Collecting and Using Information to Strengthen Citywide Ost Systems August 2011

8/4/2019 Collecting and Using Information to Strengthen Citywide Ost Systems August 2011

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Collecting and Using

Information to Strengthen

Citywide Out-of-SchoolTime Systems

INSTITUTEFOR YOUTH,EDUCATION & FAMILIES


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About the National League of Cities Institute for Youth, Education and FamiliesTe Institute or Youth, Education and Families (YEF Institute) is a special entity within the National League o Cities(NLC).

NLC is the oldest and largest national organization representing municipal government throughout the United States. Itsmission is to strengthen and promote cities as centers o opportunity, leadership and governance.

Te YEF Institute helps municipal leaders take action on behal o the children, youth and amilies in their communities.NLC launched the YEF Institute in January 2000 in recognition o the unique and inuential roles that mayors, city

councilmembers and other local leaders play in strengthening amilies and improving outcomes or children and youth.Trough the YEF Institute, municipal ocials and other community leaders have direct access to a broad array o strategiesand tools, including:

Actionkitsthatoeramenuofpracticalstepsthatocialscantaketoaddresskeyproblemsorchallenges.

Technicalassistanceprojectsinselectedcommunities.

Peernetworksandlearningcommunitiesfocusedonspecicprogramareas.

eNationalSummitonYourCitysFamiliesandotherworkshops,trainingsessionsandcross-sitemeetings.

Targetedresearchandperiodicsurveysoflocalocials.

eYEFInstituteswebsite,audioconferencesande-maillistservs.

TolearnmoreaboutthesetoolsandotheraspectsoftheYEFInstituteswork,gotowww.nlc.org/iyef.

About Harvard Family Research ProjectHarvardFamilyResearchProject(HFRP),basedattheHarvardGraduateSchoolofEducation,researches,developsandevaluatesstrategiestopromotethewell-beingofchildren,youth,familiesandtheircommunities.HFRPworksprimarilywithin three areas that support childrens learningand development: early childhood education, out-of-school timeprogramming and amily and community support in education.

UnderpinningallofHFRPsworkisacommitmenttoevaluationforstrategicdecisionmaking,learningandaccountability.Buildingontheknowledgethatschoolsalonecannotmeetthelearningneedsofourchildren,HFRPalsofocusesnationalattention on complementary learning. Complementary learning is the idea that a systemic approach, which integratesschool and nonschool supports, can better ensure that all children have the skills they need to succeed.

TolearnmoreabouthowHFRPcansupportyourworkwithchildrenandfamilies,visitwww.hfrp.org.

About The Wallace FoundationeWallaceFoundationisanindependent,nationalfoundationdedicatedtosupportingandsharingeectiveideasandpracticesthatexpandlearningandenrichmentopportunitiesforallpeople.Itsthreecurrentobjectivesare:strengtheningeducation leadership to improve studentachievement; enhancing out-of-school learningopportunities; and buildingappreciation and demand or the arts. More inormation and research on these and other related topics can be ound atwww.wallaceoundation.org.

About this GuideLaneRussell,associateforaerschoolatNLCsInstituteforYouth,EducationandFamilies,andPriscillaLittle,formerassociatedirectoratHarvardFamilyResearchProject,andcurrentlyanindependentresearchandevaluationconsultant,servedastheauthorsofthisstrategyguide.AudreyM.Hutchinson,theYEFInstitutesprogramdirectorforeducationandaerschoolinitiatives,providedguidanceandoversighttothedevelopmentofthisstrategyguideandCliordM.Johnson,the institutes executivedirector,providedoverall editorialdirection.MichaelKarpmanprovided additionaleditorialsupport.AlexanderClarkewasresponsibleforthestrategyguidesdesignandlayout.Preparationanddistributionofthisstrategy guide were made possible by support rom Te Wallace Foundation.


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Collecting and Using

Information to Strengthen

Citywide Out-of-SchoolTime Systems

INSTITUTEFOR YOUTH,EDUCATION & FAMILIES


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NLC INSTITUTE FOR YOUTH, EDUCATION, AND FAMILIES STRATEGY GUIDE

Execte SaryCities around the country are building systems that seek to make the most o public and private resources to providewidespread,high-quality,out-of-schooltimeopportunities.Localocialsareleadingtheseeortsbecausepartici-pationinOSTprogramsnotonlybenetsyoungpeoplebutalsothecitiesinwhichtheylive,withthepotentialtosupport many city priorities rom reducing crime to creating a more skilled workorce. However, even with grow-ingpublicawarenessoftheimportanceofOSTasalearninganddevelopmentalsupport,millionsofchildren,espe-cially the neediest, are missing out on these opportunities, with an estimated 15.1 million children returning to anempty house at the end o the school day.1

esuccessofcitywidesystemsinbroadeningaccesstohigh-qualityOSTprogramsforunderservedchildrenandyouthoendependsontheeectiveuseofdata.ReliabledataenablecityleaderstomeasurethescopeandimpactoflocalOSTprogramsacrosstheircommunitiesandtopromotecontinuousimprovementwithintheseprograms.

Forinstance,geographicinformationsystem(GIS)datacanhelpmunicipalocialsdeterminewhetherprogramsare reaching youth in disadvantaged neighborhoods, while surveys, ocus groups and attendance inormation canrevealwhetherprogramsttheinterestsandneedsofyouthandtheirparents.Municipalocialscanalsopartnerwithschooldistrictsandotherentities,linkingdataacrossmultiplesectorstoassesstheimpactofOSTprogramsonacademicperformanceorotherkeyindicatorsofwell-being.

Althoughstrengtheninglocalcapacitytocollectandanalyzedatacanbechallenging,citiesreapmultiplebenetsfromincreasedaccesstoreliableinformation.Onebenetisanenhancedabilitytosteerlimitedresourcestowardhigh-qualityprograms.Participantinformationcanshapedecisionsaboutwhichprogramsareeectiveatattract-ingandretainingparticipantsandwhichprogramsmayneedtobediscontinued.Data-drivenapproachesarealsoadvantageous in generating widespread support among residents or needed services. Communicating the impactandcost-eectivenessofOSTprogramsaswellastheexistenceofgapsinserviceshelpsbuildpublicwillforsupportivepoliciesandinvestments.Anumberofcitiesnddatacriticallyimportantintheireortstodevelop

qualitystandardsforlocalprogramsandprofessionaldevelopmentopportunitiestohelpprogramstameetthosestandards. Finally, mechanisms or shared accountability that rely on data help sustain the partnerships among cit-ies,schooldistrictsandnonprotorganizationsthatarenecessaryforcreatingseamlesslearningopportunitiesforyoung people throughout the community.

