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.

Contribution and
Citizenship


Measures


| Program Outcomes for Children |

| NOWG Home |