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Peer-reviewed article

A Youth Development Approach to Evaluation: Critical Participatory Action Research

April 1, 2015 | Public Programs
Across the U.S., youth development approaches are being tested in out-of-school time programs as a strategy to combat the growing opportunity gap between privileged and underprivileged youth (Gardner, Roth, & Brooks-Gunn, 2009). Along with increased recognition of the value of youth development programming has come increased financial support (Padgette, 2003; Zeller-Berkman, 2010). This investment, in turn, brings increased pressure to continually prove to funders that youth development programs affect student outcomes (Zeller-Berkman, 2010). The increased emphasis on accountability has sometimes forced community-based organizations (CBOs) to maintain a myopic focus on outcomes that are easily measurable but not necessarily the most important (Fusco, Lawrence, Matloff-Nieves, & Ramos, 2013). Underfunded nonprofits can feel overwhelmed by the intense emphasis on producing “evidence-based” outcomes, especially if evaluation feels like an “add-on” rather than being aligned with and integrated into program goals.

TEAM MEMBERS

  • Sarah Zeller-Berkman
    Author
    Public Science Project
  • Carolina Munoz-Proto
    Author
    Pontificia Universidad Católica de Valparaíso
  • Maria Elena Torre
    Author
    Public Science Project
  • Citation

    Publication Name: Afterschool Matters
    Volume: 22
    Page Number: 24-31
    Resource Type: Research Products
    Discipline: General STEM
    Audience: Elementary School Children (6-10) | Middle School Children (11-13) | Youth/Teen (up to 17) | Educators/Teachers | Museum/ISE Professionals | Evaluators
    Environment Type: Public Programs | Afterschool Programs

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