Tis guide provides municipal leaders and their key partners with strategies or collecting and using inormation tostrengthencitywideOSTsystems.esixstrategiespresentedhereareintendedtohelpbuildthecapacityofcom-munities to get and use inormation across a citywide system:

1. Collect attendance and participation inormation to support access, enrollment and quality improvements;

2. Conduct market research to assess amily, youth and community needs;

3.Usegeographicinformationsystem(GIS)technologytoidentifyservicegapsandimproveaccess;

4. Develop, adapt and implement a citywide program quality assessment tool;

5.Conductandsupportprogramandcity-levelevaluationeorts;and

6.Developcommon,system-wideoutcomemeasures/indicators.

Te guide presents examples o how mayors, councilmembers and other municipal leaders across the country haveimplementedeachstrategytoimprovetheOSTopportunitiesavailableintheircitiesandtowns.eireortshigh-light the powerul role city leaders can play in supporting data collection at the program and city levels. Teir work

1 Afterschool Alliance (2009). America After 3PM. Washington, DC: The Afterschool Alliance.


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COLLECTING AND USING INFORMATION TO STRENGTHEN CITYWIDE OUT-OF-SCHOOL TIME SYSTEMS

hasalsostrengthenedtheresearchbasedemonstratingthebenetsofOSTprogramsandhasshownthatinforma-tion, i used well, can help municipal leaders be strong advocates and champions or sustained public investment inhigh-quality,out-of-schooltimeprograms.

STRATEGY 1: CollECT ATTEndAnCE And pARTiCipATion inoRmATion ToSuppoRT ACCESS, EnRollmEnT And quAliTY impRovEmEnTS.

Perhapsthesinglemostimportantpieceofinformationcitiescanrequireallprogramstotrackisattendance.With-outagoodunderstandingofwhoattendsprogramsandhowfrequently,anOSTprogramisunabletomakecredibleclaimsaboutitseectivenessandacitywidesystemcannoteectivelymonitoritsprograms.erefore,collectingandunderstandingattendancedataisimportanttobothprogramsandcitiesalike.Attendancedataallowmunicipalleaders and their partners to:

Gaugedemandforservicesandbettertargetaccessandenrollmenteorts;

Supportprogramplanningandmanagementbyidentifyingpopularandpoorlyattendedprogramming;

Connectindividualyouthtootherprogramsandservices;

Monitorprogramquality;

Fulllaccountabilityrequirementstiedtoaveragedailyattendance;and

Developadata-drivenadvocacyandsustainabilitystrategy.

When participation inormation is ed into a citywide tracking system, it can help identiy service delivery gaps inspecicgeographiclocationsacrossthecity.Whileprogramsmaybeusingavarietyofmethodstomeasureatten-

dance, municipal leaders can require all programs operating in their city to collect the same basic attendance inor-mation and provide that inormation to a citywide tracking system.

Cities are increasingly using management inormation systems (MIS) to collect participant inormation as a cen-tralcomponentofcity-levelsystembuildingwork.roughoutacommunity,thereareanumberoforganizations

H Sh prgras measre Atteace?

Most researchers agree that programs should collect the ollowing inormation regarding attendance: sitename; total number o students enrolled; total head count per day, week and year; student names; student IDnumber;age/gradeinschool;rst/lastenrollmentdate;anddemographicinformation.

Howdoprogramsmeasureattendanceforreportingpurposes?ereareatleastthreedierentwaysthatprograms report attendance data:

1.Averagedailyattendance(ADA),thetotalnumberofchildrenwhocomeinthedoor

2. Number o days each child attends

3. Number and types o activities that each child attends

Ofthesethreetypes,ADAisthemostcommonattendancemeasureforcitywidesystemstorequest,butis the least useul measure or programs that want to use their attendance data or program planning andimprovement.

AdaptedfromFiester,Leila,withPolicyStudiesAssociates,Inc.(2004).Aferschool Counts! A Guide to Issues and Strategies or

Monitoring Attendance in Aferschool and Other Youth Programs. New York, NY: Te Robert Wood Johnson Foundation. Retrieved

fromhttp://www.theaerschoolproject.org/uploads/Aer_School_Counts-v1.pdf.


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Boston, MassachusettsMayoromasM.MeninosOce,BostonAerSchool&BeyondandtheBostonPublicSchoolsDepartmentofExtendedLearningTime,AerschoolandServices(DELTAS)collaboratetoprovideyoungpeoplewithhigh-qualityaerschoolprograms.DELTASfundsand/orsupportsagrowingnetworkofschool-community-familypartner-ships,collectivelyknownastheTriumphCollaborative.emanagementinformationsystem(MIS)fortheTri-umphCollaborativeallowssitestotrackattendance,manageenrollment,accessotherstudentinformation(subjecttocondentialityrequirements)andtrackqualitativeinformationabouteachchild.UsingMIS,DELTASprovidesmembers with access to data, including academics (grades, test scores, school attendance, etc.), demographics, riskbehaviorstatisticsandprogramqualitymeasurements.isinformationallowsDELTAStoidentifystudentsforpriority reerrals to services across the city.

ToimprovetheMIS,anewfeaturewasaddedin2009thatenablestheCityofBostonandDELTAStotargetstudentswhoshouldbeinvolvedinOSTprograms,ratherthanonlyfocusingontheoneswhoshowup.DELTASwilltakethe

top25percentofstudentsathighestriskandpresentthem(throughtheMIS)toOSTstaateachschool.DoingsowillallowDELTASandOSTprogramstolookmoredeeplyintowhatchallengesthesestudentsfaceanddeterminewhatactionsthepartnerscantaketodecreasethestudentslevelsofriskandincreasetheiracademicsuccess.

BostonpartnershavealsocommittedtoestablishingacitywideResultsFrameworkforschool-agedchildrenandyouth.epurposeoftheframeworkistostrengthentheout-of-schooltimesectorinBostonbyensuringthatgov-ernmentagenciesandyouth-servingorganizationsarecollectivelypromoting,trackingandachievingtheoutcomesthat matter the most or children and youth. Te Results Framework and the data it yields could potentially be usedtodrivefundingdecisionsandresourceallocations.Formoreinformation,visithttp://www.bostonbeyond.org.

STRATEGY 2: ConduCT mARkET RESEARCH To ASSESS AmilY, YouTH AndCommuniTY nEEdS.

Marketresearchisaprocessbywhichmunicipalleaderscancollect,analyzeanduseinformationfromout-of-schooltimestakeholders.Alargepartofmarketresearchinvolveslisteningtowhatyouthandtheirfamilieswant,andactivelyusingthisinformationthroughoutOSTplanning.Collectingthisinformationsupportsthedevelopmentofeectiveprogramsandpoliciesthatbestmeettheneedsofparticipantsandthecommunity.Marketresearchcanprovidethefollowinginformation:whoneedsprogramsorismostlikelytouseprogramsiftheyareoered;whatkinds o programs are likely to be most successul in meeting youth and amily needs; what barriers might preventaccesstoandparticipationinOSTprograms,suchasaordability,lackoftransportationorperceptionsaboutqual-ity; and what programs already exist in the city.

