Download or read book Outcome Evaluation Report for School age Care Among Out of school time Programs written by Organizational Research Services and published by . This book was released on 1997 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Outcome Evaluation of the Success for Kids Program written by Nicole Maestas and published by Rand Corporation. This book was released on 2010-12-08 with total page 70 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report presents results from a multisite, quantitative evaluation of the international Success for Kids (SFK) after-school program. A nonreligious program, SFK seeks to build resilience in children. Interestingly, the authors found that the program positively affected not just social and internal outcomes but also school-related outcomes, even though SFK is not an academic intervention.
Download or read book Making Out of School Time Matter written by Susan J. Bodilly and published by Rand Corporation. This book was released on 2005-01-26 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt: Presents the findings of a broad-ranging literature review intended to identify, frame, and assess relevant issues concerning effective out-of-school-time (OST) programs. Drawing on recent studies the authors identify and address the level of demand for OST services, the effectiveness of offerings, what constitutes quality in OST programs, how to encourage participation, and how to build further community capacity. They make recommendations for improving the information used in policy making.
Download or read book Evaluation of the Out of School Time Initiative Report on the First Year written by Christina A. Russell and published by . This book was released on 2006 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt: The New York City Department of Youth and Community Development (DYCD) launched services under its Out-of-School Time (OST) Programs for Youth in September 2005, with the award of funds to support more than 500 programs across New York City. Together, DYCD and the city's nonprofit community, working closely with the New York City Department of Education (DOE), extended services to more than 51,000 youth across the city in the initiative's first year, making OST almost certainly the nation's largest afterschool program effort. The OST initiative is designed to address a broad range of developmental objectives for youth and to serve the needs of New York City's families and communities. This report of findings from the OST evaluation presents data on the first year of program implementation and early findings on participant engagement in OST programs and associated academic and social development outcomes. It describes a program effort that builds on DYCD's historic commitment to New York City's youth and on the work of nearly 200 community-based and other nonprofit organizations with lead roles in implementing the initiative. The evaluation sought to determine (1) the characteristics of programs supported by the OST initiative; (2) who participates in these programs and their attendance patterns; (3) the participants' patterns of social and emotional growth; (4) whether the programs affect participants' educational performance; and (5) whether the programs meet the city's needs for assistance to working parents youth during the out-of-school hours. Among the findings: 528 programs were launched. Across these 528 programs, DYCD awarded contracts that were intended to serve 15,462 youth in elementary-grades programs, 9,659 youth in middle-grades programs, 11,512 youth in high school programs, and 7,183 youth in programs serving multiple grade levels, for a total of 43,816 youth. Including all participants, 74 percent of Option I programs met or exceeded their enrollment targets. Nearly 98 percent offered homework help to their elementary-grades participants. 84 percent reported offering many visual arts and crafts activities. Many regularly offered free time for physical play and unstructured time for socializing (59 percent and 57 percent, respectively). Middle-grades programs offered a similar set of activities, although organized team sports and dance/movement activities were more common in the middle-grades programs (reported by 73 percent and 53 percent of program directors). Findings suggest that programs targeting high school youth were more specialized and tended to be more civic-oriented, reflecting the interests of high school youth. The following are appended: (1) Priority Middle School OST Programs; (2) Scales Used in Program Observation Analyses; (3) Details of Data Used in Analyses of Program Features; (4) Details of Data Used in Analyses of Participant Experiences; and (5) Details of Analyses of Associations between Participant Experiences and Program Features. (Contains 78 exhibits and 4 footnotes.) [This document was prepared for the Department of Youth and Community Development, New York, NY by Policy Studies Associates, Inc., Washington, DC.].
Download or read book Safe and Smart written by and published by U.S. Government Printing Office. This book was released on 1998 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Performance Measures in Out of School Time Evaluation Out of School Time Evaluation Snapshot Number 3 written by Harvard Family Research Project, Cambridge, MA. and published by . This book was released on 2004 with total page 7 pages. Available in PDF, EPUB and Kindle. Book excerpt: Increasingly, out-of-school time programs are being asked to provide data that documents their progress and demonstrates their results. But for many OST programs and their over-worked staff this added responsibility is the "straw that broke the camel?s back." Across the country there is a cry from programs for help in deciding what to measure and how to measure it. Although there is no formal consensus regarding realistic outcomes for all OST programs, one of the unintended benefits of the release of the first national 21st Century Community Learning Centers impact evaluation has been increased attention to the question "What is realistic for OST programs to be held accountable for?" Proceedings from a June 2003 After School Summit hosted by the U.S. Department of Education and Arnold Schwarzenegger indicate that researchers and policymakers alike are interested and invested in helping programs measure and improve their performance. This Snapshot contributes to that conversation by providing a comprehensive listing of the performance measures that OST programs nationwide are currently using as well as the sources that they use to collect data on each measure. It is based on a review of the outcomes reported in the evaluations posted in the Harvard Family Research Project Out-of-School Time Program Evaluation Database. While not an exhaustive listing of the universe of performance measures currently being used, this Snapshot provides information for programs making evaluation decisions as well as for researchers, evaluators, and others helping programs build evaluation capacity and improve performance.
