Sunday, September 27, 2020


ASAPconnect wishes to provide leadership to the after school assistance provider field, providing them with best practices related to evaluation of the effectiveness of the TA services they provide. By fostering evaluation, it is our hope to improve the quality of TA services in California. For this reason, ASAPconnect conducted the following literature review to obtain relevant evaluation tools and findings to advance our learning about effective TA practices and to empower the TA field with evaluation strategies they can apply in their daily work.

Evaluation Background
Using coaching to provide ongoing support and supervision to out-of school time staff: Part 3 in a Series on Implementing Evidence-Based Practices in Out-of-School Time Programs The Role of Frontline Staff. Child Trends.

Maldonado, N. & Peter, N. (2003). Summary of literature search: evaluating the impact of teacher training on OST program quality. Out-of- School Time Resource Center.
Link: of Literature Search - Evaluating the Impact of Teacher Training on OST Program Quality.pdf

Training out-of-school time staff: Part 2 in a Series on Implementing Evidence-Based Practices in Out-of-School Time Programs The Role of Frontline Staff. Child Trends.

Evaluation Planning
Killion, J. (2006). Evaluating the impact of professional development in eight steps. The Evaluation Exchange, 11(4), 5

Kreider, H. & Bouffard, S. (2006). A conversation with Thomas R. Guskey. The Evaluation Exchange, 11(4), 13-14

N.A. (2000, September). Training and supervising after-school staff: A Resource Brief. The After School Corporation. Retrieved April 17, 2009.

Wilkinson, C. & Billing, S. (2006). Evaluating a professional development “Cascade” from facilitator to university faculty to early childhood providers. The Evaluation Exchange, 11(4), 22.

Evaluation Development
Bouffard, S., & Little, P. M. D. (2004). Promoting quality through professional development: A framework for evaluation (Issues and Opportunities in Out-of-School Time Evaluation Brief No. 8). Cambridge, MA: Harvard Family Research Project.

Killion, J. (1999). What works in the middle: Results-based staff development. Oxford, OH: NSDC The author discussed results of a 2-year initiative, Results-Based Staff Development for the Middle Grades that examined the link between content based staff development and student achievement.


Promising Practices

Share knowledge with your peers about promising practices in the after school field, so we can all partner more effectively to provide California's children and youth with more growth opportunities. To submit promising practices you must first register with the site using the link at the top of the page. Once logged-on you may use the link in the left menu to submit a promising practice.

Self-Reported Effects of After-School University on Knowledge and Skills of After-School Staff

After-school University (AU) is a program of the Long Beach YMCA Downtown Community Development Branch. Its mission is to deliver a structured system of training for after-school staff to ensure high quality programs throughout Southern California. You can download the complete research paper as a PDF.

thumbnail eval ta brochure
Evaluation Literature Review

The Age of Our Accountability-Guskey
Evaluating OST PD-HFRP


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