Whyshouldmunicipalleadersconductmarketresearch?Gatheringthisinformationcanproduceimportantbenetsby helping cities:

Betterallocateanduseresources(e.g.,time,money);

InformandreneOSTstrategiesbasedonfactualdata;

Raiseawarenessoftheneedsandpreferencesofchildren,youthandfamiliesregardingOST;

Buildpublicwillandsecurebuy-infromimportantstakeholders,suchasschools,parentsandcommunity

leaders;

Pursuenewandcreativeprogrammingideas;


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2 Pokela, Julianne et al. (2007). Getting Started with Market Research for Out-of-School Time Planning: A Resource Guide for Communities. New York, NY: Market Street Research. Retrieved from http://wwwwallacefoundation.org/KnowledgeCenter/KnowledgeTopics/CurrentAreasofFocus/Out-Of-SchoolLearning/Pages/getting-started-market-research.aspx.

ChangeOSTprogramswhenneeded,oreliminateunwantedprograms;Inuencepublicpolicy;and

Generatestrongerevidenceoftheneedforfunding.

Conductingmarketresearchmayatrstseemtobeadauntingtask,butthisprocessprovidesmunicipalleaderswithvaluableinformationthatcanimpactfutureplanningandhelpensureresourcesareusedeectively.Marketresearchcan also help ocus community partners and provide them with the data necessary to make more inormed decisionsabouttheircitiesuniqueOSTneeds.CitiescanconductmarketresearchatanypointduringcitywideOSTplanning:prior to making decisions; during the planning process to determine a particular age group on which to ocus or toidentifypotentialfunders;andduringprogramoperationtoreneactivitiestoassessimpact. 2

Citieshavefundedmarketresearchinanumberofways,manyofwhicharequiteaordable.Whilesomecitiesmay

choose to contract with an evaluator using city unds, market research can also be conducted internally with existingstacapacity.Municipalleadersmayalsoconsiderengagingalocalresearchrmoruniversitythatmightbeinter-estedindonatingtheirservicesandexpertisetocompleteamarketresearchprojectontheOSTopportunitiesinthecommunity. Te decision on whether to contract with an external entity is ofen driven by the needs and resourceso a particular community. Tere are a number o actors to consider when making this decision: Does the city havethe unding to hire outside help? Does the city have the knowledge to collect, analyze and use the data collectedeectively?Arethereotherresourcesinthecitythatwouldoeracost-eectivemeansofcollectingthenecessaryinormation?

Shoreline, WashingtonInlate2007,theCityofShorelinepartneredwithSchoolsOutWashington,anonprot,statewideaerschoolinter-mediary organization, to complete a Supply and Demand study, which helped the community gain a better under -standing o what young people in Shoreline need during the aferschool hours.

isstudylookedatthreedistinctcommunities:Shoreline,TacomaandLowerYakimaValley.Aspartofthestudy,thesecommunitiesconductedsurveyswithOSTprovidersandfocusgroupsofparentsandyouthfromacrossthestatetomeasurewhattheylookforinOSTprogramsandtheirlevelofsatisfactionwiththecurrentstateofout-of-schooltimeprogramminginWashington.eBill&MelindaGatesFoundation,theCharlesStewartMottFounda-tion,UnitedWayofPierceCounty,thestateOceofSuperintendentofPublicInstructionandothercommunitypartners unded the study at a cost o more than $200,000.

By listening to amilies, Shoreline ocials learned that even though aferschool and youth development programsmayhavebeenopenandhadspaceforadditionalyoungpeople,familiesdidnotalwaysknowwheretondthem,needed help with transportation and were concerned about quality, hours o operation and cost. Te study also oundthatfamilieswantedextendedprogramhoursintheevenings,andthatonly9percentoftheprogramsinShoreline

wereopenformorethanfourhours.efamiliesalsorespondedthattheywantedmoreaordableorfreeprograms.emajorityofprogramfeesinShorelineexceed$200permonth.

Based on the inormation collected or the Supply and Demand study, Shoreline leaders are taking steps to align com-munityresourcestoensurethatOSToptionsmeettheneedsofal lyoungpeople.eCityofShorelinerespondedtoconcernsexpressedbyfamiliesbycompletingageographicinformationsystem(GIS)mappingproject(thisstrat-egy is described more ully in the ollowing section) to look more closely at the location o programs and schoolswithin the city. Te city is using this inormation to increase access and participation. For more inormation, visithttp://www.schoolsoutwashington.org.


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Nashville, TennesseeIn2009,MayorKarlDeanannouncedthelaunchoftheNashvilleAerschoolZoneAlliance(NAZA).Asthesolenewinitiativeinthemayorsproposed2009citybudgetdevelopedinthecontextofchallengingscalconstraintstheMetroCouncilappropriated$400,000tolaunchtherstaerschoolzone,theNortheastZone,inJanuary2010.MetroNashvillePublicSchools(MNPS)matchedthisfundingwithin-kindfacilities,transportationandstasupport. Community partners leveraged more than $100,000 through ederal and grant unding. Chaired by MayorDeanandvicechairedbythedirectorofMNPS,Dr.JesseRegister,NAZAbuildsontheAerZonemodeldevelopedinProvidence,R.I.,tooermiddleschoolstudentsarangeofOSTopportunitiesingeographicallydenedzones.

PriortoMayorDeansannouncement,leadersofNAZAidentiedandsurveyedout-of-schooltimeproviderstobetterunderstandNashvillesOSTlandscape.Recognizingtheneedforastrongyouthvoiceduringplanningandimplementation o the zone model, the city conducted surveys and ocus groups with middle school students, alongwith parent and neighborhood groups, to gain their perspectives about what young people and their amilies desired

fromOSTopportunities.eNAZAmarketingandcommunicationsworkgroup,allvolunteerswithabreadthofexperience, developed the ocus group questions. Members o this work group also donated their time to lead thefocusgroupsandgatherthedataforthisproject.

Tis process enabled Nashville youth and their amilies to play an active role in suggesting names or the zone modelat their school and determining how to attract young people to participate in programs. Students reported that theywouldattendprogramsthatoeredsportsandgames,musicrecording,art,mixedmedia,fashionclasses,mentor-ing, computer training and outdoor activities. During one ocus group, the young people expressed concerns aboutstudentsdroppingout,theneedformentorsandprogramsaddressingtheneedsofhomelessyouth.NAZAmadeaconcertedeorttoengageyoungpeoplewhowerenotalreadyinvolvedinOSTactivities.eseyouthexpressedinterestinparticipatinginaNAZAyouthleadershipcommitteetoguidefutureactionsofthezones.

