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Evaluation Indicators for Out-of-School Time (OST) Programs |
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- High academic achievement/progress of students.
- Clear standards and evaluation processes. Optimal: regular or longitudinal evaluations.
- Students who are engaged in learning, particularly with materials or ideas or even improving a skill through guided practice. This can be done through one-on-one engagements/tutoring.
- Investment in staff (i.e. professional development opportunities).
- Illustration of low-teacher turnover.
- In OST reading programs, effective programs endorse the implementation of a well-defined reading curriculum, the development of academic skills and the prevention of learning loss.
- With respect to OST math programs, key components include additional time for remediation, the use of tutoring, and the use of counseling/mentoring.
The above obtained from Helping Youth Succeed Through OST Programs, American Youth Policy Forum (2006)
Outcomes to measure for out-of-school time programs:
- Improved grades, work habits, and task persistence. (This research study demonstrated that an improvement in work habits and task persistence can explain the improved test scores, even if the programs weren’t specifically academic in nature.)
- Improved test scores.
- Reduced misconduct and risky behavior (substance abuse, aggression).
- Improved social skills and interpersonal behavior (social skills with peers).
The above outcomes linked to high-quality afterschool programs: longitudinal findings from the study of promising afterschool programs (October, 2007)
www.policystudies.com/studies/youth/Promising%20Programs%20FINAL.pdf
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