By Megan Beckett
Expanding numbers of youngsters are partaking in after-school courses, and with extra federal and country investment the variety of such courses is probably going to develop. This progress has been taking place, besides the fact that, with little counsel as to what application beneficial properties or practices should be such a lot worthwhile in nurturing the academic success, emotional improvement, and healthiness of the youngsters concerned. This ebook is helping fill that desire for information by way of supplying a collection of 18 version practices opposed to which after-school courses could be evaluated. The authors offer how you can rating adherence to the standards, from very good to insufficient; survey varieties for amassing the data to assign those grades; and an illustrative program in their method of a suite of real-world after-school courses.
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Additional resources for Accountability for After-School Care. Devising Standards and Measuring Adherence to Them
In addition, we conducted pretests at two additional programs. The pilot programs were selected because they were large and located in Los Angeles. The results presented in this report are based on the ten randomly selected programs. ______________ 2Ideally, one would want to visit a larger number of sites to obtain a more reliable estimate of the overall adherence of Stone Soup programs to the practices. 36 Accountability for After-School Care INSTRUMENT DEVELOPMENT The first step in instrument development involved scanning the after-school care literature to identify instruments other researchers or administrators have used to measure adherence to each of the 18 practices.
The weights reflect the relative importance we assigned to an effect based on the tier of the publication. Traditionally, meta-analysis assigns greater weight to studies with less variance, which generally means that studies with larger sample sizes receive greater weight or, alternatively, that more accurate studies receive more weight. Metaanalysts also commonly use study quality scores to stratify on, excluding, for example, lower-quality studies, or conducting sensitivity analyses to determine whether quality affects the conclusions.
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. For our third step, we organized studies according to the practice being evaluated or recommended. This resulted in 20 specific practices that we further classified into three broad categories: staff characteristics, program characteristics, and community contacts.