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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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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.
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.
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.
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.
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.
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 set of six volumes offers practical advice for establishing and managing a family support program.
This double issue of The Evaluation Exchange focuses on creating and evaluating connections between out-of-school time (OST) programs and the other settings in which children and youth live, learn, and play.
The topic of this issue of The Evaluation Exchange is complementary learning. Complementary learning posits that we can bolster children's learning and achievement by linking and aligning both the school and nonschool arenas in which children live, learn, and play. This means, for example, linking schools with early childhood programs, out-of-school time programs, and other programs based in the community. In this issue we delve into the kinds of mechanisms that can create these linkages and sustain their effectiveness, and highlight promising approaches for evaluating the complementary-learning practices that already exist, both in terms of what outcomes to focus on and what methodologies to use.
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.
Presented at the 1995 annual meeting of the American Educational Research Association, this paper discusses the evaluation challenges facing complex school-linked services and describes and assesses how 18 such initiatives have been evaluated. Includes detailed charts and tables.
Written for program administrators and staff, this guide offers practical advice for evaluating family support programs.