Quality
After-School Arts Enrichment: A Resource Brief
This resource brief by the Policy Studies Associates, Inc. provides some discussion about arts enrichment programs and then highlights seven essential elements for a successful after-school arts program. The brief goes on to describe the benefits of programs that successfully incorporate these key elements. June 2001.
After-School Grows Up: How Four Large American Cities Approach Scale and Quality in After-School Programs
This report to the Robert Wood Johnson Foundation looks into the after-school programs in four American cities including New York, Los Angeles, Chicago and San Diego, to see how they handle quality and going to scale. Overviews of the programs and challenges are presented followed by studies on each individual program and discussion about the need for expansion. October 2004.
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.
Coming of Age in Boston: Out-of-School Time Opportunities for Teens
Sponsored by Boston’s After-School for All Partnership and supported by the Barr Foundation, The Boston Foundation and the Merck Family Fund, this reports on the realities and future prospects for Boston teens regarding out-of-school time programming. Content areas within the report include Boston’s Teen Population, Race & Ethnicity, Language, School Enrollment, What Teens Want & Need, Key Elements of Effective Programming, The Current Landscape, Facing the Challenges, Positive Alternatives and a Case Study of Environmental Youth Development Programs. April 1, 2004.
Critical Hours: After School Programs and Educational Success
Dr. Beth Miller, commissioned by the Nellie Mae Education Foundation, documents the value of after-school programs on student's in-school performance in this 2003 research paper. Dr. Miller's analysis is intended to serve as a resource to anyone interested in knowing why and how after–school programs work, stimulate dialogue among parents, educators, policymakers, and public officials and help providers think about ways to improve their program models.
The Effectiveness of Out-of-School Time Strategies in Assisting Low-Achieving Students in Reading and Mathematics: A Research Synthesis
This study by Mid-continent Research for Education and Learning (McREL) sought to determine the effectiveness of OST programs in helping low-achieving students in math or reading. It includes a review of the literature and a synthesis of existing studies on the subject. Commonalities and differences among program approaches to academic support were noted. The study also provides suggestions for future policy and practice for programs with academic support components.
Enhancing Literacy Support in After School Programs
In this 2002 report, Boston Plan for Excellence makes the case for enhancing literacy support in after-school programs by depicting the role and importance of literacy in a child’s educational development, exploring effective local and national models of literacy support, reviewing literacy instruction in Boston Public Schools and visiting the implications and challenges for literacy instruction in Boston’s after-school programs.
The Essential Supports for School Improvement
The purpose of this study by the Consortium on Chicago School Research was to develop a broad, evidence-based framework for improving student learning. The framework is meant as a guide for principals, teachers, parents and the larger school system. This paper presents the framework of essential components and resources for school improvement and illustrates evidence for the impact on student learning. September 2006.
Evidence Based Physical Activity for School-Age Youth
The purpose of this study was to make recommendations for appropriate levels of physical activity in youth, based on a review of health and behavior outcomes. A panel of experts reviewed existing literature in order to reach an agreement on youth physical activity. They determined that school-age youth should take part in at least 60 minutes of “moderate to vigorous” physical activity each day. The article goes on to discuss how youth can benefit from physical activity.
Evidence for Action: Strengthening After-School Programs for All Children and Youth: The Massachusetts Out-of-School Time Workforce
This research brief by Achieve Boston draws on existing literature to define characteristics of the Massachusetts out-of-school time workforce and discusses their professional development needs. In particular, the authors focus on educational qualifications, compensation and benefits, turnover and diversity of the workers serving youth in Massachusetts out-of-school time programs. 2005.
Finding Out What Matters for Youth: Testing Key Links in a Community Action Framework for Youth Development
Youth Development Strategies, Inc. and the Institute for Research and Reform in Education collaborated on this report to identify what matters to youth and how conditions can be improved to address these matters. The authors define “good youth development settings” and go on to describe how youth benefit from being in these settings. November 2002.
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
How to Strengthen Youth-Serving Nonprofits
This article by the Human Interaction Research Institute documents the experiences of the James Irvine Foundation’s Youth Development Initiative (YDI). The authors describe the five elements of the YDI’s approach to capacity building. The article outlines various aspects of the initiative including characteristics, evaluation, lessons learned, and challenges. March 2000.
The Impact of After-School Programs That Promote personal and Social Skills
Collaborative for Academic, Social, and Emotional Learning (CASEL) This report, 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
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.
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.
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
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.
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.
National Collaboration for Youth Competency Evaluation Tool
This assessment tool by the National Youth Development Learning Network is meant to be used by youth workers at various levels and their supervisors. It acts as a learning resource for the workers so they can develop their skills and supervisors can assess their progress. December 2005.
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.
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.
Project-Based and Experiential Learning in After-School Programming
In this 2002 report, Project Zero at Harvard University contextualizes the debate on best after-school programming approaches in Boston, makes the case for project-based learning and shares its discovered effective practices and challenges.
Providence After-School Quality Standards
This brochure by the Providence After School Alliance outlines the Providence after-school quality standards related to health, safety, environment, relationships, programming, and activities.
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.
A Recipe for Quality Out-of-School Time Programs
This issue of The Evaluation Exchange, from the Harvard Family Research Project, offers thoughts from experts in the field of out-of-school time on the most important aspects of ensuring quality programming. Key suggestions from eight leading experts are presented. Spring 2004.
Shared Features of High Performing After-School Programs: A Follow Up to the TASC Evaluation
This report by the Policy Studies Associates, Inc. illustrates the findings of a follow study to the evaluation of The After-School Corporation (TASC) initiative. The purpose of this follow up study was to identify programs from the initial evaluation which were identified as contributors to improved academic achievement. The report highlights common characteristics among the 10 identified after-school programs in terms of program activities, staff and support systems. November 2005.
Study of Promising After School Programs: Examination of longer-term outcomes after two years of program experiences
D.L. Vandell, E.R. Reisner, K.M. Pierce, B.B. Brown, D. Lee, D. Bolt, & E. Pechman 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.
Summer School and Summer Learning 2002: Progress and Challenges
In June 2002, the Southern Regional Education Board (SREB) adopted a new set of goals for including reaching every student, from preschool to high school, to ensure that achievement exceeds national averages and that performance gaps are closed. According to this brief report, by David R. Denton, research clearly shows that quality summer programs for struggling students are essential to closing those gaps. This report describes the efforts in 2002 by several states and local schools to maintain and improve their summer programs.
Youth Peer Education Toolkit: Assessing the Quality of Youth Peer Education Programmes
This toolkit from Family Health International is a resource for assessing the quality of youth peer education programs. The toolkit provides a framework for the assessment process and a series of checklists to assess eight different areas of programming. 2006.