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Title Page Directors’ Use of Data in Decision Making in 21st Century Community Learning Center Grants

Bambauer, Kim (2020) Title Page Directors’ Use of Data in Decision Making in 21st Century Community Learning Center Grants. Doctoral Dissertation, University of Pittsburgh. (Unpublished)

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Abstract

Evidence of positive impact of youth participation in 21st Century Community Learning Center (CCLC) grants remains mixed (Leos-Urbel, 2015). Reports of conflicting results of 21st CCLC program success may plague the 21st CCLC reputation, potentially reducing support and capacity to which they can serve youth at risk. Stakeholders, such as school districts and policy makers lack understanding of the data of the effectiveness of these 21CCLC after school programs is putting current funding at risk (Farrell, Collier‐Meek, & Furman, 2019). Throughout the field of education, expectation from policy makers is increasing that evidence-based practices that are based on research and data are used to guide practical decision making (Mahoney, p.35 2016).
Success in today’s data-oriented environment requires program leaders and stakeholders to be able to think about data analytically (Provost & Fawcett, 2013). The potential concern is a science to practice gap, further undermining the credibility of the 21st CCLC initiative (Mahoney, p.34 2016). The problem and the importance of this research is to identify how directors collect, analyze and report data may be contributing to the lack of stakeholder understanding and mixed review of program success. The basis of this formative research is to examine the practice of 21st CCLC directors on how they use data to base decisions regarding their programs. “The question is not if or why programs are successful but how is data used at program level to drive decisions and program improvement” (Granger, 2010). Through semi- structured interviews of Washington State 21st CCLC grant directors, this inquiry seeks to answer what professional development directors’ need to collect program data accurately, to analyze and develop a deeper understanding of the data, implement program improvement and decisions based on the data.


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Details

Item Type: University of Pittsburgh ETD
Status: Unpublished
Creators/Authors:
CreatorsEmailPitt UsernameORCID
Bambauer, Kimkimbambauer@gmail.comkkb36
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairCrowley, Kcrowleyk@pitt.eduCROWLEYK
Committee MemberAkiva, Ttomakiva@pittAKIVAT
Committee MemberJohnson, TTJohnson@esd113.org
Date: 7 July 2020
Date Type: Publication
Defense Date: 4 May 2021
Approval Date: 7 July 2020
Submission Date: 7 June 2020
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Number of Pages: 88
Institution: University of Pittsburgh
Schools and Programs: School of Education > Instruction and Learning
Degree: EdD - Doctor of Education
Thesis Type: Doctoral Dissertation
Refereed: Yes
Uncontrolled Keywords: 0
Date Deposited: 07 Jul 2020 19:02
Last Modified: 07 Jul 2020 19:02
URI: http://d-scholarship.pitt.edu/id/eprint/39201

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