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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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Priscilla Little from HFRP asks eight after school experts to identity the single ingredient essential to ensuring high quality OST programs.
Thomas J. Kane from the University of California, Los Angeles, distills lessons for future research from his review of four recent after school program evaluations.
Christopher Wimer from HFRP describes three promising methodological approaches to studying program quality in the OST arena.
Claudia Weisburd and Rhe McLaughlin of Foundations, Inc., describe their Quality Assurance System for program improvement.
Tajel Shah and Nani Coloretti of the San Francisco Department of Children, Youth and Their Families describe a web-based contract management system for youth programs.
An introduction to the issue on Evaluating Out-of-School Time Program Quality by HFRP's Founder & Director, Heather B. Weiss, Ed.D.
Sarah Levin Martin, currently with the Centers for Disease Control and Prevention, describes an innovative, cost-effective way to collect and report evaluation data for program quality improvement.
Sandra Simpkins Chaput from HFRP summarizes recent developmental research examining dimensions of participation in out-of-school activities.
Gil Noam describes an evaluation to discover how well the New 3Rs, a proven school-based reading and risk prevention intervention, works in after school contexts.
Sherri Lauver from HFRP proposes a set of strategies for recruiting and retaining youth participation in out-of-school time programs.
Nicole Yohalem, Karen Pittman, and Alicia Wilson-Ahlstrom from the Forum for Youth Investment provide an overview of program quality assessment tools.
Deborah Lowe Vandell and Elizabeth R. Reisner discuss whether and how participation in high quality after school programs matters for youth outcomes.
This issue of The Evaluation Exchange is the fourth devoted to exploring issues in the out-of-school time (OST) field. Its focus is assessing and improving the quality of out-of-school time and youth development programs. Articles cover innovative methodologies and new technology systems for assessing quality, strategies for recruitment and retention, and understanding and measuring participation.
Kathrin Walker and Reed Larson from the University of Illinois at Urbana-Champaign explore the dilemmas adult leaders in youth programs face and how they address them to improve program quality.
Michelle Seligson describes a professional development initiative for after school practitioners.
Ian Fordham, Pam Boyd, and Tony Apicella of ContinYou, a leading youth development organization in the United Kingdom, describe their efforts to improve quality in OST programming nationwide.
John Zuman and Beth Miller present an overview of the Massachusetts Afterschool Research Study, a statewide investigation into how after school programs constitute quality contexts for youth.
Suzanne Bouffard from HFRP discusses how staff development initiatives and evaluations contribute to quality youth programming.
An annotated list of organizations and initiatives related to the issue's theme of Evaluating Out-of-School Time Program Quality.
Margaret Post from HFRP examines the emerging practice of youth civic engagement and describes current efforts to promote quality in this area.
This web only version of the New & Noteworthy section features an expanded annotated list of organizations and initiatives related to the issue's theme of Evaluating Out-of-School Time Program Quality.
This Snapshot outlines the academic, youth development, and prevention performance measures currently being used by out-of-school time programs to assess their progress, and the corresponding data sources for these measures.
Craig Russon of the W. K. Kellogg Foundation describes efforts to connect evaluation organizations around the world to form an international community.
Charles McClintock, Dean of the Fielding Graduate Institute's School of Human and Organization Development, shows how narrative methods can aid program evaluation and organization development.
Ricardo Millett from the Woods Fund of Chicago discusses how evaluators can build capacity by addressing issues of diversity and multiculturalism.