Download Accountability For After School Care full books in PDF, epub, and Kindle. Read online Accountability For After School Care ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
Increasing numbers of children are participating in after-school programs, and with more federal and state funding the number of such programs is likely to grow. This growth has been occurring, however, with little guidance as to what program features or practices might be most helpful in nurturing the educational achievement, emotional development, and health of the children involved. This book helps fill that need for guidance by offering a set of 18 model practices against which after-school programs can be evaluated. The authors provide ways to score adherence to the criteria, from excellent to inadequate; survey forms for collecting the information to assign these grades; and an illustrative application of their approach to a set of real-world after-school programs.
Book Synopsis Accountability for After-School Care by : Megan K. Beckett
Download or read book Accountability for After-School Care written by Megan K. Beckett and published by Rand Corporation. This book was released on 2002-01-16 with total page 127 pages. Available in PDF, EPUB and Kindle. Book excerpt: Increasing numbers of children are participating in after-school programs, and with more federal and state funding the number of such programs is likely to grow. This growth has been occurring, however, with little guidance as to what program features or practices might be most helpful in nurturing the educational achievement, emotional development, and health of the children involved. This book helps fill that need for guidance by offering a set of 18 model practices against which after-school programs can be evaluated. The authors provide ways to score adherence to the criteria, from excellent to inadequate; survey forms for collecting the information to assign these grades; and an illustrative application of their approach to a set of real-world after-school programs.
As a result of the heightened public and political attention and the movement toward standards and accountability, performance measurement has emerged as an important concern in the early childhood care and education field. At the request of the Department of Health and Human Services' Administration for Children and Families, the Board on Children, Youth, and Families convened two workshops to learn from existing efforts to develop performance measures for early childhood care and education, to consider what would be involved in developing and implementing an effective performance measurement system for this field, and to delineate some critical next steps for moving such an effort forward.
Book Synopsis Getting to Positive Outcomes for Children in Child Care by : Institute of Medicine
Download or read book Getting to Positive Outcomes for Children in Child Care written by Institute of Medicine and published by National Academies Press. This book was released on 2001-08-12 with total page 68 pages. Available in PDF, EPUB and Kindle. Book excerpt: As a result of the heightened public and political attention and the movement toward standards and accountability, performance measurement has emerged as an important concern in the early childhood care and education field. At the request of the Department of Health and Human Services' Administration for Children and Families, the Board on Children, Youth, and Families convened two workshops to learn from existing efforts to develop performance measures for early childhood care and education, to consider what would be involved in developing and implementing an effective performance measurement system for this field, and to delineate some critical next steps for moving such an effort forward.
As demand for after-school services has grown, the public has responded with support for growth in federal, state, and local funding for these services. As in other successful grassroots movements, this high level of support is evident across groups with diverse objectives. Some after-school advocates are mainly interested in increasing the supply of safe, dependable after-school environments for the children of working parents. Others care most about using after-school programming to give children and youth positive developmental experiences that extend beyond academic learning. A third group is most concerned about expanding the learning opportunities available to low-achieving students and, in some instances, in using the after-school hours for remediation that will improve students' measured levels of achievement. Although these diverse interests have joined forces around their common objective of increasing and improving after-school opportunities, they tend to hold different expectations for programming and for the results that after-school programs might achieve. The experiences of successful after-school initiatives prove that multiple interests can be successfully accommodated, however, and despite their diversity, can enrich program development and implementation. Even so, a multiplicity of stakeholder voices can present challenges to after-school program operators. One challenge arises in the evaluation of these programs. This paper describes a series of steps for designing and conducting such evaluations, based on the author's experience in evaluating after-school programs and other education and youth-development initiatives. The paper provides examples of these steps from a current evaluation of a large local after-school program, that of The After-School Corporation (TASC) in New York.
