The Harvard Family Research Project separated from the Harvard Graduate School of Education to become the Global Family Research Project as of January 1, 2017. It is no longer affiliated with Harvard University.
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The Peace Drum Project: Intergenerational Connections Through the Arts
Susan Porter, Project Director at Cooperative Artists Institute, describes how the Peace Drum Project makes connections with community members through the arts.
Faith-Based Organizing for School Improvement in the Texas Borderlands: A Case Study of the Alliance School Initiative
At two public schools in the Texas borderlands, a faith-based organization and a school–community partnership come together to improve parental engagement.
Community Service by and for Youth: Supporting OST Programs in Seattle
City Year staff member Erika Rasmussen describes how City Year Seattle/King County works with the local school district and with community organizations to offer high-quality OST programming.
Head Start as a Family Support Program: Renewing a Community Ethic
This report discusses the efforts of six Head Start programs to address the challenges and goals raised in the 1993 report, Creating a 21st Century Head Start. It assesses their progress in several key areas: expanding enrollment, strengthening parent involvement, addressing issues such as homelessness and substance abuse, improving staff training, bridging research and practice, and collaborating with schools and social service agencies, and addressing issues such as homelessness and substance abuse.
Connecting Latino Families With Out-of-School Time Opportunities
Nathaniel Riggs describes the implementation and evaluation of the Generación Diez program, which connects Latino families with after school programming, social services, and the school community.
Joining Forces: Families and Out-of-School Programs as Partners in Supporting Children’s Learning and Development
Harvard Family Research Project’s Senior Research Analysts Heidi Rosenberg, Erin Harris, and Shani Wilkes explore how the relationship between families and afterschool is shifting from a focus on increasing afterschool program participation toward a focus on parents’ supporting children’s learning and development in afterschool settings.
Creating Conditions for Effective and Ongoing Family Engagement
In this Commentary, Harvard Family Research Project’s Senior Research Analyst, Heidi Rosenberg, looks at the ways in which schools, programs, and other community institutions can help facilitate continuous family engagement to help children succeed.
The Posse Foundation: Moving Beyond Test Scores to Identify High-Potential Youth
Rassan Salandy of the Posse Foundation explains how one after school program works with universities and businesses to prepare high school students for success in college and beyond.
What About the Parents?
Katie Salen Tekinbaş outlines strategies and activities that New York City public school Quest to Learn has implemented to ensure that families are engaged in the digital learning life of students.
Evaluating BEST Fit: A Program to Promote Child and Family Health After School
Jim Sass and Craig Blumenthal from LA's BEST describe how the BEST Fit initiative links with multiple organizations to support child and family health.
A Day in the Life: Family Engagement in Citizen Schools
Emily Schneider-Krzys, the Deputy Program Director of Citizen Schools in Texas, explains how the Citizen Schools program’s focus on creating networks, building intentional relationships, and establishing consistent communication helps to engage families and support student learning.
Lessons From Museums and Libraries: Five Ways to Address Families’ Digital Learning Needs
Culture expert Marsha L. Semmel notes that museums and libraries are increasing their offerings for families in support of such vital 21st-century learning skills as problem solving, digital media literacy, and creativity. Learn how these institutions play important roles in addressing our children’s digital learning needs.
Resolving Issues at Johnson Elementary School
The director of a Parent Resource Center is concerned to hear that a number of parents are boycotting the program because they think the parent coordinator used her school connections to place her son in a gifted science class. How can the director and principal ease the tension?
Sharing Assessment Data With Preschool Families in Preparation for Kindergarten
What are the benefits and challenges of sharing assessment data with preschool families? How can you do so effectively? A preschool teacher writes about her experiences, and provides valuable tips on how to share data with families in preparation for kindergarten.
Challenges in Evaluating Comprehensive School-Linked Services: Toward a More Comprehensive Evaluation Framework
Presented at the 1995 annual meeting of the American Educational Research Association, this paper discusses the evaluation challenges facing complex school-linked services and describes and assesses how 18 such initiatives have been evaluated. Includes detailed charts and tables.
Conjoint Behavioral Consultation: A Model to Facilitate Meaningful Partnerships for Families and Schools
Researchers at the University of Nebraska-Lincoln studied the effectiveness of a behavioral intervention model where parents, educators, and service providers work collaboratively to address children's developmental needs in a Head Start program.
Complementary Learning Connections With Out-of-School Time Programs in Nebraska
When families, schools, and out-of-school supports work together, children are more likely to succeed. Lisa St. Clair writes about how the Nebraska State Parental Information and Resource Center is using a complementary learning approach to link family support programs with schools, early childhood programs, and out-of-school time programs.
Reaching More Parents Through a Complementary Learning Approach
Lisa St. Clair and Barbara Jackson describe how the Nebraska State PIRC connects with 21st Century Community Learning Centers to foster family involvement.
Building Complementary Learning: School and 4-H Linkages
Tena St. Pierre and Claudia Mincemoyer from the Pennsylvania State University's Cooperative Extension Service1 describe lessons learned from implementation and evaluation of a complementary learning pilot program.
Reading, Writing, and Reform in the Bronx: Lessons for Community Engagement in Schools
Five community-based education organizing groups use various strategies to build trust and commitment among parents and teachers.
Math Is Everywhere, When We Know What to Look For
Learning mathematics starts in infancy and happens anywhere, anytime. In this commentary, Taniesha Woods explores what young children need to know about math, what environments rich in mathematics learning look like, and how families can support children’s math development.
Seattle School District's Community Alignment Initiative
Sara Tenney-Espinosa, of the Seattle School District, describes the evaluation goals and early findings from a collaboration between the district and local after school providers.
Efficacy Trials of Promising After School Programs: Supporting Experimental Studies Through a Research Consortium
Michael Vaden-Kiernan and Debra Hughes Jones from SEDL describe a U.S. Department of Education initiative to support rigorous research on the potential of after school programs to affect academic performance.
An Emerging Assessment of College Preparation, Media, and Arts Programs
Karen Walking Eagle, Sebastian Castrechini, and Monica Mielke from Policy Studies Associates preview a new assessment of programs that connect youth with multiple out-of-school supports to promote future success.
The Federal Role in Out-of-School Learning: After-School, Summer Learning, and Family Involvement as Critical Learning Supports
Four decades of research demonstrate that it is necessary to redefine learning—both where and when it takes place—if the country is to achieve the goal of educating all of its children. This report from Harvard Family Research Project (HFRP) makes a research-based case for federal provision of out-of-school complementary learning supports, so that all students gain the skills necessary for success in the 21st century.