1
STUDY OF PROMISING AFTER-SCHOOL PROGRAMS
PROGRAM STAFF—STUDENT REPORT GLOSSARY
FALL 2003
Measure
SPRING 2004
Elementary
Middle
Elementary
Middle
After-School Activities
X
X
X
X
Child Behavior Scale
X
X
X
X
Mock Report Card: Work
Habits
X
X
X
X
Task Persistence
X
X
X
X
Teacher Checklist of Peer
Relations: Prosocial Behavior
(Social Skills with Peers)
X
X
X
X
SPRING 2005
Elementary
Middle
2
AFTER-SCHOOL ACTIVITIES
After-School Activities was created for the Study of Promising After-School Programs to
measure after-school program staff’s knowledge of the student’s participation in structured
activities sponsored by the school or another program.
Items
1. Organized sports team
2. After-school activities such as band, choir, drama, yearbook, or STEP/drill team or
cheerleading
3. Extra reading or math classes after school
4. Other activities NOT sponsored by your after-school program
Response scale
1 = yes
2 = no
3 = don’t know
Scoring
Not applicable
Administration
Fall 2003
Spring 2004
Psychometrics
Elementary: Fall 2003 (N = 798)
Yes
No
Don’t know
Organized sports
18%
32%
50%
School-based activities
23%
36%
41%
Reading/math classes
20%
31%
49%
Other activities
10%
20%
70%
Middle: Fall 2003 (N = 446)
Yes
No
Don’t know
Organized sports
25%
30%
45%
School-based activities
20%
41%
39%
Reading/math classes
18%
40%
42%
Other activities
10%
13%
77%
3
Elementary: Spring 2004 (N = 815)
Yes
No
Don’t know
Organized sports
25%
30%
45%
School-based activities
25%
39%
36%
Reading/math classes
30%
31%
39%
Other activities
13%
25%
62%
Middle: Spring 2004 (N = 426)
Yes
No
Don’t know
Organized sports
25%
27%
48%
School-based activities
19%
35%
46%
Reading/math classes
26%
31%
43%
Other activities
15%
20%
65%
4
CHILD BEHAVIOR SCALE
The Child Behavior Scale (Ladd & Profilet, 1996) is a measure of children’s aggressive,
withdrawn, and prosocial behaviors. The Study of Promising After-School Programs utilized 17
items to form two scales, Aggressive with Peers and Prosocial with Peers, consistent with those
used in the NICHD Study of Early Child Care and Youth Development, with a modified
response scale (original: 1 = doesn’t apply, 2 = applies sometimes, 3 = certainly applies). Items
were reworded to refer to other students rather than classmates.
Citation
Ladd, G. W., & Profilet, S. M. (1996). The Child Behavior Scale: A teacher-report measure of
young children’s aggressive, withdrawn, and prosocial behaviors. Developmental Psychology,
32(6), 1008-1024.
Items
1. Tends to react to other students’ distress by teasing them or making things worse
2. Seems concerned when other students are distressed
3. Is an aggressive child
4. Taunts and teases other students
5. Threatens other students
6. Is kind toward students
7. Listens to students
8. Compromises in conflicts with students
9. Is cooperative with students
10. Loses temper easily in conflicts with students
11. Argues with students
12. Is friendly toward other students
13. Annoys or irritates other students
14. Disrupts students’ activities
15. Shows concern for moral issues (e.g. fairness, welfare of others)
16. Offers help or comfort when other students are upset
17. Will continue to bother or hurt other students even when they are clearly upset
Response scale
0 = not true
1 = sometimes true
2 = often true
Scoring
Mean item scores
Aggressive with Peers = 9 items: 1, 3, 4, 5, 10, 11, 13, 14, 17
Prosocial with Peers = 8 items: 2, 6, 7, 8, 9, 12, 15, 16
Administration
Fall 2003
Spring 2004
5
Psychometrics
Elementary: Fall 2003
N
M
SD
Range
Alpha
Aggressive with peers
795
0.31
0.43
0-2
.92
Prosocial with peers
796
1.38
0.44
0-2
.88
Middle: Fall 2003
N
M
SD
Range
Alpha
Aggressive with peers
444
0.24
0.35
0-1.56
.90
Prosocial with peers
436
1.40
0.45
0.13-2
.90
Elementary: Spring 2004
N
M
SD
Range
Alpha
Aggressive with peers
814
0.34
0.45
0-2
.93
Prosocial with peers
813
1.36
0.45
0-2
.89
Middle: Spring 2004
N
M
SD
Range
Alpha
Aggressive with peers
425
0.28
0.41
0-2
.93
Prosocial with peers
425
1.40
0.50
0-2
.93
6
MOCK REPORT CARD: WORK HABITS
The Mock Report Card (Pierce, Hamm, & Vandell, 1999) is a teacher-report measure of
children’s academic performance and work habits. In the Study of Promising After-School
Programs, one item was reworded in the program staff survey to refer to the program rather than
the classroom.
