National Center for Research on Evaluation, Standards and Student Testing

#769 – Examining Practices of Staff Recruitment and Retention in Four High-Functioning Afterschool Programs: Extended Study from the National Afterschool Partnership Report
Denise Huang, Jamie Cho, Hannah H. Nam, Deborah La Torre, Christine Oh, Aletha Harven, Lindsay Perez Huber, Zena Rudo, Sarah Caverly

Summary

This study describes how staff qualifications, decisions on staffing procedures, and professional development opportunities support the recruitment and retention of quality staff members. Four high-functioning programs were identified. Qualitative procedures and instruments were designed to capture staff and parents' emic perspectives about relationships and professional development. Study findings revealed that all staff across the four afterschool programs consistently reported an intrinsic reason for working in their program. Interview data implied that program incentives such as a career ladder and an ascending pay scale were not enticing enough to recruit or retain staff. The decisions to stay with a program tend to be altruistic in nature, such as to provide academic, social, or emotional support for the students. Thus, at these four programs, the motivation for the staff to stay with the programs could be the organized environments, clear program structures, open communication, clear program goals, consistent expectations, positive relationships, and program climates that foster staff efficacy in "making a difference" in their students' lives. Thus, promoting strategies in enhancing staff efficacy, such as empowering staff with decision-making and providing professional development opportunities to enhance their professional skills could help programs to recruit and retain quality staff members.

To cite from this report, please use the following as your APA reference:

Huang, D., Cho, J., Nam, H., H., La Torre, D., Oh, C., Harven, … Caverly, S. (2009). Examining practices of staff recruitment and retention in four high-functioning afterschool programs (CRESST Report 769). Los Angeles, CA: University of California, National Center for Research on Evaluation, Standards, and Student Testing (CRESST).

#749 – Examining the Relationship between LA's BEST Program Attendance and Academic Achievement of LA's BEST Students
Denise Huang, Seth Leon, Deborah La Torre, Sima Mostafavi

Summary

Researchers and policymakers are increasingly interested in the impact of afterschool programs on youth development. Even though numerous studies have investigated the impact of afterschool participation on academic outcomes, there is limited research on the differential impact of afterschool programs based on students' participation rate. This study bridges that research gap and presents results from a study of the effectiveness of the LA's BEST afterschool program based on different levels of student participation. This research tracked 4 years of the academic histories for two cohorts of students participating in LA's BEST. We separated the students in each cohort into four categories based on their intensity of attendance in LA's BEST and then used a propensity based weighting method to remove existing differences in student background characteristics. Hierarchical growth modeling was employed to analyze the academic outcomes. Results indicate that math achievement outcomes of students vary by intensity of program participation. Student participants who attended LA's BEST over 100 days per year demonstrated greater math achievement growth than students with low program attendance. This finding was consistent, and was statistically significant, for both cohorts of students. In contrast, although the trend for English-language arts achievement growth was positive, and followed a developmental pattern similar to math, it did not vary significantly by intensity of program participation. This finding was also consistent for both cohorts of students.

#748 – Identification of Key Indicators of Quality in Afterschool Programs
Denise Huang, Deborah La Torre, Aletha Harven, Lindsay Perez Huber, Lu Jiang, Seth Leon, Christine Oh

Summary

Researchers and policymakers are increasingly interested in the issue of school accountability. Despite this, program standards for afterschool programs are not as fully developed as they are in other fields. This study bridges that gap and presents the results from a study that identifies benchmarks and indicators for high quality afterschool programs. This research employed a multi-method approach, including a synthesis of literature on afterschool programs, observations, and a survey data collection of 15 highquality afterschool program sites. Results of the study suggest that most of the issues emphasized in the afterschool literature can be considered core components of a quality afterschool program. This finding was consistent across the three broad categories of program organization, program environment, and instructional features. This study also revealed that some issues emphasized in the afterschool literature should be considered extra components that can increase quality, but that are not necessary. As a result, this study argues for a checklist strategy in assessing programs in order to meet quality-based standards. With further testing, refinement, and validation from larger study samples, this checklist tool can help evaluate afterschool programs in order to not only obtain basic core standards, but also to assist in identifying and tackling weak and problematic areas.

