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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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The Boston Parent Organizing Network (BPON) mobilizes parents, local organizations, and communities to improve the quality of education in the Boston Public Schools.
David Diehl of Family Support America outlines their top evaluation projects: compiling an online national database of family support programs and developing new ways to measure the effectiveness of family support programs.
Two evaluators from SRI describe the benefits realized by the Parent Institute for Quality Education when they prefaced their summative evaluation with a formative evaluation.
M. Elena Lopez, from Harvard Family Research Project, discusses the role that data plays in helping parents assess, and then work to change, the performance of their children’s schools.
Priscilla Little, from Harvard Family Research Project, describes the implementation of the Milwaukee Participatory Action Research project and how it improved the evaluation and advocacy skills of all its participants.
Kathe Johnson shares her experience from her work with the Women and Poverty Public Education Initiative, outlining four lessons she learned from this project, which connects professional academic and low-income women.
A grassroots network of families of children with special health care needs shares the lessons they learned about conducting research to improve the health care for their children.
The Spring 2002 issue looks at family support evaluations and their role in moving the field forward. This issue features a conversation with Michael Quinn Patton about historical and emerging trends in evaluation practice, descriptions of national and local evaluations that are underway, a discussion of using “effect size” to measure program effectiveness, advice on how to bring family research to legislators' attention, a look at how data can help parents assess schools, and much more.
M. Elena Lopez, from Harvard Family Research Project, discusses expanding the role of family support to include supporting families’ using information to improve their communities.
Kathleen McCartney and Eric Dearing from the Harvard Graduate School of Education provide an overview on effect size and what it reveals about the effectiveness of family support programs.
Carl Dunst, Co-Director of the Orelena Hawks Puckett Institute, urges getting beyond the question of “what works” toward a more detailed scrutiny of the relationship among family support principles, program practice, and family outcomes.
An introduction to the issue on Family Support by HFRP's Founder & Director, Heather B. Weiss, Ed.D.
Pablo Stansbery, Senior Research Associate at Harder+Company Community Research, describes the process of developing an evaluation design that addresses the unique challenges created by California’s Children and Families Act.
An in-depth look at the challenges presented by the evaluation of the Early Head Start program - an evaluation which required the cooperation of multiple layers of research and program partners.
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.
The purpose of this course is to provide the student with information on a broad array of issues relating to school and community collaboration with families. Systems interventions within the home, school, and community contexts will be considered. Emphasis is placed on system-level consultation theories, research, and practice. The course prepares school professionals to function as consultants in school and community settings.
Mark Dynarski and Mary Moore of Mathematica Policy Research, reveal the challenges of evaluating a national program implemented in multiple locations with inherently different key elements.
Luis Carlos Greer and Tamara Martinez, youth living in Arizona, describe how they got involved by working with a local community organization to make a change in their community.
A list of useful resources on the Internet.
Assistant Executive Director for Community Schools Partnerships at the Children’s Aid Society in New York, Jane Quinn spoke with us about how the after school field has evolved and what she thinks the future holds.
Jennifer Smith from HFRP writes about involving youth in evaluation and research.
Cindy McMahon of the YWCA of Ashville, North Carolina, shares how YWCA as a whole, and her after school program as a part of it, used a logic model to show they make a difference for women and families.
JuNelle Harris of HFRP outlines the basics of designing logic models.
Olatokunbo (Toks) Fashola, Associate Research Scientist at the Johns Hopkins University Center for Research on the Education of Students Placed at Risk (CRESPAR), reveals the steps new programs can take to initiate evaluation.
The Spring 2001 issue is the second in a series of two dedicated to the field of out-of-school time and after school that was started in the Volume VI, Number 1 issue. This issue features a conversation with Jane Quinn about the out-of-school time field, descriptions of national and local evaluations that are under way, a discussion of developmental research and evaluating after school programs, a description of practices that involve youth in evaluation and research, and some practical advice about using logic models in evaluating after school programs.