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Youth Program Quality

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Research Evidence

Research evidence on 6 key aspects of youth program quality includes:

Defining Youth Programs

  • Catalano, R.F., Berglund, M.L., Ryan, J., Lonczak, H.S. & Hawkins, J.D. (1999). Positive youth development in the United States: Research findings on evaluations of positive youth development programs. U.S. Department of Health and Human Services. Office of the Assistant Secretary for Planning and Evaluation.

  • Eccles, J., & Gootman, J.A. (Eds.). (2002). Community programs to promote youth development. Washington, DC: National Academy Press.

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The Effect of Programs on Youth

  • Bodilly, S. and Beckett, M. (2005). Making Out-of-School Time Matter, Santa Monica, Cal.: Rand Education

    Presents the findings of a literature review intended to identify and assess issues concerning effective out-of-school-time programs. It identifies and addresses the level of demand for OST services, the effectiveness of offerings, what constitutes quality in OST programs, how to encourage participation, and how to build further community capacity.

  • Durlak, J.A.  (2007)  Effects of positive youth development programs on school, family and community. American Journal of Community Psychology.  Vol 39, Number 3-4.  Springer Netherlands.

  • Little, P.M.D., Wimer, C., and Weiss, H.B. (February 2008).Afterschool programs in the 21st century: Their potential and what it takes to achieve it, Issues and Opportunities in Out-of-School Time Evaluation, No. 10. Cambridge, MA: Harvard Family Research Project.

    This research brief draws on seminal research and evaluation studies to address two primary questions: (a) Does participation in after school programs make a difference, and, if so (b) what conditions appear to be necessary to achieve positive results? The brief concludes with a set of questions to spur conversation about the evolving role of after school in efforts to expand time and opportunities for children and youth in the 21st century.

  • Miller, B.M. (2003). Critical hours: Afterschool programs and educational success, Quincy, MA: Nellie Mae Education Foundation.

    This resource explores the links between afterschool programs and positive youth development, particularly during early adolescence. Based on research findings on afterschool programs and promoting learning, the report makes the following conclusions: youth benefit from consistent participation in well-run, quality afterschool programs; afterschool programs can increase engagement in learning; afterschool programs can increase educational equity; and afterschool programs can build the key skills necessary for success in today's economy. Each of these conclusions is backed by specific research studies and evaluations of afterschool programs. Critical Hours also examines three of the most common approaches to enhancing the academic impact of programs: homework time, linkages with the school day, and literacy development.

  • Vandell, D.L., Reisner, E.R., and Pierce, K.M. (October 2007). Outcomes linked to high-quality afterschool programs: Longitudinal findings from the study of afterschool programs, Washington, DC: Policy Studies Associates

    Reports on study findings that regular participation in high-quality afterschool programs is linked to significant gains in standardized test schores and work habits as well as reductions in behavior problems among disadvantaged students. These gains help offset the negative impact of a lack of supervision after school. The two-year study followed almost 3,000 low-income, ethnically divserse elementary and middle school students from eight states in six major metropolitan centers and six smaller urban and rural locations.

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Descibing the Elements of Program Quality

  • Grossman, J., Campbell, M. and Raley, B. (no date). Quality time after school: What instructors can do to enhance learning, Philadelphia: Public/Private Ventures

    Quality Time After School identifies characteristics of after-school activities that are linked to youth engagement and learning across a rich diversity of out-of-school-time activity areas. Drawing from surveys and interviews with more than 400 participants and instructors from five Philadelphia-based Beacon Centers, the report's findings highlight the importance of two features of high-quality activities: good group management and positive adult support of learning. Building on analyses of over 50 detailed activity observations, as well as key lessons from past research, the report also suggests a road map for program operators and policymakers to create engaging learning environments in after-school programs.

  • Mueller, M. R. et. al. (1990). “Program Quality Indicators.” Minneapolis: Minnesota Extension Service, University of Minnesota.

    Provides historical perspective on measures of youth development program quality.

  • Pechman, E. and Fiester, L. (October 2002). Sustainability in school-linked afterschool programs: Leadership, program quality, and sustainability Washington, D.C.: Policy Study Associates, Inc. (Download PDF)

    Examines effective leadership techniques and high-quality program features that can sustain school-linked afterschool programs.

  • Sambrano, S., Springer, J.F., Sale, E., Kasim, R., & Hermann, J. (2005). Understanding prevention effectiveness in real-world settings: The national cross-site evaluation of high risk youth programs. The American Journal of Drug and Alcohol Abuse. 31, 491-513.

  • Westmoreland, H. and Little, P. (April 2006).Exploring Quality Standards for Middle School After School Programs: What we Know and What we Need to Know Summit Cambridge, MA: Harvard Family Research Project

    A four-page overview.

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Linking Youth Outcomes to Program Quality

  • Belle, D. (1999). The after-school lives of children: Alone and with others while parents work. Lawrence Erlbaum Associates, Inc. Mahwah, NJ.

  • Miller, B.M. (2005). The Massachusetts after-school research study (MARS), Arlington, MA: Intercultural Center for Research in Education and Wellseley, MA: National Institute on Out-of-School Time.

    One of the first studies to examine the relationship between program characteristics and program quality. Identifies key quality indicators that predict positive outcomes for youth. Looks at the types of experiences and relationships that young people have in programs and how the qualities of these experiences are linked to outcomes.

