More Than Attendance: The Importance of After-School Program Quality
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A central theme of the articles featured in this issue is the need to improve the quality of after-school programs. In this commentary, we discuss why student engagement, program characteristics and implementation, staff training, and citywide policy are key considerations in the effort to define and achieve high quality programs for youth.
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- Davis, J., & Farbman, D. A. (2002). Schools alone are not enough: After-school programs and education reform in Boston. New directions for youth development: Theory, practice, and research, 94, 65–88. CrossRef
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- Ferrin, D., & Amick, S. (2002). San Diego’s 6 to 6: A community’s commitment to out-of-school time. New directions for youth development: Theory, practice, and research, 94, 109–118. CrossRef
- Friedman, L. N., & Bleiberg, M. S. (2002). The long-term sustainability of after-school programs: The after-school corporation’s strategy. New directions for youth development: Theory, practice, and research, 94, 19–40. CrossRef
- Hirsch, B. J. (2005). A place to call home: After-school programs for urban youth. Washington, DC: American Psychological Association and New York: Teachers College Press. CrossRef
- Hirsch, B. J., DuBois, D. & Deutsch, N. (in press). Building quality after-school centers: Case studies of success and failure. New York: Cambridge University Press.
- Holleman, M. A., Sundius, M. J., & Bruns, E. J. (2010). Building opportunity: Developing city systems to expand and improve after school programs. American Journal of Community Psychology. doi:10.1007/s10464-010-9308-y.
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- Pierce, K. M., Bolt, D. M., & Vandell, D. L. (2010). Specific features of after-school program quality: Associations with children’s functioning in middle childhood. American Journal of Community Psychology. doi:10.1007/s10464-010-9304-2.
- Riggs, N. R, Bohnert, A. M., Guzman, M. D., & Davidson, D. (2010). Examining the potential of community-based after-school programs for Latino youth. American Journal of Community Psychology. doi:10.1007/s10464-010-9313-1.
- Roth, J. L., Malone, L. M., & Brooks-Gunn, J. (2010). Does the amount of participation in afterschool programs relate to developmental outcomes? A review of the literature. American Journal of Community Psychology. doi:10.1007/s10464-010-9303-3.
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- Sheldon, J., Arbreton, A., Hopkins, L., & Grossman, J. B. (2010). Investing in success: Key strategies for building quality in after-school programs. American Journal of Community Psychology. doi:10.1007/s10464-010-9296-y.
- Shernoff, D. J. (2010). Engagement in after-school programs as a predictor of social competence and academic performance. American Journal of Community Psychology. doi:10.1007/s10464-010-9314-0.
- Weiss, H. B., Little, P. M. D., & Bouffard, S. M. (2005). More than just being there: Balancing the participation equation. New Directions in Youth Development, 105, 15–31. CrossRef
- More Than Attendance: The Importance of After-School Program Quality
American Journal of Community Psychology
Volume 45, Issue 3-4 , pp 447-452
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- Program quality
- Program implementation
- Staff training