Stability and Change in Afterschool Systems, 2013-2020: A Follow-Up Study of Afterschool Coordination in Large Cities

Autor/inn/en	Simkin, Linda; Charner, Ivan; Dailey, Caitlín Rose; Khatri, Safal; Thapa, Sanskriti
Institution	Wallace Foundation; FHI 360, National Institute for Work and Learning (NIWL)
Titel	Stability and Change in Afterschool Systems, 2013-2020: A Follow-Up Study of Afterschool Coordination in Large Cities
Quelle	(2021), (127 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; After School Programs; Urban Areas; Public Agencies; Agency Cooperation; Educational Quality; Educational Cooperation; Elementary Secondary Education; Standards; Private Financial Support; Information Systems; Data Collection; Systems Approach; Statewide Planning; Networks; Correlation; Educational Finance; Guidelines; Public Officials; Administrator Attitudes; Program Administration; Surveys; Sustainability + Suchen Sie Ihr Suchwort? After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Urban area; Stadtregion; Öffentliche Einrichtung; Quality of education; Bildungsqualität; Education; cooperation; Kooperation; Standard; Private Investition; Data capture; Datensammlung; Systemischer Ansatz; Planwirtschaft; Korrelation; Bildungsfonds; Richtlinien; Survey; Umfrage; Befragung; Nachhaltigkeit
Abstract	This report is a follow-up to a 2012-2013 study (see ED611342), which found that 77 of 100 large U.S. cities were coordinating the work of out-of-school-time providers, government agencies, private funders, and others to provide high-quality afterschool programs to the children who stand to benefit most. The report provides a look at the state of afterschool coordination just prior to the unexpected and devastating closure of schools and afterschool programs in the spring of 2020 owing to the global pandemic. It focuses on three key components described in the research on afterschool coordination: (1) a designated coordinating entity; (2) a common data system; (3) and a framework or set of standards for program quality. ??The authors were able to gather information about the status of afterschool systems in 67 of 75 cities (two of the original 77 cities were left out of the current study for methodological reasons). They found that a large majority--57 cities--were still coordinating afterschool efforts in 2020. Moreover, the proportion of cities that had adopted all three key components increased from 29 percent in 2013 to 40 percent in 2020. While the percentage of cities with a common data system and the percentage with quality standards or a quality framework both increased, a quarter of cities that had coordinating entities in 2013 no longer had them in 2020. Statewide and regional networks, state-level afterschool coordination initiatives and private philanthropy appeared to be playing a larger role in supporting coordination than in 2013. The research also found a statistically significant relationship between increased funding for afterschool coordination and the use of quality standards or a quality framework in 2020 and a statistically significant relationship between having a high or moderate level of support from the mayor or county executive and having a common data system. ??The authors also looked at 50 cities where, in 2013, there was no afterschool coordination or they were unable to find a knowledgeable contact afterschool coordination. Of the 34 cities where a knowledgeable contact could be found in 2020, 14 were now doing some coordination. (ERIC).
Anmerkungen	Wallace Foundation. 5 Penn Plaza 7th Floor, New York, NY 10001. Tel: 212-251-9700; Web site: http://www.wallacefoundation.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01