We sought to answer two specific questions about implementation and children’s SEL skill growth: What is the impact of QIS exposure on program quality (i.e., best practices, low staff turnover, great content), particularly for programs that have lower program quality at baseline? What is the impact of exposure to high program quality on student SEL skills?
This white paper was developed to (1) describe how SEMIS promotes social and emotional learning, (2) iterate content and language with SEMIS stakeholders, (3) and to make a compelling and scientifically grounded case for expansion of the work.
The multilevel person-in-context model of youth development programs facilitates thinking about how the SEL skills being developed at the point of service (POS) are both (a) embedded within the wider context of policy decisions, family background, and out-of-school time (OST) program quality and (b) related subsequently to shorter-term youth outcomes (e.g., SEL skill growth) and longer-term youth achievements (e.g., graduation and employment).
In the summer of 2018, the Local Government Association (LGA) in England commissioned the Centre for Youth Impact to produce an outcomes framework to help partners across the English youth sector to develop and agree on mutual aims to support young people in their local areas. The work was in response to LGA’s consultations that led to its vision statement described in the report, Bright Futures: Our Vision for Youth Services, published at the end of 2017.
This paper describes a generic quality-outcomes design (Q-O design) that meets the need for performance measurement methodology for concurrent and integrated impact evaluation and continuous improvement in the same organization; that is, measure once, cut twice.
This quality-outcomes study was designed to both (a) describe performance in Seattle Public Schools (SPS) summer learning programs in ways that are useful to staff and (b) provide evaluative evidence (i.e., validity) for an instructional model that includes challenging academic content and responsive instructional practices.
This report exemplifies use of the suite of SEL measures and benchmarks in the American Youth Circus Organizations network.
This paper describes validity of QIS performance measures and longitudinal change over four years in Oklahoma 21st CCLC programs.
This paper describes implementation and outcomes for QIS in school-based summer learning programs in multiple cities.
This research article discusses efforts to define and improve the quality of afterschool services, highlighting areas of agreement and identifying leading-edge issues. We conclude that the afterschool field is especially well positioned to deliver high-quality services and demonstrate effectiveness at scale because a strong foundation has been built for continuous improvement of service quality.
