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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.
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An introduction to the issue on Evaluation Methodology by HFRP's Founder & Director, Heather B. Weiss, Ed.D.
Mel Mark, professor of psychology at the Pennsylvania State University and president-elect of the American Evaluation Association, discusses why theory is important to evaluation practice.
Priscilla Little of HFRP reviews Supplementary Education, a new compilation of essays and papers edited by Edmund Gordon, Beatrice Bridglall, and Aundra Saa Meroe.
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.
The topic of this issue of The Evaluation Exchange is complementary learning. Complementary learning posits that we can bolster children's learning and achievement by linking and aligning both the school and nonschool arenas in which children live, learn, and play. This means, for example, linking schools with early childhood programs, out-of-school time programs, and other programs based in the community. In this issue we delve into the kinds of mechanisms that can create these linkages and sustain their effectiveness, and highlight promising approaches for evaluating the complementary-learning practices that already exist, both in terms of what outcomes to focus on and what methodologies to use.
Describing a new study by HFRP, Holly Kreider illustrates how research and data can illuminate and facilitate links between complementary learning contexts.
Foundation executives discuss their efforts to connect the many contexts in which children live and learn in order to increase the impact of their investments in these areas.
Dr. Hector Garza of the National Council for Community and Education Partnerships describes what he looks for when evaluating educational partnerships.
Dennie Palmer Wolf and Jennifer Bransom offer lessons from the evaluation of a Dallas-based effort to promote
The New & Noteworthy section features an annotated list of papers, organizations, and initiatives related to the issue
An introduction to the issue on Complementary Learning by HFRP's Founder & Director, Heather B. Weiss, Ed.D.
In this article, Barbara Jentleson and Helen Westmoreland, from Duke University, highlight the mechanism of connecting complementary-learning contexts through staffing patterns and practices.
Kelly Faughnan from HFRP describes a program that connects families and schools in the Boston area through the mechanism of technology.
A group of researchers illlustrate how the practice of family engagement can link the out-of-school time, school, and home contexts.
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.
Richard Rothstein argues that narrowing the achievement gap requires substantial changes in social policy in addition to extensive school reform.
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.
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.
Harvard Family Research Project introduces complementary learning as a concept for improving learning outcomes without relying solely on school-based reform.
This is a special issue of New Directions for Youth Development journal edited by Heather B. Weiss, Priscilla M. D. Little, and Suzanne Bouffard, Vol. 2005, No. 105, Spring 2005. This issue unpacks the construct of participation in out-of-school time programming, posing a three-part equation: participation = enrollment + attendance + engagement.
This panel session at the annual conference of the American Educational Research Association in Montreal, examined the current knowledge base and future directions for family involvement research and evaluation. Heather Weiss identified priority areas for future research and evaluation and criteria for selecting these areas. Panelists Kathleen Hoover-Dempsey, William Jeynes, Joyce Epstein, and Anne Henderson discussed research and evaluation on parent–child and parent–student–school relationships, home–school communication and parental expectations, school-based partnership programs, and community organizing, respectively.
This article examines both the incentives and barriers that affect adolescents' participation in out-of-school time programs.
The Harvard Family Research Project (HFRP) Out-of-School Time Program Evaluation Bibliography and Out-of-School Time Program Research and Evaluation Database both provide information on evaluations that have been conducted on sports/recreation and health-related out-of-school time (OST) programs, among other categories.
Priscilla Little presented the workshop Learning What Works: An Evaluation Overview, providing an overview of what we know about after school evaluation. It examines how programs are collecting meaningful data for accountability and program improvement and what they are finding.
M. Elena Lopez, Holly Kreider, and Margaret Caspe from HFRP discuss the co-construction of home-school partnerships to support children’s learning and development.