The Unique Challenges of Afterschool Research - A Practical Guide for Evaluators and Practitioners

Oct 15, 2026

Uploaded by Stanley

Afterschool leaders face growing pressure to produce high-quality research that demonstrates the value of programming, yet building effective evaluation partnerships is often harder than expected. The guide explains how the K–12 research-practice background does not necessarily transfer to out-of-school time contexts, creating evaluation frustrations for both practitioners and evaluators. It outlines key issues in data collection, communication, and assumptions, then offers guidance for designing afterschool studies and sustaining partnerships that serve funders, staff, students, and families.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages8

Reading Time20 min

AccessFree to download

Afterschool research challenges

Research-practice gaps between K–12 and OST

Data collection and communication issues

Designing afterschool studies with unique context in mind

Best practices for evaluator–practitioner partnerships

The Unique Challenges of Afterschool Research A Practical Guide for Evaluators and Practitioners Lizzie Murchison, Katie Brohawn, Cheri Fancsali, Andrea D. Beesley, and Erin Stafford Funders and policymakers are increasingly recognizing the afterschool field for its vital role in supporting the social and emotional growth and academic achievement of school-age youth. Although this recognition is welcome, it often comes with increased expectations for high-quality research demonstrating the value of programming. To satisfy these demands and make the most of funding opportunities, practitioners must develop strong partnerships with external evaluators. However, developing afterschool evaluation partnerships that work well for all parties is often far more difficult than program directors or evaluators anticipate. When research is conducted in K–12 schools, educators often bring some experience in assessment methods, and researchers often have at least a basic knowledge of pedagogy. In contrast, in the out-of- school time (OST) field, program directors with little formal research experience are frequently paired with evaluators who lack experience in OST programs. This research-practice gap, if not addressed, can translate LIZZIE MURCHISON, MA, is the senior research associate for ExpandED Schools, where she manages a portfolio of afterschool evaluation projects focused on elementary literacy, middle school STEM, and preservice teacher training. KATIE BROHAWN, PhD, as vice president of research at ExpandED Schools, helps to establish research priorities to inform policy and support data-driven continuous improvement, especially in expanded learning time. CHERI FANCSALI, PhD, is the research director at the Research Alliance for New York City Schools. She has led numerous studies of school-based and afterschool programs, particularly focusing on STEM education and teacher professional development. ANDREA D. BEESLEY, PhD, is a principal education researcher at SRI International. She focuses on motivation and engagement in learning, evaluating STEM programs in and out of school, and working with rural populations. ERIN STAFFORD, MA, is a senior research associate at Education Development Center with expertise in out-of-school time. She works with government agencies and nonprofit organizations to research and evaluate questions of policy and practice. into frustrating evaluation experiences for practitioners and evaluators alike. Program directors may finish an evaluation feeling that they did not learn anything new or that the study was entirely for the benefit of the funder. Evaluators may find themselves stymied by data collection issues and communication challenges they are unprepared to solve. The literature offers little practical guidance about developing and conducting research in OST settings, K–12 education. Next, we recommend ways to take those unique features into account when designing and implementing an afterschool study. The final section addresses best practices for forming and maintaining strong partnerships between evaluators and practitioners to produce results that meet the needs not only offunders but also of the program and its staff, students, and families. beyond instruments for possible use in evaluation. This The Unique Context of Afterschool Programs article addresses this gap by providing candid advice for Evaluators with experience implementing K–12 evaluaevaluators seeking to transition from K–12 to afterschool tions often approach afterschool programs with expecta research. This advice may also tions and recommendations framed help program directors and other by that experience. However, there stthaekeholders whresearch proocewssantwoto mrk maokere Evaluators with experience areuniaquneumtobearfteofrscconthoolextuathatl fsahctooursld effectively for them. We aim to implementing K–12 alter this calculus. Assumptions help evaluators understand what is evaluations of

FAQs

Why are funders expecting more rigorous afterschool research?

Funders and policymakers increasingly view afterschool as essential for social-emotional growth and academic achievement, leading to higher expectations for evidence of programming value.

What makes evaluation partnerships harder in out-of-school time than in K–12?

K–12 teams often have assessment or pedagogy experience on both sides, while OST program directors may lack formal research experience and evaluators may lack OST experience.

How does the guide suggest evaluators should approach afterschool research?

It recommends accounting for OST’s unique context when designing and implementing studies, addressing assumptions that can create significant implementation challenges.

Oct 15, 2026

Uploaded by Stanley