices and youth outcomes in after-school programs. The goals of the study were to identify characteristics of high quality programs and examine the influence of quality on results for participants. The MARS identified five key quality elements including staff-youth engagement, youth engagement, challenging activities, time for homework and program relationships with families. The study offers lessons learned for program providers, funders, and policy makers. November 2005.
Getting it Right: Strategies for After-School Success
This report outlines the necessary elements for success in after-school programs. It begins by describing the process of involving youth in after-school including recruitment, targeting populations, and oversubscription. The authors illustrate programmatic elements such as activity opportunities, environment, management and staffing. Finally, they discuss coordination of these elements to build a successful program. September 2005
Making Out-of-School Time Matter: Evidence for an Action Agenda
Prepared for the Wallace Foundation by the RAND Corporation, the report takes a comprehensive look at OST evaluation and literature to frame and assess the relevant issues facing OST. Its goal is to engage the field in how to improve programming by understanding what we know to date and what we need to learn and consider. The report accesses several major issues such as the level of demand for programs, what constitutes quality, and how to encourage participation. 2005
Moving Toward Success: Framework for After-School Programs
Available from Collaborative Communications Group, this Framework is a working document developed by a committee of preeminent researchers, evaluators, and program experts, including contributions from Harvard Family Research Project staff, with funding from the C. S. Mott Foundation. It describes a theory of change approach to help guide the thinking and implementation of program goals and elements, outlines a broad range of desired participant outcomes to consider, and discusses conditions most suitable for achieving positive results that meet the needs of the after-school participants. May 2005.
Linking and Learning: Lessons for Afterschool from Early Childhood System-Building Efforts
This report from Afterschool Investments discusses the need for quality afterschool programming. The authors look to the fields of early childcare and education to gain insight into building quality systems. Specifically, they outline lessons learned about building infrastructure, a knowledge base and support among key stakeholders. October 2006.
Building Quality Improvement Systems: Lessons from Three Emerging Efforts in the Youth-Serving Sector
The Forum for Youth Investment This report highlights case studies of three networks involved in quality improvement efforts. Specifically, the authors examined current design and implementation of quality improvement processes, along with similarities, differences and outcomes of these improvement efforts. This report can assist organizations in thinking through the planning of quality improvement efforts. March 2007.
Measuring Youth Program Quality: A Guide to Assessment Tools
This guide from the Forum for Youth Investment offers an at-a-glance comparison of nine youth program assessment tools. It offers service providers, policy-makers, researchers and evaluators a guide to selecting a particular quality assessment tool. The authors describe the instruments in terms of purpose, organization, content, technical aspects, and current uses. March 2007.
Improving After-School Program Quality
This working paper funded by the William T. Grant Foundation, provides a summary of findings from two reports on after-school program quality, The Impact of After-School Programs That Promote Personal and Social Skills and Measuring Youth Program Quality: A Guide to Assessment Tools. The authors hope to use these reports to assist the OST field in identifying and thinking about policy and practice implications. They discuss the reports individually, talk about how they relate to each other, and outline implications for policy and practice. April 2007.
Quality Time After School: What Instructors Can Do to Enhance Learning
This report from Public/Private Ventures, defines some key characteristics of youth engagement and learning. It seeks to guide after-school instructors through the process of creating engaging learning environments for after-school program participants. The authors found that instructors could be successful in creating this environment through effective group management, which ensures feelings of respect and positive support. The authors call on after school programs to take the necessary steps to incorporate these characteristics into their programs. April 2007.
Our Common Wealth: Building a Future for Our Children and Youth
This executive summary of the report of the MA Special Commission on After School and Out of School Time covers findings and recommendations in five key areas: 1) Building public awareness; 2) Providing information and increasing access; 3) Improving quality and supporting the workforce; 4) Fostering partnerships and collaborations; and 5) Sustaining the effort. November 2007.
The Cost of Quality Out-of-School-Time Programs
The Wallace Foundation releases one of the most comprehensive studies to date analyzing the costs, funding streams, and expenditures of a wide range of high-quality out-of-school time (OST) programs. Accompanying the study is an companion online calculator that generates cost estimates for specific programs. January 2009.