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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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Roblyn Anderson Brigham and Jennifer Nahas discuss the implications of Brigham Nahas Research Associates’ evaluation of the Children’s Aid Society/Carrera Integrated School Model for expansion of the model to new school settings.
Revery Barnes and Kaira Espinoza of Rising Youth for Social Equity share the results of their youth-run organization serving as the youth evaluation team on a project to reform San Francisco’s juvenile justice system.
Alison Black and Fred Doolittle from MDRC describe the evaluation of an enhanced academic instruction approach for after school programs.
Lynne Borden, from the University of Arizona, describes the use of online surveys in a national study of the out-of-school time activity participation of middle and high school youth.
Recognizing the critical role that staff play in promoting quality OST programs, in this brief we examine OST professional development efforts and offer a framework for their evaluation.
An annotated list of organizations and initiatives related to the issue's theme of Evaluating Out-of-School Time Program Quality.
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.
Suzanne Bouffard of HFRP examines the new science-based research standards brought in by the No Child Left Behind Act.
Suzanne Bouffard, Priscilla Little, and Heather Weiss build a research-based case that a network of supports, with out-of-school time programs as a key component, are critical to positive learning and developmental outcomes for children and youth.
This Snapshot examines the range and scope of activities being implemented in current out-of-school time programs to set a context for understanding the links between program activities and positive outcomes for youth.
This Snapshot describes the common data collection methods used by current out-of-school time programs to evaluate their implementation and outcomes.
Suzanne Bouffard from HFRP discusses how staff development initiatives and evaluations contribute to quality youth programming.
Gary L. Bowen from the University of North Carolina at Chapel Hill describes the evaluation of an intervention system that uses assessment to design and implement high quality individualized youth services.
Jennifer Buher-Kane, Nancy Peter, and Susan Kinnevy of the Center for Research on Youth and Social Policy at the University of Pennsylvania share their experience of creating a tool kit designed specifically for those who provide professional development to out-of-school time program staff.
In teaching Learning From Practice: Evaluation and Improvement Science at Harvard Graduate School of Education, Candice Bocala creates ample opportunities for students and partner organizations to work together as they explore the complexities of program evaluation. Discover the three insights Bocala has learned about program evaluation along the way.
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.
While evaluation needs may vary, all organizations can benefit from utilizing theory-based evaluation tools to frame evaluation efforts. This article explores how three organizations developed their program’s theory of change and logic model.
Field experience in evaluation inquiry is a promising approach to preparing the next generation of evaluators. Learn what one group of student consultants and organizations did to make a field experience in evaluative inquiry a positive one.
Mark Carter, Executive Director of the National School-Age Care Alliance (NSACA), describes how the NSACA accreditation process helps after school programs build evaluation capacity.
This brief offers an overview of how out-of-school time programs can evaluate their family involvement strategies and practices. It draws on findings from our OST Evaluation Database, interviews, and email correspondence.
Sandra Simpkins Chaput from HFRP summarizes recent developmental research examining dimensions of participation in out-of-school activities.
Julia Coffman of HFRP describes one approach OST programs can take to develop a logic model.
Many nonprofits collect data to measure their impact. But as Ginny Deerin, CEO of WINGS for kids, describes, they can also mine a treasure trove of performance data to improve their program models even before they undergo the scaling process.
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.
Elizabeth Devaney and Hillary Salmons from the Providence After School Alliance describe how a citywide data collection system helps track and improve after school services and strengthen linkages with community organizations, schools, and families.