Chat with us, powered by LiveChat Afterschool Program Evaluation. Select a local afterschool program: and evaluate program based on the principles and practices presented in attached - Wridemy Bestessaypapers

Afterschool Program Evaluation. Select a local afterschool program: and evaluate program based on the principles and practices presented in attached


you will complete an Afterschool Program Evaluation. Select a local afterschool program: and evaluate program based on the principles and practices presented in attached. The paper must address the following topics:

  • Name of Afterschool Program
  • Issues/Problems of Afterschool Program
  • State Goal of Program Evaluation
  • Type of Evaluation (Formative, Summative, Qualitative, and/or Quantitative)
  • Evaluation Design (What will your evaluation method look like? Describe) (i.e. survey, focus groups, questionnaires, interviews, or actual observations)
  • Results
  • Proposed Solution(s)

Chapter 5: Community- based AFTERSCHOOL PROGRAMS


Chapter focus

Chapter discusses programs that were created for the primary use in afterschool settings that have a community focus



What is a community?



is a small or large social unit (a group of living things) that has something in common, such as norms, religion, values, or identity.

Program Overview: Provides a combination of educational, cultural, and recreational activities

Target Population: Inner-city youth and family

Program Goal: to reduce crime & violence among youth and their families by providing afterschool programs

Important Program Details

School-based program that’s located on school grounds that serve school-age children who attend and who do not attend school

Created by New York City Department of Youth & Community Development


New York city beacons


Program Overview: Afterschool, education, and enrichment program that provides

Target Population: Academically challenged and financially disadvantaged, and must be located in high crime neighborhood in the LA Unified School District

Program Goal: to create a safe environment for students with enhanced educational, enrichment, and recreational activities, and to teach socioemotional skills

Important Program Details

Students are 20% less likely to drop out of high school

Students show increased self-esteem and self-efficacy

Every school day, from the time the school bell rings until 6pm, each LA’s BEST student receives a nutritious meal, help with their homework and the opportunity to participate in a wide array of enrichment activities




Program Overview: is a Baltimore community based afterschool program seeks to improve the quality of life in low SES communities

Target Population: Inner City Youth & Families

Program Goal: is to improve the quality of life in Baltimore City by directly serving public school students and their families academically, culturally, and behaviourally in school based, extended-day centers

Important Program Details

Video Link:


Child’s First Authority (CFA)


Program Overview: created specifically to provide young children from single-parent families with adult mentors

Program Goal: is to provide young children with role models in their everyday lives who will provide them with positive experiences, teach them to make healthy decisions, and help them strive for the best in life

Important Program Details

Adults who sign up to be Big Brothers Big Sisters are screened and, if selected, asked to spend at least 4 to 6 hours every month with their little brothers or sisters


Big Brothers Big Sisters of America


Boy Scouts of America & Girl Scouts of the usa

Program Overview: Program seeks to enrich the lives of young makes and teach them how to become model citizens by providing them with educational, mentoring, social, cultural, and recreational opportunities on a regular basis

Target Population: Youth ages 7 and older


Program Goal: is to provide girls with enrichment: educational, recreational, and cultural opportunities that will help them develop into positive and productive citizens

Target Population: Youth ages 5 and up

Boy Scouts of America

Girl scouts of the usa


Community based afterschool programs

Program Overview: teaches youth about the dangers & the safe(ties) of camping outdoors

Target Population: Inner City Youth & Families

Program Goal: is to maximize students potential and function effectively as caring, self-directed individuals responsible to themselves and others


Camp fire boys & girls

Program Overview: created to introduce youth to nature study as a basis for better agricultural education

Target Population: Youth ages 5-18

Important Program Details

America’s largest youth development organization—empowering nearly six million young people across the U.S. with the skills to lead for a lifetime.

YouTube Clip:

4-h ( Head, heart, hands, & health)


Boys & Girls club of America & Police Athletic league (PAL)

Program Overview: Program developed to provide youth with safe havens during non-school hours

Target Population: Youth ages 6 and older


Program Goal: is an afterschool service providing program that strives to improve relations between inner-city youth and police as well as decrease violence/delinquency

Target Population: Youth ages 5 and up

Boys & Girls club of America

Police athletic league


PROGRAM Effectiveness

Are previously mentioned Community-Based Afterschool Programs effective?


