While an increasing number of afterschool providers have made quality improvement a priority, addressing quality in a systemic way is complicated: It requires research, planning, building consensus, developing resources, managing new processes and sometimes redefining old relationships.
Out-of-School Time Policy Commentary #17: The Common Core Standards: What do they Mean for Out-of-School Time?
Credentialed by 26 Series: Raising the Bar from Ready by 21 to Credentialed by 26: Highlights from Community and State Efforts
Continuous Quality Improvement in Afterschool Settings: Impact Findings from the Youth Program Quality Intervention
This study, Continuous Quality Improvement in Afterschool Settings: Impact Findings from the Youth Program Quality Intervention, shows how a cycle of assessing staff practices, planning based on the assessment and targeted training improves the quality of services delivered to young people.
Leaders across the country agree that America must have more citizens with a postsecondary credential to be successful in the 21st century. Policymakers in all 50 states are realizing that, in order to maintain economic vitality their state’s policies must support higher education access and success.
To have a collective impact on child and youth outcomes, leaders must develop and implement a broad, long-term child and youth strategy, and be accountable for results. This can be a challenge. Policies often require the creation of strategic plans that are organized around a single, narrow topic.