Citation
Pierce, K. M., Hamm, J. V., & Vandell, D. L. (1999). Experiences in after-school programs and
children’s adjustment in first-grade class classrooms. Child Development, 70, 756-767.
Items
1. Follows program procedures
2. Works well independently
3. Works neatly and carefully
4. Uses time wisely
5. Completes work promptly
6. Keeps materials organized
Response scale
1 = very poor
2 = somewhat poor
3 = average
4 = good
5 = very good
Scoring
Mean item score
Administration
Fall 2003
Spring 2004
Psychometrics
Elementary
N
M
SD
Range
Alpha
Fall 2003
796
3.71
0.97
1-5
.96
Spring 2004
813
3.57
0.97
1-5
.96
Middle
N
M
SD
Range
Alpha
Fall 2003
423
3.75
1.00
1-5
.97
Spring 2004
426
3.59
0.97
1.17-5
.97
7
TASK PERSISTENCE
Task Persistence is adapted from Walker & Arbreton’s (2001) Self-Efficacy measure, a child
self-report utilizing a 4-point scale (1 = strongly disagree, 4 = agree). The response scale was
modified for the Study of Promising After-School Programs.
Citation
Walker, K. E., & Arbreton, A. J. A. (2001). Working together to build Beacon Centers in San
Francisco. Philadelphia: Public/Private Ventures.
Items
1. If the student can’t do a job the first time, he/she keeps trying until he/she can
2. This student gives up on things before finishing them
3. If something looks too hard, this student will not even bother to try it
4. This student handles unexpected problems very well
5. Failure just makes this student try harder
6. This student is unsure about his/her ability to do things
7. This student can depend on himself/herself
8. This student gives up easily
Response scale
1 = not at all true
2 = a little true
3 = mostly true
4 = really true
Scoring
Mean item score; items 2, 3, 6, and 8 are reverse coded.
Administration
Fall 2003
Spring 2004
Psychometrics
Elementary
N
M
SD
Range
Alpha
Fall 2003
793
3.03
0.61
1-4
.89
Spring 2004
806
2.96
0.60
1-4
.89
Middle
N
M
SD
Range
Alpha
Fall 2003
423
3.09
0.61
1-4
.91
Spring 2004
425
3.01
0.63
1-4
.92
8
TEACHER CHECKLIST OF PEER RELATIONS: PROSOCIAL BEHAVIOR
(SOCIAL SKILLS WITH PEERS)
The Prosocial Behavior scale on the Teacher Checklist of Peer Relations (Coie & Doge, 1988) is
a measure of children’s social skills with peers.
Citation
Coie, J. D., & Dodge, K. A. (1988). Multiple sources of data on social behavior and social status
in the school: A cross-age comparison. Child Development, 59, 815-829.
Items
1. Understands others’ feelings
2. Is socially aware of what is happening in a situation
3. Accurately interprets what a peer is trying to do
4. Refrains from over-impulsive responding
5. Generates many solutions to interpersonal problems
6. Generates good-quality solutions to interpersonal problems
7. Is aware of the effects of his/her behavior on others
Response scale
1 = very poor
2 = somewhat poor
3 = average
4 = good
5 = very good
Scoring
Mean item score
Administration
Fall 2003
Spring 2004
Psychometrics
Elementary
N
M
SD
Range
Alpha
Fall 2003
797
3.59
0.82
1-5
.94
Spring 2004
814
3.46
0.84
1-5
.94
Middle
N
M
SD
Range
Alpha
Fall 2003
432
3.64
0.85
1.14-5
.95
Spring 2004
426
3.52
0.83
1.29-5
.95