Chapter Take Home Message

The community based programs have good intentions & serve a variety of students

All programs mentioned have aftercare focus & have widely been replicated

Community’s play a major role towards the effectiveness of community-based afterschool programs
















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Chapter 8 Conclusions and Implications

What Works

Chapter Focus

Many successful AS programs were created due to an actual need among students in the community

Successful AS programs focused on creating possible solutions

Basic components of the AS programs were created in response to experiences within the communities; adaptions or modifications were developed to best serve each community specifically

Key Steps of Successful Programs

Step 1: State Specific Goal

Step 2: Professional Development & Training

Step 3: Evaluation

Barriers to Participate


Cost (Student & Employee)

Siblings( Older vs Younger)

How to address all ages effectively?

Group Activity# 1

Based upon your designated barrier, provide feasible solutions (2-4) to resolve student AS limitation(s) and explain why?

Can only one AS Method Work Best?

What Works Best

There is no straightforward answer of what works best in afterschool programs

The answer depends on why the program was initially created, (2) the extent to which the problem design addresses the needs of the participants, and (3) the extent to which the program shows positive outcomes when evaluated for evidence of effectiveness

What Works Best

If a program was created because of concerns about increasing amounts of crime and violence, then the program that works is one proven to alleviate this problem

If a program was created to enhance academic gains, then the program that works is one proven to be effective for this purpose.

Chapter Take Home Message

Purpose of the Text: to use AS hours to address the needs of children, schools, communities, and families. In addition, to promote the importance of and take advantage of the positive outcomes that programs could show if implemented and evaluated properly.





Chapter 6: How to Create an Afterschool Program

From Conception to Implementation

Chapter Focus

Addresses creating an afterschool program from conception to implementation and provides an overview of essential topics to consider when creating a program

Definition of Key Terms

Statistics- A branch of mathematics dealing with the collection, analysis, interpretation, and presentation of masses of numerical data

Population- A population data set contains all members of a specified group (the entire list of possible data values). [Utilizes the count n in formulas.] Example: The population may be "ALL people living in the US.“

Sample Size- A sample data set contains a part, or a subset, of a population. The size of a sample is always less than the size of the population from which it is taken. Example: The sample may be "SOME people living in the US."

Demographic- relating to  human  populations and the  information  collected about them, such as  their  sizegrowthages, and  education

Definition of Key Terms

Likert Scale- A Likert scale is a psychometric scale commonly involved in research that employs questionnaires. It is the most widely used approach to scaling responses in survey research, such that the term is often used interchangeably with rating scale, although there are other types of rating scales

Definition of Key Terms

Generalizable-Generalizability is applied by researchers in an academic setting. It can be defined as the extension of research findings and conclusions from a study conducted on a sample population to the population at large

Stakeholders-  A stakeholder is either an individual, group or organization who is impacted by the outcome of a project

Step 1: Assessing the Situation

Creating and Conducting a Needs Assessment

What is a Needs Assessment ?

A needs assessment is a general evaluation tool that could take the form of individual interviews, surveys, focus groups, town and community meetings, parental organizational meetings, etc.

The needs assessment is the first data tool to be used in the creation of afterschool programs

Needs assessment is a tool that helps identify the voids in services in the community but also the ways in which these voids could possibly be filled by creating a custom-made, afterschool program that will fulfill the needs of all parties involved

The ultimate goal of this assessment is to establish whether or not there is a need to create or establish an afterschool program

When community stakeholders needs are represented in decision making, the sense of ownership sustains the future of the program

Needs Assessment Examples

Quantitative vs Qualitative


Conduct summative evaluations

Uses statistical analysis to interpret findings

Quantifies data and generalize results from a sample to the population of interest

To measure the incidence of various views and opinions in a chosen sample


Conduct formative evaluations

Cannot be measured numerically

Describes a category

To gain an understanding of underlying reasons and motivations

To provide insights into the setting of a problem, generating ideas and/or hypotheses for later quantitative research

To uncover prevalent trends in thought and opinion

Quantitative vs Qualitative

Group Activity 1

Although the Internet brings people together via chatrooms, e-mail, etc., it ultimately isolates people from one another because they talk less face-to-face and over the phone.