Book Synopsis Using Evaluation Methods to Promote Continuous Improvement and Accountability in After-School Programs by : Elizabeth R. Reisner
Download or read book Using Evaluation Methods to Promote Continuous Improvement and Accountability in After-School Programs written by Elizabeth R. Reisner and published by . This book was released on 2004 with total page 14 pages. Available in PDF, EPUB and Kindle. Book excerpt: As demand for after-school services has grown, the public has responded with support for growth in federal, state, and local funding for these services. As in other successful grassroots movements, this high level of support is evident across groups with diverse objectives. Some after-school advocates are mainly interested in increasing the supply of safe, dependable after-school environments for the children of working parents. Others care most about using after-school programming to give children and youth positive developmental experiences that extend beyond academic learning. A third group is most concerned about expanding the learning opportunities available to low-achieving students and, in some instances, in using the after-school hours for remediation that will improve students' measured levels of achievement. Although these diverse interests have joined forces around their common objective of increasing and improving after-school opportunities, they tend to hold different expectations for programming and for the results that after-school programs might achieve. The experiences of successful after-school initiatives prove that multiple interests can be successfully accommodated, however, and despite their diversity, can enrich program development and implementation. Even so, a multiplicity of stakeholder voices can present challenges to after-school program operators. One challenge arises in the evaluation of these programs. This paper describes a series of steps for designing and conducting such evaluations, based on the author's experience in evaluating after-school programs and other education and youth-development initiatives. The paper provides examples of these steps from a current evaluation of a large local after-school program, that of The After-School Corporation (TASC) in New York.
Yes, we should hold public schools accountable for effectively spending the vast funds with which they have been entrusted. But accountability policies like No Child Left Behind, based exclusively on math and reading test scores, have narrowed the curriculum, misidentified both failing and successful schools, and established irresponsible expectations for what schools can accomplish. Instead of just grading progress in one or two narrow subjects, we should hold schools accountable for the broad outcomes we expect from public education —basic knowledge and skills, critical thinking, an appreciation of the arts, physical and emotional health, and preparation for skilled employment —and then develop the means to measure and ensure schools’ success in achieving them. Grading Education describes a new kind of accountability plan for public education, one that relies on higher-quality testing, focuses on professional evaluation, and builds on capacities we already possess. This important resource: Describes the design of an alternative accountability system that would not corrupt education as does NCLB and its state testing systems Explains the original design of NAEP in the 1960s, and shows why it should be revived. Defines the broad goals of education, beyond math and reading test scores, and reports on surveys to confirm public and governmental support for such goals. Relates these broad goals of education to the desire for accountability in education.
Book Synopsis Grading Education by : Richard Rothstein
Download or read book Grading Education written by Richard Rothstein and published by Teachers College Press. This book was released on 2008-12-14 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt: Yes, we should hold public schools accountable for effectively spending the vast funds with which they have been entrusted. But accountability policies like No Child Left Behind, based exclusively on math and reading test scores, have narrowed the curriculum, misidentified both failing and successful schools, and established irresponsible expectations for what schools can accomplish. Instead of just grading progress in one or two narrow subjects, we should hold schools accountable for the broad outcomes we expect from public education —basic knowledge and skills, critical thinking, an appreciation of the arts, physical and emotional health, and preparation for skilled employment —and then develop the means to measure and ensure schools’ success in achieving them. Grading Education describes a new kind of accountability plan for public education, one that relies on higher-quality testing, focuses on professional evaluation, and builds on capacities we already possess. This important resource: Describes the design of an alternative accountability system that would not corrupt education as does NCLB and its state testing systems Explains the original design of NAEP in the 1960s, and shows why it should be revived. Defines the broad goals of education, beyond math and reading test scores, and reports on surveys to confirm public and governmental support for such goals. Relates these broad goals of education to the desire for accountability in education.
