Abstract
The Excellence in Youth Programming (Excel) Initiative strives to support youth programs in delivering high quality programs. The backbone of Excel is the Youth Development Observational Tool (YDOT) which allows for the virtual assessment of program staff who work with children and youth ages 9-18 years. The YDOT also allows Excel to provide structured feedback to programs. Excel has several unique features, including a virtual platform and a focus on the relationships between adults and youth participating in after-school programs. Offering structured assessment and interaction online eliminates expenses, provides convenient access for programs around the globe, and allows for unobtrusive assessment of worker-youth interactions. Excel is also integrated into a broader network of resources, tools, and research for those working with children and youth ages 9-18.
Highlights
Fostering positive youth development requires intentional, planned scaffolding throughout childhood and adolescence
The Excellence in Youth Programming (Excel) Initiative strives to ensure programs that serve young people have the tools and resources needed to deliver high quality programs that promote the positive development of young people
Development of the Youth Development Observational Tool (YDOT) was guided by the youth development literature (Borden, Scholmer, & Wiggs, 2011) and items were designed to assess the key elements needed within after-school programs to promote the positive development of young people (Eccles, & Gootman, 2002)
Summary
Fostering positive youth development requires intentional, planned scaffolding throughout childhood and adolescence. It is estimated that over 8 million children and youth participate in after school programs annually, and over 14 million engage in such programming over the summer (Afterschool Alliance, 2009) As such, these programs have tremendous potential to provide meaningful support that can contribute to positive youth development. Improving the quality of youth programs has the potential to have positive ripple effects across a variety of life domains—academic achievement, social emotional and life skills development, health and well-being, and civic engagement can be improved for young people (Borden & Perkins, 2006; Hamilton, Hamilton, & Pittman, 2004; Mahoney, Cairns & Farmer, 2003; Walsh, 2007). Programs can use data from such evaluations to develop improvement plans, report achievements to funders and community stakeholders, and design additional quality programming
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