Out-of-School Time Policy Commentary #17: The Common Core Standards: What do they Mean for Out-of-School Time?
Everyone who runs a youth program believes in their hearts that their program helps kids – but in their heads, they know they need convincing data to prove it. This guide from the Forum for Youth Investment – From Soft Skills to Hard Data: Measuring Youth Program Outcomes – updated from 2011, is here to help them get it.
Out-of-School Time Policy Commentary #15: Raising the Bar: Quality Improvement Systems for Youth Programs
In this commentary, we compile lessons learned about building quality improvement systems for OST programs, based on emerging research and increasing activity in the field. We also take readers to two places – the state of Michigan and the city of Chicago – where implementation of this model is underway with promising results.
Out of School Time Policy Commentary #14: "After School Grows Up: Helping Teens Prepare for the Future"
After-school programs can have a positive impact on academic, social and emotional outcomes. Not all programs do, however, which makes quality a top priority for practice and policy. At Making a Difference in After School - Measuring and Improving After School Quality, Nicole Yohalem and Bob Granger of the William T.
Nicole Yohalem will discuss the relationship between outcomes and measures of quality and describe characteristics of quality assessment and improvement systems in an upcoming Afterschool Investments webinar: Systems Building Challenges for Afterschool Initiatives: Developing Common Measures of Quality, Thursday, February 19 from 1:00 pm–2:30 pm EST.