Although afterschool programs for children have been operating for many years in some communities, the afterschool movement--the great national awakening to the opportunity afterschool offers--is just a few years old. As public demand for afterschool has grown, so has the demand for accountability. That is particularly true in afterschool programs that spend public dollars. After all, where tax dollars flow, so must accountability to taxpayers. Fortunately for afterschool advocates, a number of afterschool evaluations are showing important gains for children, not only in terms of academic achievement but also in terms of safety, discipline, attendance, and avoidance of risky behaviors. In addition, researchers have found that afterschool programs encourage increased parental involvement, an important building block for student success. This updated Evaluations Backgrounder includes new or updated information from evaluations of Citizen Schools, the Boys & Girls Clubs' Project Learn, Texas 21st Century Community Learning Centers programs, The After-School Corporation, the Ohio Urban School Initiative School Age Child Care Project, the Fort Worth Afterschool Program, Generacion Diez, Woodcraft Rangers' Nvision After School Program, YMCA of Greater New York's Virtual Y Program, and the Mahoney and Lord Study of Program Participation and Obesity. In addition, highlights from previous evaluations of well known afterschool programs such as New York City Beacons, the Maryland After School Opportunity Fund Program, and more are included. A list of the studies and their key findings is provided at the end of this document on page 21. Moreover, this compilation focuses chiefly on the impact of afterschool programs on student safety, behavior and discipline, and on the closely related topic of afterschool's effect on parents' concerns about their children's safety. Also provided are 15 related Web sites for further exploration of this subject matter. An appendix provides: "Afterschool Evaluations at a Glance."
Book Synopsis Evaluations Backgrounder by : Afterschool Alliance, Washington, DC.
Download or read book Evaluations Backgrounder written by Afterschool Alliance, Washington, DC. and published by . This book was released on 2007 with total page 24 pages. Available in PDF, EPUB and Kindle. Book excerpt: Although afterschool programs for children have been operating for many years in some communities, the afterschool movement--the great national awakening to the opportunity afterschool offers--is just a few years old. As public demand for afterschool has grown, so has the demand for accountability. That is particularly true in afterschool programs that spend public dollars. After all, where tax dollars flow, so must accountability to taxpayers. Fortunately for afterschool advocates, a number of afterschool evaluations are showing important gains for children, not only in terms of academic achievement but also in terms of safety, discipline, attendance, and avoidance of risky behaviors. In addition, researchers have found that afterschool programs encourage increased parental involvement, an important building block for student success. This updated Evaluations Backgrounder includes new or updated information from evaluations of Citizen Schools, the Boys & Girls Clubs' Project Learn, Texas 21st Century Community Learning Centers programs, The After-School Corporation, the Ohio Urban School Initiative School Age Child Care Project, the Fort Worth Afterschool Program, Generacion Diez, Woodcraft Rangers' Nvision After School Program, YMCA of Greater New York's Virtual Y Program, and the Mahoney and Lord Study of Program Participation and Obesity. In addition, highlights from previous evaluations of well known afterschool programs such as New York City Beacons, the Maryland After School Opportunity Fund Program, and more are included. A list of the studies and their key findings is provided at the end of this document on page 21. Moreover, this compilation focuses chiefly on the impact of afterschool programs on student safety, behavior and discipline, and on the closely related topic of afterschool's effect on parents' concerns about their children's safety. Also provided are 15 related Web sites for further exploration of this subject matter. An appendix provides: "Afterschool Evaluations at a Glance."
"This volume is exemplary in synthesizing research and condensing pertinent data on early childhood services both for practitioners and policymakers." -Charles Bruner, Director, Child and Family Policy Center "Any school district struggling with low test scores, high mobility, and/or high poverty should consider the benefits of early intervention-and read this book." -Mathieu Aubuchon, Preschool Coordinator The Early Childhood Center at Gregory Hill, Westminster, CO Your research-based reference for developing quality early educational experiences! School and district administrators, as well as policymakers, are increasingly recognizing that early education and intervention services for young children have a direct and positive impact on later school performance and quality of life. But which programs and services should be operated and funded? To answer that question, this book highlights the principles that characterize effective practices and programs for children ages 3-8. Written specifically for busy administrators, Evidence-Based Practices and Programs for Early Childhood Care and Education synthesizes what works, what doesn′t, and what we still need to know based on the reviews of scientific literature by an expert panel of contributors. Key topics include: Definition and assessment of readiness of children and schools Early intervention for children in poverty, English language learners, and students with special needs Publicly funded, home-based, school-age, and out-of-schooltime programs The future of personnel preparation and professional development The result is a highly readable presentation of the evidence needed to make informed practice, program, and policy decisions in early care and education.
