Using Data to Strengthen Afterschool Planning, Management, and Strategy: Lessons from Eight Cities

Autor/inn/en	Gamse, Beth C.; Spielberger, Julie; Axelrod, Jennifer; Spain, Angeline
Institution	Chapin Hall at the University of Chicago
Titel	Using Data to Strengthen Afterschool Planning, Management, and Strategy: Lessons from Eight Cities
Quelle	(2019), (50 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	After School Programs; Low Income Students; At Risk Students; Youth Programs; Urban Areas; Data Collection; Capacity Building; Program Development; Educational Quality; Data Use; Systems Approach; Goal Orientation; Cooperative Planning; Context Effect; Expertise; Middle School Students; Barriers; Maryland (Baltimore); Colorado (Denver); Michigan; Florida (Jacksonville); Kentucky (Louisville); Tennessee (Nashville); Pennsylvania (Philadelphia); Minnesota (Saint Paul) + Suchen Sie Ihr Suchwort? After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Jugendsofortprogramm; Urban area; Stadtregion; Data capture; Datensammlung; Programmplanung; Quality of education; Bildungsqualität; Systemischer Ansatz; Zielorientierung; Zielvorstellung; Expert appraisal; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	Afterschool programs can offer enriching opportunities, homework help and a safe environment. To ensure that these programs are cohesive, high-quality and widely available, many cities have designed community-wide systems to coordinate the various afterschool programs offered by different providers. Having a way to collect and share reliable data through these systems can help cities inform and strengthen their efforts. Drawing from The Wallace Foundation's Next Generation Afterschool System-Building Initiative, a four-year effort to strengthen systems that support high-quality afterschool programs for low-income youth, the report presents findings on how data systems were established, operated and used in eight cities: Baltimore, Md., Denver, Colo., Grand Rapids, Mich., Jacksonville, Fla., Louisville, Ky., Nashville, Tenn., Philadelphia, Pa., and Saint Paul, Minn. Interim findings were summarized in an earlier report--"Connecting the Dots: Data Use in Afterschool Systems"--which highlighted the importance of three central pillars to developing capacity to collect and use data systems: investments in people, processes and technology. By the end of the initiative, the eight cities had established data systems by building working coalitions across public, philanthropic and nonprofit sectors. Operating these systems required continued attention to the three central pillars. The cities made notable progress in how they used data in meaningful ways, both by expanding how data were used across the system, and by engaging providers more systematically and purposefully in using data, including for accountability, improvement, strategic planning and program management. The report offers insights about lessons learned, including: (1) Bring a systems-level focus. This includes having shared goals, staying focused on outcomes and understanding how work and contributions are distributed; (2) Collaboratively agree on meaningful indicators that signal progress and can generate recognition; and (3) Understand local circumstances, contexts and expertise--and that expertise resides at multiple levels of a system. [This report was written with Samantha Burke and produced by the Gamse Partnership. For the report, "Connecting the Dots: Data Use in Afterschool Systems," see ED574429.] (As Provided).
Anmerkungen	Chapin Hall at the University of Chicago. 1313 East 60th Street, Chicago, IL 60637. Tel: 773-753-5900; Fax: 773-753-5940; Web site: http://www.chapinhall.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01