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Measuring Quality

  • Harris, E. (September 2008). Highlights from Out-of-School Time Database, Research Update, Volume 3. Cambridge, Mass.: Harvard Family Research Project.

    This Research Update explores two major themes: Using evaluation to shape program improvement and planning, and out-of-school time benefits to older youth and their families. We culled these themes from 13 research and evaluation reports added to the Out-of-School Time (OST) Program Research and Evaluation Bibliography in September 2008.

  • National School-Age Care Alliance (1998). The NSACA Standards at a glance, Boston, Mass: Authors

    Lays out school-based standards in particular detail, including indicators.

  • Vandell, D., Shumow, L., & Posner, J. (1999). Children’s after-school programs: Promoting resiliency or vulnerability. In H. McCubbin, A. Thompson, J. Fuitrell, and L. McCubbin, eds. Promoting resiliency in families and children at risk: Interdisciplinary perspectives. Thousand Oaks, CA: Sage Publications.

  • Yohalem, N. and Wilson-Ahlstrom, A. with Fischer, S., and Shinn, M. (March 2007).  Measuring youth program quality:  A guide to youth assessment tools. Cambridge, MA: Harvard Family Research Project (Download PDF)

    A guide designed to compare the purpose, structure, content and technical properties of several youth program quality assessment tools.

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Improving Quality

  • Bouffard, S. and Little, P. (August 2004). Promoting quality through professional development: A framework for evaluation, Issues and Opportunities in Out-of-School Time Evaluation, No. 8. Cambridge, MA: Harvard Family Research Project.

    Recognizing the critical role that staffs play in promoting quality out-of-school time (OST) programs, in this brief the authors examine OST professional development efforts and offer a framework for their evaluation.

  • Edginton, S. R., and Edginton, C.R. (1994). Youth programs: Promoting quality services. Champaign, IL: Sagamore Publishing.

    Intended to assist youth leaders in creating and implementing programs and activities that are innovative and dynamic. Includes material on principles of youth development, program planning, program evaluation, risk management, behavior management, leadership, customer service, and public relations. Integrates principles of Total Quality Program Planning with youth development. The authors discuss many program steps in detail, including preparation, needs assessment, goal setting, promotion, program design, supervision, and evaluation.

  • Hutton, D. W. (1994). “Quality in a Nutshell, Appendix A,” The Change Agents’ Handbook. Milwaukee, Wisc.: Quality Press.

    Summarizes the history of the concept of quality improvement, defines quality, and outlines what makes for a “quality approach.”

  • Metz, R.A., Goldsmith, J. and Arbreton, A.J.A. (2008).  Putting it all together: Guiding principles for afterschool programs serving preteens,” Philadelphia, PA: Public/Private Ventures.

    The guide is organized around the six principles for after-school program quality outlined in Putting It All Together: Guiding Principles for Quality After-School Programs Serving Preteens, commissioned by the Lucile Packard Foundation for Children's Health. The principles were developed by Public/Private Ventures (P/PV) and were based on research about after-school programs that have been shown to have positive associations with emotional and behavioral outcomes for participants, along with lessons learned by the Foundation.

  • Starkman, N. (2002). Walking your talk: Building assets in organizations that serve youth. Minneapolis: Search Institute.

    Drawn from the experiences of over 100 youth-work professionals, this book demonstrates how to maximize asset-building opportunities, enhance asset-building power, and focus on goals and expectations.

  • The After School Corporation (September 2007).Shaping the future of after-school, New York: Collaborative for Building After-School Systems

    The Collaborative (CBASS) published this report to document the critical role intermediaries play in the development of after-school systems in their cities. This report shows how intermediaries have helped increase the quality, sustainability, and availability of after-school and offers a vision for public policy change to support the continued growth of after-school.

  • The Forum for Youth Investment. (2003, July/August). Forum Focus: Quality Counts,Washington, DC: The Forum for Youth Investment, Impact Strategies, Inc. (Download PDF)

    In this first in a series, The Forum for Youth Investments summarizes emerging research and practical evidence that quality matters and push forward to ask the questions: Is quality measurable? Is it malleable? We bring a youth-centered lens to our review, looking for examples that define quality from the perspective of what young people need to heal, grow and contribute.

  • Time, Learning, and Afterschool Task Force with Lewis, A. (January 2007). “A new day for learning: A report from the Time, Learning, and Afterschool Task Force.” Flint. MI: C. S. Mott Foundation (Download PDF)

    Contends that the nation’s steady progress as an economy and as a society will end unless we profoundly change our thinking and policies about when, where and how children learn and develop. The 41-page report includes five elements of a new learning system.

  • Work/Family Directions, Inc. (1998). By Design: A New Approach to Programs for 10-15 Year Olds. Boston, Mass: Work/Family Directions, Inc. and American Business Collaboration for Quality Dependent Care.

    This kit features two manuals and a video that work together to help the user design and create an after-school program for 10- to 15-year olds. Caring by Design: Establishing Structures in Programs for 10-15 Year-Olds takes the reader through the steps of how to set up and maintain a youth program. Building by Design: Creating Democratic Communities in Programs for 10-15 Year-Olds features fresh approaches to programming, as well as activities and program plans. The Leading By Design video presents the “By Design” programs in action.

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