Book Synopsis Evidence-Based Practices and Programs for Early Childhood Care and Education by : Christina J. Groark
Download or read book Evidence-Based Practices and Programs for Early Childhood Care and Education written by Christina J. Groark and published by Corwin Press. This book was released on 2006-07-14 with total page 217 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This volume is exemplary in synthesizing research and condensing pertinent data on early childhood services both for practitioners and policymakers." -Charles Bruner, Director, Child and Family Policy Center "Any school district struggling with low test scores, high mobility, and/or high poverty should consider the benefits of early intervention-and read this book." -Mathieu Aubuchon, Preschool Coordinator The Early Childhood Center at Gregory Hill, Westminster, CO Your research-based reference for developing quality early educational experiences! School and district administrators, as well as policymakers, are increasingly recognizing that early education and intervention services for young children have a direct and positive impact on later school performance and quality of life. But which programs and services should be operated and funded? To answer that question, this book highlights the principles that characterize effective practices and programs for children ages 3-8. Written specifically for busy administrators, Evidence-Based Practices and Programs for Early Childhood Care and Education synthesizes what works, what doesn′t, and what we still need to know based on the reviews of scientific literature by an expert panel of contributors. Key topics include: Definition and assessment of readiness of children and schools Early intervention for children in poverty, English language learners, and students with special needs Publicly funded, home-based, school-age, and out-of-schooltime programs The future of personnel preparation and professional development The result is a highly readable presentation of the evidence needed to make informed practice, program, and policy decisions in early care and education.
The Information Age Publishing new book series, Current Issues in Out-of-School Time, is designed with a purpose to disseminate original research and promising practices that further the OST field. This first book sets the foundation on which the series rests upon, by offering an analysis of the progress made since the 2000s, as well as by looking toward the future for areas of considerations. Leading OST experts explore latest knowledge, intentionally bridging research and practice, and propose new areas of inquiry within each of the following six sections: 1. OST as a vehicle for young people’s development; 2. socio-cultural dimensions of OST; 3. professional development within OST; 4. research- and evaluation-informed field; 5. OST advocacy; and 6. future directions for the OST field. The OST field has grown considerably over the last two decades. Today, we have the frameworks, practice- and research-based knowledge and tools, and burgeoning paths to advance the field across multiple dimensions: demographic, stakeholder groups, contexts, systems and sectors, and disciplines. The hallmark of the OST field has been the ability to remain agile and adaptable to change in a way that complements the field and supports all children and young people in diverse ways. This anthology is designed to be a platform for research-practice discussions and future directions that could further grow, sustain, and improve the field. We hope this book inspires both reflections and conversations on the OST field. Endorsements: It has been clear for some time that the so-called achievement gap is driven in part by gaps in educational opportunities. Providing access to high quality out-of-school learning experiences is one of the most important measures that can be taken to reduce disparities and level the playing field. The authors in this important new book show us not only how to create such programs but why it matters to our collective future. Timely, relevant, and readable, this book is an invaluable resource for anyone seeking to close gaps in educational opportunities. Pedro A. Noguera, PhD, Distinguished Professor of Education, UCLA Graduate School of Education & Information Studies As the chair of the NAS/NRC committee that wrote the report Community programs to support youth development, I am delighted by this book. When we wrote the report in 2002, there were few systematic attempts to organize and theorize the emerging field of positive youth development. As the editors and chapter authors in this book make very clear, a great deal has happened at all levels of scholarship in this field over the last 15 years. Both this volume and the new book series that it is initiating signal the maturing of this field from childhood, through adolescence, and now into emerging adulthood. The breadth of work discussed in this collection is exceptionally broad, ranging from psychological theorizing about the impact of youth serving programs in the out-of-school time period to social policy analyses of how to grow the profession of OST Youth Professionals and create steady funding streams to support OST programming. All topics are critically discussed and new directions are suggested. I consider this book to be required reading of all students, scholars, professional, and practitioners in the field of positive youth development and OST programming. I go even further by suggesting it be read broadly by anyone interested in the education and development of young