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Instead of relying mainly on standardized test or attendance outcomes, funders and sponsors are moving toward more flexible, collaborative, and lower-stakes approaches. By treating afterschool programs as learning organizations and applying research from organizational development, education, and youth development, stakeholders can strengthen program quality and align accountability with meaningful youth development goals.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/creating-effective-learning-environments-for-programs-a-new-approach-to-accountability/591418/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/creating-effective-learning-environments-for-programs-a-new-approach-to-accountability/591418.png","ImageObject",300,407,{"name":92,"@type":93},"supergirl","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the document contrast traditional results-based accountability with newer afterschool accountability systems?","Question",{"text":112,"@type":113},"Traditional systems emphasized measurable youth outcomes, often using standardized tests and compliance-driven data. The document describes newer systems that are more flexible, collaborative, and lower-stakes, with broader attention to learning and improvement.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What shift does the document propose for afterschool accountability design?",{"text":117,"@type":113},"It proposes designing accountability systems that fully treat afterschool programs as learning organizations, using research from organizational development, education, and youth development to create effective learning environments.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the document say results-based accountability can fall short of expectations?",{"text":121,"@type":113},"It explains that many stakeholders expected academic achievement outcomes, but research from the late 1990s and early 2000s often did not meet those expectations. The document argues this mismatch can overlook program quality and more holistic youth development goals.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591418,1792912022,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962088121634,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","new from n Io ST  \na new approach  \nto accountability  \ncreating effective learning environments for Programs  \nby Wendy Surr  \nNearly 20 years into the era of results-based accountability, a new generation of afterschool accountability systems is emerging. Rather than aiming to test whether programs have produced desired youth outcomes, an increasing number of afterschool funders and sponsors are shaping more flexible, collaborative, and lower-stakes accountability systems.  \nCould they do even more? By designing accountability systems that fully embrace the notion of afterschool programs as learning organizations and by using research from organizational development, education, and youth development to create effective learning environments, funders and sponsors can help programs to improve quality—and therefore, to succeed in their goal of achieving better outcomes for young people.  \nAccountability in the Age of Outcomes  \nThe 1990s, a time of national investment in afterschool, were also a time of increasing accountability. Passage of the Government Performance and Results Act of 1993 ushered in a new era of results-based accountability (Office of Management and Budget, 1993) . Programs could no longer count delivery of services as evidence of dollars well spent; funders expected to see measurable youth outcomes (Fuhrman, 1999; Kane, 2004; Walker & Grossman, 1999) . These outcomes were driven not by the goals of afterschool programs but by the interests of constituent groups that were looking to afterschool to solve societal ills ranging from poor academic  \nWENDy SuRR is a project director and research associate at the National Institute on Out-of-School Time at Wellesley College. She has directed numerous research and evaluation projects focused on afterschool assessment and the use of data for program improvement. She co-created the Afterschool Program Assessment System (APAS) for the Massachusetts Department of Elementary and Secondary Education 21st Century Community Learning Centers program. This system is being used in cities and states across the country.  \nperformance to juvenile delinquency (Halpern, 2005) . to focus on academic outcomes sidetracked them from To ensure the value of their investments, many funders their true purpose: to support the healthy development created accountability systems to test whether programs of individual children and youth (Halpern, 2005) . Simi  \nwere producing the desired youth outcomes. larly, an article released by the California Committee on  \nEager for new private and public dollars, many af- Afterschool Accountability argued that afterschool proterschool programs began collecting data on youth’s grams should be valued as “unique institutions” (Piha, standardized test scores, grades, school attendance, and 2006, p. 8) supporting healthy youth development and a delinquency records, even when these outcomes didn’t wide range of learning goals.  \nalign with what programs were trying to accomplish. As For many funders, results-based accountability has  \nlarge cities expanded the numbers of afterschool slots fallen short of hopes. Much of the research conducted and sites, compliance led to creation of large-scale data in the late 1990s and early 2000s with the aim of showmanagement systems, new technologies such as swipe ing the impact of afterschool participation on academic cards, and new mechanisms for gaining access to pub- achievement, particularly standardized test scores, did lic school records. Some afterschool programs created not meet stakeholder expectations (Bodily & Beckett, administrative positions dedicated 2005; Dynarski et al. , 2004; James  \nsolely to managing youth outcome Burdumy et al. , 2005; Kane, 2004) .  \ndataJ(Fuisestt aerfe,2004w yea)r.s into the out- for many funders, results- Amsorreesearchdeepleyrsthbeeganrelatitoonsexphiplorbeecomes accountability era, warning based accountability has tween program quality and youth signals emerged. Researchers ques","cbCaipJO9YlQvbhB","https://ap.wps.com/l/cbCaipJO9YlQvbhB","pdf",279705,"English","# Accountability in the Age of Outcomes\n## 1990s results-based accountability\n## Emerging shortcomings and critiques\n# A New Generation of Accountability Systems\n## Beyond test-score measurement\n## 21st Century Community Learning Centers focus","[{\"question\":\"How does the document contrast traditional results-based accountability with newer afterschool accountability systems?\",\"answer\":\"Traditional systems emphasized measurable youth outcomes, often using standardized tests and compliance-driven data. The document describes newer systems that are more flexible, collaborative, and lower-stakes, with broader attention to learning and improvement.\"},{\"question\":\"What shift does the document propose for afterschool accountability design?\",\"answer\":\"It proposes designing accountability systems that fully treat afterschool programs as learning organizations, using research from organizational development, education, and youth development to create effective learning environments.\"},{\"question\":\"Why does the document say results-based accountability can fall short of expectations?\",\"answer\":\"It explains that many stakeholders expected academic achievement outcomes, but research from the late 1990s and early 2000s often did not meet those expectations. The document argues this mismatch can overlook program quality and more holistic youth development goals.\"}]","Creating Effective Learning Environments for Programs - A New Approach to Accountability | PDF",1792071819,25]