Te ocus groups gave students ownership o the programs in which they and their peers would participate. By

listeningtotheyouthvoice,NAZAisnowdevelopinghigh-qualityprogrammingthatis responsivetocommu-nity needs, concerns and desires. Te city plans to launch six or seven zones to cover the geographically diversecounty, with the second zone launched in January 2011 with $600,000 appropriated by the Metro Council and$250,000inadditionalfundsfromalocalprivatefoundation.NAZAsAnchorPartnersandEnhancementPart-nershave leveragedanadditional$100,000 infundingand in-kindsupporteach semester.ecityistying thesuccessoftheNAZAinitiativetoitseortstoincreasehighschoolgraduationrates.Formoreinformation,visithttp://www.nashvillez.org.

STRATEGY 3: uSE GEoGRApHiC inoRmATion SYSTEm TECHnoloGY To idEn-TiY SERviCE GApS And impRovE ACCESS.

Municipalleaderscanusegeographicinformationsystem(GIS)technologytogetaclearerpictureofacommunitysOSTlandscape.istechnologyallowscityocialstomapandanalyzedatageographically,andcanbeavaluabletoolforassessingtheaccessibilityoflocalyouthprograms.ManycityplanningdepartmentsalreadyuseGIS,makingthisacost-eectivewaytocaptureOSTinformation.Additionally,localocialscanuseGIStomapkeyindicators,overlayingandcomparingdatafromothercityandcommunityagencieswiththelocationofOSTprograms.BysharingandcombiningGISinformation,city,schoolandcommunitypartnersareabletobetterunderstandhowprogramsaredistributedacrossthecityandwhethertheyhavearelationshipwithotherindicators(e.g.,juvenilecrimeratesandschoolattendancebyneighborhood).GISequipsmunicipalleaderswiththeinformationnecessarytoidentifygaps,improveaccessandincreaseparticipationinOSTprograms.


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MunicipalleaderscanpromotegreateruseofGIStechnologybyconveningkeypartners,directingcityresourcesordepartmentstoconductmappingprojectsandadvocatingforthealignmentofcommunityresources.einformationgatheredfromaGISmappingprojectoenhelpstoensurethatallyoungpeoplehaveaccesstoOSTactivities.Further,aGISprojectcan trackothercriticalsocialservicessuchashealthandfamilysupportstobroadenacommunity-wideconversationaboutwhatservices,beyondOSTprogramming,youthinaspecicneighborhood need.

Boise, IdahoInMay2006,MayorDavidH.BieterformedtheMayorsCouncilonChildrenandYouth(MCCY),whichhascol-laboratedwiththeBoiseIndependentSchoolDistrictandothercommunitypartnerstolaunchtheBoiseAer3initiative.ecounciloversawasurveyofprogramproviders,andusedthecitysGIStechnologytodeterminewhereprogramsarelocatedinrelationtoschoolattendanceareas,disinvestedareasandjuvenilecrimelocations.Basedon these data, council recommendations led the city to reallocate unds and create a mobile recreation van that now

bringsparksandrecreationOSTprograms,staandequipmenttoTitleOneschools,parksindisinvestedareasandhousingforrefugees.ToincreaseaccesstoOSTprograms,thecityalsoenteredintoapartnershipwiththeBoiseSchool District to construct and operate community centers attached to three new elementary schools. For moreinformation,visithttp://aer3.cityooise.org.

New Orleans, LouisianaMappingNewOrleans,aGISdatacollectionproject,isacommunityengagementstrategytoidentifyneighborhoodresourcesandhelpyoungpeopleandtheirfamiliesndavailableprograms.eGreaterNewOrleansAerschoolPartnership,whichistheintermediaryorganizationleveragingresourcestoimproveOSTprogramsinNewOrleans,sponsorsMappingNewOrleansinpartnershipwithYouthlineAmerica,anationalorganizationwhosemissionistobuildahumanconnectioninadigitalworld.

eGISdatacollectedforMappingNewOrleansareuseful toneighborhoods,cityagencies,othergovernmen-talagenciesandnonprotorganizationsthatseektostudypatternsofresourcedistributionanddevelopnewresourcesinNewOrleans.Increasedpublicknowledgeofavailableresourcesoersallusersachancetovisuallydemonstrate, in real time, where resources are lacking and needed. For example, in several neighborhoods, Map-ping New Orleans revealed that ew or no recreational opportunities exist or young people. Municipal ocials,community-basedorganizations,thepressandresidentscanusethismappeddataforplanning,advocatingandcommunity building.

Mapping New Orleans also allows youth to give meaningul eedback about the resources in their communityin an inormed and monitored way. Young people are selected, trained and paid to gather the data used to cre-atean interactiveWeb-basedcommunicationsystem, neworleans.ilivehere.info.isonlinedatabasepopulatesapublicwebsitefortheentireNewOrleanscommunitytouseasaguide.etechnologyusedforthisprojectisopen-sourced,live andkeptup-to-dateusing soware calledgreenstat.edata gatheredforneworleans.ili-

vehere.ino provide an overall picture o the youth and amily resources available in New Orleans and help localocials improve the distribution o resources in a way that will properly serve all neighborhoods. Youth and localleaders worked together to map the entire city o New Orleans by the end o 2010. For more inormation, visithttp://gnoaerschool.org.

Baltimore, MarylandWithcoordinationprovidedbytheFamilyLeagueofBaltimoreCity(FLBC),anonprotintermediary,localleadersinBaltimoreanalyzeyouthriskindicatordata,suchasjuvenilearrests,povertyandratesofchronicabsencefrom


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school,toidentifyspecicCommunityStatisticalAreas(CSAs)withthegreatestneeds.eseCSAsareestablishedasprioritiesforinvestmentofout-of-schooltimeprogrammingfunds.ApplicationsfromyouthserviceprovidersthatserveyouthresidingwithinthoseCSAsreceiveacompetitiveadvantageoverthosethatdonot.

By pooling resources rom multiple public and private sources, FLBC has the capacity to provide unding and over-sightfor60programsthatservemorethan5,000youth.Inaddition,theagencyfacilitatesanOSTSteeringCommit-teeandsupportsMayorStephanieRawlings-BlakesYouthBMoreinitiative,whichaimstoensurethatyouthhavetheresources(includingnutrition,jobopportunities,mentoringandOSTprograms)theyneedtomaximizelearn-ing and career outcomes. Te city and school district are also working together to improve data sharing so they canbetterassesstheimpactofOSTprogramsonstudentoutcomesanddeveloptargetedenrollmenteorts.Formoreinformation,visithttp://www.youthbmore.org.

