Understanding evidence and its use in out-of-school time programs
Date
2025
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Publisher
University of Delaware
Abstract
Across a number of fields, “evidence” provides valuable information as to what works in practice. In out-of-school time (OST) settings, including before school, after school, and in the summer, we have observed as funders increasingly require programs to use “evidence” or “evidence-based practice” to obtain funds, with inconsistency among funders in how this term is used and defined. While evidence serves as valuable information that can guide programs in creating the best possible environment for young people, families, and communities, K-12 scholars have shown that evidence means different things to different people, and that several organizational and individual factors influence whether and how it is used in practice. If the use of evidence is tied to high stakes matters such as the operational funding for programs, we must deepen our understanding of what this term means in the field and how professionals use it in practice. Without this information, certain types of programs might face disadvantages in complying with requests for evidence use in funding applications. ☐ In this dissertation, I use two papers to critically examine what evidence means in the OST field, how professionals use evidence, and what factors influence the use of research as evidence. Overall, these studies demonstrate that OST programs are largely evidence-informed. However, many OST funders use the term “evidence” without defining what they mean by this word. When funders do define “evidence,” their definition is “research,” whereas OST professionals conceptualize the term more often as “data” or their own professional experiences. Several factors influence the use of evidence as research among professionals, including leadership, policy, staff, and partnership support, as well as professionals’ beliefs about whether research is relevant, valuable, and actionable. Taken together, findings can be used to encourage more critical consideration of what types of evidence we elevate in the field, and how calls for evidence, especially research, might systematically disadvantage some programs from obtaining funding. Additionally, this research can build greater external recognition of the value of OST programs as intentional, evidence-informed programs that can support young people, families, and communities beyond the school day.
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Keywords
Evidence use, Out-of-school time, Research use, Youth development programs