Perceptions of Program Quality and Fidelity of an Arts-Based After School Program: A Process Evaluation

Abstract

Participation in after school programs is associated with increases in academic achievement and improved behavior in students at risk. Process evaluation data from participants and key stakeholders was used to gauge implementation, satisfaction, and program attendance of an after school arts program. Lack of scheduling flexibility resulted in low attendance. Students and community partners reported problems with school staff. Students reported being less likely to react negatively to teachers and peers, and liked being in a safe place. Careful selection of staff members who provide autonomy, perceptions of safety, and varied activities may result in increased program attendance and satisfaction.