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Volume XI, Number 1, Spring 2005 Issue Topic: Complementary LearningThe 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. |
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From the Director's Desk
An introduction to the issue on Complementary Learning by HFRP's Founder & Director, Heather B. Weiss, Ed.D.
Theory & PracticeBeyond the Classroom: Complementary Learning to Improve Achievement Outcomes
Harvard Family Research Project introduces complementary learning as a concept for improving learning outcomes without relying solely on school-based reform.
Book ReviewSupplementary Education: The Hidden Curriculum of High Academic Achievement
Priscilla Little of HFRP reviews Supplementary Education, a new compilation of essays and papers edited by Edmund Gordon, Beatrice Bridglall, and Aundra Saa Meroe.
Promising PracticesProject HOPE: Working Across Multiple Contexts to Support At-Risk Students
In this article, Barbara Jentleson and Helen Westmoreland, from Duke University, highlight the mechanism of connecting complementary-learning contexts through staffing patterns and practices.
Promising PracticesLearning Is Everyone's Business: Learning Supports in Iowa
On behalf of their partners in the Iowa Collaboration for Youth Development, Linda Miller and Carol Behrer describe a statewide interagency collaboration to coordinate educational policies, practices, and programs.
Promising PracticesTechnology Goes Home: Connecting Families, Communities, and Schools
Kelly Faughnan from HFRP describes a program that connects families and schools in the Boston area through the mechanism of technology.
Promising PracticesEngaging Families in Out-of-School Time Programs
A group of researchers illlustrate how the practice of family engagement can link the out-of-school time, school, and home contexts.
Promising PracticesStudying Contextual Predictors of Participation in Out-of-School Time Activities
Describing a new study by HFRP, Holly Kreider illustrates how research and data can illuminate and facilitate links between complementary learning contexts.
Promising PracticesIncreasing the Bottom Line by Supporting Families
Lynn Mitchell, from Corporate Voices for Working Families, describes how businesses can promote policies and practices that support working families, using partnerships between private and public sectors.
Questions & AnswersA Conversation With Richard Rothstein
Richard Rothstein argues that narrowing the achievement gap requires substantial changes in social policy in addition to extensive school reform.
Ask the ExpertInvesting in Connections
Foundation executives discuss their efforts to connect the many contexts in which children live and learn in order to increase the impact of their investments in these areas.
Ask the ExpertEvaluating Partnerships: Seven Success Factors
Dr. Hector Garza of the National Council for Community and Education Partnerships describes what he looks for when evaluating educational partnerships.
Evaluations to WatchSeattle School District's Community Alignment Initiative
Sara Tenney-Espinosa, of the Seattle School District, describes the evaluation goals and early findings from a collaboration between the district and local after school providers.
Evaluations to Watch360 Degrees of Literacy: A Look at a Community Partnership in Dallas
Dennie Palmer Wolf and Jennifer Bransom offer lessons from the evaluation of a Dallas-based effort to promote
SpotlightSPARKing Innovation
Tony Berkley of the W. K. Kellogg Foundation describes the application of a theory of change to a complex initiative to facilitate team learning, strategic management, and program improvement.
New & Noteworthy
The New & Noteworthy section features an annotated list of papers, organizations, and initiatives related to the issue
This issue of The Evaluation Exchange was published by Harvard Family Research Project, edited by Julia Coffman, consultant, and Suzanne Bouffard, research analyst. It was produced by Stacey Miller, publications/communications manager, and Tezeta Tulloch, 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, email hfrp_pubs@gse.harvard.edu.
Harvard Family Research Project gratefully acknowledges the support of the Annie E. Casey Foundation, the Marguerite Casey Foundation, the W. K. Kellogg Foundation, the C. S. Mott Foundation, and the John S. and James L. Knight Foundation. The contents of this publication are solely the responsibility of Harvard Family Research Project and do not necessarily reflect the view of our funders.
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