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www.HFRP.org

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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HFRP provides a quick run-down of 12 current out-of-school time program evaluations.

The 21st Century Community Learning Centers
The 21st Century Community Learning Centers, a U.S. Department of Education program, provides expanded learning, recreational, and enrichment opportunities after school in a supervised, safe, and drug free environment. www.ed.gov/21stcclc

Evaluation
Four-year longitudinal evaluation using an experimental design with random assignment, examining impact and implementation.

Evaluator
Mathematica (www.mathematica-mpr.com)

Timeline
Evaluation design report expected 11/2000. First and second report expected 12/2001 and 12/2002 respectively.




The Afterschool Corporation
The Afterschool Corporation (TASC) works in partnership with education, city and state officials, and community based organizations to create a network of quality after school programs. TASC funds nonprofit groups to operate after school programs in public schools and provides ongoing training and technical assistance for program staff. www.tascorp.org

Evaluation
Five-year comprehensive evaluation examining rates of student participation, program implementation, effects on participating agencies and institutions, student achievement, parental attachment to work and best practices. Data from site observations, interviews, focus groups, surveys, document reviews, and student enrollment and attendance records used.

Evaluator
Policy Study Associates

Timeline
Year one report, Increasing and Improving After School Opportunities, issued 2/2000. Year two report expected 3/2002. Final report expected spring, 2004.




The Baltimore Safe & Sound campaign
The Baltimore Safe & Sound campaign is an effort led by citizens, service providers, funders and policymakers to create, implement and support a framework that ensures all of Baltimore's children receive support to be safe and healthy. The initiative strives to provide meaningful recreational, cultural, and intellectual after and out-of-school experiences for all school age children. www.safeandsound.org

Evaluation
Evaluation to measure community performance in supporting child safety and welfare using school performance, dropout rates, incidence of teen childbearing, juvenile crime, and availability of supportive activity for children as indicators.

Evaluator
The Data Collaborative, made up of the Family League of Baltimore and the Maternal, Child and Community Health Science Consortium of Johns Hopkins' School of Hygiene and Public Health

Timeline
For information, contact info@safeandsound.org.




Beacon Centers
Open year-round, after school, during the evening and on weekends, Beacon Centers provide an array of opportunities and support to promote the healthy development of young people, their families, and communities. New York City piloted the Beacons Initiative and the cities of Oakland, Savannah, Denver, Minneapolis, and San Francisco are replicating it.

Evaluation
NYC: Phase I, conducted in fall 1997, to spring 1998, studied development and implementation of the Beacons Initiative at several sites. Phase II is a six site outcome study that will evaluate how the initiative affected youth, parents, host schools, and surrounding communities.

SF: Four-year evaluation of early, intermediate, and long-term outcomes for young people.

Evaluator
NYC: Academy for Educational Development, Chapin Hall Center for Children (U Chicago), Hunter College Center on AIDS, Drugs & Community Health

SF: Public/Private Ventures Timeline NYC: Phase I completed 1999. Phase II forthcoming.

SF: Interim report expected fall 2000.




The Chicago Full Service Schools Initiative
The Chicago Full Service Schools Initiative is designed to improve physical and psychological well-being and school achievement for children in high risk communities. The three participating schools, open after school and in the evening, offer recreation, school remediation and tutoring programs.

Evaluation
Three-year evaluation using qualitative and quantitative methods to study changes in the lives of four primary constituent groups: students, parents, teachers and service providers.

Evaluator
Chapin Hall Center for Children (U of Chicago) (www.chapinhall.org)

Timeline
Report expected 10/2000.




DeWitt Wallace Extended Services Schools
DeWitt Wallace Extended Services Schools initiative aims to transform public school facilities into full service youth and community centers offering an array of after school activities for young people. Four ESS models include Beacons Centers, Bridges to Success, Community Schools, and West Philadelphia Improvement Corps, all of which are committed to enhancing youths. well-being and development.

Evaluation
Phase I focuses on community-level planning and leadership and early implementation activities. Phase II examines factors associated with quality implementation, youth participation and experience, and cost analyses. Six sites will participate in a more intensive data collection effort requiring submission of information on youth participation and experiences.

