Fiester Leila M, Simpkins Sandra D, Bouffard Suzanne M
Department of Family and Human Development, Arizona State University, USA.
New Dir Youth Dev. 2005 Spring(105):91-107, 12. doi: 10.1002/yd.109.
Evidence is emerging that youth who attend out-of-school-time (OST) programs more frequently and for longer periods of time benefit more than youth who attend less frequently or do not attend at all. It is also increasingly clear that children and youth will not reap the benefits of programs if they do not attend regularly. Collecting attendance data can help program leaders gauge demand for services, plan and manage programs effectively, and evaluate participant outcomes in relation to attendance. This chapter presents these and other reasons for collecting attendance data, as well as the methods and techniques that program leaders and researchers have at their disposal for measuring attendance. It describes four indicators of attendance--absolute attendance, intensity, duration, and breadth--that can provide detailed information and insight about youth participants and their use of programs. The chapter also provides tips for collecting attendance data and features examples from OST programs. Throughout, the chapter illustrates that the right indicators and data collection methods depend on program needs, characteristics, and goals.
越来越多的证据表明，与参加频率较低或根本不参加课外时间（OST）项目的青少年相比，更频繁、更长时间参加此类项目的青少年受益更多。同样日益明显的是，如果儿童和青少年不定期参加项目，他们将无法获得项目带来的益处。收集出勤数据有助于项目负责人评估服务需求、有效规划和管理项目，并根据出勤情况评估参与者的成果。本章介绍了收集出勤数据的这些及其他原因，以及项目负责人和研究人员可用于衡量出勤情况的方法和技术。它描述了出勤的四个指标——绝对出勤、强度、持续时间和广度——这些指标可以提供有关青少年参与者及其项目使用情况的详细信息和见解。本章还提供了收集出勤数据的提示，并列举了课外时间项目的实例。在整个章节中，都说明了正确的指标和数据收集方法取决于项目的需求、特点和目标。
