[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-591405-105":59,"doc-detail-591405-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","self-assessment-of-high-quality-academic-enrichment-practices","self-assessment of high-quality academic enrichment practices","","The article examines program practices within 21st Century Community Learning Centers that support students’ academic gains, focusing on how self-assessment can strengthen continuous improvement. It reviews evidence-based point-of-service elements and argues that many existing self-assessment tools omit key components tied to academic success. External assessments offer valuable outcomes but emphasize grades and test data over program environment practices. The work proposes enhancing self-assessment tools to capture essential measures of academic enrichment quality.",{"@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/self-assessment-of-high-quality-academic-enrichment-practices/591405/",{"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/self-assessment-of-high-quality-academic-enrichment-practices/591405.png","ImageObject",300,407,{"name":92,"@type":93},"eBook King","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of the article on afterschool programs?","Question",{"text":112,"@type":113},"It reviews program elements shown to affect academic growth and evaluates how well existing self-assessment tools measure these practices in afterschool settings.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the article emphasize self-assessment instead of relying only on external assessments?",{"text":117,"@type":113},"Self-assessment enables program staff to systematically review and improve the quality of their point-of-service activities, while external assessments often require more resources and focus more on outcomes like grades and test scores.",{"name":119,"@type":110,"acceptedAnswer":120},"What problem does the article identify with current self-assessment tools?",{"text":121,"@type":113},"Most tools do not consistently include the point-of-service elements that support student academic gains, which can leave programs without essential information about program quality even when tools are used frequently.","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},591405,1792787049,{"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":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"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":46,"preview_page_count":4},962088006270,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","self-assessment of high-quality academic enrichment practices  \nby Jenell Holstead and Mindy Hightower King  \nSince its inception, the 21st Century Community Learning Centers (CCLC) program has been one of the fastest-growing federal programs. In 2008, its budget of over $1 billion funded 9,930 centers (U. S. Department of Education, 2008) . The program provides grants to schools and community organizations to expand education services beyond the regular school hours. The tutorial services and academic enrichment activities of 21st CCLC programs are thus often designed to help youth meet local and state academic standards in subjects such as reading and math.  \nBecause there are so many 21st CCLC programs, accountability systems and impact studies have become an important focus. However, research findings have been mixed. While some studies find a positive association between afterschool participation and the develop-  \nment of academic and social skills (Cosden, Morrison, Albanese, & Macias, 2001; Huang, Gribbons, Kim, Lee,& Baker, 2000; Klien & Bolus, 2002; Mahoney, Lord, & Carryl, 2005; Posner & Vandell, 1994; Welsh et al. , 2002), other research has found no effects or has found negative associations between achievement and afterschool participation (Bissell, Dugan, Ford-Johnson, &  \nJeNeLL HOLSTeAD received her doctoral degree in school psychology from Indiana University in April 2010. She has worked at the Center for Evaluation and Education Policy since 2007 and has recently accepted a faculty research associate position there. She has served as a local evaluator for a number of 21st Century Community Learning Centers programs in Indiana. She is an integral team member of the statewide evaluations for the 21st CCLC programs in Indiana and Kentucky.  \nMiNDY HiGHTOWeR KiNG holds a faculty research appointment at the Center for Evaluation and Education Policy, where she designsand manages evaluation projects for education and human services organizations. Her work focuses on evaluating and enhancing the quality of 21st CCLC afterschool programs and on building the capacity of charter schools and state departments of education to enhance accountability by implementing performance measurement systems. She currently serves as the project director for the statewide evaluations of the 21st CCLC initiatives in Indiana and Kentucky.  \nJones, 2002; James-Burdumy, Dynarski, & Deke, 2007; National Institute of Child Health and Human Development Early Child Care Research Network, 2004; Pettit, Laird, Bates, & Dodge, 1997; U.S. Department of Education, 2003) . The discrepancies may be due to sample characteristics, most notably socioeconomic status (Marshall et al. , 1997; Posner & Vandell, 1994), and to lack of methodologic rigor in many evaluations of afterschool programs (Scott-Little, Hamann, & Jurs, 2002) .  \nRecently the focus of research on afterschool programs has shifted to better understanding which programs are successful in effecting academic gains in students and why (Beckett et al. , 2009) . This research has suggested a number of program practices that help students make academic gains. Assessment procedures can help afterschool programs increase the effective implementation of these practices and can inform ongoing improvement efforts.  \nExternal assessments, often conducted by third-party organizations specifically trained in evaluation, can provide program staff with an outside perspective on program quality. These assessments generally require significant financial resources and tend to focus on outcomes such as grades, test scores, and survey data. They often place less emphasis on the practices that influence the afterschool environment and the program activities youth experience—the “point of service” aspects of afterschool quality.  \nSelf-assessment is an often-overlooked alternative to external assessment. Program staff can use self-assessment processes to systematically review the quality of their afterschool ","cbCaictDzp9sUMKa","https://ap.wps.com/l/cbCaictDzp9sUMKa","pdf",290788,"English","# Features of High-Quality Programs That Contribute to Academic Outcomes\n## Self-assessment vs external assessment\n## Evidence-based point-of-service elements\n## Gaps in current self-assessment tools","[{\"question\":\"What is the main focus of the article on afterschool programs?\",\"answer\":\"It reviews program elements shown to affect academic growth and evaluates how well existing self-assessment tools measure these practices in afterschool settings.\"},{\"question\":\"Why does the article emphasize self-assessment instead of relying only on external assessments?\",\"answer\":\"Self-assessment enables program staff to systematically review and improve the quality of their point-of-service activities, while external assessments often require more resources and focus more on outcomes like grades and test scores.\"},{\"question\":\"What problem does the article identify with current self-assessment tools?\",\"answer\":\"Most tools do not consistently include the point-of-service elements that support student academic gains, which can leave programs without essential information about program quality even when tools are used frequently.\"}]","self-assessment of high-quality academic enrichment practices | PDF",1792071792]