Importance of Measuring Participants’ Reasons for Being in the Program

This blog post was originally posted on AEA365 and was written with Tiffany Berry, a research associate professor at Claremont Graduate University. 

Today we are going to discuss why you should measure participants’ motivation for joining or continuing to attend a program.

Sometimes, randomization in our impact evaluations is not possible. When this happens, there are issues of self-selection bias that can complicate interpretations of results. To help identify and reduce these biases, we have begun to measure why youth initially join programs and why they continue participating. The reason participants’ join a program is a simple yet powerful indicator that can partially account for self-selection biases while also explaining differences in student outcomes. Continue reading “Importance of Measuring Participants’ Reasons for Being in the Program”

Embedding Continuous Quality Improvement Throughout Organizations

This blog post was originally posted on AEA365 and was written with Tiffany Berry, a research associate professor at Claremont Graduate University. 

Today we are going to discuss the importance of embedding quality throughout an organization by discussing our work in promoting continuous quality improvement (CQI) in afterschool programs.

CQI systems involve iterative and ongoing cycles of goal setting about offering quality programming, using effective training practices to support staff learning and development, frequent program monitoring including site observations and follow-up coaching for staff, and analyzing data to identify strengths and address weaknesses in program implementation. While CQI within an organization is challenging, we have begun to engage staff in conversations about CQI. Continue reading “Embedding Continuous Quality Improvement Throughout Organizations”