By Megan Beckett
Expanding numbers of youngsters are engaging in after-school courses, and with extra federal and kingdom investment the variety of such courses is probably going to develop. This development has been happening, notwithstanding, with little information as to what software good points or practices should be so much precious in nurturing the academic success, emotional improvement, and future health of the youngsters concerned. This booklet is helping fill that desire for assistance by means of delivering a collection of 18 version practices opposed to which after-school courses may be evaluated. The authors offer how you can rating adherence to the standards, from very good to insufficient; survey varieties for gathering the data to assign those grades; and an illustrative program in their method of a collection of real-world after-school courses.
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Additional info for Accountability for After-School Care. Devising Standards and Measuring Adherence to Them
This practice is further supported by two Tier 2 and one Tier 4 study. Age-Appropriate Activities. The lack of age-appropriate activities is believed to contribute to higher student dropout rates, particularly of older children (in fourth grade and higher) in after-school programs (RMC Corporation, 1993). Examples of age-appropriate activities for older children, which many after-school programs lack, include participation in community activities, opportunities to perform community service, and career exploration (RMC Corporation, 1993).
No significant effects were found for girls. In a separate Tier 3 study, programs that were assessed by outside observers to be of higher quality also scored consistently high in the area of staff-child relations (RMC Corporation, 1993). The authors of this study observed that staff-child interactions set the tone of the program by providing children with role models as well as techniques for making decisions, resolving conflicts, solving problems, accepting their own and others’ feelings, and developing a sense of control over their own environment.
Each summary below assesses the level of confidence in each practice as indicated by the results of the meta-analysis; describes what, if anything, is known about the current status of a practice across programs; and discusses what the literature has to say based on empirical evidence or the experience of experts in the field. Staff Management Characteristics Training Staff. Training staff refers to providing staff with additional skills to improve outcomes for program participants. This may in- 14 Accountability for After-School Care clude “in-house” training, where the expertise of staff members is shared among colleagues, or external training, which could include classes at community colleges and training partnerships with the affiliated school or other after-school care centers (Walter, Caplan, and McElvain, 2000).
Accountability for After-School Care. Devising Standards and Measuring Adherence to Them by Megan Beckett