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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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Building the Future of Family Involvement

This double issue of The Evaluation Exchange examines the current state of and future directions for the family involvement field in research, policy, and practice. Featuring innovative initiatives, new evaluation approaches and findings, and interviews with field leaders, the issue is designed to spark conversation about where the field is today and where it needs to go in the future.

Evaluation Exchange Issue

Changing the Conversation About Home Visiting: Scaling Up With Quality

The purpose of this paper is to determine what the evidence and conventional wisdom say about scaling up home visiting as one of the best ways to support parents and promote early childhood development. To answer this question, we examined the available research evidence, interviewed leaders from six of the national home visiting models, and interviewed researchers who have studied home visiting. The area of interest for guiding future research, practice, and policy is whether home visiting can be delivered at broad scale and with the quality necessary to attain demonstrable, positive outcomes for young children and their parents.

Heather Weiss , Lisa Klein (May 2007) Research Report

Family Involvement in Elementary School Children's Education

This research brief synthesizes the latest research that demonstrates how family involvement contributes to elementary-school-age children's learning and development. The brief summarizes the latest evidence base on effective involvement—specifically, the research studies that link family involvement during the elementary school years to outcomes and programs that have been evaluated to show what works.

Margaret Caspe , M. Elena Lopez, Cassandra Wolos (Winter 2006/2007) Research Report

Family Involvement in Early Childhood Education

This research brief synthesizes the latest research that demonstrates how family involvement contributes to young children's learning and development. The brief summarizes the latest evidence base on effective involvement—specifically, the research studies that link family involvement in early childhood to outcomes and programs that have been evaluated to show what works.

Heather B. Weiss , Margaret Caspe and M. Elena Lopez (Spring 2006) Research Report

Family Support Services Promote School Readiness

This study demonstrates that a wide variety of parent and child factors are linked to school readiness and that parenting education and support services promote family activities that relate to positive child outcomes.

Shari Golan , Donna Spiker, Carl Sumi (December 2005) Research Report

Risk and Resilience in Children and Families: Implications for Public Policy

With the implementation of welfare reform, government's increasing reliance on block grants rather than categorical funding, increasing devolution of responsibility for service delivery to the state and local level, increasing use of contracted services, and growing budget shortfalls at all levels of government, the social safety net in the United States is undergoing rapid transformation. How well the emerging “system” will protect children and support families is unknown. This course is designed to examine current and proposed child and family policies.

Julie B. Wilson (Spring 2005) Syllabus

Social Capital

This issue of the FINE Forum features some examples families, schools, and communities coming together to enrich children's learning and social development opportunities.

Harvard Family Research Project (Spring 2004) Research Report

Taking a Closer Look: A Guide to Online Resources on Family Involvement

This comprehensive resource guide compiles a wealth of information about family involvement from over 100 national organizations. It contains Web links to recent (published in and after 2000) research, information, and tools.

Heather Weiss , Kelly Faughnan, Margaret Caspe, Cassandra Wolos, M. Elena Lopez, Holly Kreider (2004) Research Report

Research and Advocacy Collaboration: A New Jersey Case Study

Too often vital research in the early care and education field does not get used effectively for advocacy purposes. While researchers and advocates often share the same goals, they tend to operate on separate tracks. This brief explores how research and advocacy can be bridged for greater effect using strategic communications. By definition, strategic communications means a deliberate plan or tactics for using communications as a channel for achieving a certain result. Collaborative work in the state of New Jersey around the goal of achieving a comprehensive and quality early care and education system is used as a backdrop for learning about effective practice.

Julia Coffman (January 2002) Research Report

Learning From Starting Points

This report analyzes experiences of grantees involved in Carnegie Corporation's Starting Points grant program to encourage states and cities to engage in practices to improve children's well-being. This work examines these grantees' experiences implementing key components of a learning system and presents the overall lessons for other localities intent on using information to improve outcomes.

Marielle Bohan-Baker , Diane Schilder, Fran O'Reilly, Jennifer Smith, Heather Weiss (1998) Research Report

Schools in Communities

In this course, we deepen the preparation of teachers in training, focusing on schools as organizations in specific political communities wherein people exercise more or less democratic voices in public policies that govern their economic, housing, and education opportunities. Teachers make and influence policies in their classrooms, at their campuses, and in the institutions and/or districts in which they work.

Kathleen Staudt () Syllabus

Early Childhood Reform in Seven Communities: Front-Line Practice, Agency Management, and Public Policy

This report examines local examples of successful implementation of reforms. It provides useful information to early childhood practitioners who work directly with children and families, managers who direct early childhood agencies and programs, and policymakers who make decisions about program designs and funding strategies.

Tom Schultz , M. Elena Lopez, Mona Hochberg (1996) Research Report

Innovative States: Emerging Family Support and Education Programs

This volume examines partnerships between state governments and grass-roots programs that work to lower school dropout rates, reduce teen pregnancy, increase adult literacy, and reduce long-term welfare dependency. Programs in Arkansas, Iowa, Oregon, Vermont, and Washington are covered.

Harvard Family Research Project (1992) Research Report

Innovative Models to Guide Family Support and Education Policy in the 1990s: An Analysis of Four Pioneering State Programs

This research study evaluates and analyzes state initiatives in Missouri, Minnesota, Connecticut, and Maryland to support parents and early childhood. Lessons learned and evaluation methodologies are presented.

Harvard Family Research Project (March 1990) Research Report

The Challenges of Evaluating State Family Support and Education Initiatives: An Evaluation Framework

This paper provided an evaluation framework to analyze four state initiatives that provide multi-generational family support and education programs. The paper documented preliminary findings and was presented at The Public Policy and Family Support amd Education Programs Colloquium in Annapolis, MD, April 26-28, 1989.

Heather Weiss , Robert Halpern (April 1989) Research Report

© 2016 Presidents and Fellows of Harvard College
Published by Harvard Family Research Project