TY - JOUR
T1 - Measuring Afterschool Program Quality Using Setting-Level Observational Approaches
AU - Oh, Yoonkyung
AU - Osgood, D. Wayne
AU - Smith, Emilie P.
N1 - Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The authors acknowledge funding support from the William T. Grant Foundation (Grant 8529), the Wallace Foundation (Grant 20080489), and the National Institute for Drug Abuse (Grant R01 DA025187).
Publisher Copyright:
© 2014, © The Author(s) 2014.
PY - 2015/6/21
Y1 - 2015/6/21
N2 - The importance of afterschool hours for youth development is widely acknowledged, and afterschool settings have recently received increasing attention as an important venue for youth interventions, bringing a growing need for reliable and valid measures of afterschool quality. This study examined the extent to which the two observational tools, that is, Caregiver Interaction Scales (CIS) and Promising Practices Rating Scales (PPRS), could serve as reliable and valid tools for assessing the various dimensions of afterschool setting quality. The observation data of 44 afterschool programs were analyzed using both standard psychometric procedures (i.e., internal consistency, interrater reliability, and factor analysis) and generalizability theory. The results show the potential promise of the instruments, on one hand, and suggest future directions for improvement of measurement design and development of the field, on the other hand. In particular, our findings suggest the importance of addressing the effect of day-to-day fluctuations in observed afterschool quality.
AB - The importance of afterschool hours for youth development is widely acknowledged, and afterschool settings have recently received increasing attention as an important venue for youth interventions, bringing a growing need for reliable and valid measures of afterschool quality. This study examined the extent to which the two observational tools, that is, Caregiver Interaction Scales (CIS) and Promising Practices Rating Scales (PPRS), could serve as reliable and valid tools for assessing the various dimensions of afterschool setting quality. The observation data of 44 afterschool programs were analyzed using both standard psychometric procedures (i.e., internal consistency, interrater reliability, and factor analysis) and generalizability theory. The results show the potential promise of the instruments, on one hand, and suggest future directions for improvement of measurement design and development of the field, on the other hand. In particular, our findings suggest the importance of addressing the effect of day-to-day fluctuations in observed afterschool quality.
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U2 - 10.1177/0272431614561261
DO - 10.1177/0272431614561261
M3 - Article
C2 - 26819487
AN - SCOPUS:84937208934
VL - 35
SP - 681
EP - 713
JO - Journal of Early Adolescence
JF - Journal of Early Adolescence
SN - 0272-4316
IS - 5-6
ER -