people around the world. There is no better collection available for educators, parents, community activists, and social policy makers concerned with positive youth development. I believe this collection lays a very strong foundation for achieving the goal set forth by Karen Pittman for the field to move from "Where and when to what and how." Jacquelynne S. Eccles, Distinguished University Professor of Education, University of California, Irvine The impressive growth of OST programs represents one of the brightest spots on the American educational landscape. Importantly, as this book portrays, what began a series of programs and local initiatives has now grown into a maturing field, with standards, scholarship, organizations, policies, and funding at the national, state, and local levels. And more than a field, OST carries the urgency, energy, and passion of a movement for social justice. The Growing Out-of-School Time Field offers a comprehensive review of earlier decades of work and points the way forward for the field’s future development. It should be read not only by those involved in the OST field, but by all educators who seek to create inclusive and powerful learning environments. Policymakers, as well, would benefit from deeper knowledge of this movement. It holds a key to preparing today’s youth for an uncertain future, where the nature of work is changing, norms of society are shifting, and multicultural, global perspectives are needed. Milton Chen, Ph.D., Senior Fellow & Executive Director, Emeritus, George Lucas Educational Foundation (edutopia.org) Book reviews: Journal of Youth Development: Book Review of The Growing Out-of-School Time Field: Past, Present, and Future Youth Today: The Growing Out-of-School Time Field: Past, Present, and Future (book review)
Book Synopsis The Growing Out-of-School Time Field by : Helen Janc Malone
Download or read book The Growing Out-of-School Time Field written by Helen Janc Malone and published by IAP. This book was released on 2017-10-01 with total page 343 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Information Age Publishing new book series, Current Issues in Out-of-School Time, is designed with a purpose to disseminate original research and promising practices that further the OST field. This first book sets the foundation on which the series rests upon, by offering an analysis of the progress made since the 2000s, as well as by looking toward the future for areas of considerations. Leading OST experts explore latest knowledge, intentionally bridging research and practice, and propose new areas of inquiry within each of the following six sections: 1. OST as a vehicle for young people’s development; 2. socio-cultural dimensions of OST; 3. professional development within OST; 4. research- and evaluation-informed field; 5. OST advocacy; and 6. future directions for the OST field. The OST field has grown considerably over the last two decades. Today, we have the frameworks, practice- and research-based knowledge and tools, and burgeoning paths to advance the field across multiple dimensions: demographic, stakeholder groups, contexts, systems and sectors, and disciplines. The hallmark of the OST field has been the ability to remain agile and adaptable to change in a way that complements the field and supports all children and young people in diverse ways. This anthology is designed to be a platform for research-practice discussions and future directions that could further grow, sustain, and improve the field. We hope this book inspires both reflections and conversations on the OST field. Endorsements: It has been clear for some time that the so-called achievement gap is driven in part by gaps in educational opportunities. Providing access to high quality out-of-school learning experiences is one of the most important measures that can be taken to reduce disparities and level the playing field. The authors in this important new book show us not only how to create such programs but why it matters to our collective future. Timely, relevant, and readable, this book is an invaluable resource for anyone seeking to close gaps in educational opportunities. Pedro A. Noguera, PhD, Distinguished Professor of Education, UCLA Graduate School of Education & Information Studies As the chair of the NAS/NRC committee that wrote the report Community programs to support youth development, I am delighted by this book. When we wrote the report in 2002, there were few systematic attempts to organize and theorize the emerging field of positive youth development. As the editors and chapter authors in this book make very clear, a great deal has happened at all levels of scholarship in this field over the last 15 years. Both this volume and the new book series that it is initiating signal the maturing of this field from childhood, through adolescence, and now into emerging adulthood. The breadth of work discussed in this collection is exceptionally broad, ranging from psychological theorizing about the impact of youth serving programs in the out-of-school time period to social policy analyses of how to grow the profession of OST Youth Professionals and create steady funding streams to support OST programming. All topics are critically discussed and new directions are suggested. I consider this book to be required reading of all students, scholars, professional, and practitioners in the field of positive youth development and OST programming. I go even further by suggesting it be read broadly by anyone interested in the education and development of young people around the world. There is