Step 2: Formation of Committees

Committee Formation

Committees will examine results & establish specific goals for the program

Priorities should reflect the needs of the students, parents, community, school, and other stakeholders

When community stakeholders needs are represented in decision making, the sense of ownership sustains the future of the program

The creation of multiple committees whose main responsibility is making sure that goals are well executed; increases effectiveness of AS program

Committees will clarify goals, make them concrete, and execute them

Examples of Committees: Evaluation & Goal Committees

Subcommittees should be formed to take the task of small goals within each committee

Step 3: Creating Components of AS Program

Creating the Components

Time after school is crucial and a significant time during the day to implement enhance and enrich curriculum presented during the regular school day

Effective school day and aftercare programs are capable of addressing three developmental needs of the whole child: academic, recreational, and cultural

Essential Components

Academic Component ( Text Suggestions)

A carefully planned & executed academic component of an AS program is one way to ensure success, but is not a guaranteed if quality material & well-trained staff are not used

The AS program must decide whether the goal of its academic program is to improve the school-day performance of students with activities tied to school curriculum through enrichment activities OR both

Recreational Component

Offer exposure to multiple organized sports

Students develop social skills & values ( i.e. teamwork, coping strategies, problem solving, good sportsmanship)

What are some examples of recreational activities/ interests?

Essential Components

Cultural Component

Offers students the opportunity to develop important skills that are not usually taught in classrooms ( i.e. etiquette, interviewing skills, knitting, swing, skating, board games)

Afterschool programs that currently implement cultural components in activities offered:

Boy Scouts

Girl Scouts

Big Brothers Big Sisters

Training Service Providers

Vygotsky & Piaget Empirical Research- Significance of meaningful interactions with cognitively stimulating experiences

According to cognitive researchers ( Vygotsky & Piaget), what is the importance of a qualified educator/tutor? Increases students overall curiosity to learn at impressionable ages

What trainings should be implemented for all staff?

Suggested Trainings & Procedures

Teaching staff how to work with children

How to negotiate and adapt to the needs of the children

How to implement the program’s academic, cultural, and recreational components

Training and Procedural manuals issued to all staff (clearly outline rules & regulations)

Per text, staff who do not attend all trainings should not be permitted to work with students

Annual audits should be conducted to ensure staff are complying with policies and procedures of program

Include Families & Children in the Planning

Have an Advisory Board

Group Activity 2

What are three policies/rules all Afterschool Programs should have regarding recruitment and attendance?

Chapter Take Home Message

Afterschool Programs are highly diverse in purpose, funding, and quality.

Most of them face a common set of implementation issues (i.e. Who will attend, what to do if student attendance is irregular, how to recruit staff?)

Regardless of aftercare program overall community need or projected goals, if staff members are not properly trained to implement the program well, it is doomed to fail (pg.64)











Chapter 7: Evaluation

What is an evaluation?

An evaluation is a form of information exchange and communication among program implementers, program evaluators, funders, policymakers, and the public.

Chapter focus

Program evaluation yields results that are useful for all parties

Results from evaluations help to monitor what takes place on daily basis as well as the success of the program

Evaluations provide information about what could or should be changed, how it should be changed and why it should be changed

Information is essential for all community stakeholders including policymakers and researchers

Reasons for evaluation of afterschool programs


When programs receive funding, they are expected to have an unbiased evaluator conduct research

Program administrators, evaluators, and funders are responsible to each other and the public to explain the various dollars spent in terms of program creation and implementation

Evaluation is one-way programs are able to fulfill this responsibility.

Sharing Results

Inform other programs about their results so that errors will not be duplicated

Programs should not compete against one another

They should communicate with one another to show what works and what does not work

The more they are able to share positive results, the more likely AS will be able to obtain more funding and become more effective

Reasons for evaluation of afterschool programs

Educational Reform

Recently school districts, foundations, and local government agencies have begun to explore the concept of AS as a part of the entire school reform movement

New school reform movement constantly investigates additional ways to improve educational opportunities and achievement levels of school-age students

The more effective evaluations completed regarding school-based extended AS programs ultimately increases funding to improve academic achievement among students by providing them with academic tutoring and homework help sessions during non-school hours

Key Components for Effective Evaluation

Designated Key Person to Collect Data (correctly)

Clear & Consistent Communication among evaluators, program implementers, and stakeholders

Working with Evaluators

a.) Inclusion

b.) Communication

c.) Potential Problem Areas (discuss before evaluation)

d.) Documentation

Four specific factors mentioned above are likely to influence the relationships between the evaluator and stakeholders

Types of Evaluation

Formative & Summative

Qualitative & Quantitative

Ongoing & Final Evaluation




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