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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: State:NEW YORK [remove]; Classification:Out-Of-School Time [remove];
85 results found.|
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The 2011 inventory of after-school providers: Report on findings A study of the accessibility, program focus and curricula, nutrition and physical activity practices, quality improvement efforts, and funding of after school programs in Monroe County, New York, based on survey responses from 49 after school programs |
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4-H Science Initiative: Youth Engagement, Attitudes, and Knowledge study An evaluation of 4-H Science, an initiative to increase 4-H science, engineering, and technology program offerings, that examines: 4-H Science program characteristics and activities; the science-related attitudes, activities, and skills of participants; and the relationship of participant characteristics to their science-related attitudes, activities, and skills, based on survey responses from 182 4-H Science educators and from 486 children attending 4-H Science programs |
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Administrative management capacity in out-of-school time organizations: An exploratory study A study of the administrative and management capacity and needs, including financial, human resources, information technology, and facilities administration and management, of 16 organizations providing high-quality out-of-school time programming in New York City and Chicago |
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After-school programs and high school success: Analysis of post-program educational patterns of former middle-grades TASC participants A study of the relationship of participation in after school programs in New York City middle schools to educational engagement and performance in high school, based on comparisons of program participants to nonparticipants attending middle schools with after school programs and to students attending middle schools without after school programs |
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AfterSchool Works! New York professional development survey analysis An exploration of after school workers' experiences in professional development activities, based on a survey of 101 after school workers in the Greater Rochester Area in New York |
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America After 3PM A 2009 update of and comparison to a 2004 study of the after school child care arrangements of kindergarten through grade 12 students, based on a survey of nearly 30,000 households |
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America After 3PM: Special report on summer: Missed opportunities, unmet demand A study of the summer child care arrangements of kindergarten through grade 12 students during the summer of 2008, based on a survey of nearly 30,000 households |
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The at-risk child care program An investigation of the extent and nature of State’s participation in the At-Risk Child Care program funded and administered by the Administration for Families and Children, Department of Health and Human Services, including reports of problems and success |
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The Beacon Community Centers Middle School Initiative: Final report on implementation and youth experience in the initiative A study of the Beacon Community Centers Middle School Initiative, which aims to provide structured out-of-school time programming for 200 students in each of 80 public school-based sites in New York City, that examines participant characteristics and attendance, program activities and staff, and program features associated with with positive participant and program outcomes, based on director and participant surveys, program and participant administrative data, and visits to 10 sites |
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The Beacon Community Centers middle school initiative: Report on implementation and youth experience in the initiative's second year An account of the implementation of the Beacon Community Centers, an after school initiative targeted at children in the fifth through eighth grade at 80 sites in New York City, and an examination of the engagement of youth participants |
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Beating the odds from 3 to 6 P.M.: Evaluation results from the TASC After-School Program’s first year: Preliminary report An evaluation of the after school program implemented in 50 New York City schools by The After-School Corporation (TASC), including documentation of program characteristics and measurement of participants’ experiences |
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Best practices in summer learning programs for middle and high school youth A study to identify best practices in high-quality summer learning programs serving middle school and high school students, based on a literature review, surveys from 25 programs, and follow-up interviews with some programs |
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Bringing transmedia to expanded learning settings: Emerging practices An examination of efforts by 11 public television stations to incorporate transmedia storytelling, which links interactive games, television series, and websites to established children's educational characters, into out-of-school time programs serving young children, based on site visits, progress reports, and interviews with television station staff |
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Building the capacity of nonprofits to support high-quality youth programs Findings and lessons learned from an evaluation of Strengthening Our Core, an initiative to improve the organizational capacity of nonprofit organizations operating out-of-school time programs in New York City, that examines the sustainability of organizations' capacity-building practices, based on a document review, interviews with nonprofit organization staff and technical assistance providers, and out-of-school time program site visits |
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Building quality and supporting expansion of after-school projects: Evaluation results from the TASC after-school program’s second year An evaluation of the after school programs implemented in by The After-School Corporation (TASC) at schools in New York State, including information on recruitment and retention of student participants and staff, building relationships with the school and community, use of financial, space, and other resources, and curricula, activities, and services offered by the programs |
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Building quality, scale, and effectiveness in after-school programs: Summary report of the TASC evaluation A longitudinal survey-based evaluation of The After-School Corporation (TASC) after school programs, with assessments of program quality, participant benefits, and the relative value of different program characteristics |
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Building quality, scale, and effectiveness in after-school programs: Supplementary papers to accompany the summary report of the TASC evaluation Supplements to the evaluation of The After-School Corporation (TASC) after school program, including examinations of program approach, student participation, program activities, and changes in the educational performance of participating students |
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Community Place 2011-12 after school program: Data summary A study of changes in the socioemotional competencies of students participating in after school programs in Rochester, New York, during the 2011-2012 school year, based on teacher reports for 180 students |
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The cost of quality out-of-school time programs An analysis of the full costs to quality out-of-school time programs of providing services to different age groups of children and during different times of the year, based on data from 111 programs in Boston; Charlotte, North Carolina; Chicago; Denver, Colorado; New York City; and Seattle, Washington, that had been in operation for at least two years and had appropriate child-staff ratios and participation rates |
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Culturally-based after-school arts programming for low-income urban children: Adaptive and preventive effects An experimental evaluation of the effects of an after school arts program on the behavior of low-income urban children based on parent and child questionnaires |
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A dynamic framework for understanding the complex work of quality out-of-school-time programs An examination of administrative and program practices that support quality service delivery in 5 out of school time programs that received grants from the Robert Bowne Foundation, and an inquiry into the influence of educational components on program quality |
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Effects of after-school programs on the relationships among emotional regulation, behavior regulation, and social competence An investigation of the relations among quality of after-school programs and urban elementary school children's social competence and emotional and behavior regulation |
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Engaging older youth: Program and city-level strategies to support sustained participation in out-of-school time A study of the characteristics of out-of-school time (OST) programs that sustained the participation and retention of middle and high school students, and an examination of strategies used in city-level initiatives to promote OST program participation, based on survey and in-depth interview data collected from programs in San Francisco; Washington, DC; Chicago; New York City; Cincinnati, Ohio; and Providence, Rhode Island |
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Enhancing the educational achievement of at-risk youth A study of an educational enhancement program, administered outside of school, offered to at-risk early adolescents living in public housing |
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Evaluation findings from the after-school apprenticeship programs in New York City, Providence, and Boston Findings from an evaluation of the After-School Apprentice Program (ASAP), a training and job placement program through which interns were provided with eight weeks of training in either sports activities or in the arts and were placed in a paid summer internship in Boston, Massachusetts, Providence, Rhode Island, and New York City, New York |
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