STRATEGY 4: dEvElop, AdApT And implEmEnT A CiTYwidE pRoGRAm

quAliTY ASSESSmEnT Tool.

GettingkidsinthedoorbyimprovingaccesstoOSTprogramsiscertainlyanimportantfunctionofacity-leveleort.Ifprogramsarenotoeringqualityexperiencesforyouth,however,theywillnotsustaintheparticipationlev-elsnecessaryforyouthtoreapthebenetsofparticipation.Gatheringdetailedattendancedatacanbeausefulinitialstep in gauging program quality. Tese data can reveal whether children and youth take part in various programs ona consistent or sporadic basis.

Cities across the country are also using data to establish quality standards and to develop quality assessmenttoolsthathelpprogramstaimproveservicesforyouth.Qualitystandardscanconveyclearexpectationsforprograms;provideawaytoassesswhatprogramsaredoingwellandwhereimprovementsareneeded;oeraway

forparentsandyoungpeopletoknowwhattoexpectfromOSTactivities;andprovideaccountabilitymecha-nisms or unders.

Several national organizations, statewide aferschool networks and cities have developed quality standards andassessmenttools.Atypicalqualityassessmenttoolidentiesthekeyelementsorstandardsthatmustbemetforaprogramtobedeemedeective,andprovidesOSTpartnerswithamethodofmeasuringthedegreetowhichtheirprogramsmeetthosestandards.Assessmentinformationcanthenbeusedtopromoteongoingqualityimprovement.Communitiescanbuildonexistingqualitystandardsandassessmenttoolsandadaptthemtobestttheirneedsbased on inormation gathered rom providers, parents and youth. Drawing on existing program quality resourcescan save communities time and expense.

InvolvingOSTprovidersduringthedevelopmentofqualitystandardsandassessmenttoolsiscriticaltohelppro-motetheirbuy-inandsenseofownershipofthenalproduct.Providersareoenwarythatadditionalstandards

and requirements will restrict their ability to implement programs. By approaching providers at the beginning oqualityimprovementeortsandrequestingtheirinputthroughouttheprocess,municipalleaderscangaingreatersupport or quality initiatives as they move orward.

Municipal ocials can take a number o steps to support citywide program quality through better collection o data:

Asdescribedpreviously,theabilitytotrack and monitor basic attendance and program data through an MISwill enable cities to identiy participation patterns as a proxy or quality.


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Municipalleaderscanworkcollaborativelywithstakeholders,includingfamiliesandyouth(e.g.,throughocus groups, surveys or interviews), to identiy key components o program quality or their community, andarticulateasetofcommonstandardsforallOSTprogramsinthesystem.

Municipalleadersandpartnerscandevelop or adapt a program quality assessment toolthat best measuresprogramsadherencetoqualitystandards.etoolcouldbeahybridofseveralothertools,andtheboxbelowprovidessomeguidanceonhowtoselectand/ordevelopacitywidequalityassessmenttool.

Finally,acitycanusequalityassessmentinformationtotarget program quality improvement and proessionaldevelopment.

Successul implementation o these steps, however, requires that programs and municipal leaders have the capacitytousethetoolseectivelytobothgetgoodinformationandunderstandandusetheinformationthatsuchtoolscangenerate. Some additional training and capacity building, supported by the city, may be needed so that municipal and

programleadersknowhowtouseinformationonprogramqualitytoimprovelocalOSTprograms.

Tampa, FloridaMayor Pam Iorio has worked with Hillsborough County Schools Superintendent MaryEllen Elia and theChildrens Board of Hillsborough County to improve aerschool opportunities for students. As part of

this work, more than 160 community agencies came together in 2006-07 to form the Partnership for Out-of-School Time (POST) collaborative. POST developed and continues to focus on the following vision:Every child/youth will have high-quality, out-of-school time opportunities that are accessible, inclusiveandaccountable.

OneofPOSTsgoalsistoensurethatOSTprogramsandservicesinHillsboroughCountyusethehighestqualitypracticesandstandards.AsubcommitteeonqualityhasresearchedandpilottestedseveralmodelsformeasuringqualityatOSTsitesinthecityandcounty.Inaddition,POSTassistedtheFloridaAerschoolNetwork(FAN)inthedevelopmentofFANsqualitystandardsandself-assessmenttool.esestandardsforQualityAerschoolPro-

Gg qests r Seectg r deeg a Ctye qaty Assesset T

When stakeholders meet to discuss the adoption and implementation o a citywide program quality assessmenttool, they should ask themselves the ollowing questions:

Why do we want to develop a quality assessment tool?

WhataretheprimarygoalsofourcitywideOSTinitiative?

What aspects o quality are we most concerned about?

Ifweareconsideringadoptingapre-existingtool,forwhatpurposewasthattooldeveloped?

What tool ormat will work best or the programs in our city?

Who will use the program quality assessment tool?

What are the costs o developing and implementing the tool?


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gramsdenetheprinciplesandpracticesthatleadtothedeliveryofqualityprogrammingforchildreninelementaryschool.eFANstandardsareorganizedinsevencategories:

Administrationandorganization

Programmanagementandsta

Communication and interaction

Programstructureandactivities

Health, saety and nutrition

Programenvironment

Family and community involvement

SeveralPOSTmembersandaerschoolsitesparticipatedindevelopingandtestingtheFANstandardsandself-assessmenttool.Implementationofthestandardsisvoluntary,butFANhopesthatprogramprovidersseethestan-dardsasvaluableandimplementsomeoralloftheelements.FANalsoenvisionsparentsandguardiansusinginfor-mationfromtheself-assessmentsasaguidewhenselectinganaerschoolprogramfortheirchildren.Formoreinformation,visithttp://www.childrensboard.org.

Providence, Rhode IslandIn2004,theProvidenceAerSchoolAlliance(PASA)convenedaerschoolproviders,youth,parentsandfundersas an initial step in their quality improvement strategy. Using quality aferschool standards developed by other cit-iesandnationalorganizationsasafoundation,PASAandtheseaerschoolprovidersidentiedthemostimportantaspectsofqualityandwhattheyshouldbeworkingtowardtoprovidethebestprogramsforyoungpeopleinProvi-dence. Tis work led to the development o the Rhode Island quality standards or aferschool programs, which con-tainvemajorcategories:health,safetyandenvironment;relationships;programmingandactivities;stangandproessional development; and administration.

