Investing in Success: Key Strategies for Building Quality in After-School Programs
Rent the article at a discountRent now
* Final gross prices may vary according to local VAT.Get Access
This paper examines the relation between the implementation quality of after-school literacy activities and student reading gains. The data are from an evaluation of a multi-site after-school program in California in which continuous program quality improvement strategies were implemented to improve the delivery of a new balanced literacy program. Strategies included: (1) targeted staff training throughout the year, (2) regular observations and coaching of staff, and (3) the use of data to measure progress. Programs struggled to successfully implement these strategies early in the initiative, but gradually improved the quality and consistency of their use. Program quality, as measured through observations, also increased. Results suggested that the size of student reading gains were positively correlated with the quality of literacy programming provided by each instructor.
- After School Program Excellence & Accountability Bill. California Senate Bill 638, 2006.
- Arbreton, A. J. A., Goldsmith, J., & Sheldon, J. (2005). Launching literacy in after-school programs: Early lessons from the CORAL initiative. Philadelphia, PA: Public/Private Ventures.
- Arbreton, A. J. A., Sheldon, J., Bradshaw, M., Goldsmith, J., Jucovy, L., & Pepper, S. (2008). Advancing achievement: Findings from an independent evaluation of a major after-school initiative. Philadelphia, PA: Public/Private Ventures.
- Blau, D. M. (1997). The production of quality in child care centers. Journal of Human Resources, 32, 354–387. CrossRef
- Britsch, B., Martin, N., Stuczynski, A., Tomala, B., & Tucci, P. (2005). Literacy in afterschool programs: Literature review. Portland, OR: Northwest Regional Educational Laboratory.
- Buher-Kane, J., Peter, N., Olitsky, S., & Kinnevy, S. (2006). Findings from five out-of-school time focus groups: Professional development preferences, experiences and recommendations for future planning. Journal of Youth Development, 1(2), Article 0602RS003. Retrieved November 14, 2007, from http://www.nae4ha.org/directory/jyd/jyd_article.aspx?id=856c67b2-3a76-428c-95c6-390edae5d1c2.
- Clarke-Stewart, K. A., Vandell, D. L., Burchinal, M., O’Brien, M., & McCartney, K. (2002). Do regulable features of child-care homes affect children’s development? Early Childhood Research Quarterly, 17, 52–86. CrossRef
- Cummins, J. (2003). Reading and the bilingual student: Fact and friction. In Gt. Garcia (Ed.), English learners: Reaching the highest level of English literacy. Newark, DE: International Reading Association.
- Dennehy, J., & Noam, G. G. (2005). Evidence for action: Strengthening after-school programs for all children and youth: The Massachusetts out-of-school time workforce. A research report of Achieve Boston, an initiative of Boston After School & Beyond. Retrieved November 11, 2007, from http://www.niost.org/Evidence%20for%20%20Action.pdf
- DuBois, D. L., Neville, H. A., Parra, G. R., & Pugh-Lilly, A. O. (2002). Testing a new model of mentoring. New Directions for Youth Development, 93, 21–57.
- Dynarski, M., Moore, M., Mullens, J., Gleason, P., James-Burdumy, S., Rosenberg, L., et al. (2003). When schools stay open late: The national evaluation of the 21st century learning centers program, first year findings. Jessup, MD: Education Publications Center, US Department of Education.
- Eccles, J., & Gootman, J. A. (Eds.). (2002). Community programs to promote youth development. Board on Children, Youth, and Families, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academic Press.
- Gee, J. P. (1999). Critical issues: Reading and the new literacy studies: Reframing the National Academy of Sciences report on reading. Journal of Literacy Research, 31, 355–374. CrossRef
- Grossman, J., Campbell, M., & Raley, B. (2007). Quality time after school: What instructors can do to enhance learning. Philadelphia: Public/Private Ventures.
- Halpern, R. (2005). Confronting the big lie: The need to reframe expectations of afterschool programs. New York: Partnership for After School Education.
- Hebbeler, K., Briggs, D., Contreras, G., Garza, N., Montgomery, J., Neufeld, S., et al. (2003). Implementation of communities organizing resources to advance learning (CORAL) in 2002–2003. Palo Alto, CA: SRI International.
- James-Burdumy, S., Dynarski, M., Moore, M., Dekke, J., Mansfield, W., Pistorino, C., et al. (2005). When schools stay open late: The national evaluation of the 21st century community learning centers program final report. Washington, DC: US Department of Education/Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance (NCEE).
- Mahoney, J. L., Lord, H., & Carryl, E. (2005). An ecological analysis of after-school program participation and the development of academic performance and motivational attributes for disadvantaged children. Child Development, 76, 811–825. CrossRef
- Mahoney, J. L., Parente, M. E., & Lord, H. (2007). Program-level differences in afterschool program engagement: Links to child competence, program quality and content. The Elementary School Journal, 107, 385–404. CrossRef
- Miller, B. M. (2005). Pathways to success for youth: What counts in after-school. Massachusetts after-school research study (MARS) report. Wellesley, MA: National Institute for Out-of-School Time.
- Miller, B. M., Brigham, R., & Perea, F. (2006). Afterschool literacy coaching initiative of Boston: Final evaluation report. Boston: Massachusetts 2020.
- National After School Association. (2006). Understanding the afterschool workforce: Opportunities and challenges for an emerging profession. Houston, TX: Cornerstones for Kids.
- Neufeld, B., & Roper, D. (2003). Coaching: A strategy for developing instructional capacity. Providence, RI: Annenberg Institute for School Reform.
- No Child Left Behind Act (NCLB). (2007). http://www.whitehouse.gov/news/reports/no-child-letf-behind.html#1. Retrieved August 26, 2007.
- Poglinco, S. M., Bach, A., Hovde, K., Rosenblum, S., Saunders, M., & Supovitz, J. (2003). The heart of the matter: The coaching model in America’s choice schools. Philadelphia, PA: Consortium for Policy Research in Education, University of Pennsylvania, Graduate School of Education.
- Reisner, E. R., White, R. N., Russell, C. A., & Birmingham, J. (2004). Building quality, scale and effectiveness in after-school programs. Washington, DC: Policy Studies Associates, Inc.
- Russo, A. (2004). School-based coaching: A revolution in professional development—Or just the latest fad? Harvard Education Letter, 20, 1–4.
- Ryan, L. M., Foster, M. L., & Cohen, J. (2002). Enhancing literacy support in after-school programs. Boston: Boston Plan for Excellence. Retrieved December 7, 2007, from http://www.pearweb.org/research/pdfs/5%20-%20enhancing.pdf.
- Spielberger, J., & Halpern, R. (2002). The role of after-school programs in children’s literacy development. Chicago: University of Chicago, Chapin Hall Center for Children.
- Vandell, D., Reisner, E., & Pierce, K. (2007). Outcomes linked to high-quality afterschool programs: Longitudinal findings from the study of promising afterschool programs. Washington, DC: Policy Studies Associates.
- Investing in Success: Key Strategies for Building Quality in After-School Programs
American Journal of Community Psychology
Volume 45, Issue 3-4 , pp 394-404
- Cover Date
- Print ISSN
- Online ISSN
- Springer US
- Additional Links
- After school
- Activity quality
- Continuous program improvement
- Reading gains
- Industry Sectors