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Volume XII, Number 1 & 2, Fall 2006 Issue Topic: Building and Evaluating Out-of-School Time ConnectionsThis 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. |
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From the Director's Desk
An introduction to the issue on Building and Evaluating Out-of-School-Time Connections by HFRP's Founder & Director, Heather B. Weiss, Ed.D.
Theory & PracticeBuilding and Evaluating Out-of-School Time Connections
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.
Promising PracticesIt's Never Too Early: Promoting College Prep in Middle School After School Programs
Lucy Friedman describes how a collaborative after school initiative links with universities and families to promote college and career preparation among middle school youth.
Promising PracticesThe Posse Foundation: Moving Beyond Test Scores to Identify High-Potential Youth
Rassan Salandy of the Posse Foundation explains how one after school program works with universities and businesses to prepare high school students for success in college and beyond.
Promising PracticesConnecting Latino Families With Out-of-School Time Opportunities
Nathaniel Riggs describes the implementation and evaluation of the Generación Diez program, which connects Latino families with after school programming, social services, and the school community.
Promising PracticesEvaluating BEST Fit: A Program to Promote Child and Family Health After School
Jim Sass and Craig Blumenthal from LA's BEST describe how the BEST Fit initiative links with multiple organizations to support child and family health.
Promising PracticesDiscovery Youth: A Museum-Based Program Connecting Youth With Community
Jessica Intrator from the Children's Discovery Museum describes a program that connects youth with a community institution to promote technology skills, health awareness, and positive social and academic outcomes.
Promising PracticesMayor's Time in Detroit: A Citywide System for After School
Linda Lee explains how foundations, local and state governments, schools, and other entities have formed a multimember collaboration to support the Mayor's Time after school initiative.
Promising PracticesCommunity Service by and for Youth: Supporting OST Programs in Seattle
City Year staff member Erika Rasmussen describes how City Year Seattle/King County works with the local school district and with community organizations to offer high-quality OST programming.
Promising PracticesThe Peace Drum Project: Intergenerational Connections Through the Arts
Susan Porter, Project Director at Cooperative Artists Institute, describes how the Peace Drum Project makes connections with community members through the arts.
Ask the ExpertBuilding Connections Between After School Programs and the Business Community
Andy Muñoz of City Year and Glenn Zaccara of T-Mobile talk about how their organizations link OST programs, businesses, and communities to support quality programming for youth.
Ask the ExpertLinking School and After School: Strategies for Success
Julie Bott reviews the strategies she and her colleagues use to link the Gardner Extended Services School's after school program with the school day.
Ask the ExpertThe C. S. Mott Statewide Afterschool Networks: Statewide Collaboration to Further After School Policies
An-Me Chung of the C. S. Mott Foundation describes the Statewide Afterschool Networks, and three Statewide Afterschool Network coordinators—Jennifer Becker Mouhcine from Illinois, Zelda Waymer from South Carolina, and Janet Frieling from Washington—discuss how their Networks support and promote systems of after school program quality.
Beyond Basic TrainingPromising Strategies for Connecting Out-of-School Time Programs to Schools: Learning What Works
Priscilla Little reviews promising strategies to promote OST–school connections, culling lessons from a review of out-of-school time evaluations.
Beyond Basic TrainingBuilding Complementary Learning: School and 4-H Linkages
Tena St. Pierre and Claudia Mincemoyer from the Pennsylvania State University's Cooperative Extension Service1 describe lessons learned from implementation and evaluation of a complementary learning pilot program.
Questions & AnswersA Conversation With Audrey Hutchinson
Audrey Hutchinson of National League of Cities Institute for Youth, Education, and Families discusses the evaluation of linked after school services by cities.
SpotlightUsing a Data Management Tool to Better Serve Middle School Youth Across a Variety of Settings
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.
SpotlightUsing Quality Assessment Tools to Evaluate OST Linkages
Helen Westmoreland from HFRP discusses how OST programs are using quality assessment tools to evaluate and promote linkages with families, schools, and communities.
SpotlightBuilding a Road Map for OST Collaborations
Dishon Mills from the Boston Public Schools describes a new quality assessment tool that is designed to engage and facilitate collaboration among OST programs, schools, and families.
Evaluations to WatchAfter School Programs for High School Students: Launching the Evaluation of After School Matters
Barton Hirsch and Larry Hedges present their innovative design for evaluating After School Matters, a Chicago initiative that draws on connections with community members, businesses, and schools.
Evaluations to WatchAn Impact Evaluation of Academic Instruction for After School Programs
Alison Black and Fred Doolittle from MDRC describe the evaluation of an enhanced academic instruction approach for after school programs.
Evaluations to WatchEvaluating Partners for Student Success
Jennifer Maltby from Boston After School & Beyond describes the evaluation design and goals of the Partners for Student Success initiative.
Evaluations to WatchParenting Behaviors and Adolescent OST Participation
Harvard Family Research Project discusses the connection between parents' behavior and adolescents' participation in out-of-school time activities.
Evaluations to WatchMeasuring Change: Out-of-School Time Programs and School Culture
Holly Morehouse describes how out-of-school time programs connected to the school day transformed one district's school culture.
Evaluations to WatchAn Emerging Assessment of College Preparation, Media, and Arts Programs
Karen Walking Eagle, Sebastian Castrechini, and Monica Mielke from Policy Studies Associates preview a new assessment of programs that connect youth with multiple out-of-school supports to promote future success.
Evaluations to WatchEfficacy Trials of Promising After School Programs: Supporting Experimental Studies Through a Research Consortium
Michael Vaden-Kiernan and Debra Hughes Jones from SEDL describe a U.S. Department of Education initiative to support rigorous research on the potential of after school programs to affect academic performance.
New & Noteworthy
The New & Noteworthy section features an annotated list of papers, organizations, initiatives, and other resources related to the issue's theme of Building and Evaluating Out-of-School Time Connections.
New & Noteworthy: Expanded Web Only Version
This web only version of the New & Noteworthy section features an expanded annotated list of papers, organizations, initiatives, and other resources related to the issue's theme of Building and Evaluating Out-of-School Time Connections.
Special FeatureProfessional Development Revisited
In our last issue, we examined the evaluation of professional development in OST and other human service fields. Here, we highlight new resources that have come to our attention since the publication of that issue.
This issue of The Evaluation Exchange was published by Harvard Family Research Project. The managing editor for the issue was Suzanne Bouffard, Ph.D., research analyst. It was produced by Marcella Michaud, publications and communications manager, and Carrie-Anne DeDeo, publications editor. All rights reserved. This periodical may not be reproduced whole or in part without written permission from the publisher. To request reprint permission or multiple hard copies of the issue email hfrp_pubs@gse.harvard.edu.
Harvard Family Research Project gratefully acknowledges the support of the C. S. Mott Foundation, Time Warner Inc., City Year, the Marguerite Casey Foundation, the Ewing Marion Kauffman Foundation, and the W. K. Kellogg Foundation. The contents of this publication are solely the responsibility of Harvard Family Research Project and do not necessarily reflect the views of our funders.
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