Inordertomakethequalitystandardsmoreusefulandpractical,PASApartneredwiththeHigh/ScopeEducationalResearchFoundationtodeveloptheRhodeIslandProgramQualityAssessmentTool(RIPQA).eRIPQAcom-binesHigh/ScopesnationallyvalidatedYouthProgramQualityAssessmentwithasupplementarycomponentthataddresses the unique needs and priorities o Rhode Island aferschool providers. In 2007, a variety o aferschoolproviderspilottestedandvettedtheRIPQA,whichhassincebeenadoptedstatewidethroughapartnershipamongPASA,RhodeIslandAerSchoolPlusAlliance(RIASPA)andthe21stCenturyCommunityLearningCenter(21stCCLC)initiativeoftheRhodeIslandDepartmentofEducation.All21stCCLCsacrossRhodeIslandandmorethan60ofPASAsprogrampartnersinProvidencearecurrentlyusingthetool.Eachsiteisassignedaqualityadvisorwhoobservesprograms,facilitatesqualityimprovementplanningandprovidesone-on-onetechnicalassistancetoeachsiteasneededbasedontherecommendedactionsteps.PASAcontinuestodevelopitsqualityimprovementsystem

inpartnershipwiththeDavidP.WeikartCenterforYouthProgramQuality,ajointventurebetweentheHigh/ScopeEducationFoundationandtheForumforYouthInvestment.Formoreinformation,visithttp://www.mypasa.org.

STRATEGY 5: ConduCT And SuppoRT pRoGRAm And CiTY-lEvEl EvAluATionEoRTS, inCludinG CRoSS-SYSTEm dATA CollECTion.

Credible evaluation inormation is an essential component o a citywide strategy or strengthening and sustainingOSTprogramsandsystems.Evaluationsattheprogramandcitylevelsassesstheimpactofandprovidefeedback


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onOSTprograms.Giventheneweconomicclimateinwhichcitiesareoperating,municipalleadersareincreas-inglymovingtowarddata-driven,results-baseddecisionmaking,andevaluationscanprovideinformationtohelpguide decisions. Municipal leaders can require and support the collection and use o evaluation data at two levels:(1)attheindividualprogramleveland(2)atthecitylevelthroughacollectivecitywideevaluationeort.

Atthergra ee,evaluationscanfeedintocity-levelaccountabilitysystemsandsupportpolicy/advocacyworkandsustainability.Specically,OSTprogramsshouldbeencouragedtoconductevaluationsforatleastthreereasons:

o make management decisionsEvaluationdatahelpOSTsystemleadersmakeinternalmanagementdeci-sions about what is and is not working, where improvement is needed and how to allocate scarce resources.

o demonstrate accountability Evaluation data demonstrate to current unders that their investment isyielding the intended results. Evaluation results can also be used in marketing materials such as brochures orpublished reports that help to promote a program to potential participants, the media, potential unders andother community members.

o build a case or sustainability Evaluation results can show the impact a program has had on an indi-vidual, amily, school or neighborhood, and thereby strengthen the case or uture unding.

Municipalleaderscanleadevaluationeortsbyexpectingprogramstooperatewithasoundtheoryofchangethatdescribeshowtheywillachievetheirintendedresults.Atheoryofchangeisaprogressionofthinkingandplanningthat guides a team as it sets program goals and designs program elements that can result in positive participant out-comes. 3 Developing a theory o change is also useul or evaluation planning, continuous learning and improvementandeectivecommunicationamongdiverseprogrampartners.Akeyfeatureofdevelopingatheoryofchangeistoengagelocalaerschoolpartners,includingprogramsta,programparticipants,theirfamiliesandothercom-munitymembersandorganizations,inthedevelopmentprocess.Gettingbuy-infromallpartiesensuresthatthe

program will be grounded in the ideas, belies and principles o the community.

While municipal leaders most likely will not conduct or manage local program evaluations, they can establish city-wide expectations or how inormation should be collected. For example, municipal leaders can set the stage or pro-gramevaluationbyinstillinganevaluationmindsetamongtheprogramstheysupportandotherprogramprovid-ers throughout the city. Municipal leaders can oster this attitude in a number o ways, including: clearly stating thatthey expect all programs to collect basic data on participants and programs; using the data collected or continuouslearning and accountability purposes; and ensuring that sucient resources or evaluations are built into programbudgetsbyrequiringaset-asidetobeusedforevaluationpurposes.

Atthe cty ee,somelocalocialsconductcitywideevaluationstosupportdata-drivendecisionmakingaboutfund-ingpriorities,cranewrequestsforproposalsandbuildpublicwillandsupportforOST.Citywidedatacollectedon

studentattendance,levelsofparticipation,engagementinparticularactivitiesandsocial-emotionalindicatorscanimprovesocialmarketingandbranding,modifyprogramrecruitmentstrategiesandinformOSTcurriculumandplanning.However,gainingaccesstodataisoenchallenging,andconductingacity-levelevaluationrequirescityleadershipandsucientresourcestosupportcross-systemdata-sharing.Facilitatingcollaborationamongschooland community partners to share participation and outcomes data, including academic and attendance records, is akey role that municipal leaders can play.

Partofthechallengemunicipalleadersmayfacewhencollectingandusinginformationinvolvesunderstandingthe potential or learning rom existing inormation and deciding what new inormation must be generated. Tere-

3 Charles Stewart Mott Foundation Committee on After-School Research and Practice (2005). Moving Towards Success: Framework for After-School Programs. Washington, DC: Collaborative CommunicationGroup. Retrieved from http://www.pasesetter.org/reframe/documents/mott_movingtowardsuccess.pdf.


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fore,priortolaunchingeortstogeneratenewinformation,municipalleaderscanconductathoroughinventoryofwhat inormation is already available. Tis inormation is ofen easily accessible and might include: U.S. Census dataon children and amilies; research studies conducted by local businesses or organizations; results o individual pro-gramevaluations;literaturereviewsandresearchsyntheses;localmediacoverageofOST;andnationaldata.Usingexistingdataisacost-eectivewayforcommunityleaderstocollectaninitialsnapshotofOSTactivitiesintheircity.

Aeranexaminationofexistingdata,municipalleaderscanenlistcommunitypartnerstodecidewhatnewdatashould be collected to inorm decision making and the most ecient process that can be used to gather these data.Municipal leaders can use a variety o tools to collect inormation, including: surveys o providers, parents and youth;focusgroups;andtelephoneorface-to-faceinterviews.Becausecircumstancesandneedsvarybycity,itisimportantto consider which type o research will help local decision makers make the most inormed choices about a com -munitysOSToptions.

