Implementation Quality and Positive Experiences in After‐School Programs

Abstract

Data collected during an evaluation of a multi-site trial of an enhanced after-school program were used to relate quality of program implementation to student experiences after school. The enhanced after-school program incorporated a drug use and violence prevention component that was shown to be effective in previous research. Building on Durlak and Dupre's (Am J Community Psychol 41:327-350, 2008) dimensions of implementation, we assessed the level of dosage, quality of management and climate, participant responsiveness, and staffing quality achieved at the five program sites. We evaluated how these characteristics co-varied with self-reported positive experiences after-school. The study illustrates how multiple dimensions of program implementation can be measured, and shows that some but not all dimensions of implementation are related to the quality of student after-school experiences. Measures of quality of management and climate, participant responsiveness, and staffing stability were most clearly associated with youth experiences. The importance of measuring multiple dimensions of program implementation in intervention research is discussed.

The effects of Positive Youth Development interventions on substance use, violence and inequalities: systematic review of theories of change, processes and outcomes

“…77,86,88,89,112 The remaining studies failed to provide a description of the analytical approach undertaken. 84,85,87,94,99 Detailed descriptions of methods of analysis were generally missing.…”

“…Evaluation was undertaken by means of youth reports, round-table discussions, interviews and participant observations. Cross et al 89 reported on the All Stars prevention curriculum, an enhanced ASP targeting pupils from under-performing middle schools aged 11-14 years in a city on the east coast of the USA. The intervention, delivered by a county-level government agency specialising in providing recreation and leisure activities for youths, was provided for 3 days per week for 3 hours after school for an unstated period of time.…”

“…However, most studies (n = 7) failed to provide sufficient detail about their recruitment strategies. [85][86][87][88][89]94,99 …”

“…77,88,89,112 These studies described how they approached data collection, with aims including putting participants 'at ease', providing them with opportunities to ask questions 77 or employing youth as interviewers. 88 In some cases, studies attempted to increase the range of data collected by using more than one method of collection, for example, by conducting in-depth interviews as well as drawing on field notes.…”

“…Seven studies 77,84,86,88,89,99,112 were judged as being grounded and supported by the data. However, the three remaining studies did not include enough data in the form of participant quotes or author description to show how the authors arrived at their findings.…”