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How could OST address climate change?

Share on linkedin LinkedIn Share on twitter Twitter Share on email Email Download 650 words | 3 min With the publication of the IPCC report[1], it’s not difficult to conclude that our current political leadership is not going to take us where we need to go, and we can’t wait anymore. The scientists are telling us right now, in clear language, that the time is up: Major transformations in our thinking and behavior around energy

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How the Q-ODM impact model is a more cost-effective form of the quasi-experimental design (QED)

Share on linkedin LinkedIn Share on twitter Twitter Share on email Email Download The Quality-Outcomes Design and Methods (Q-ODM) approach to program evaluation increases the use value of all estimates produced as part of an impact analysis. Put simply: We replace the “no-treatment” counterfactual condition (i.e., children who were not exposed to an afterschool program) with low-implementation conditions (e.g., children who were exposed to lower-quality instructional practices in an afterschool program) in order to describe

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Why are Q-ODM’s Pattern-Centered Methods (PCM) More Realistic and Useful for Evaluators?

Share on linkedin LinkedIn Share on twitter Twitter Share on email Email Download Pattern-centered theory and methods (PCM) can be used to tell simple and accurate stories about how real persons grow in real school and afterschool classrooms. Stories about the quality and outcomes (i.e., causes and effects) that are modeled using PCM are particularly useful because they can address questions related to “how” programs and classrooms work and “how much” children grow skills. Most

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Introduction to White Paper 3

Share on linkedin LinkedIn Share on twitter Twitter Share on email Email Download Greetings friends! In this third White Paper, Realist(ic) Evaluation Tools for OST Programs: The Quality-Outcomes Design and Methods (Q-ODM) Toolbox, we extend from the neuroperson framework for socio-emotional skills to a focus on evaluation design and impact evidence. Focusing on the methods used to evaluate out-of-school time (OST) programs and to assess the impact on student skill growth is a critical issue,

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Introduction to White Paper 2

Share on linkedin LinkedIn Share on twitter Twitter Share on email Email Download Welcome back! In this second white paper, Measuring Socio-Emotional Skill, Impact, and Equity Outcomes, we extend from the White Paper 1 skill framework to discuss implications for accurate measurement. We are pleased to share these hard-won lessons from two decades of trying to describe the actual outcomes of “broad developmentally-focused programs” – which means trying to figure out how to measure socio-emotional

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Reflections on White Paper 1

Share on linkedin LinkedIn Share on twitter Twitter Share on email Email Download In conjunction with the release of White Paper 1 this week – A Framework for Socio-Emotional Skills, Quality, and Equity – we want to mention a few of the highlights: What are socio-emotional skills? In our view, a person’s socio-emotional skills are integrated sets of mental and behavioral parts and processes (i.e., schemas, beliefs, and awareness); these integrated systems are socio-emotional skills

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