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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 Snapshot provides an overview of how researchers are evaluating out-of-school time programs’ engagement with families.
Afterschool Evaluation 101 is a how-to guide for conducting an evaluation. It is designed to help out-of-school time (OST) program directors who have little or no evaluation experience develop an evaluation strategy. The guide will walk you through the early planning stages, help you select the evaluation design and data collection methods that are best suited to your program, and help you analyze the data and present the results.
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.
Learn how this course explores a variety of approaches to program evaluation through the readings and assignments outlined in this course syllabus designed by Candice Bocala, adjunct lecturer at Harvard Graduate School of Education.
This 2-day meeting brought together the perspectives of diverse stakeholders to inspire new ideas and foster stronger links between research, practice, and policy. Participants discussed issues of access, quality, professional development, the role of evaluation research, and systems-building efforts.
Interested in developing a logic model, learning more about improvement science, or advancing your program evaluation? This guide offers valuable resources practitioners can utilize to strengthen their evaluative work and develop more productive relationships with evaluators.
This report highlights some of the important lessons in designing and developing results-based accountability (RBA) systems, based on the insights gained from studies of eight states: Florida, Georgia, Iowa, Minnesota, North Carolina, Ohio, Oregon, and Vermont. The report includes information on how these states overcame challenges in developing effective RBA systems and what the characteristics of promising RBA efforts are.
This brief offers an in-depth review of logic models and how to construct them. A logic model can be a powerful tool for illustrating a program's theory of change to program staff, partners, funders, and evaluators. Moreover, a completed logic model provides a point of reference against which progress towards achievement of desired outcomes can be measured on an ongoing basis, both through performance measurement and evaluation.
Harvard Family Research Project completed a a case study evaluation of Sports4Kids, a school-based program that that provides opportunities for physical activity and safe, meaningful play at elementary schools. This study examined one program site in Boston, to provide data to test whether Sports4Kids was implemented as planned and achieved its intended outcomes. Data were collected through a variety of instruments, including observations, interviews, and surveys and from a variety of sources, including from teachers, the principal, students, and the program site coordinator.
The out-of-school time field has grown rapidly over the past decade, with a constant influx of new voices and approaches. This publication is a summary, but far from a complete review, of organizations active in out-of-school time, grouped by topical area.
These Web documents were produced by HFRP as part of its initial efforts to “map” the out-of-school time field, and detail federal funding streams for out-of-school time programs and related programming alongside their accountability requirements and evaluations. A summary section offers a narrative description of each funding stream. Funding streams are classified as major or minor depending on the amount of money they make available for out-of-school time efforts.
This resource highlights tools, publications, and reports that provide examples of promising practices for and guidance on data sharing for afterschool and expanded learning programs and systems.
We are committed to keeping you up to date on what's new in family engagement. View our list of links to current reports, articles, resources, and events in the field.
This set of six volumes offers practical advice for establishing and managing a family support program.
A new interactive online learning module, Data in Head Start and Early Head Start: Creating a Culture that Embraces Data, developed by the National Center on Program Management and Fiscal Operations, helps Head Start/Early Head Start leaders understand how to use data to inform their decision making.
Written for program administrators and staff, this guide offers practical advice for evaluating family support programs.
This Research Spotlight, which follows up on our 2013 fall FINE Newsletter, has been compiled in response to our readers’ interest in using data for continuous improvement.
To honor Dr. Martin Luther King, Jr.’s vision of freedom and justice, we highlight key messages from our contributors about transforming family engagement to promote educational equity.
What is the evidence base to support family engagement in the transition to school? You can check out the articles in this bibliography to read about why transition to school matters for children, families, and communities.
This brief defines and explores the role of indicators as an integral part of a results-based accountability system. The brief shows how indicators enable decision makers to assess progress toward the achievement of intended outputs, outcomes, goals, and objectives.
Nine evaluators of school-linked services programs identify considerations and best practices related to evaluating outcomes, sustainability, and collaboration to help determine how school-linked services programs work, what their impact is, and whether they should be expanded.
Efforts include GAP benchmarks; performance-based program budgeting, and the Florida Department of Children and Families accountability system for planning, budgeting, and evaluation.
Efforts include the Policy Council for Children and Families, Family Connection and Community Partnerships, and performance measures mandated by the Budget Accountability and Planning Act of 1993.
Efforts include the Council on Human Investment, Innovation Zones, and the Department of Management's strategic plan.
Efforts include Minnesota Milestones, Children's Services Report Card, Performance Reporting, and Family Services and Children's Mental Health Collaboratives.