Intentional Design for Out-of-School Time Programs: Theoretical Overview and Rationale for Symposium

• In Event: Leveraging Partnerships to Improve Outcomes for English Language Learners: Designing, Implementing, and Evaluating Effective Out-of-School Time Programs

Abstract

Paper objective: This paper: 1) provides the rationale, context, and nature of our project and serves as a foundation for the papers that will follow; 2) explains the underlying theoretical models for our work to help others who wish to adapt our design and implementation in other contexts.
Rationale: Despite widespread use and enormous investment of funds into OST programs, there is limited research that demonstrates ideal models for interagency collaboration and supplement student. Because many schools struggle to meet the needs of ELL students during the regular school day, many depend on OST to provide additional support. This paper considers an ecological systems model for aligning OST programs with regular day programs and establishing collaborative partnerships with stakeholders in the community.
Context: Using secondary data that was originally collected as part of program evaluation Data were collected from three OST programs based at three middle schools in a large urban city (n=903). An independent evaluator as part of the grant mandated evaluation activities. This included descriptive statistics on program participants as well as pre- and post-survey data on attitudes, goals, and activities related to OST programs what were offered. In addition, student outcome data on standardized tests, informal assessments, and grades were collected.
Theoretical Framework: This paper reviews the literature on effective OST programs and the elements of quality programming and successful interagency partnerships that are associated with improved outcomes for students. Using an ecological model put forth by Durlak, Mahoney, Bohner, & Parente (2010), this review highlights how attention to specific factors are essential to designing, implementing, and evaluating effective OST programs. In particular, research by Little, Wimer, & Weiss (2008) suggests that positive outcomes in OST programs are dependent on:
1) students having access to and consistent participation in the programs
2) quality programing
3) interagency partnerships
Bearing these principles in mind during design and implementation, we also applied them during the evaluation components or our analysis. Therefore, we postulated that in order to observe noticeable gains in student outcomes (i.e., social emotional, academic, attendance, etc.) consistent, high quality, collaborative partnerships were essential.
Methods of Inquiry, data sources, evidence: Review of literature, document review, descriptive statistics, t-tests. Secondary data analysis based on information drawn from project evaluation reports.
Results/conclusions: Using an ecological framework, we were able to identify critical components that allowed the OST programs to leverage interagency partnerships. Despite the widespread use of OST to try and boost student outcomes, there is limited scholarship on design and implementation of effective OST programs that specifically address the needs of ELLs. Our analysis of the data indicated five components were essential to ensure effective design and implementation: 1) adequate funding, 2) localized staff 3) 4) proper supervision, & 5) periodic formative and summative evaluation were critical to effective OST programs. This paper highlights best practices when designing, implementing, and evaluating effective OST programs and describes the context in which the subsequent papers are embedded. In doing so, it offers a model that others interested in OST programs can adapt to their own settings.

Authors

• Jennifer F. Samson, Hunter College - CUNY

• Brian A. Collins, Hunter College - CUNY