| dc.description.abstract | Many students attend after-school programs, which can bolster their academic and developmental outcomes. However, after-school program practitioners often do not incorporate data into practice to the same extent as school-based practitioners. This mixed-methods study explores the relationship between attitudes towards data use and data use practices among after-school program practitioners. Semi-structured interviews were conducted with 38 after-school program practitioners. My quantitative analysis (n=38) shows a significant difference in whether participants use data or do not use data based on their attitudes toward data use. Further, my qualitative analysis (n=19) shows that contextual barriers and previous experiences with data can affect data practices more than data attitudes. The results highlight the need for additional supports for after-school practitioners to incorporate data into practice, such as data training, more data conversations, and easier access. | en_US |
