Download Accountability for After-School Care. Devising Standards and by Megan Beckett PDF

By Megan Beckett

Expanding numbers of kids are partaking in after-school courses, and with extra federal and country investment the variety of such courses is probably going to develop. This development has been happening, even if, with little assistance as to what software beneficial properties or practices should be such a lot important in nurturing the tutorial success, emotional improvement, and well-being of the youngsters concerned. This ebook is helping fill that desire for tips by means of supplying a suite of 18 version practices opposed to which after-school courses should be evaluated. The authors supply how you can rating adherence to the standards, from very good to insufficient; survey types for gathering the data to assign those grades; and an illustrative program in their method of a suite of real-world after-school courses.

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Extra resources for Accountability for After-School Care. Devising Standards and Measuring Adherence to Them

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The meta-analysis indicates limited support for low staff turnover as a practice. This practice is often referred to as a beneficial outcome of alternative practices, such as increased compensation or training staff, rather than as a policy lever in itself. Results based on a Tier 3 study suggest that staff turnover rates can influence the eventual decision by child and parent to remove a child from the after-school program (Belle, 1997). Staff turnover rates in after-school care centers are high (RMC Corporation, 1993) and can result in understaffing.

Consideration thus needs to be given to what training is required by an organizational authority, such as the school district or licensing agency, staff training requests, skill set requirements given program goals, and what internal and external training options are available (Walter, Caplan, and McElvain, 2000). At a minimum, it is recommended that programs provide orientation and ongoing training for new staff and volunteers (National Institute on Out-of-School Time, 2000; National Association of Elementary School Principals, 1999; National School-Age Care Alliance, 1998).

05). 0. For each practice, we multiplied the percentage of publications within a tier by the weight. 32. We obtained crude scores for each practice by this method. 20. Those practices that stood out from other practices having substantially stronger or substantially weaker support were identified by the standard statistical convention of standard deviations. Thus, practices with a score one standard deviation below the mean were classified as having limited support in the literature; practices with a score within one standard deviation of the mean were considered as having moderate support; and practices with a score at least one standard deviation above the mean were considered as having strong support.

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