Conductingevaluationscanbecostlyandalackofresourcesmaydetercitiesfromconsideringanevaluationproject.However,therearecosteectiveoptionsthatmunicipalleaderscanusetocollectevaluationdata,suchasengaginginstitutions o higher education. Colleges and universities can play an important role in conducting evaluations andanalyzing data at the program and city levels. Municipal leaders can work to engage local universities in conductingevaluationsandhelpdemonstratetootherstakeholdersthevalueofpostsecondaryinstitutionsinvolvement.Oen,collegesanduniversitieswilldonatetheirexpertisetoconductanevaluationofOSTinitiativesinacommunity.Notonly does the involvement o colleges or universities provide a cost savings or the city, but their participation also lendscredibilityandtakesadvantageofevaluationexpertisethatprogramstaoendonothave.eremayalsobeotherlocalentitiesthatmunicipalleaderscanengagetoprovidelow-costorno-costevaluationservices.Cityocialsmaywanttolooktothebusinesscommunitytoseeifalocalresearchrmwilldonateitsservicesasanoutsideevaluator.

Akron, OhioIn1998,MayorDonaldL.Plusquellicinitiatedthedevelopmentofaerschoolprogramsbasedonthe federal21stCenturyCommunityLearningCentersmodel.Tosupporttheseprograms,AkronPublicSchools(APS)createdanaerschoolstapositionthatwassupplementedwithseedmoneyfromtheCityofAkron.Currently,theseaer-school programs are operating in all 27 elementary schools and three middle schools, with plans to expand. Since theprogramsinception,anoutsideevaluatorhasconductedprogramevaluationsthatconsistentlyshowpositiveresults.Te data collected in these evaluations help programs demonstrate their accountability, giving them credibility inthe community.

In2009,usingdatafromseveralstandardizedteststhatmeasuredmathandreadingachievementforstudentsingradesK-5,theKentStateUniversityBureauofResearchTrainingandServicesconductedanevaluationoftheAPSelementaryaerschoolprograms.estudy,supportedbycityfunds,foundthatacademicallyat-riskchildrenwhowerereferredtoAPSaerschoolprogramsandattendedregularlyscoredthesameorhigheronstandardizedreadingandmathteststhanstudentswhoonlyattendedoccasionallyaswellastheirlessat-riskpeerswhodidnot

attend at all. Tis evaluation underscored the importance o continual investment o the resources necessary toprovide these programs consistently during the school year. In nearly every measure o academic perormance,students who attended 30 or more times per year and thereore received higher amounts o intervention had highertestscoresandshowedgreaterimprovementthanstudentswhoattendedfewerthan30timesduringthe2009-10school year.

Akronsevaluationprocessincludes:

Acomprehensiveneedsassessmentprocessthatguidestheoverallaerschoolprogramdesign;


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Cabrate r Bg Afer Sch Systes (CBASS) measres r Assessg Afersch Serces,

prgras a Systes

Systems Level

Useofparticipanttrackingsystem

Partneragreementsandpoliciesinplace

Adoptionanduseofqualitystandards

Provisionoftechnicalassistanceandtraining

Sustainablenancialsupport

Uniedgovernancestructure

Growthinnumberofprogramslots

Engagementofleadersacrosssectors

ProgramLevel

Lowsta-youthratio

Higheducationallevelsofdirectorandsta

Outreachtoparents

Youthinputintoprogramdesign

Positiverelationshipswithadultsandpeers

Opportunitiesforactivitychoiceandleadership

Explicitactivitysequencing

Active,hands-onlearningopportunities

Breadthofcontentandactivities

Youth Level Outcomes

Highsustaineddailyprogramattendance

Highyear-to-yearretention

Highdailyschoolattendance

On-timegradepromotion,leadingtohighschoolgraduationMasteryofacademicandnon-academicskills

AdaptedfromeForumforYouthInvestment(2008).Out-o-School-ime Policy Commentary #13: Speaking in One Voice: oward

Common Measures or OS Programs & Systems.Washington,DC:eForumforYouthInvestment.Retrievedfromhttp://www.

forumforyouthinvestment.org/les/OSTPC13.pdf.


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Grand Rapids, MichiganWiththesupportofMayorGeorgeHeartwell,OurCommunitysChildrenformerlyknownastheMayorsOceofChildren,YouthandFamilies,andnowapublic/privatepartnershipoftheCityofGrandRapids,GrandRapidsPublicSchoolsandvariouscommunityorganizationshasmadeimpressivestridesinexpandingaccesstoaer-school programs and ensuring they meet high quality standards.

TomeasuretheimpactofaerschoolprogramsonothercommunityoutcomesandcityprioritiesinGrandRapids,OurCommunitysChildrenpartneredwiththeGrandRapidsPoliceDepartmentandtheCommunityResearchInstituteatGrandValleyStateUniversitytoshareaerschooldataforthecitysMarch2009JuvenileOenseIndexReport. Te report ound that youth crimes occur overwhelmingly in the hours immediately afer school on week-days,aswellasduringtheeveningonbothschoolandnon-schooldays.Additionally,apilotstudyfoundthataer-schoolprogramparticipantswereunlikelytobeinvolvedinjuvenileoenses.ecityandotherstakeholdersareusingthesedatatohighlighttheneedforadequateOSTprogrammingasamethodofincreasingpublicsafety.For

moreinformation,visithttp://www.grand-rapids.mi.us/3501.

Denver, ColoradoAseven-yearlongitudinalstudyofDenversaerschoolprogramshasconsistentlydemonstratedastrongcorrela-tionbetweenprogramparticipationandimprovedacademicoutcomes.isstudyfoundthatparticipantsofout-of-schooltimeprogramshavelowerdropoutrates,increasedschoolattendanceandhigherstandardizedtestscores.Notably,thisinformationhasshownthatthedropoutrateforaerschoolparticipantsisvepercentlowerthanor nonparticipants on an annual basis. Te study also ound that multiple years o participation is associated withincreased school engagement and academic achievement.

e2009-2010 evaluation ofDenvers OST programs included a survey of students who regularlyparticipated(attending30daysormore)inaerschoolprogramsduringthe2009-10schoolyear,andfoundanimprovementin

pro-socialbehaviors.Ninety-twopercentofthestudentsreportedthataerschoolparticipationhelpedthembetterinteractwithadults,91percentreportedthataerschoolactivitieshelpedthemfeelsafe,and90percentreportedthattheseprogramsimprovedtheirself-condence.

Under the leadership o ormer Mayor John Hickenlooper and with the support o the City Council, the CityofDenverhasbuiltastrongpartnershipwithDenverPublicSchools(DPS),MileHighUnitedWay,theDenverPublicSchoolsFoundationandothercommunity-basedorganizationstoleverageresourcestoadvancequalityafterschoolprogramsandcontinuetoimprovestudentsacademicachievement.Thispartnership,theLightsOnAfterSchoolInitiative(LOAS),seekstomakeefficientuseofresources,promotehighqualityandbettertrainaf terschoolstafftoprovidestrength-basedafterschoolprogramsateveryDPSelementaryandmiddleschool.

