|
Promoting Developmentally Sensitive Programming and Analysis of Afterschool Programs for Middle School Youth
|
| Presenter(s):
|
| Tiffany Berry,
Claremont Graduate University,
tiffany berry
|
| Katherine Byrd,
Claremont Graduate University,
katherine.byrd@cgu.edu
|
| Krista Collins,
Claremont Graduate University,
krista.collins@cgu.edu
|
| Susan Menkes,
Claremont Graduate University,
susan.menkes@cgu.edu
|
| Abstract:
Over the past decade, multiple process and outcome evaluations have been conducted across a range of different afterschool programs, as shown in a recent Harvard Family Research Project publication (Little, Wimer, & Weiss, 2008). These evaluations have explored how program dosage, program quality, type of enrichment activity, etc. affects the academic and social development of youth. This literature has provided the foundation for the articulation of “universal” principles of effectiveness, which if well-implemented, will result in pronounced academic and social benefits. Although this research is compelling, it is limited by not addressing the unique contexts, circumstances, and developmental levels that accompany the diverse landscape of youth afterschool. Using results from an on-going evaluation of Afterschool Allstars, Los Angeles, this paper will examine how afterschool programs and the evaluation field could benefit from measuring these universal principles within a contextually-sensitive framework by incorporating child, staff, and environmental characteristics into the design.
|
|
The Growth of Out-of-School Time Evaluations: Impact and Consequences
|
| Presenter(s):
|
| Tara Donahue,
Learning Point Associates,
tara.donahue@learningpt.org
|
| Abstract:
Over the past decade, out-of-school time research and evaluation has grown exponentially. These studies have had a major impact on afterschool and summer program policy and funding at the national, state, and local level. Additionally, this body of work has helped develop an understanding of the components of a quality afterschool program as well as provide resources to practitioners to help them use data for continuous program improvement. This paper summarizes the evaluation studies that have had the most impact on the field, the consequences of those studies, and ways in which the future direction of out-of-school time evaluation and research can continue to impact the field.
|
|
Building Evaluation Capacity While Navigating Afterschool Program Policies
|
| Presenter(s):
|
| Sae Lee,
Harder and Company Community Research,
slee@harderco.com
|
| Monica Kaiser,
Kaiser Group Inc,
kaisermonica@mac.com
|
| Abstract:
The current policy environment for afterschool programs presents a challenge for building evaluation capacity for many afterschool programs. There are considerable pressures for afterschool programs to focus on academic outcomes and utilize experimental design to demonstrate program impact. In this policy climate for afterschool programs, it becomes increasingly important to take into account contextual factors, such as participants’ school and community, to ensure that expected outcomes and planned measures are appropriate. This presentation will discuss a collaborative partnership between the external evaluator and Woodcraft Rangers afterschool program in building capacity to develop evaluations that address both policy needs as well as understanding program outcomes in context. The process of evaluation capacity building, challenges encountered and benefits derived by both the evaluator and the afterschool program will be discussed.
|
| | |