Abstract
This study examined quality and afterschool program designs with a focus on conditions of persistent low quality. Using an action science case study method, data from a quality-improvement project were examined to explore circumstances and reasons for low quality. Four identified program designs varied by emphasis on academics, school alignment, physical space, resources, and grouping strategies, as well as by the operationalization of youth choice. These program design features were found to be dynamically interrelated and key elements of structural quality yet were not found to be targets of state, funder, or agency quality improvement interventions guided by the current broad theory of change for quality initiatives. Structural quality, conceptualized as dynamic and interdependent, may be a prerequisite condition for self-directed quality improvement or a focus of targeted quality interventions.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