#758 – A Circle of Learning: Children and Adults Growing Together in LA's BEST
Denise Huang, Deborah La Torre, Nikki Duong, Lindsay Perez Huber, Seth Leon, Christine Oh

Summary

Afterschool programs offer an important avenue for enhancing educational opportunities. Federal, state, and local educational authorities increasingly see them as environments to improve attitudes toward school, achievement, and academic performance (Fashola, 2002; Hollister, 2003) with higher levels of student participation and engagement in these programs correlated to even greater improvements (Huang, Leon, La Torre, & Mostafavi, 2008; Mahoney, Lord, & Carryl, 2005). This is particularly true among low-performing, underserved, or at-risk students who can benefit greatly from additional academic help and social support (Afterschool Alliance, 2003; Muñoz, 2002). However, not all programs are equally effective, and no program can be effective if students only attend sporadically (Granger & Kane, 2004). Research has suggested that student engagement in afterschool programs—as indicated by their sense of belonging to and their interest in the programs—may be an important contributor to the program's influence on their achievement, behaviors (Arbreton et al., 2008), and regular attendance (Finn, 1992). Consequently, federal, state, and private organizations including the Verizon Foundation have provided ample financial support to afterschool programs in recent years.

#768 – What Works? Common Practices in High Functioning Afterschool Programs Across the Nation in Math, Reading, Science, Arts, Technology, and Homework--A Study by the National Partnership
Denise Huang, Jamie Cho, Sima Mostafavi, Hannah H. Nam

Summary

In an effort to identify and incorporate exemplary practices into existing and future afterschool programs, the U.S. Department of Education commissioned a large-scale evaluation of the 21st Century Community Learning Center (CCLC) program. The purpose of this evaluation project was to develop resources and professional development that addresses issues relating to the establishment and sustainability of afterschool programs. Fifty-three high functioning programs representative across eight regional divisions of the nation, including rural and urban programs, community-based and school district related programs, were identified using rigorous methods. Exemplary practices in program organization, program structure, and especially in content delivery were studied. The findings were synthesized into the Afterschool Toolkit that was made available to programs nationwide via the world-wide-web. Professional development was conducted consistently and extensively throughout the nation.

To cite from this report, please use the following as your APA reference:

Huang, D., Cho, J., Mostafavi, S., Nam, H., H., Oh, C., Harven, A., & Leon, S. (2009). What works? Common practices in high functioning afterschool programs across the nation in math, reading, science, arts, technology, and homework—A study by the National Partnership. The afterschool program assessment guide (CRESST Report 768). Los Angeles: University of California, National Center for Research on Evaluation, Standards, and Student Testing (CRESST).

#712 – The Afterschool Hours: Examining the Relationship between Afterschool Staff-Based Social Capital and Student Engagement in LA's BEST
Denise Huang, Alison Coordt, Deborah La Torre, Seth Leon, Judy Miyoshi, Patricia Perez, and Cynthia Peterson

Summary

The relationship between afterschool staff and students is very important for encouraging and promoting longevity in school. The primary goal of this study was to examine the connection between perceptions of staff-student relationships and the educational values, future aspirations, and engagement of LA’s BEST students. To this end, we developed a set of research questions which would help us examine the association between strong staff-student relationships—characterized by mutual trust, bonding, and support—and student variables such as academic engagement and future aspirations. To address these evaluation questions, staff and student surveys were piloted and developed by the National Center for Research on Evaluation, Standards, and Student Testing (CRESST) and widely administered to both afterschool staff and students. Descriptive statistics were computed for the survey data; HLM analyses and structural equation models were fitted to examine the variables. Afterschool programs have become much more than childcare providers for working parents or safe havens within violent communities. They have blossomed into powerful learning centers for students with lasting and far-reaching effects. These programs possess an asset that gives them the ability and opportunity to influence students to develop a belief system that will ultimately impact their academic and social futures—that asset is social capital.

