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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 New & Noteworthy section features an annotated list of papers, organizations, initiatives, and other resources related to the issue's theme.

Adato, M. (2000). The impact of PROGRESA on community social relationships. Washington, DC: International Food Policy Research Institute. This report examines whether a program intended to meet the education, health, and nutrition needs of Mexican families living in extreme poverty contributes to or detracts from the building of social capital. It describes both the social divisions and the strengthening of social relationships created by the program's use of beneficiary and non-beneficiary households.

Davies, R., & Dart, J. (2005). The 'Most Significant Change' (MSC) technique: A guide to its use. Cambridge, UK: MandE NEWS. This participatory evaluation tool uses “significant change stories” from key stakeholder groups to draw lessons about program impact directly from the field.

Fraser, H. (2005). Four different approaches to community participation. Community Development Journal, 40(3), 286–300. This paper explores the political dynamics of community work by examining four basic community participation approaches. Written for the lay community, the paper clarifies some of the differences in participation project design and stimulates discussion about community participation.

Gay, Lesbian, and Straight Education Network. (2005). The GLSEN lunchbox 2, revised edition: A comprehensive training program for ending anti-LGBT bias in schools. New York: Author. Created by the Gay, Lesbian, and Straight Education Network (GLSEN), this tool kit helps educators and community members make schools safe, affirming, and inclusive places for lesbian, gay, bisexual, and transgender students. The tool kit includes an in-depth evaluation and analysis of how to change policies and curriculum in order to foster anti-bias environments.

Southern Echo, Inc. (n.d.). Justice funding: Experimenting with the language of struggle to clarify policy and strategy choices. Jackson, MS: Author. This working paper explores the concept of “justice funding.” Based on the values of the civil rights movement, justice funding looks at adequate educational funding and educational equity through the lens of the historical context, policy development, and decision making at the state and local school district levels and at the delivery of education at the school district level.

An expanded version of New & Noteworthy is also available.

New Resources From HFRP

The Family Involvement Network of Educators (FINE) has added two new resources to the FINE website:

Taking a Closer Look: A Guide to Online Resources on Family Involvement compiles and categorizes family involvement resources available online to make them easier to access and use. It contains Web links to research, information, programs, and tools from over 100 national organizations.

• The family involvement teaching case, After School for Cindy, explores the role of schools in linking children to community programs. Expert commentaries by Melody Brazo, Cathy Duffy, and Mary Larner accompany the case.

Our out-of-school time (OST) team has added seven new profiles of OST program evaluations to the Out-of-School Time Program Evaluation Database, and they have updated the profile of the After School Corporation (TASC) evaluation. They have also added 25 new citations of OST program evaluation reports to our Out-of-School Time Program Evaluation Bibliography and updated 15 of the citations already in the bibliography.

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