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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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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.
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.
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.
Audrey Hutchinson of National League of Cities Institute for Youth, Education, and Families discusses the evaluation of linked after school services by cities.
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.
Helen Westmoreland from HFRP discusses how OST programs are using quality assessment tools to evaluate and promote linkages with families, schools, and communities.
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.
Barton Hirsch and Larry Hedges present their innovative design for evaluating After School Matters, a Chicago initiative that draws on connections with community members, businesses, and schools.
Alison Black and Fred Doolittle from MDRC describe the evaluation of an enhanced academic instruction approach for after school programs.
Jennifer Maltby from Boston After School & Beyond describes the evaluation design and goals of the Partners for Student Success initiative.
Harvard Family Research Project discusses the connection between parents' behavior and adolescents' participation in out-of-school time activities.
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.
Holly Morehouse describes how out-of-school time programs connected to the school day transformed one district's school culture.
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.
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.
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.
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.
Susan Porter, Project Director at Cooperative Artists Institute, describes how the Peace Drum Project makes connections with community members through the arts.
This Snapshot reviews small-scale experimental evaluations of after school programs, highlighting these studies' evaluation strategies and results.
The New & Noteworthy section features an annotated list of papers, organizations, initiatives, and other resources related to the issue's theme of Professional Development.
Nancy Clark-Chiarelli from Education Development Center, Inc. describes an evaluation of two approaches to early literacy professional development—one with a traditional face-to-face mode of delivery and one with a technology-enhanced component.
Jennifer Buher-Kane, Nancy Peter, and Susan Kinnevy of the Center for Research on Youth and Social Policy at the University of Pennsylvania share their experience of creating a tool kit designed specifically for those who provide professional development to out-of-school time program staff.
Caroline Wilkinson and Shelley Billig from RMC Research Corporation describe their evaluation of the New England Professional Development Initiative's cascade approach to professional development in early childhood education.
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 Professional Development.
The purpose of this class is to provide professional skills that will help students to select, implement, and evaluate the effectiveness of evidence-based family strengthening interventions. Students will increase their knowledge, skills, and expertise in the most up-to-date information on effective family strengthening interventions in their area of primary interest.