Tag: Theory and Evidence for QIS

Moving the Needle on “Moving the Needle”

Legacy Resource Technical Report
Moving the Needle on “Moving the Needle”
December 1, 2013
Charles Smith

This paper introduces the nomenclature of performance-based accountability systems (PBAS) to the expanded learning field, provides a policy case study for a countywide system in southern Florida and uses data from that system to explore the issue of quality thresholds. We present an expanded design standard to guide development and improvement of PBAS policies and further develop a theory of lower-stakes accountability to guide effective use of incentives of various types. Findings suggest that (1) the PBAS framework defines critical concepts and improves our ability to describe existing quality improvement systems, (2) the Youth Program Quality Assessment (Youth PQA) can be used to produce a program rating of sufficient reliability for use in a PBAS, and (3) that the Palm Beach County PBAS design is an exemplar for expanded learning policies.

Summary | Download

Moving the needle on moving the needle: Next stage technical guidance for performance based accountability systems in the expanded learning field with a focus on performance levels for the quality of instructional services

DOWNLOAD This paper introduces the nomenclature of performance-based accountability systems (PBAS) to the expanded learning field, provides a policy case study for a countywide system in southern Florida and uses data from that system to explore the issue of quality thresholds. We present an expanded design standard to guide development and improvement of PBAS policies … Continue reading Moving the needle on moving the needle: Next stage technical guidance for performance based accountability systems in the expanded learning field with a focus on performance levels for the quality of instructional services

Building citywide systems for quality: Guide and case studies for afterschool leaders

REQUEST ACCESS 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 quality improvement in afterschool settings: Impact findings from the Youth Program Quality Intervention study

REQUEST ACCESS 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 … Continue reading 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

REQUEST ACCESS 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.

Final report on the Palm Beach quality improvement system pilot: Model implementation and program quality improvement in 38 after-school programs

REQUEST ACCESS 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 … Continue reading Final report on the Palm Beach quality improvement system pilot: Model implementation and program quality improvement in 38 after-school programs

Quality accountability: Improving fidelity of broad developmentally focused interventions

DOWNLOAD Design theory and formative evidence to define (1) the system/network-level within which organization and point-of-service settings are materially nested and (2) the lower-stakes QIS design that networks and organizations should implement for improved performance. Citation: Smith, C.M., & Akiva, T. (2008). Quality Accountability: Improving Fidelity of Broad Developmentally Focused Interventions.

Quality in the Out-of-School Time Sector: Insights from the Youth PQA Validation Study

Conference Paper Legacy Resource
Quality in the Out-of-School Time Sector: Insights from the Youth PQA Validation Study
March 26, 2006
Charles Smith, Tom Akiva, and Brenda Henry

Design theory and formative evidence to describe setting dynamics at two distinct levels, (1) the organization-level where professional learning communities are formed and (2) point-of-service level (e.g., classrooms) where professional staff and learners meet.

Summary | Download