This paper uses pattern centered methods to describe the association between four collaborative management practices and the quality of instruction available to youth.
Quality accountability in the out of school time sector
Preparing youth to thrive: Promising practices in social and emotional learning
The guidebook describes SEL standards and organizational and curriculum features for a set of eight exemplary SEL programs.
Citation: Charles Smith et al., Preparing Youth to Thrive: Promising Practices for Social and Emotional Learning (Washington, DC: Forum for Youth Investment, 2016).
Building citywide systems for quality: Guide and case studies for afterschool leaders
How-to guide for cities drawing on experience from implementation of QIS in 40+ cities and states.
Citation: Yohalem, N., Devaney, E., Smith, C., & Wilson-Ahlstrom, A. (2012). Building Citywide Systems for Quality: A Guide and Case Studies for Afterschool Leaders.
Continuous Improvement Theory and Methodology for Lower Stakes Accountability Models
Continuous quality improvement in afterschool settings: Impact findings from the Youth Program Quality Intervention study
Multi-site randomized controlled trial that identifies a substantively large and statistically significant cross-level cascade of QIS effects from network to organization to point-of-service instruction.
Citation: Akiva, T., Sugar, S.A., Smith, C., Pearson, L.M., Peck, S.C., Denault, A., & Blazevski, J. (2012). Continuous Quality Improvement in Afterschool Settings: Impact findings from the Youth Program Quality Intervention Study.
Understanding the “how” of effective quality improvement: Lessons from the Rhode Island Program Quality Intervention
Case study of scaled QIS implementation in Rhode Island with focus on manager skills and implementation at the organization level.
Citation: Devaney, E., Smith, C., & Wong, K.K. (2012). Understanding the “How” of Quality Improvement: Lessons from the Rhode Island Program Quality Intervention. Afterschool Matters.
Quality at the point of service: profiles of practice in after-school settings
This paper uses pattern centered methods to identify three different quality profiles – high, medium, and low – that characterize staff instruction in out-of-school time programs.
Citation: Smith, C., Peck, S.C., Denault, A., Blazevski, J. and Akiva, T. (2010), Quality at the Point of Service: Profiles of Practice in After-School Settings. American Journal of Community Psychology, 45: 358-369. https://doi.org/10.1007/s10464-010-9315-z
Linking after-school instructional practices to youth engagement: A pattern-centered approach
This paper uses pattern centered methods to describe the association between the quality of instruction available and youth’s level of mental engagement with that instruction.
Citation: Akiva, T., Pearson, L., Sugar, S. A., Peck, S. C., Smith, C., & Denault, A. (2010). Linking after-school instructional practices to youth engagement: A pattern-centered approach. Paper presented at the Society for Research on Adolescence Biennial Meeting.
Final report on the Palm Beach quality improvement system pilot: Model implementation and program quality improvement in 38 after-school programs
Mixed methods study of QIS implementation and effects in afterschool programs in Palm Beach County, Fl.
Citation: Smith, C., Akiva, T., Blazevski, J., & Pelle, L. (2008). Final report on the Palm Beach Quality Improvement System pilot: Model implementation and program quality improvement in 38 after-school programs. Forum for Youth Investment, David P, Weikart Center for Youth Program Quality.