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Program Outcomes for Children
ANNOTATED BIBLIOGRAPHY: Responsibility
and Independence
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.
Scarborough, J. L. (1997). The
SOS club: A practical peer helper program. Professional School Counseling,
1, 25 - 28.
This article describes the Serve Our School (SOS) peer helper program, in which fifth graders provide academic tutoring to younger students and serve as student assistants to classroom teachers. Children who are peer helpers have the opportunity to develop many positive character traits, including responsibility and self-discipline.
Weikart, D. P. (1998). Changing
early childhood development through educational intervention. Preventive
Medicine: An International Devoted to Practice & Theory, 27, 233 -
237.
This article describes a follow-up evaluation of participants in the High/Scope Perry Preschool study of the late 1960's. The study followed former participants through age 27 and found that children who participated in a program that stressed individual choices and independent decision-making showed increased social responsibility and academic success. A cost-benefit study found a return of $7.16 for each dollar invested in this type of program.
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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