The Cost of Quality Out-of-School-Time Programs, Executive Summary

Funders and program planners need a clear understanding of the costs of quality afterschool or summer programs to make sound investments. With support from The Wallace Foundation, P/PV partnered with The Finance Project to embark on one of the largest and most rigorous out-of-school-time (OST) cost studies to date, collecting detailed data from 111 programs that varied dramatically in their focus, content, location, staffing, management and hours of operation.This executive summary highlights the full report's key findings, summarizes variations in program costs and provides recommendations for policymakers and funders who seek to build and sustain quality OST programs for children and youth in their communities.In addition, a companion online cost calculator that provides stakeholders with estimates for various program options is available atwww.wallacefoundation.org/cost-of-quality

The Cost of Quality Out-of-School-Time Programs

Funders and program planners want to know: What does it cost to operate a high-quality after-school or summer program? This study answers that question, discovering that there is no "right" number. Cost varies substantially, depending on the characteristics of the participants, the goals of the program, who operates it and where it is located. Based on detailed cost data collected from 111 out-of-school-time programs in six cities, this report, along with an online calculator (www.wallacefoundation.org/cost-of-quality), provides cost averages and ranges for many common types of programs

Early Outcomes for Programs and Families in Children's Futures

Assesses the programmatic achievements and outcomes for families in the first five years of a community change initiative providing an array of social services. Discusses lessons learned and issues of cost, partnership development, and sustainability

Case-Informed Lessons for Scaling Innovation at Community and Technical Colleges

This evaluation report of Achieving the Dream's Catalyst Fund builds on the emergent research on scale,and its reconceptualization from replication to transformation.In Section One of this report, we provide a brief overview on the importance of scale in the context of a national movement to increase college completion, including a review of the most salient literature on sustainability and scale that informed our evaluation.In Section Two, we describe the Catalyst Fund initiative to support four community colleges to scale an innovative practice to serve most of their students, followed by an overview of our evaluation approach.In Sections Three and Four, we discuss our evaluation findings, and offer illustrative examples of the key factors that appear necessary to achieve scale. Finally, we conclude the report with recommendations for colleges and other stakeholders that wish to scale innovation –and transform their organizational culture –in service of student success and the college completion agenda

High School Students as Mentors: Findings From the Big Brothers Big Sisters School-Based Mentoring Impact Study Executive Summary

Recently, high schools have become a popular source of mentors for school-based mentoring (SBM) programs. This executive summary outlines key findings and recommendations from our High School Students as Mentors report, which drew on data from our large-scale random assignment impact study of Big Brothers Big Sisters SBM (Herrera, et al. 2007). Our research indicated that, on average, high school students were much less effective than adults at yielding impacts for the youth they mentor, but it also identified several program practices that were linked with longer, stronger and more effective high school mentor relationships

Making a Difference in Schools: The Big Brothers Big Sisters School-Based Mentoring Impact Study

School-based mentoring is one of the fastest growing forms of mentoring in the US today; yet, few studies have rigorously examined its impacts. This landmark random assignment impact study of Big Brothers Big Sisters School-Based Mentoring is the first national study of this program model. It involves 10 agencies, 71 schools and 1,139 9- to 16-year-old youth randomly assigned to either a treatment group of program participants or a control group of their non-mentored peers. Surveys were administered to all participating youth, their teachers and mentors in the fall of 2004, spring of 2005 and late fall of 2005.The report describes the programs and their participants and answers several key questions, including: Does school-based mentoring work? What kinds of mentoring experiences help to ensure benefits? How much do these programs cost? Our findings highlight both the strengths of this program model and its current limitations and suggest several recommendations for refining this promising model-recommendations that Big Brothers Big Sisters agencies across the country are already working to implement

Making a Difference in Schools: The Big Brothers Big Sisters School-Based Mentoring Impact Study Executive Summary

Serving almost 870,000 youth nationwide, school-based mentoring is one of the fastest growing forms of mentoring in the US today. Making a Difference in Schools presents findings from a landmark random assignment impact study of Big Brothers Big Sisters School-Based Mentoring -- the first national study of this program model. This executive summary highlights nine key findings from the full report and outlines several recommendations for policy and practice

The Costs of Out-of-School Time Programs

Out-of-school-time (OST) programs are a vital component of children's academic and social development. Nationwide, 6.5 million schoolage children participate in OST programs that seek to ensure their safety, develop and nurture their talents, improve their academic behaviors and help them form bonds with adults and youth who are positive role models.1 These programs incorporate a diverse array of organizational models and programmatic approaches.The study provides detailed information on the full cost of quality OST programs, encompassing both out-of-pocket expenditures as well as the value of resources that were contributed in kind (including space), which most other OST studies have not done. Given that in-kind contributions cannot always be counted on when scaling up or building new programs, policymakers, program directors and funders can use the full cost estimates as an upward bound of cost, assuming no donated resources

Public Benefits and Community Colleges: Lessons from the Benefits Access for College Completion Evaluation

This Final Evaluation Report provides the lessons learned from the Benefits Access for College Completion demonstration (BACC) demonstration project at five of the seven community colleges over the past three years. From the onset of BACC, the evaluation was focused on documenting and learning how the participating colleges approached this work, and how and why they made adjustments during the demonstration. This evaluation approach was intended to provide useful formative feedback to the colleges during the demonstration, but it also was intended to help answer the overarching evaluation question posed by the funders: What are the most promising models for community colleges to increase benefits access for their students, and how can these models be integrated into community college operations?During the course of our evaluation, we observed three key findings that emerged from the BACC demonstration. Colleges converged on the need for a centralized hub to deliver benefits access services, and also began moving toward an opt-out model of pre-screening and screening for benefits access by connecting this initial step in the application process to existing student support services like financial aid and advising. Cutting across these two findings is the critical importance of leadership and commitment to benefits access – up and down the administrative hierarchy and across departments and divisions, but especially for student services. In the following sections, we first present an overview of the BACC demonstration and the various approaches colleges explored at the onset. In Section 2, we provide a detailed discussion of the three main findings from our evaluation, including how the model for delivering benefits access services changed during the demonstration, highlighting specific examples from the five colleges. In Section 3, we discuss the impact analysis at one college where quantitative student data were matched with state administrative data on the receipt of public benefits. We conclude the report by summarizing our core findings, and pointing to additional research that is needed to better understand how benefits access services can be implemented and sustained on a college campus, and the impact of these benefits on student academic outcomes.

Mentoring Formerly Incarcerated Adults: Insights from the Ready4Work Reentry Initiative

This report explores mentoring as a tool for supporting the successful reintegration of formerly incarcerated individuals within the context of a larger reentry strategy -- in this case, the Ready4Workmodel. Ready4Work was a three-year national demonstration designed to address the needs of the growing ex-prisoner population and to test the capacity of community- and faith-based organizations to meet those needs. This report describes Ready4Work's mentoring component; it examines the extent to which mentoring was attractive to participants, the types of adults who volunteered to serve as mentors and how receipt of mentoring was related to participants' outcomes, including program retention, job placement, and recidivism. While this research was not designed to assess the precise impact of mentoring on formerly incarcerated adults, it provides a first look at how mentoring, or supportive relationships more broadly, can fit into comprehensive reentry efforts