“Many youth development programs aim to improve youth outcomes by raising the quality of social interactions occurring in groups such as classrooms, athletic teams, therapy groups, after-school programs, or recreation centers. As a result, evaluators are increasingly interested in determining whether such programs significantly improve ‘group quality.’ This paper consider methods for studying the reliability of measures of group quality, with implications for the design of evaluation studies, and illustrates these methods using a large-scale data set on classroom observations.”

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