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By Megan Beckett

Expanding numbers of youngsters are partaking in after-school courses, and with extra federal and kingdom investment the variety of such courses is probably going to develop. This progress has been happening, notwithstanding, with little advice as to what software beneficial properties or practices could be so much invaluable in nurturing the academic success, emotional improvement, and wellbeing and fitness of the youngsters concerned. This publication is helping fill that desire for counsel by means of providing a collection of 18 version practices opposed to which after-school courses will be evaluated. The authors offer how you can ranking adherence to the factors, from very good to insufficient; survey types for gathering the data to assign those grades; and an illustrative software in their method of a suite of real-world after-school courses.

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

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This practice is further supported by two Tier 2 and one Tier 4 study. Age-Appropriate Activities. The lack of age-appropriate activities is believed to contribute to higher student dropout rates, particularly of older children (in fourth grade and higher) in after-school programs (RMC Corporation, 1993). Examples of age-appropriate activities for older children, which many after-school programs lack, include participation in community activities, opportunities to perform community service, and career exploration (RMC Corporation, 1993).

In some cases, calls for greater staff compensation may be a form of advocacy. In light of this fact, we recommend that the inclusion of compensation as a practice be done cautiously. Staff Turnover Rate. 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).

We developed two survey instruments that incorporate these questions. The final set of instruments we used consisted of two instruments we developed and a third preexisting instrument. The first instrument we developed (the Stone Soup Survey) is a questionnaire designed to elicit administrative information (total enrollment, staffing, wages, and training staff) for each site from Stone Soup headquarters. , the variety of activities offered, mixing of age groups, space availability, and use of volunteers).

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