shared_features_high_performing_afterschool_programs
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shared_features_high_performing_afterschool_programs
SHARED FEATURES OFHIGH-PERFORMING AFTER-SCHOOL PROGRAMS: A FOLLOW-UP TO THE TASC EVALUATIONJennifer Birmingham Ellen M. Pechrnan Christina A. Russell shared_features_high_performing_afterschool_programs Monica MielkePolicy Studies Associates. Inc.38657Prepared for:The After-School Corporation andSouthwest Educational Development LaboratoryWith Support from.U.S. Department of EducationExecutive SummaryTills study examined high-performing after-school projects ftuided by The After-School Corporation shared_features_high_performing_afterschool_programs (TASC), to determine what characteristics, if any, these projects shared. Evaluators reanalyzed student performance data collected during the multi-yshared_features_high_performing_afterschool_programs
ear evaluation of the TASC initiative to identify projects where the TASC after-school program was especially likely to have contributed to improvemenSHARED FEATURES OFHIGH-PERFORMING AFTER-SCHOOL PROGRAMS: A FOLLOW-UP TO THE TASC EVALUATIONJennifer Birmingham Ellen M. Pechrnan Christina A. Russell shared_features_high_performing_afterschool_programsnd practices and whether the 10 projects shared common features. Interview and observational data revealed that, while these high-performing after-school projects were identified through their participants’ achievement gams, the projects did not primarily focus on academics. Across the 10 projects, shared_features_high_performing_afterschool_programsevaluators found shared characteristics around programming, staffing, and support systems. These include:1.A broad array of enrichment opportunities:shared_features_high_performing_afterschool_programs
For many participants, the after-school project provided their fust exposure to new learning opportunities in areas such as dance, music, art. and orgSHARED FEATURES OFHIGH-PERFORMING AFTER-SCHOOL PROGRAMS: A FOLLOW-UP TO THE TASC EVALUATIONJennifer Birmingham Ellen M. Pechrnan Christina A. Russell shared_features_high_performing_afterschool_programscareers, and hobbies.2.Opportunities for skill building and mastery: Each after-school project created opportunities to build participants' literacy skills tlnough reading, story-telling, writing activities, and use of formal curricula, such as KidzLit and Passport to Success, hl addition, these aft shared_features_high_performing_afterschool_programser-school projects integrated a focus on mastery into arts-based activities. Because arts activities involved practicing new skills in preparation forshared_features_high_performing_afterschool_programs
an exhibition or a performance, participants gained experience in practicing a skill to the point of mastery.3.Intentional relationship-building: ThiSHARED FEATURES OFHIGH-PERFORMING AFTER-SCHOOL PROGRAMS: A FOLLOW-UP TO THE TASC EVALUATIONJennifer Birmingham Ellen M. Pechrnan Christina A. Russell shared_features_high_performing_afterschool_programsrientation, training, and establishment of participant norms. Throughout the year, the site coordinator worked on relationships with the project’s primary stakeholders through ongoing classioom-management training for stall', conflict resolution classes and team-building activities for participants, shared_features_high_performing_afterschool_programs and regular communication with and the provision of support services to families.4.A strong, experienced leader/manager supported by a trained and sushared_features_high_performing_afterschool_programs
pervised staff: First and foremost, the site coordinators at these high performing projects brought with them experience in youth development and a stSHARED FEATURES OFHIGH-PERFORMING AFTER-SCHOOL PROGRAMS: A FOLLOW-UP TO THE TASC EVALUATIONJennifer Birmingham Ellen M. Pechrnan Christina A. Russell shared_features_high_performing_afterschool_programs meetings and supervision, and consistent feedback on what worked and what didn't work, all 10 site coordinators made efforts (and budgeted the time) to communicate and reinforce their vision of effective programming with then staff.5.rhe administrative, fiscal, and professional-development support shared_features_high_performing_afterschool_programsof the sponsoring organization: flic relationships between after-school projects and their sponsors built rhe foundation for rhe projects’ success andshared_features_high_performing_afterschool_programs
sustainability. In each partnership. the sponsor ga\ c the site coordinator the autonomy and flexibility to manage the after-school project day-to-daSHARED FEATURES OFHIGH-PERFORMING AFTER-SCHOOL PROGRAMS: A FOLLOW-UP TO THE TASC EVALUATIONJennifer Birmingham Ellen M. Pechrnan Christina A. Russell shared_features_high_performing_afterschool_programsies and make staffing decisions.These study findings can offer a guide to new and snuggling after-school projects about program features that may be most important when developing or refining an afterschool project. For established projects that find themselves under duress to increase their focus o shared_features_high_performing_afterschool_programsn academics or line more academically focused staff, this study reinforces the viability- of an after-school model that emphasizes a wide variety of cshared_features_high_performing_afterschool_programs
ompelling youth-oriented activities, a staff with diverse backgrounds and skills, an experienced site coordinator with strong ties to the community. tSHARED FEATURES OFHIGH-PERFORMING AFTER-SCHOOL PROGRAMS: A FOLLOW-UP TO THE TASC EVALUATIONJennifer Birmingham Ellen M. Pechrnan Christina A. Russell shared_features_high_performing_afterschool_programsand participant families.iiContentsPageExecutive Summary..............................................................iStudy Overview................................................................ 1Selection of High-Performing Projects.................................. 1Site Visits to High-Performi shared_features_high_performing_afterschool_programsng Projects................................ 2Context for the Analysis of Shared Features............................ 5Shared Features.................shared_features_high_performing_afterschool_programs
.............................................. 5Programs offered a Broad Array of Enriclunent Activities............... 5Wide-Ranging Experiences PromSHARED FEATURES OFHIGH-PERFORMING AFTER-SCHOOL PROGRAMS: A FOLLOW-UP TO THE TASC EVALUATIONJennifer Birmingham Ellen M. Pechrnan Christina A. Russell shared_features_high_performing_afterschool_programsagers, Differentiated Staffing, and Supportsfor Line Staff.................................................... 16Partner Organizations Provided Support to Project Leaders and Participants. 23 shared_features_high_performing_afterschool_programsSHARED FEATURES OFHIGH-PERFORMING AFTER-SCHOOL PROGRAMS: A FOLLOW-UP TO THE TASC EVALUATIONJennifer Birmingham Ellen M. Pechrnan Christina A. RussellGọi ngay
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