By Megan Beckett
Expanding numbers of kids are engaging in after-school courses, and with extra federal and nation investment the variety of such courses is probably going to develop. This progress has been taking place, despite the fact that, with little counsel as to what software beneficial properties or practices should be such a lot worthy in nurturing the academic fulfillment, emotional improvement, and health and wellbeing of the youngsters concerned. This publication is helping fill that want for suggestions through providing a collection of 18 version practices opposed to which after-school courses may be evaluated. The authors supply how you can ranking adherence to the factors, from first-class to insufficient; survey varieties for gathering the knowledge to assign those grades; and an illustrative software in their method of a suite of real-world after-school courses.
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Extra info for Accountability for After-School Care. Devising Standards and Measuring Adherence to Them
Reduced) by other factors, such as staff training and compensation. We concur that staff turnover is more likely to be thought of as an undesirable organizational outcome that raises the recruiting and training staff costs of a program and may be detrimental to children’s experiences. Nonetheless, staff turnover is only indirectly under the control of a program (operating through other practices that are not yet well explicated). Staff Experience. The meta-analysis provides limited support for hiring experienced staff as a practice.
To the extent possible, we designed a survey instrument that incorporated already-developed and -tested survey and observational instruments to measure each of the practices. When we were unable to identify measures for a particular practice in the published literature, we wrote new survey questions. These questions were used to develop rating scales to measure the degree of adherence to each practice. Each of these steps is detailed below. The instruments we developed are given in Appendix C. Measuring Adherence to After-School Care Practices 35 SAMPLE SELECTION AND STUDY PROTOCOL In order to ensure that the programs evaluated were representative of the Stone Soup program throughout California in terms of geography, student body racial/ethnic composition, socioeconomic status (SES), and other characteristics, we elected to use stratified random selection of campuses.
In contrast, our review of the literature identified a total of 25 articles or reports on after-school care practices, 10 of which are empirical and none of which employed a true experimental design. Of the empirical studies, two met the Tier 1 criteria. Given the limitations of the literature on after-school care, rather than summarize the magnitude of the effects of a practice, we loosened the criteria of reports to be assessed to include all reports addressing specific characteristics of afterschool care programs.