Evaluation of Afterschool Improvement Process: Oklahoma 21st Century Community Learning Centers

Autor/inn/en	Smith, Charles; Roy, Leanne; Peck, Steve; McGovern, Gina; Helegda, Katharine
Institution	Forum for Youth Investment; David P. Weikart Center for Youth Program Quality
Titel	Evaluation of Afterschool Improvement Process: Oklahoma 21st Century Community Learning Centers
Quelle	(2017), (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	After School Programs; Educational Improvement; Program Effectiveness; Educational Quality; Performance; Program Implementation; Intervention; Fidelity; Accountability; Homework; Interpersonal Competence; Study Habits; Reading Skills; Mathematics Skills; Science Process Skills; Technological Literacy; Governance; Satisfaction; Interpersonal Communication; Performance Based Assessment; Performance Factors; Oklahoma + Suchen Sie Ihr Suchwort? After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Teaching improvement; Unterrichtsentwicklung; Quality of education; Bildungsqualität; Achievement; Leistung; Verantwortung; Hausaufgabe; Interpersonale Kompetenz; Study behavior; Study behaviour; Studienverhalten; Reading skill; Lesefertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Technisches Wissen; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Zufriedenheit; Interpersonale Kommunikation; Leistungsermittlung; Leistungsindikator
Abstract	This paper describes validity of quality improvement system (QIS) performance measures and longitudinal change over four years in Oklahoma 21st Century Community Learning Centers (CCLC) programs. In general, our findings indicate that the Oklahoma Afterschool Improvement Process is performing in accordance with its purposes: using accurate performance data to incentivize improvement in the quality of services. Findings for the reliability and validity of the measures indicate that all of the 23 measures demonstrated acceptable levels of reliability. There is evidence for construct validity at each time point and factorial invariance across time points. Findings for performance improvement indicated that nearly all measures incrementally improved during a four year (2010-2013) period, while a subset demonstrated statistically significant growth. For nearly all measures, lower-performing sites at the baseline year (2010-2011) improved most. A subset of models demonstrated statistically significant effects. The indicator with the largest increase over four years was Targeting At-Risk Students, suggesting that even though the students served became more challenging, service quality was also generally improving. Findings for intervention fidelity indicate that higher fidelity of Youth Program Quality Intervention (YPQI) implementation is positively associated with growth on nearly all performance measures at over half of all year-to-year time increments, in line with the YPQI theory of change. (As Provided).
Anmerkungen	Forum for Youth Investment. The Cady-Lee House, 7064 Eastern Avenue NW, Washington, DC 20012-2031. Tel: 202-207-3333; Fax: 202-207-3329; e-mail: youth@forumfyi.org; Web site: https://forumfyi.org/knowledge-center/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01