This call focused on the latest longitudinal findings from the study of promising after-school programs and featured a presentation by Deborah Lowe Vandell, Professor and Chair of the Department of Education at the University of California, Irvine.
The call provided an opportunity for SEAs to engage Deborah Vandell and each other in a discussion focused on evaluation related to state work on 21st CCLC and/or SES. On the call, Professor Vandell presented an overview of the study design and participants, the study findings regarding participant outcomes, and general study conclusions.
Please download and access materials and the transcript of the call
Study of Promising After-School Programs – Project Forms and Measures
The Study of Promising After-School Programs. Descriptive Report of Promising Practices. (February, 2004)
Outcomes Linked to High Quality Afterschool Programs: Longitudinal Findings from the Study of Promising Afterschool Programs. (October, 2007)
Outcomes Linked to High Quality Afterschool Programs: Longitudinal Findings from the Study of Promising Afterschool Programs – presentation by Deborah Lowe Vandell
Written transcription of the Audioconference
Audio recording of the Audioconference
PRESENTER BIOGRAPHICAL INFORMATION
Deborah Lowe Vandell
Deborah Lowe Vandell is the Chair of the Department of Education at the University of California, Irvine. She holds a joint appointment in the Department of Psychology and Social Behavior. Prior to these appointments, Professor Vandell was the Sears Bascom Professor of Education at the University of Wisconsin, Madison where she held appointments in Educational Psychology, Human Development and Family Studies, and Psychology.
The author of more than 130 articles, Professor Vandell’s research has focused on the effects of developmental contexts (early child care, schools, after-school programs, families, neighborhoods) on children’s social, behavioral, and academic functioning. As one of the principal investigators with the NICHD Study of Early Child Care and Youth Development, she has conducted an intensive study of the development of 1300 children from birth through age 15 years. This work is viewed by many social scientists as one of the most comprehensive studies of the short-term and long-term effects of early child care and the family to date. For the last 20 years, Professor Vandell also has studied the effects of after-school programs, extracurricular activities and self-care with a particular focus on low-income children of color. This body of work is widely cited as evidence of the benefits after-school programs and activities.
Professor Vandell has served on advisory boards and panels for the National Academy of Science, the National Institutes of Health, the U.S. Department of Education, the Charles Stewart Mott Foundation, W. T Grant Foundation, and the National Institute for Early Education Research. Her testimony before the U.S. Congress and other federal, state, and local governmental bodies has been used to inform policy decisions in early childhood, after-school programming, and K-12 education. Her professional service has included terms as an Associate Editor of the journal Child Development and on the Editorial Boards of the Journal of Educational Psychology, Developmental Psychology, Journal of Family Issues, and Contemporary Psychology.
Professor Vandell received the faculty distinguished achievement award in the School of Education at the University of Wisconsin and a distinguished teaching award at the University of Texas at Dallas. She is a fellow of the American Psychological Association and the American Psychological Society.
Chiefline
