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.
Select a category below to narrow the list of publications about complementary learning. Click on a column heading to sort, and then select a title to view the publication. If you are looking for a specific document, topic, or author, visit our Publications & Resources section to conduct an advanced search.
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Learning Is Everyone's Business: Learning Supports in Iowa
On behalf of their partners in the Iowa Collaboration for Youth Development, Linda Miller and Carol Behrer describe a statewide interagency collaboration to coordinate educational policies, practices, and programs.
Linking School and After School: Strategies for Success
Julie Bott reviews the strategies she and her colleagues use to link the Gardner Extended Services School's after school program with the school day.
Mayor's Time in Detroit: A Citywide System for After School
Linda Lee explains how foundations, local and state governments, schools, and other entities have formed a multimember collaboration to support the Mayor's Time after school initiative.
Measuring Change: Out-of-School Time Programs and School Culture
Holly Morehouse describes how out-of-school time programs connected to the school day transformed one district's school culture.
New & Noteworthy
The New & Noteworthy section features an annotated list of papers, organizations, and initiatives related to the issue
New & Noteworthy
The New & Noteworthy section features an annotated list of papers, organizations, initiatives, and other resources related to the issue's theme of Building and Evaluating Out-of-School Time Connections.
New & Noteworthy: Expanded Web Only Version
This web only version of the New & Noteworthy section features an expanded annotated list of papers, organizations, initiatives, and other resources related to the issue's theme of Building and Evaluating Out-of-School Time Connections.
Parenting Behaviors and Adolescent OST Participation
Harvard Family Research Project discusses the connection between parents' behavior and adolescents' participation in out-of-school time activities.
Project HOPE: Working Across Multiple Contexts to Support At-Risk Students
In this article, Barbara Jentleson and Helen Westmoreland, from Duke University, highlight the mechanism of connecting complementary-learning contexts through staffing patterns and practices.
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.
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.
SPARKing Innovation
Tony Berkley of the W. K. Kellogg Foundation describes the application of a theory of change to a complex initiative to facilitate team learning, strategic management, and program improvement.
Studying Contextual Predictors of Participation in Out-of-School Time Activities
Describing a new study by HFRP, Holly Kreider illustrates how research and data can illuminate and facilitate links between complementary learning contexts.
Supplementary Education: The Hidden Curriculum of High Academic Achievement
Priscilla Little of HFRP reviews Supplementary Education, a new compilation of essays and papers edited by Edmund Gordon, Beatrice Bridglall, and Aundra Saa Meroe.
Technology Goes Home: Connecting Families, Communities, and Schools
Kelly Faughnan from HFRP describes a program that connects families and schools in the Boston area through the mechanism of technology.
The C. S. Mott Statewide Afterschool Networks: Statewide Collaboration to Further After School Policies
An-Me Chung of the C. S. Mott Foundation describes the Statewide Afterschool Networks, and three Statewide Afterschool Network coordinators—Jennifer Becker Mouhcine from Illinois, Zelda Waymer from South Carolina, and Janet Frieling from Washington—discuss how their Networks support and promote systems of after school program quality.
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.
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.
Thinking Big: A New Framework for Family Involvement Policy, Practice, and Research
Suzanne Bouffard and Heather Weiss reframe family involvement as part of a broader complementary learning approach to promoting children’s success in education and in life.
Understanding Family Strengthening to Promote Youth Development
Dr. Geri Lynn Peak, a consultant and formerly the Managing Director of the Center for Applied Research and Technical Assistance, describes the evolution, practice, and potential assessment of a family strengthening approach to promote positive youth development.
Using a Data Management Tool to Better Serve Middle School Youth Across a Variety of Settings
Elizabeth Devaney and Hillary Salmons from the Providence After School Alliance describe how a citywide data collection system helps track and improve after school services and strengthen linkages with community organizations, schools, and families.
Using Quality Assessment Tools to Evaluate OST Linkages
Helen Westmoreland from HFRP discusses how OST programs are using quality assessment tools to evaluate and promote linkages with families, schools, and communities.