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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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This paper highlights research on the promise of expanded learning approaches — including after-school, summer, extended day, and community networks—for education reform.
Priscilla Little of HFRP reviews Supplementary Education, a new compilation of essays and papers edited by Edmund Gordon, Beatrice Bridglall, and Aundra Saa Meroe.
This paper looks at the role of after school and summer learning programs in supporting student success. The paper explores how to bridge the divide between out-of-school time programs and schools by offering research-derived principles for effective expanded learning partnerships. It was commissioned by Learning Point Associates and the Collaborative for Building After-School Systems (CBASS) as part of a report on school reform and expanded learning.
Article in Urban Education, 40(1), 78–105.
In this article the authors argue that intermediary organizations play a crucial role in capacity building for family involvement, by providing alternatives to school-centered approaches to family involvement and engaging families with intensive support that schools seldom offer.
We share several resources on libraries - modern, evolving community spaces of education and support for families and children.
This review of current literature on community development is a resource for people hoping to gain insight into the common ground and potential for collaboration that exist between family support and community development initiatives. A brief introduction to the bibliography explains what the eight themes are, why they are important, and what special challenges are raised for community development practitioners.
Afterschool programs are a powerful influence in the lives of young people, but their benefits can only be realized if youth are engaged. This commentary explores the different dimensions of youth engagement in afterschool programs and offers promising practices for those seeking to promote and foster youth engagement.
Explore the world of anywhere, anytime learning with us! Read how researchers and practitioners are helping to close the opportunity gap by creating innovative spaces, developing strategic collaborations to ensure children’s success, and engaging families and children as partners in meaningful learning experiences, both in and out of school.
Harvard Family Research Project and the Public Library Association call for libraries to join together with schools and community organizations to establish a system of family engagement that extends throughout a child’s life, supports children and families, and prepares children for success.
This profile from the Complementary Learning in Action series illustrates how Alignment Nashville brings together diverse community members and organizations to leverage existing resources in support of Nashville's youth and the Metro Nashville Public Schools.
Jennifer Maltby from Boston After School & Beyond describes the evaluation design and goals of the Partners for Student Success initiative.
In this Q & A with Laura Overdeck, learn how Bedtime Math is giving families and children comfort in talking about numbers in their daily lives, and helping families and afterschool programs get children excited about math in the world around them.
The transition to school is a process—not just a one-time event—and begins during children’s preschool years and continues into and on through the early elementary grades. Find out four important things research tells us about the transition.
Second grade teacher Nikki believes that participation in a formal after school program would help her student Cindy academically at school. However, Cindy's single working mother Marla prefers to keep Cindy with her in the afternoons after her numerous struggles with securing quality affordable care in the community. What are the roles of family, school, and community in promoting children's learning and development in out-of-school time?
This volume provides in-depth descriptions of four initiatives that have achieved broad reforms so that social services are more unified and accessible to families. Initiatives in California, Colorado, New Mexico, and West Virginia are covered.
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.
Dishon Mills from the Boston Public Schools describes a new quality assessment tool that is designed to engage and facilitate collaboration among OST programs, schools, and families.
Lynn Mitchell, from Corporate Voices for Working Families, describes how businesses can promote policies and practices that support working families, using partnerships between private and public sectors.
Holly Morehouse describes how out-of-school time programs connected to the school day transformed one district's school culture.
Andy Muñoz of City Year and Glenn Zaccara of T-Mobile talk about how their organizations link OST programs, businesses, and communities to support quality programming for youth.
Through its Race to the Top–Early Learning Challenge funds, Massachusetts has created strategic partnerships with museums and libraries, public television, family and community programs, community nonprofits, and public transportation to build a robust and growing statewide family engagement system.
Former Head Start parent, Nikia Parker, started out as a “hard-to-reach” parent but developed a strong, positive relationship with her family’s Early Head Start home visitor, which enabled her to not only effectively support her own children, but also take on advocacy and leadership roles within the larger Head Start community.
Because early social performance and academic achievement are predictors of later school success, ensuring that children get off to a good start in kindergarten is critical. This brief, by Harvard Family Research Project's Christine Patton and Justina Wang, examines important elements of high-quality kindergarten transition strategies and profiles promising practices from six states that take an integrated and collaborative approach to helping kindergartners enter school ready for success.
How can you create a resource to help families of young children successfully transition to afterschool? What questions should be addressed? This video looks at one city’s approach to helping connect families and their young children to afterschool enrichment opportunities.
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.