Evaluating afterschool programs

2014 ◽  
Vol 2014 (144) ◽  
pp. 119-132 ◽  
Author(s):  
Priscilla M. Little
Keyword(s):  
Afterschool Programs

Training Our Sights: Developing Afterschool Programs and the Children They Serve

2003 ◽  
Vol 48 (3) ◽  
pp. 372-374
Author(s):  
William T. Brown ◽  
Michael Ben-Avie
Keyword(s):  
Afterschool Programs

What Should We Expect From Afterschool Programs?

PsycCRITIQUES ◽  
2008 ◽  
Vol 53 (41) ◽  
Author(s):  
Joseph A. Durlak
Keyword(s):  
Afterschool Programs

Making Afterschool Programs Better: Policy Brief 11

2011 ◽  
Author(s):  
Denise Huang ◽  
Ronald Dietel
Keyword(s):  
Afterschool Programs

Pedometer-Determined Step-Count Guidelines for Afterschool Programs

2012 ◽  
Vol 9 (1) ◽  
pp. 71-77 ◽  
Author(s):  
Michael W. Beets ◽  
Aaron Beighle ◽  
Matteo Bottai ◽  
Laura Rooney ◽  
Fallon Tilley
Keyword(s):  
Operating Characteristic ◽  
Low Cost ◽  
Vigorous Physical Activity ◽  
Area Under The Curve ◽  
High Specificity ◽  
Step Count ◽  
Afterschool Programs ◽  
Policy Goal ◽  
Community Based ◽  
Random Intercept

Background:Policies to require afterschool programs (ASPs, 3 PM to 6 PM) to provide children a minimum of 30 minutes of moderate-to-vigorous physical activity (MVPA) exist. With few low-cost, easy-to-use measures of MVPA available to the general public, ASP providers are limited in their ability to track progress toward achieving this policy-goal. Pedometers may fill this gap, yet there are no step-count guidelines for ASPs linked to 30 minutes of MVPA.Methods:Steps and accelerometer estimates of MVPA were collected concurrently over multiple days on 245 children (8.2 years, 48% boys, BMI-percentile 68.2) attending 3 community-based ASPs. Random intercept logit models and receiver operating characteristic (ROC) analyses were used to identify a threshold of steps that corresponded with attaining 30 minutes of MVPA.Results:Children accumulated an average of 2876 steps (standard error [SE] 79) and 16.1 minutes (SE0.5) of MVPA over 111 minutes (SE1.3) during the ASP. A threshold of 4600 steps provided high specificity (0.967) and adequate sensitivity (0.646) for discriminating children who achieved the 30 minutes of MVPA; 93% of the children were correctly classified. The total area under the curve was 0.919. Children accumulating 4600 steps were 25times more likely to accumulate 30 minutes of MVPA.Conclusions:This step threshold will provide ASP leaders with an objective, low-cost, easy-to-use tool to monitor progress toward policy-related goals.

“Let's hang out!”: Understanding social ties among linguistically diverse youth in urban afterschool programs

2021 ◽  
Author(s):  
Sophia H. J. Hwang ◽  
Elise Cappella ◽  
Michael J. Kieffer ◽  
Miranda Yates
Keyword(s):  
Social Ties ◽  
Linguistically Diverse ◽  
Afterschool Programs ◽  
Diverse Youth

Impact of Policy Environment Characteristics on Physical Activity and Sedentary Behaviors of Children Attending Afterschool Programs

2012 ◽  
Vol 40 (3) ◽  
pp. 296-304 ◽  
Author(s):  
Michael W. Beets ◽  
Jennifer Huberty ◽  
Aaron Beighle ◽  
Justin B. Moore ◽  
Collin Webster ◽  
...  
Keyword(s):  
Physical Activity ◽  
Afterschool Programs ◽  
Sedentary Behaviors ◽  
Policy Environment

The Effects of Residential Mobility on the Education Outcomes of Urban Middle School Students and the Moderating Potential of Civic Engagement

2017 ◽  
Vol 55 (4) ◽  
pp. 570-591 ◽  
Author(s):  
Adam Voight ◽  
Regina Giraldo-García ◽  
Marybeth Shinn
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Civic Engagement ◽  
Residential Mobility ◽  
Afterschool Programs ◽  
School Students ◽  
School Factors ◽  
Urban Middle School ◽  
Education Outcomes ◽  
Urban Middle School Students

Residential mobility is associated with negative education outcomes for urban students, but there is little empirical evidence for school factors that may ameliorate these effects. One such factor may be civic engagement at school. This study analyzed data from 2,000 urban middle school students to examine the interplay of residential mobility, education outcomes, and school civic engagement. Findings show that students who change residences have lower academic achievement and rates of attendance and that mobile students who are leaders in school groups and attend afterschool programs have more positive education outcomes compared with their mobile peers who are uninvolved.

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