no better collection available for educators, parents, community activists, and social policy makers concerned with positive youth development. I believe this collection lays a very strong foundation for achieving the goal set forth by Karen Pittman for the field to move from "Where and when to what and how." Jacquelynne S. Eccles, Distinguished University Professor of Education, University of California, Irvine The impressive growth of OST programs represents one of the brightest spots on the American educational landscape. Importantly, as this book portrays, what began a series of programs and local initiatives has now grown into a maturing field, with standards, scholarship, organizations, policies, and funding at the national, state, and local levels. And more than a field, OST carries the urgency, energy, and passion of a movement for social justice. The Growing Out-of-School Time Field offers a comprehensive review of earlier decades of work and points the way forward for the field’s future development. It should be read not only by those involved in the OST field, but by all educators who seek to create inclusive and powerful learning environments. Policymakers, as well, would benefit from deeper knowledge of this movement. It holds a key to preparing today’s youth for an uncertain future, where the nature of work is changing, norms of society are shifting, and multicultural, global perspectives are needed. Milton Chen, Ph.D., Senior Fellow & Executive Director, Emeritus, George Lucas Educational Foundation (edutopia.org) Book reviews: Journal of Youth Development: Book Review of The Growing Out-of-School Time Field: Past, Present, and Future Youth Today: The Growing Out-of-School Time Field: Past, Present, and Future (book review)
Book Synopsis Factors that Influence Afterschool Care Program Coordinators' Job Performance as it Relates to Documentation of Accountability in the National School Lunch Program Snack Service by : Jerry Barrett Cater
Download or read book Factors that Influence Afterschool Care Program Coordinators' Job Performance as it Relates to Documentation of Accountability in the National School Lunch Program Snack Service written by Jerry Barrett Cater and published by . This book was released on 2003 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author: United States. Congress. Senate. Committee on Appropriations. Subcommittee on Departments of Labor, Health and Human Services, Education, and Related Agencies
Book Synopsis Investment in After-school Programs by : United States. Congress. Senate. Committee on Appropriations. Subcommittee on Departments of Labor, Health and Human Services, Education, and Related Agencies
Download or read book Investment in After-school Programs written by United States. Congress. Senate. Committee on Appropriations. Subcommittee on Departments of Labor, Health and Human Services, Education, and Related Agencies and published by . This book was released on 2003 with total page 56 pages. Available in PDF, EPUB and Kindle. Book excerpt:
For many women in their 20's and 30's, the greatest professional hurdle they'll need to overcome has little to do with their work life. The most focused, confident, and ambitious women can find themselves derailed by a tiny little thing: a new baby. While more workplaces are espousing family-friendly cultures, women are still subject to a "parenting penalty" and high-profile conflicts between parenting and the workplace are all over the news: from the controversy over companies covering the costs of egg-freezing to the debate over parental leave and childcare inspired by Marissa Mayer's policies at Yahoo. Here's the Plan offers an inventive and inspiring roadmap for working mothers steering their careers through the parenting years. Author Allyson Downey, founder of weeSpring, the "Yelp for baby products,” and mother of two young children advises readers on all practical aspects of ladder-climbing while parenting, such as negotiating leave, flex time, and promotions. In the style of #GIRLBOSS or Nice Girls Don't Get the Corner Office, Here's the Plan is the definitive guide for ambitious mothers, written by one working mother to another.
Book Synopsis Here's the Plan. by : Allyson Downey
Download or read book Here's the Plan. written by Allyson Downey and published by Seal Press. This book was released on 2016-04-05 with total page 191 pages. Available in PDF, EPUB and Kindle. Book excerpt: For many women in their 20's and 30's, the greatest professional hurdle they'll need to overcome has little to do with their work life. The most focused, confident, and ambitious women can find themselves derailed by a tiny little thing: a new baby. While more workplaces are espousing family-friendly cultures, women are still subject to a "parenting penalty" and high-profile conflicts between parenting and the workplace are all over the news: from the controversy over companies covering the costs of egg-freezing to the debate over parental leave and childcare inspired by Marissa Mayer's policies at Yahoo. Here's the Plan offers an inventive and inspiring roadmap for working mothers steering their careers through the parenting years. Author Allyson Downey, founder of weeSpring, the "Yelp for baby products,” and mother of two young children advises readers on all practical aspects of ladder-climbing while parenting, such as negotiating leave, flex time, and promotions. In the style of #GIRLBOSS or Nice Girls Don't Get the Corner Office, Here's the Plan is the definitive guide for ambitious mothers, written by one working mother to another.