LOAShasalsocollectedanduseddatatodesignandimplementfreestaffdevelopmenttrain ingsforallDenverafterschoolprovidersthatfocusonpositiveyouthdevelopment.AllLOAS-fundedprogramsmustmeetmini-mumqualitystandardstiedtopositiveyouthdevelopmentprinciples,withdevelopmentallyage-appropriateactivitiesthatpromoteculturalcompetenceamongyouth,arealignedwithschoolcurriculaandhavealowstaff-to-studentratio.ProgramsfundedbyLOASmustalsoreportthenumberofstudentsserved,numberofprogram hours and s tudent academic and developmental outcomes. By consistently showing a terschool pro-gramspositiveimpactonyoungpeoplesacademicandsocialgrowth,LOASpartnershavehelpedtoattractfundingfromlocal,state,federalandprivatesources.Formoreinformation,visithttp://www.denvergov.org/educationandchildren.


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ConCluSion

estrategiesdescribedabovehighlightspecicactionsthatmunicipalleaderscantaketoensurethatinformationiscollected and used well. Tis work can be challenging, but with municipal leaders as advocates, cities small and largehave the opportunity to use strategies presented here to listen to community voices, identiy gaps in services, collectparticipant data and develop community outcome measures.

Ascitybudgetsbecometighter,systemsandprogramsareunderstandablyunderpressuretobemoreaccountable,andaccurateinformationisessentialtocaptureandpublicizethebenetsofhigh-qualityOSTopportunities.Manyofthecityexamplesprovidedinthisguideoerdetailsonthearrayofresourcesthatcanbeused,oenincombi-nation,tosupportdatacollectioneorts.ecostofthisworkcanvarygreatly,frominexpensivetoquitecostly,dependingonthegoalspursuedandstrategiesemployed.Cityrevenues,donatedstatime,outsidecontractors,privatefunders,in-kinddonationsandothercommunityresourceshaveallbeenutilizedbycitiesacrossthenation

increativeeortstosupportdatacollectionprojects.

Making investments in the collection and use o data allows municipal leaders to make better decisions, hold pro-gramsaccountableandenhancetheireectiveness.Whenmunicipalleaderssupportthecollectionanduseofdata,theyhelptheOSTopportunitiesintheircommunitiesreachahigherlevelofqualityanddevelopthe21stcentury,social,culturalandpersonalskillsnecessaryforyoungpeoplessuccess.

RESouRCES

Municipalleadersmayndthefollowingadditionalresourceshelpful:

Bodilly, Susan J., Jennier Sloan McCombs et al. (2010). Hours o Opportunity: Te Power o Data to Improve Afer-School Programs Citywide.SantaMonica,CA:RANDCorporation.http://www.wallacefoundation.org/KnowledgeCenter/KnowledgeTopics/CurrentAreasofFocus/Out-Of-SchoolLearning/Documents/Hours-of-Opportunity-2-Power-Data-Aer-School.pdf

Bodilly,SusanandMeganK.Beckett(2005).Making Out-o-School ime Matter: Evidence or an Action Agenda.SantaMonica,CA:RANDCorporation.http://www.rand.org/pubs/monographs/2005/RAND_MG242.pdf

Bronte-Tinkew,Jacinta,KristinAndersonMoore,andRebeccaShwalb(2006).Evaluation - Measuring Outcomesor Children and Youth in Out-o-School ime Programs: Moving Beyond Measuring. Washington, DC: ChildTrends.http://www.childtrends.org/Files//Child_Trends_2006_10_01_FS_Outcomes.pdf

HarvardFamilyResearchProject(2005).Measurement ools or Evaluating Out-o-School ime Programs: AnEvaluation Resource.Cambridge,MA:HarvardFamilyResearchProject.http://www.aerschoolresources.org/kernel/images/hfrpmsr.pdf

HarvardFamilyResearchProject.Out-o-School ime @ HFRP List o All Out-o-School ime Program Studiesand Evaluations.http://www.hfrp.org/out-of-school-time/ost-database-bibliography/bibliography

Little,Priscilla(2007).Te Quality o School-Age Child Care in Aferschool Settings .Cambridge,MA:HarvardFam-ilyResearchProject.http://www.researchconnections.org/childcare/resources/12576/pdf;jsessionid=38BF5B0EEE4560752C41C24236F022BC


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Little,Priscilla(2009).Supporting Student Outcomes through Expanded Learning Opportunities.Cambridge,MA:HarvardFamilyResearchProject.http://www.hfrp.org/publications-resources/browse-our-publications/ supporting-student-outcomes-through-expanded-learning-opportunities

Little,Priscilla,ChristopherWimer,andHeatherB.Weiss(2008).Afer School Programs in the 21st Century: TeirPotential and What It akes to Achieve It.Cambridge,MA:HarvardFamilyResearchProject.http://www.hfrp.org/out-of-school-time/publications-resources/aer-school-programs-in-the-21st-century-their-potential-and-what-it-takes-to-achieve-it

Little,Priscilla,SharonDuPree,andSharonDeich(2002).Documenting Progress and Demonstrating Results: Evalu-ating Local Out-o-School ime Programs.Cambridge,MA:HarvardFamilyResearchProjectandWashington,DC:eFinanceProject.http://www.hfrp.org/publications-resources/browse-our-publications/documenting-progress-and-demonstrating-results-evaluating-local-out-of-school-time-programs

NationalInstituteonOut-of-SchoolTime(2009).Making the Case: A 2009 Fact Sheet on Children and Youth inOut-o-School ime.Wellesley,MA:NationalInstituteonOut-of-SchoolTime.http://www.niost.org/pdf/factsheet2009.pdf

Pokela,JulianneandIngridSteblea,withJereySteblea,LindaShea,andElizabethDenny.(2007). Getting Startedwith Market Research or Out-o-School ime.NewYork,NY:eWallaceFoundation.http://www.marketstreetresearch.com/wallace/Overview.pdf

Reisner, Elizabeth (2004). Using Evaluation Methods to Promote Continuous Improvement and Accountability inAfer-School Programs: A Guide.Washington,DC:PolicyStudiesAssociates.http://www.policystudies.com/studies/youth/Aer-school%20evaluation%20guide.pdf

eForumforYouthInvestment.SpeakinginOneVoice:TowardCommonMeasuresforOSTPrograms&Sys-tems.Out-o-School ime PolicyCommentary13(November2008).http://www.forumforyouthinvestment.org/les/OSTPC13.pdf

Yohalem,NicoleandAliciaWilson-Ahlstrom,withSeanFischerandMarybethShinn(2009).Measuring YouthProgram Quality: A Guide to Assessment ools, Second Edition. Washington, DC: Te Forum or Youth Investment.http://www.forumfyi.org/content/measuring-youth-program-quality-guide-assessment-tools-2nd-edition


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Collecting and Using Information to Strengthen Citywide Ost Systems August 2011

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