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Donna Bryant and Karen Ponder describe the past 10 years of evaluating North Carolina's nationally recognized early childhood initiative.
Robert Pianta of the University of Virginia's the Curry School of Education discusses helping young children to better transition from preschool to kindergarten and into the early years of grade school.
Helen Raikes, John Love, and Rachel Chazan-Cohen from the Early Head Start Research and Evaluation team discuss the importance of intervention in the early years.
This Snapshot provides an overview of how researchers are evaluating out-of-school time programs’ engagement with families.
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This article in the Spring 2004 edition of Afterschool Matters (pp. 15–23) uses information in our Out-of-School Time Program Research and Evaluation Database to examine how community-based organizations and schools can work together to build and leverage resources in creating successful after school programming.
Gary L. Bowen from the University of North Carolina at Chapel Hill describes the evaluation of an intervention system that uses assessment to design and implement high quality individualized youth services.
Suzanne Bouffard from HFRP discusses how staff development initiatives and evaluations contribute to quality youth programming.
Margaret Post from HFRP examines the emerging practice of youth civic engagement and describes current efforts to promote quality in this area.
Erin Harris from HFRP discusses the importance of out-of-school time programs for immigrant youth.
Priscilla Little from HFRP asks eight after school experts to identity the single ingredient essential to ensuring high quality OST programs.
Four experts in the out-of-school time field discuss their experiences using evaluation for program improvement.
Christopher Wimer from HFRP describes three promising methodological approaches to studying program quality in the OST arena.
An introduction to the issue on Evaluating Out-of-School Time Program Quality by HFRP's Founder & Director, Heather B. Weiss, Ed.D.
Claudia Weisburd and Rhe McLaughlin of Foundations, Inc., describe their Quality Assurance System for program improvement.
Sandra Simpkins Chaput from HFRP summarizes recent developmental research examining dimensions of participation in out-of-school activities.
Gil Noam describes an evaluation to discover how well the New 3Rs, a proven school-based reading and risk prevention intervention, works in after school contexts.
Kathrin Walker and Reed Larson from the University of Illinois at Urbana-Champaign explore the dilemmas adult leaders in youth programs face and how they address them to improve program quality.
Tajel Shah and Nani Coloretti of the San Francisco Department of Children, Youth and Their Families describe a web-based contract management system for youth programs.
Nicole Yohalem, Karen Pittman, and Alicia Wilson-Ahlstrom from the Forum for Youth Investment provide an overview of program quality assessment tools.
Ian Fordham, Pam Boyd, and Tony Apicella of ContinYou, a leading youth development organization in the United Kingdom, describe their efforts to improve quality in OST programming nationwide.
Sarah Levin Martin, currently with the Centers for Disease Control and Prevention, describes an innovative, cost-effective way to collect and report evaluation data for program quality improvement.
Thomas J. Kane from the University of California, Los Angeles, distills lessons for future research from his review of four recent after school program evaluations.
Sherri Lauver from HFRP proposes a set of strategies for recruiting and retaining youth participation in out-of-school time programs.
This issue of The Evaluation Exchange is the fourth devoted to exploring issues in the out-of-school time (OST) field. Its focus is assessing and improving the quality of out-of-school time and youth development programs. Articles cover innovative methodologies and new technology systems for assessing quality, strategies for recruitment and retention, and understanding and measuring participation.
John Zuman and Beth Miller present an overview of the Massachusetts Afterschool Research Study, a statewide investigation into how after school programs constitute quality contexts for youth.