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Another area that can be discussed in this section is the evidence of improvement in other after-school programs throughout the country. According to a study conducted by the University of California,
A two-year longitudinal Study of Promising After-School Programs examined the effects of participation in quality after school programs among almost 3,000 youth in 35 elementary and middle school after school programs located in 14 cities and 8 states. New findings from that study indicate that elementary and middle school students who participated in high-quality after school programs, alone or in combination with other activities, across two years demonstrated significant gains in standardized math test scores, when compared to their peers who were regularly unsupervised after school. Further, regular participation in after school programs was associated with improvements in work habits and task persistence. (Vandell, 2007)
The final area that investors are particularly interested in is whether their funds are being used responsibly. The data reporting for this area is best achieved with two particular charts. The first chart should specifically touch on the monthly purchases being made for the program. This list should...
The second chart should graph out the amount spent each month, comparing month-to-month for the past year. This approach can help investors see that the program is budgeting and allocating funds appropriately.
Overall, the key to informing investors about this program is to assure them that their money is being used to keep latchkey and at-risk kids safe. Through exploring the lessons and activities as well as the funds spent in the program, this information can be clearly and concisely presented to the investors.
Works Cited
Gardener, M., Roth, J., Brooks-Gunn, J. (2009). Can After-school Programs Help Level the Academic Playing Field for Disadvantaged Youth? Columbia University: Campaign for Educational Equity. Available at http://cms.tc.columbia.edu/i/a/document/11242_After-school_report_10-7-09_web.pdf
Vandell, D., Reisner, E., & Pierce, K. (2007). Outcomes linked to high-quality afterschool programs: Longitudinal findings from the study of promising practices. Irvine, CA:
University of California and Washington, DC: Policy Studies Associates. Available at http://www.gse.uci.edu/docs/PASP%20Final%20Report.pdf
Works Cited
Gardener, M., Roth, J., Brooks-Gunn, J. (2009). Can After-school Programs Help Level the Academic Playing Field for Disadvantaged Youth? Columbia University: Campaign for Educational Equity. Available at http://cms.tc.columbia.edu/i/a/document/11242_After-school_report_10-7-09_web.pdf
Vandell, D., Reisner, E., & Pierce, K. (2007). Outcomes linked to high-quality afterschool programs: Longitudinal findings from the study of promising practices. Irvine, CA:
University of California and Washington, DC: Policy Studies Associates. Available at http://www.gse.uci.edu/docs/PASP%20Final%20Report.pdf
In order to accomplish this task, the net cost per student will be calculated and compared to the desired outcomes of the program. In order to be beneficial and worthwhile, the benefits of the program must not dramatically outweigh the costs of the program. Cost:benefit analysis will help to determine if the program is beneficial enough to continue. Resources The cost: benefit analysis will help to determine if the expenditures for
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