Framing an evidence based decision about 21st CCLC: How do we see the value? DOWNLOAD In this policy commentary, we do some reasoning about how 21st CCLC produces value and discuss the limitations in one particular way of seeing that value – the intent-to-treat impact evaluation design. You Might Also Like Linking after-school instructional practices to youth engagement: A pattern-centered approach January 1, 2010 Oklahoma afterschool improvement process: Evaluation of 5 year trajectories January 1, 2017 Quality in the out-of-school time sector: Insights from the Youth PQA validation study January 1, 2006 Leave a Reply Cancel replyYour email address will not be published. Required fields are marked *Comment * Name * Email * Website Save my name, email, and website in this browser for the next time I comment. Post navigation Previous Previous post: Afterschool quality systemsNext Next post: Quality-outcomes study for Seattle Public Schools summer programs, 2016 program cycle
