Investing in Success

Key Strategies for Building Quality in After‐School Programs

Bibliographic Data

ID11054595
AuthorsFrancisco Gutierrez (0000-0002-5407-940X), Jessica Sheldon (Public/Private Ventures 1999 Harrison St., Suite 1550 94612 Oakland CA USA), Amy Arbreton (Public/Private Ventures 1999 Harrison St., Suite 1550 94612 Oakland CA USA), Javier Carbajo, Leigh Hopkins (Public/Private Ventures 1999 Harrison St., Suite 1550 94612 Oakland CA USA), Jean Baldwin Grossman (Public/Private Ventures 1999 Harrison St., Suite 1550 94612 Oakland CA USA)
Year2010
Volume45
Issue3-4
Pages394-404
Publication date2010-06-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueAmerican Journal of Community Psychology (JOURNAL)
Journal identifiersISSN: 0091-0562 • E-ISSN: 1573-2770
PublisherWiley (PUBLISHER • GB)
DOI10.1007/s10464-010-9296-y
PMID20352361
OpenAlexW20352361
LanguageEN
Citations received9
References cited6

This paper examines the relation between the implementation quality of after‐school literacy activities and student reading gains. The data are from an evaluation of a multi‐site after‐school program in California in which continuous program quality improvement strategies were implemented to improve the delivery of a new balanced literacy program. Strategies included: (1) targeted staff training throughout the year, (2) regular observations and coaching of staff, and (3) the use of data to measure progress. Programs struggled to successfully implement these strategies early in the initiative, but gradually improved the quality and consistency of their use. Program quality, as measured through observations, also increased. Results suggested that the size of student reading gains were positively correlated with the quality of literacy programming provided by each instructor

Archaeological and Historical Studies · Galician and Iberian cultural studies · Medieval Iberian Studies · Geology

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