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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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This paper provided an evaluation framework to analyze four state initiatives that provide multi-generational family support and education programs. The paper documented preliminary findings and was presented at The Public Policy and Family Support amd Education Programs Colloquium in Annapolis, MD, April 26-28, 1989.
In addition to summarizing noteworthy articles, research papers, unpublished reports, and books on results-based accountability (RBA), this guide includes a section on RBA sites on the Internet. It includes perspectives from both private and public sectors on how to develop and implement results-based accountability systems, academic literature on RBA theories, and information on how states and localities are developing and implementing RBA systems.
Engaging with families is one of the many strategies that out-of-school time (OST) programs use to create quality, adult-supervised experiences for youth during nonschool hours. This workshop introduced participants to the latest research and evaluation findings on family involvement in OST programs, and shared strategies for engaging with families, using two case studies to illustrate these practices in context.
This brief reviews developmental research and out-of-school time program evaluations to examine three research-based indicators of attendance—intensity, duration, and breadth—offering different models for how attendance in out-of-school time programs can influence youth outcomes.
K–12 schools are the foundation for children’s learning, and students in schools with positive climates tend to do well academically. Read about and download a new survey tool that families and school reformers can use to measure parents’ perceptions of school climate.
This presentation examines the “essential data” that OST providers and intermediaries should consider collecting for an evaluation, and the important role families can play throughout the process.
Read about lessons HFRP has learned from supporting evaluation efforts in the field. This commentary highlights the value of investing time to carefully consider the theory behind a program for evaluation to yield usable and actionable information.
This brief offers expert commentary on the implications of the first-year report of the national evaluation of the 21st Century Community Learning Centers program for future evaluation and research. It includes a methodological critique of that study, written by Deborah Vandell.
Chapter in Discovering Successful Pathways in Children's Development: Mixed Methods in the Study of Childhood and Family Life. Edited by Thomas S. Weisner. Published by University of Chicago Press. This chapter chronicles a mixed-method analysis of family involvement in children's learning, drawing observations about the process and added value of combining methods.
This brief draws on information collected from focus group interviews with representatives of 14 programs that are involving youth in their evaluation and research efforts. It examines the elements of successful youth involved research projects and offers short profiles of the 14 organizations included in the study.