|
High Quality 21st Century Community Learning Centers: Academic Achievement Among Frequent Participants and Non-participants
|
| Presenter(s):
|
| Jenell Holstead, University of Wisconsin, Green Bay, holsteaj@uwgb.edu
|
| Mindy King, Indiana University, minking@indiana.edu
|
| Abstract:
This study examined academic differences between students who attended 21st Century Community Learning Center (CCLC) programs frequently (60 or more days) as compared to matched non-attendees during the 2008-2009 school year. Schools included in the study represented only those centers found to be implementing high quality programming, as measured by a strenuous site visit process in Indiana. Results demonstrated no differences between the groups. However, differences were observed when examining those frequent attendees who were struggling academically at the beginning of the year. For fifth grade specifically, those students that were struggling academically who attended high quality 21st CCLC programming appeared to improve student performance in the spring.
|
|
An Evaluation of the Dynamical Effects of an Out-of-School Time Program
|
| Presenter(s):
|
| Amy Corron, United Way of Greater Houston, acorron@unitedwayhouston.org
|
| Roger Durand, Durand Research and Marketing Associates, LLC, durand4321@gmail.com
|
| Julie Johnson, Communities-in-Schools, jjohnson@cis-houston.org
|
| Kevin Kebede, Alief YMCA, kevink@ymcahouston.org
|
| Jennifer Key, Alief Independent School District, jennifer.key@aliefisd.ne
|
| Joseph Le, Joint City/County Commission on Children, joseph-mykalhung.le@cityofhouston.net
|
| Linda Lykos, YMCA of Greater Houston, lindal@ymcahouston.org
|
| Cheryl McCallum, Children's Museum of Houston, cdm@cmhouston.org
|
| Katherine von Haefen, United Way of Greater Houston, kvonhaefen@unitedwayhouston.or
|
| Abstract:
This paper/poster will present the results of an evaluation of the dynamical effects of an out-of-school-time program. In the aftermath of Hurricanes Katrina and Rita, an out-of-school-time program, known as 'Houston's Kids' or HK, was developed and implemented with the intention of addressing the needs of displaced and other at-risk children and youth in a single community. The outcomes evaluation that was designed to assess HK examined changes in developmental assets and values (www.searchInstitute.org) among the 625 individual kindergarten through high school children/youth program participants. True panels of data that tracked changes in the same individual participants over a school year were employed as were data on a sample of control or 'comparison subjects.' This design and these data afforded in-depth understanding of the dynamics of assets and values development over time in response to specific HK program elements and among participants with different social characteristics.
|
|
The Design and Impact of Support Networks on California Afterschool Science
|
| Presenter(s):
|
| Ann House, SRI International, ann.house@sri.com
|
| Abstract:
This paper explores the relationship between the types and quality of science offerings within afterschool programs and these programs' connections to sources of science support, such as science museums and technical assistance providers. It will focus on grantees in three geographic regions of California. SRI surveyed a state-wide random sample of programs funded by the state's Afterschool Education and Safety (ASES) program about their science programming, and their connections to organizations that provide science resources or support.
An important innovation of this study is to analyze the social networks of afterschool programs, to explore whether quality science instruction is linked to the number, type, or strength of ties a program has to outside organizations. The three regions will be contrasted, to understand the key factors impacting the site's use of outside science supports, such as physical proximity to major science institutions, urban or rural location, and staff capacity and stability.
|
|
Using Web-Based Management Systems for Program Improvement
|
| Presenter(s):
|
| Femi Vance, University of California, Irvine, fvance@uci.edu
|
| Hilda Gaytan, University of California, Irvine, hgaytan@uci.edu
|
| Natalie Kovacs, University of California, Irvine, nkovacs@uci.edu
|
| D'Amore Montgomery, University of California Irvine, montgomd@uci.edu
|
| Abstract:
After-school programs are being integrated into the educational experience of children and youth. This new role requires after-school programs to demonstrate their impact on youth. Scholars argue that the key to linking outcomes to participation in after-school programs is 'dosage' or attendance. Yet, many programs do a poor job of measuring attendance in their program. Web-based data management systems offer one solution to the attendance tracking problem. This paper will show how data collected using a web-based management system can be used to inform program improvements. Attendance data are used to identify underserved youth and linked to youth surveys to understand why youth enroll in the program, and if their perceptions of the program are associated with future attendance. The ways in which these findings contribute to self-evaluations for after-school programs are discussed.
|
| | | |