Download or read book Safe and Smart written by Julia Pederson and published by DIANE Publishing. This book was released on 2000-06 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Safe and Smart: Making the After-School Hours Work for Kids" is a June 1998 publication authored primarily by the U.S. Departments of Education and Justice. The publication highlights a variety of successful after-school programs. The U.S. Department of Education provides the full text of the publication online.
Download or read book The SAGE Encyclopedia of Out of School Learning written by Kylie Peppler and published by SAGE Publications. This book was released on 2017-04-11 with total page 992 pages. Available in PDF, EPUB and Kindle. Book excerpt: The SAGE Encyclopedia of Out-of-School Learning documents what the best research has revealed about out-of-school learning: what facilitates or hampers it; where it takes place most effectively; how we can encourage it to develop talents and strengthen communities; and why it matters. Key features include: Approximately 260 articles organized A-to-Z in 2 volumes available in a choice of electronic or print formats. Signed articles, specially commissioned for this work and authored by key figures in the field, conclude with Cross References and Further Readings to guide students to the next step in a research journey. Reader’s Guide groups related articles within broad, thematic areas to make it easy for readers to spot additional relevant articles at a glance. Detailed Index, the Reader’s Guide, and Cross References combine for search-and-browse in the electronic version. Resource Guide points to classic books, journals, and web sites, including those of key associations.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 764 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Working for Children and Families written by and published by . This book was released on 2000 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Head Start Impact written by Michael J. Puma and published by Nova Novinka. This book was released on 2006 with total page 314 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since its beginning in 1965 as a part of the War on Poverty, Head Start's goal has been to boost the school readiness of low-income children. Based on a 'whole child' model, the program provides comprehensive services that include pre-school education; medical, dental, and mental health care; nutrition services; and efforts to help parents foster their child's development. Head Start services are designed to be responsive to each child's and family's ethnic, cultural, and linguistic heritage. The Congressionally-mandated Head Start Impact Study was conducted across 84 nationally representative grantee/delegate agencies. Approximately 5,000 newly entering 3- and 4-year-old children applying for Head Start were randomly assigned to either a Head Start group that had access to Head Start program services or to a non- Head Start group that could enrol in available community non-Head Start services, selected by their parents. Data collection began in fall 2002 and is scheduled to continue through 2006, following children through the spring of their 1st-grade year. The study quantifies the impact of Head Start separately for 3- and 4-year-old children across child cognitive, social-emotional, and health domains as well as ii on parenting practices. This book is essential reading for those in the education field.
Download or read book After school care in disadvantaged areas written by Eilis Hennessy and published by Combat Poverty Agency. This book was released on 2005 with total page 16 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Targeting Investments in Children written by Phillip B. Levine and published by University of Chicago Press. This book was released on 2010-10-15 with total page 409 pages. Available in PDF, EPUB and Kindle. Book excerpt: A substantial number of American children experience poverty: about 17 percent of those under the age of eighteen meet the government’s definition, and the proportion is even greater within minority groups. Childhood poverty can have lifelong effects, resulting in poor educational, labor market, and physical and mental health outcomes for adults. These problems have long been recognized, and there are numerous programs designed to alleviate or even eliminate poverty; as these programs compete for scarce resources, it is important to develop a clear view of their impact as tools for poverty alleviation. Targeting Investments in Children tackles the problem of evaluating these programs by examining them using a common metric: their impact on earnings in adulthood. The volume’s contributors explore a variety of issues, such as the effect of interventions targeted at children of different ages, and study a range of programs, including child care, after-school care, and drug prevention. The results will be invaluable to educational leaders and researchers as well as policy makers.
Download or read book Working for Children and Families written by Janet Reno and published by DIANE Publishing. This book was released on 2000-11 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Annual Evaluation Report on Programs Administered by the U S Office of Education written by United States. Office of Education. Office of Planning, Budgeting, and Evaluation and published by . This book was released on 1976 with total page 558 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Detangling Data Collection written by Harvard Family Research Project, Cambridge, MA. and published by . This book was released on 2004 with total page 6 pages. Available in PDF, EPUB and Kindle. Book excerpt: Harvard Family Research Project's series of Out-of-School Time Evaluation Snapshots distills the wealth of information compiled in our Out-of-School Time Program Evaluation Database into a single report. Each Snapshot examines a specific aspect of out-of-school time (OST) evaluation. This Snapshot describes the common data collection methods used by current out-of-school time programs to evaluate their implementation and outcomes.
Download or read book The Trials of Evidence based Education written by Stephen Gorard and published by Routledge. This book was released on 2017-06-26 with total page 221 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Trials of Evidence-based Education explores the promise, limitations and achievements of evidence-based policy and practice, as the attention of funders moves from a sole focus on attainment outcomes to political concern about character-building and wider educational impacts. Providing a detailed look at the pros, cons and areas for improvement in evidence-based policy and practice, this book includes consideration of the following: What is involved in a robust evaluation for education. The issues in conducting trials and how to assess the trustworthiness of research findings. New methods for the design, conduct, analysis and use of evidence from trials and examining their implications. What policy-makers, head teachers and practitioners can learn from the evidence to inform practice. In this well-structured and thoughtful text, the results and implications of over 20 studies conducted by the authors are combined with a much larger number of studies from their systematic reviews, and the implications are spelled out for the research community, policy-makers, schools wanting to run their own evaluations, and for practitioners using evidence.
