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.
Volume VII, Number 2, Spring 2001
Issue Topic: Out-of-School Time Issue #2
Beyond Basic Training
Harvard Family Research Project provides information on initiatives in Texas, California, and Massachusetts.
Texas
In 1999, the Texas After School Initiative for Middle Schools (TASIMS) was started to serve students age 10 to 14 at risk of academic failure and/or juvenile delinquency. Administered by the Texas Education Agency (TEA), the goals of this initiative are to increase participants’ academic achievement, reduce referrals to the juvenile justice system and increase involvement of parents and/or mentors. School districts are required to evaluate the implementation of their programs using formative and summative components. They are also required to submit a report to the TEA demonstrating that their programs have an academic-based curriculum, a character/citizenship component, involve parents and mentors and supplement rather than supplant existing programs or funds. Additional reporting requirements may include assisting in establishing equity of experience and opportunity for students, creating opportunities to build capacity for leadership in students of middle school age, establishing a safe place for students to gather and take part in a program designed to meet their needs and creating an environment in which students develop interests and abilities that assist in reducing the aggregate dropout rate. The statewide evaluation of TASIMS is in progress.
California
California established the After School Learning and Safe Neighborhoods Partnerships Program (ASLSNPP) in 1998 to provide a safe environment after school for students in grades K–9. To achieve these goals, each program must have an academic achievement component and provide safe and healthy environments. Programs operate at schools for at least three hours until at least 6:00 p.m. on every regular school day. The California Department of Education (CDE), in partnership with the Foundation Consortium, is providing training and technical assistance to programs. CDE requires both site-based and program-wide outcome assessments. Program evaluations must measure progress in meeting goals, and must include indicators for: achievement of academic performance standards, attendance, positive behavior changes, and school safety. The evaluation must be linked to collaborative partners, be integrated with existing program evaluations, and include a plan for continuous improvement.
Massachusetts
Massachusetts’s After-School and Other Out-of-School-Time (ASOOST), an initiative both funded and operated by the Massachusetts Department of Education (MA DOE), provides quality before and after school, vacation and weekend programming for children and youth. Programs may provide academic support, enrichment, physical activity, community service, career exploration, and health information. Grantees are required to provide data to the MA DOE on primary program activities, number of hours students attended program, content area in which students are receiving assistance, instructional model used in program, and pre/post measures of academic improvement. Sites must conduct an evaluation of program implementation, achievements (including gains in children’s performance, and increases in homework completion or school attendance) and satisfaction of stakeholders. The MA DOE currently contracts with training and technical assistance providers to support the implementation, development, and quality enhancement of the ASOOST grant program. The MA DOE has hired an independent evaluator to assess the goods and services provided through the grants and to submit reports on program outcomes.