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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.
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.
This research review, part of the Equity Matters research initiative at the Campaign for Educational Equity at Teachers College, Columbia University, argues that family involvement in education is a powerful but neglected tool to support children’s learning and development. Disadvantaged children are both more likely to benefit from increased family involvement and to come from families who face the greatest barriers to such involvement. To reframe public understanding of the benefits of family involvement in children’s education, this paper lays out a research-based definition and more equitable approach to family involvement and positions it as a key cross-cutting component of broader comprehensive or complementary learning systems.
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.
These resources look at issues related to digital media and learning in early childhood and focus on such topics as children’s media use in the 21st century, family perspectives on children’s media use, and research-based guidance for practitioners and parents.
Through connected learning, says Mizuko Ito, schools, museums, and libraries are employing innovative strategies, leveraging digital media to make learning more relevant and engaging to youth, and linking the crucial spheres in a learner’s life—peers, interests, and academic pursuits.
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.
This issue of the FINE Forum features some examples families, schools, and communities coming together to enrich children's learning and social development opportunities.
Are you interested in using social media to find out how families can navigate digital media to enhance children’s learning? Start here—we guide you to organizations and individuals that bring the latest DML research into public focus!
We share several resources on libraries - modern, evolving community spaces of education and support for families and children.
Sarita and Alberto are Paulo’s parents. In their story, they reflect on their own educational opportunities and their desire for Paulo to pursue college in his future.
Meet Miguel, a friend of the Domínguez family, who mentors Paulo and tutors him in math. Miguel was also a part of the Más Allá program for college-bound students when he was in middle school and high school. Now he attends college.
Paulo Domínguez is an intelligent sixth-grade boy who has recently become disengaged from schoolwork and is hanging out with peers whom his teachers and parents fear are a bad influence. Begin here to read Paulo’s story.
Más Allá is a college outreach program run by Rachel Marquez. Rachel meets Paulo at an informational session about Más Allá and worries that he is like many of the young men on the fringe she has encountered before.
Teachers are often among the most influential adults in a child’s decision to stay engaged in or disengaged from school. Hear from Nancy Brown, Paulo’s math teacher, about her perspective on and concerns about Paulo’s direction in school.
In the final section of the Staying on the Path Toward College Interactive Case, we piece it all together. We think about the principles guiding smooth transitions to middle school that lead to high school and college success, assumptions people in the case make, and how difficult issues might be resolved.
In this next section, we explore data for Bay Vista Middle School and the Más Allá program. Looking at these data will help provide a glimpse into the larger setting in which Paulo’s story is situated.
Paulo Domínguez is an intelligent sixth-grade boy who has recently become disengaged from schoolwork and is hanging out with peers whom his teachers and parents fear are a bad influence. How can community programs, schools, and families work together to keep Paulo on the path towards college as he transitions to middle school? An interactive version is also available.
This article by Harvard Family Research Project in the April 2009 issue of Phi Delta Kappan offers research-based recommendations for federal education legislation.
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.
Presidents’ Day is a time to reflect on the importance of leadership. Learn how policymakers, researchers, and practitioners are leading the field of family engagement.
As we celebrate the Week of the Young Child, learn how families can support creative play with young children in a variety of ways and settings.
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.
Our article in Voices for Urban Education makes a research-based case for the federal provision of out-of-school complementary learning supports.
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.
Dynamic Pittsburgh! Hundreds of the city’s PreK–12 educators, artists, technologists, and families are working together to remake learning.