Program
Outcomes for Children
ANNOTATED BIBLIOGRAPHY:
Contribution and Citizenship
Behrman, R. E. (Ed.) (1995). Long-term
outcomes of early childhood programs: The future of children, 5 (3).
Los Altos, CA: Center for the Future of Children, David and Lucille Packard
Foundation.
Several review articles in this volume
of The Future of Children, including those by Barnett and by
Yoshikawa, address long term effects of early childhood intervention
programs on prosocial behavioral outcomes, including school success
and delinquency. These reviews of long-term follow-up studies suggest
that programs targeted to children can indeed have an impact on contribution
and citizenship outcomes.
Cartledge, G., & Milburn, J. F. (Eds.)
(1995). Teaching social skills to children and youth: Innovative approaches
(3rd ed.). Boston: Allyn & Bacon..
The authors suggest some program strategies
that may help contribute to the development of prosocial skills in children,
including appropriate compliance with rules and routines, and functioning
as a productive member of a group.
Hauser-Cram, P., & Shonkoff, J. P. (1988).
Rethinking the assessment of child-focused outcomes. In H. B. Weiss &
F. H. Jacobs (Eds.), Evaluating family programs (pp. 73-94). New
York: Aldine de Gruyter.
This chapter provides an overview of
issues to be considered in evaluating community-based programs for children.
The authors note the historical tendency to focus almost exclusively
on intellectual outcomes such as IQ scores, and argue strongly for considering
social outcomes. Discussion of assessment of social competence in children
includes general methodology issues, and reviews some measures.
Ysseldyke, J. E., & Thurlow, M. (1993,
October). Developing a model of educational outcomes (NCEO Report
No. 1). Minneapolis, MN: University of Minnesota, College of Education,
National Center on Educational Outcomes.
Describes a conceptual model of outcomes
and indicators for children developed by the National Center on Educational
Outcomes which has been adopted by the Children's National Outcome Work
Group as an organizing framework. Although designed with public education
in mind, the model is adaptable to informal and community-based programs.
The eight outcome domains identified in the model are Physical Health,
Responsibility and Independence, Contribution and Citizenship, Academic
and Functional Literacy, Personal and Social Adjustment, Family Involvement
/Accommodation and Adaptation, Satisfaction, and Presence and Participation.
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