Evaluator
Public/Private Ventures (www.ppv.org)

Manpower Demonstration Research Corporation (www.mdrc.org/project_30_33.html)

Timeline
Interim report forthcoming.




Extension “CARES” ... for America's Children and Youth
Extension “CARES” ... for America's Children and Youth, a national initiative of the US Department of Agriculture's Cooperative Extension System, aims to improve the quality, affordability, accessibility, and sustainability of child care and youth programming in out-of-school time through federal, state, and local partnerships that tap the expertise and assets of local community programs. www.csrees.usda.gov/nea/family/
in_focus/childcare_if_cares.html

Evaluation
National evaluation plan currently being developed. Local Extension offices to receive evaluation tools to collect data and report results via Web and paper data entry system. Initial evaluation results focus on obtaining process data. As the initiative unfolds, emphasis will shift to collection of impact data.

Evaluator
Evaluation committee coordinated by researchers from University of Georgia and the Mississippi State University Cooperative Extension Service.

Timeline
First report expected 1/2002.




The Juvenile Mentoring Program
The Juvenile Mentoring Program (JUMP), funded by the US Department of Justice, provides funds for collaborative efforts between local educational agencies, public/private nonprofit organizations, and tribal nations to develop effective mentoring programs for youth at risk of educational failure, dropping out, and involvement in delinquent activities.

Evaluation
The evaluation, begun in 1997, examines characteristics of successful youth, mentors, matches, and program dynamics. Quarterly narrative reports, selected site visits, and data on projects, youth, mentors, and matches being collected. A limited number of site visits to selected JUMP programs enable evaluators to understand the organizational, community, recruiting, training, retention, and sustainability issues associated with mentoring.

Evaluator
Information Technology International (www.itiincorporated.com)

Timeline
Next interim report submitted fall 2000.




Los Angeles' Better Educated Students for Tomorrow
Los Angeles' Better Educated Students for Tomorrow (LA's BEST) operates after school programs in disinvested regions that are vulnerable to crime, gang activity, and have students with low test scores. Programs offer academic support, recreation, and enrichment activities in a safe environment. www.lasbest.org

Evaluation
Five-year (1993–1998) longitudinal evaluation using quasi-experimental design examines formative issues and outcomes influencing educational achievement.

Evaluator
UCLA Center for the Study of Evaluation (www.cse.ucla.edu)

Timeline
Report completed 6/2000.




Making the Most of Out-of-School Time
Making the Most of Out-of-School Time (MOST) initiative, a three-city initiative (Boston, Chicago, and Seattle), is designed to develop a community-based collaborative and comprehensive set of programs and activities for children ages five to 14. www.wallacefoundation.org

Evaluation
Evaluation to describe and categorize strategies and dimensions at each site (supply, quantity, and financing), to examine effectiveness in strategies to strengthen programs and generate descriptive information to aid future investment in the field. Data collection methods include interviews, observations, administrative data collection, and document analysis.

Evaluator
Chapin Hall Center for Children at the University of Chicago (www.chapinhall.org)

Timeline
Report completed 2/2000.




Safe Schools/Healthy Students
Safe Schools/Healthy Students, a joint initiative of the US Departments of Education, Health and Human Services, and Justice, provides students, schools, and communities with comprehensive educational, mental health, social service, law enforcement, and juvenile justice system services.

Evaluation Five-year national cross-site evaluation of core process and outcome data elements. Evaluation design includes comparison data from representative national samples of school districts.

Evaluator
Research Triangle Institute (www.rti.org)

Timeline
Interim reports every 1 to 2 years. Final report expected in 2006.




Save the Children Web of Support
Save the Children Web of Support provides assistance to organizations and collaboratives throughout the country striving to provide children and youth with constructive activities, access to caring adults, and safe places during their out-of-school hours. www.savethechildren.org

Evaluation
Rural Community Partners and Urban Collaboratives (individual program sites) used an empowerment approach to determine data collection methods. Findings also used for the initiative wide evaluation, along with pre/post surveys of Partners, telephone interviews with Urban Collaborative members and regional staff, and site visit observations.

Evaluator
Aguirre Group (www.aguirreinternational.com) (see Promising Practices)

Timeline
1998–99 evaluation report completed 6/2000.

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