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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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Adler, L. & Gardner, S. (Eds.). (1994). The politics of linking schools and social services. Washington, DC: Falmer. This edited volume includes chapters on a wide array of factors affecting the implementation of school-linked services, including legal, financial, interpersonal, interagency, and organizational issues.

Connell, J. P., Kubisch, A. C., Schorr, L. B., & Weiss, C. H. (Eds.). (1995). New approaches to evaluating community initiatives: Concepts, methods, and contexts. Washington, DC: The Aspen Institute. This book is a collection of papers commissioned by the Roundtable on Comprehensive Initiatives for Children and Families. Aimed at a broad audience of program designers, methodologists, program evaluators, researchers, funders, and policymakers, chapters discuss the following:

  • the history of Comprehensive Community Initiatives (CCIs),
  • theory-based evaluation,
  • using social science research to design and evaluate CCIs,
  • problems in evaluating CCIs,
  • community-level indicators of children's well-being, and
  • the changing role of the evaluator.

Smrekar, C. (1993). Rethinking family-school interactions: A prologue to linking schools and social services. Education and Urban Society, 25(2), 175-186. This thoughtful piece documents the importance of developing productive, respectful relationships between schools and families in school-linked service efforts.

U.S. Department of Education and the American Educational Research Association. (1995). School-linked comprehensive services for children and families: What we know and what we need to know. Washington, DC: US Department of Education. This volume summarizes the proceedings of a 1994 working conference designed to develop a research and practice agenda on school-linked, comprehensive services for children and families. Overviews of the conference focus on early childhood, elementary school, adolescents, youth in transition, interprofessional development, and evaluation. Appendices of 22 school-linked service efforts are included.

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