#747 – The Afterschool Experience in Salsa, Sabor y Salud
Evaluation 2007-08
Denise Huang, Deborah La Torre, Christine Oh, Aletha Harven, Lindsay Huber, Seth Leon, Sima Mostafavi

Summary

In the United States, there is an alarming trend toward obesity and inactivity among children. Minorities and economically disadvantaged children are at an even higher risk. According to the Centers for Disease Control and Prevention one in two Latino children will become diabetic. As a result, there is a dire need for tailored intervention programs that take into account cultural, dietary, and lifestyle issues of the Latino community. Kraft Foods has partnered with the National Latino Children's Institute and developed a healthy lifestyles education program for Latino families called Salsa, Sabor y Salud (Food, Fun & Fitness). The current study examines the effectiveness of the child-centered version of the Salsa, Sabor y Salud curriculum at three pilot programs in Los Angeles and Chicago. The results of the outcome evaluation revealed that the child-focused Salsa, Sabor y Salud program has made a positive impact in student's healthy behaviors. Positive impacts were also seen in the knowledge and healthy behaviors of the instructors. Furthermore, the Salsa, Sabor y Salud messages has reached parents and families of the participants through the students as they shared their knowledge and encouraged their families to adapt healthier lifestyles.

#757 – Exploring the Relationships between LA's BEST Program Attendance and Cognitive Gains of LA's BEST Students
Denise Huang, Seth Leon, Aletha M. Harven, Deborah La Torre, Sima Mostafavi

Summary

The purpose of this report is to examine the extent to which participation in the Los Angeles Better Educated Students for Tomorrow (LA's BEST) afterschool program leads to positive achievement outcomes in math and English-language arts. A quasi-experimental design is utilized, and hierarchical linear modeling (HLM) is employed to examine the relations between intensity of program participation and achievement outcomes across 4 years of data using two cohorts of students. Results reveal that regular attendance (over 100 days per year) in the LA's BEST afterschool program leads to higher achievement in California Standards Test (CST) math performance but not in CST English-language arts performance. Therefore, LA's BEST can improve their program outcomes by setting program structures, activities, and policies to encourage all students to attend regularly.

#777 – Preparing Students for the 21st Century: Exploring the Effect of Afterschool Participation on Students’ Collaboration Skills, Oral Communication Skills, and Self-Efficacy
Denise Huang, Seth Leon, Cheri Hodson, Deborah La Torre, Nora Obregon, Gwendelyn Rivera

Summary

This study addressed key questions about LA's BEST afterschool students' self-efficacy, collaboration, and communication skills. We compared student perceptions of their own 21st century skills to external outcome measures including the California Standardized Test (CST), attendance, and teacher ratings. We found a substantial relationship between student self-efficacy compared to student oral communication and collaboration skills. However, we did not find that higher attendance in LA's BEST led to higher self-efficacy, though further investigation is needed. We found that LA's BEST students were able to evaluate their abilities so that they are similar to the outcome measures of CST and teacher ratings. Moreover, the high-attendance group demonstrated significantly better alignment with the teacher ratings than the lower attendance groups in self-efficacy, oral communication skills, and collaboration skills.

#596 – Using Multivariate Matched Sampling That Incorporates the Propensity Score to Establish a Comparison Group
Denise D. Quigley

Summary

Policymakers and educators aim to increase the competitive eligibility of high school students applying to the University of California through the School/University Partnership Program and academic development student programs. Along with this challenge, policymakers and educators want to know whether and to what extent the investment in these programs is making a difference in the choices and lives of students. The University of California Office of the President (UCOP) has funded, as part of its overall evaluation, a research project to identify program effects of outreach work on student achievement using a comparison group design and statistical controls. This report summarizes the literature on matching methods and outlines the strategy used for establishing comparison groups. This methodology is the first step in the evaluation analysis strategy used to measure the systemwide effect(s) of School/University Partnerships and academic development student programs on individual student-level achievement and student-level eligibility.

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