Chapter 12: Innovative Use of Data as Game Changer For OST Programs: The Example of STEM

In the past few years, there have been many advances in how out-of-school time (OST) programs collect and report data to foster continual program improvement and positive youth development. Driving these advances is an increased demand from OST program leaders, program staff, and funders for data to inform decision making. The science, technology, engineering, and math (STEM) field, in particular, has experienced improvements in data collection, reporting, and evaluation that make it an exemplar for OST programs in general. In the United States, policy decisions around STEM education have led to a growth in both STEM offerings and interest around improving program quality (Afterschool Alliance, 2015). In response, more funders are requiring quantitative data from programs as evidence of program improvement. While this can be a pain point for programs without an established data collection system, it is also an opportunity for programs to demonstrate their impact and improve their sustainability over time. Data can be used both to garner support from funders and to drive program improvement and student satisfaction and learning outcomes. Greater success can be achieved through continuous data-informed improvements, which can lead to additional support from stakeholders (e.g., funders, businesses, and families) to expand and increase opportunities for children and youth.