Identification of Key Indicators of Quality in Afterschool Programs. CRESST Report 748

Autor/inn/en	Huang, Denise; La Torre, Deborah; Harven, Aletha; Huber, Lindsay Perez; Jiang, Lu; Leon, Seth; Oh, Christine
Institution	National Center for Research on Evaluation, Standards, and Student Testing
Titel	Identification of Key Indicators of Quality in Afterschool Programs. CRESST Report 748
Quelle	(2008), (103 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Check Lists; After School Programs; Program Descriptions; Educational Quality; Academic Standards; Educational Indicators; Program Effectiveness; Educational Environment; Teaching Methods; Literature Reviews; Observation; Surveys; Benchmarking; Federal Legislation; Governance; Educational Administration; Teacher Competencies; Family Involvement; Community Involvement; Program Evaluation; Well Being; Interpersonal Relationship; Child Development; Data Analysis + Suchen Sie Ihr Suchwort? Checkliste; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Quality of education; Bildungsqualität; Educational indicato; Bildungsindikator; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teaching method; Lehrmethode; Unterrichtsmethode; Beobachtung; Survey; Umfrage; Befragung; Bundesrecht; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Lehrkunst; Programme evaluation; Programmevaluation; Well-being; Wellness; Wohlbefinden; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Kindesentwicklung; Auswertung
Abstract	Researchers and policymakers are increasingly interested in the issue of school accountability. Despite this, program standards for afterschool programs are not as fully developed as they are in other fields. This study bridges that gap and presents the results from a study that identifies benchmarks and indicators for high quality afterschool programs. This research employed a multi-method approach, including a synthesis of literature on afterschool programs, observations, and a survey data collection of 15 high-quality afterschool program sites. Results of the study suggest that most of the issues emphasized in the afterschool literature can be considered "core" components of a quality afterschool program. This finding was consistent across the three broad categories of program organization, program environment, and instructional features. This study also revealed that some issues emphasized in the afterschool literature should be considered extra components that can increase quality, but that are not necessary. As a result, this study argues for a checklist strategy in assessing programs in order to meet quality-based standards. With further testing, refinement, and validation from larger study samples, this checklist tool can help evaluate afterschool programs in order to not only obtain basic core standards, but also to assist in identifying and tackling weak and problematic areas. Appended are: (1) Literature Summary; (2) Observation Protocol; (3) Site Staff Survey; (4) Program Director Survey; (5) Program Descriptions; and (6) Quality Benchmark Score Sheet. (Contains 23 tables and 4 figures.) (As Provided).
Anmerkungen	National Center for Research on Evaluation, Standards, and Student Testing (CRESST). 300 Charles E Young Drive N, GSE&IS Building 3rd Floor, Mailbox 951522, Los Angeles, CA 90095-1522. Tel: 310-206-1532; Fax: 310-825-3883; Web site: http://www.cresst.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10