Fall 2022 Evolving the Standard for High Quality

In the prior two blogs, we talked about how a group of master afterschool teachers at 25 afterschool sites in Genesee County have responded to the pandemic years. One important area of evolution was the new service models that put staff in the field visiting homes and meeting parents at drop off sites, producing a … Continue reading Fall 2022 Evolving the Standard for High Quality

The State of Children in Afterschool

Like all managers I interviewed last fall, Keoshia, site manager for YouthQuest at Durant-Tuuri-Mott Elementary School, agreed that over 50% of this year’s students were behind academically. For that reason, the team at DTM Elementary afterschool is focused on math and literacy. However, for Keoshia and her team at DTM, the children’s socio-emotional skills are … Continue reading The State of Children in Afterschool

How could OST address climate change?

With the publication of the IPCC report, 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 use must happen right now.

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

Our approach to program evaluation increases the usefulness of all estimates produced as part of an impact analysis. 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 practices) in order to describe the impact of optimal implementation on child outcomes.

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

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.

Introduction to White Paper 2

In this second white paper, Measuring Socio-Emotional Skill, Impact, and Equity Outcomes, we share hard-won lessons from two decades of work attempting to describe the actual outcomes of “broad developmentally-focused programs.” We answer this key question: Why are many SEL skill measurement constructs likely to be inaccurate despite psychometric evidence of reliability and validity?

Reflections on Our White Paper on Socio-Emotional Skills

In conjunction with the release of our first white paper, “A Framework for Socio-Emotional Skills, Quality, and Equity,” we answer the following questions: What are socio-emotional skills? Why are they important? Why are organizations and policies struggling to implement socio-emotional skill reforms? How can our framework help increase the effectiveness of reform?

Introduction to QTurn White Papers

The first in a series of four, “Socio-Emotional Skills, Quality, and Equity,” provides a translational framework for understanding our relatively unique view of the key parts of a socio-emotional skill set. We develop a case for supplementing the traditional focus on student beliefs and behavior with a much more extensive focus on students’ emotional life and the attention skills necessary for becoming the primary authors of their own development.