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.
|
From the Director's Desk
An introduction to the issue on Evaluating Community-Based Initiatives by HFRP's Founder & Director, Heather B. Weiss, Ed.D.
Alternative Designs for Community-Based Research: Pittsburgh’s Early Childhood Initiative
Stephen Bagnato, Robert Grom, and Leon Haynes describe an evaluation design that provides scientific rigor in a community setting.
Community Collaboration 90806: A Partnership to Increase School Readiness in Long Beach
Marielle Bohan-Baker describes the instructive and collaborative approach to planning and evaluation of six community partners in Long Beach, California.
From the Director's Desk
An introduction to the issue on Evaluating Education Reform by HFRP's Founder & Director, Heather B. Weiss, Ed.D.
Beyond Input: Achieving Authentic Participation in School Reform
M. Elena Lopez and Holly Kreider of HFRP present a framework of authentic parent participation in school reform and its implications for evaluation.
Avoiding Unwarranted Death by Evaluation
Lois-ellin Datta of Datta Analysis points to the importance of studying control and comparison group experiences when conducting experimental studies.
Youth Reframe Questions of Educational Justice Through Participatory Action Research
María Elena Torre and Michelle Fine describe the process and potential of participatory action research with youth researchers to investigate race, ethnicity, class, and opportunity gaps in education.
Using a Framework Approach to Improve Youth Participation in Informal Learning
Megan Beckett, Sandy Berry, and Kristin Leuschner of RAND Corporation describe a framework approach for transforming research findings into a practical tool for policymakers, parents, and practitioners.
A Conversation With Wendy Puriefoy
Wendy Puriefoy is President of Public Education Network (PEN). She spoke with HFRP about standards-based reform, its evaluation, communicating about it to the public, and the No Child Left Behind Act.
Reframing Accountability for Urban Public Schools
Based on their research with community-organizing groups, Eva Gold and Elaine Simon from Research for Action and Chris Brown from the Cross City Campaign for Urban School Reform describe four strategies for building public accountability for education.
The Evaluation Exchange Special Report on Scientifically Based Research
This special report offers commentaries from experts on the challenges and opportunities presented by the current federal policy’s emphasis on scientifically based research for the practice and evaluation of education reform.
How Schools of Education Can Strengthen Education Reform
Ellen Condliffe Lagemann, Dean at the Harvard Graduate School of Education and leading education historian, speaks to the role of schools of education in preparing future researchers and in contributing to the public discourse on education.
“Cooking With Data” to Target Education Gaps
Craig Jerald of the Education Trust describes several basic ways of analyzing data to reveal a more complete picture of what education offers different groups of students.
Balancing Priorities in the Evaluation of Educational Technology
Education reform policies place new emphasis on educational technology. Katherine McMillan Culp and Margaret Honey from the Center for Children and Technology have learned the importance of research rigor and local validity in their evaluations of educational technology.
Flexibility and Feedback in a Formative Evaluation
Marjorie Weschler of SRI and Jane David of the Bay Area Research Group describe the importance of flexibility and feedback in conducting formative evaluation.
New & Noteworthy
This section features an annotated list of papers, organizations, initiatives, and other resources related to the issue's theme of Evaluating Education Reform.
New & Noteworthy
This section features an annotated list of resources related to the issue's theme of Evaluating Out-of-School Time.
The Out-of-School-Time Program Evaluation Database
Erin Harris of HFRP outlines what information the HFRP Out-of-School Time Evaluation Database includes, how it is organized, and its practical applications.
From the Director's Desk
An introduction to the issue on Evaluating Out-of-School Time by HFRP's Founder & Director, Heather B. Weiss, Ed.D.
Does Youth Participation in Out-of-School Time Activities Make a Difference?
Sandra Simpkins of HFRP integrates findings from academic research and program evaluation to provide a comprehensive look at the relationship between participation in out-of-school time (OST) activities and positive youth outcomes, and points to new directions for OST research and evaluation.
How can research and evaluation improve practice regarding access and equity in out-of-school time programs?
Five experts in the field of youth development and OST programming address the question of how research and evaluation can improve practice regarding access and equity in out-of-school time programs.
Evaluating the 21st Century Community Learning Centers Program—A View From the States
Erin Harris and Priscilla Little, from Harvard Family Research Project, describe the implementation of the new 21st Century Community Learning Centers program’s evaluation requirements in the context of the federal No Child Left Behind Act of 2001.
Improving Bradenton’s After School Programs Through Utilization-Focused Evaluation
Katherine Loflin of the Knight Foundation describes the utilization-focused evaluation efforts in one of Knight’s communities.
A Conversation With Michelle Gambone
The Evaluation Exchange Special Report on the 21st Century Community Learning Centers Program National Evaluation
This special report offers expert commentary on the implication of When School Stay Open Late: The National Evaluation of the 21st Century Community Learning Centers Program, First Year Findings for future evaluation and research.