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.
This bibliography contains citations for all the out-of-school time (OST) program evaluations and research studies that Harvard Family Research Project is currently tracking. Some of these evaluations and research studies we have profiled and added to our Out-of-School Time Program Research and Evaluation Database. For those in this bibliography that we have not profiled yet, we do not have detailed information on the evaluations and studies, but we do provide basic program or research study information as well as links to relevant evaluation and research reports.
Last updated
The last update to the bibliography was in January 2012.
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Choose a program type below to see to a list of all programs and evaluations or research studies in that category or click on the Research Studies category to see out-of-school time research studies.
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21st Century Community Learning Centers Program—Boys & Girls Clubs of Chicago
Implemented in 2003 in six public schools in Chicago, Illinois, this comprehensive youth development program provides challenging and engaging academic afterschool programming, parent services/instruction, and staff development.
(Academic/Enrichment, Family/Community Involvement, Positive Youth Development)
Center for Prevention Research & Development. (2004). Boys & Girls Clubs of Chicago: The implementation of the 21st Century Community Learning Centers Program: First year evaluation report. Chicago, IL: University of Illinois Institute of Government and Public Affairs.
Center for Prevention Research & Development. (2005). Boys & Girls Clubs of Chicago: The implementation of the 21st Century Community Learning Centers Program: Second year evaluation report. Chicago, IL: University of Illinois Institute of Government and Public Affairs.
21st Century Community Learning Centers—Bryan, Texas
This program for elementary and middle school youth began in 2004 in Bryan, Texas, and provides afterschool and summer programming to disadvantaged youth, including tutorial and academic enrichment, parent literacy, computer technology, and enrichment activities.
(Academic/Enrichment, Family/Community Involvement, Positive Youth Development)
Witt, P. (2005). First year evaluation: Bryan ISD 21st Century Community Learning Centers Program. College Station, TX: Author.
21st Century Community Learning Centers—Children's Aid Society
This program provides health, mental health, after school, parent, Head Start, Early Head Start, weekend and summer programs in 21 New York City community schools. Programs offer academic enrichment and youth development activities. Each site is a 21st Century Community Learning Center and has a different specific focus.
(Academic/Enrichment, Complementary Learning, Positive Youth Development)
Krenichyn, K., Clark, H., Schaefer-McDaniel, N., & Benitez, L. (2006). 21st Century Community Learning Centers at six New York City middle schools: Year one report. New York: The Children’s Aid Society.
Krenichyn, K., Clark, H., & Schaefer-McDaniel, N. (2007). 21st Century Community Learning Centers at six New York City middle schools: Year two report. New York: The Children’s Aid Society.
21st Century Community Learning Centers—District of Columbia
This program ran from 1999 to 2002, and included afterschool, summer, and weekend programs for youth in Washington, D.C.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
Raphael, J., Chaplin, D., & Redd, Z. (2000). Formative report on the District of Columbia 21st Century Community Learning Center summer program. Washington, DC: The Urban Institute. www.urban.org/url.cfm?ID=409651
Raphael, J., Chaplin, D., Miller, L., & Redd, Z. (2000). Formative report on the DC 21st Century Community Learning Center after-school program. Washington, DC: The Urban Institute. www.urban.org/url.cfm?ID=410440
Liu, M., Russell, V., Chaplin, D., Raphael, J., Fu, H., & Anthony, E. (2002). Using technology to improve academic achievement in out-of-school-time programs in Washington, D.C. Washington, DC: The Urban Institute. www.urban.org/url.cfm?ID=410578
21st Century Community Learning Centers—Florida
This program provides expanded academic enrichment and tutorial activities to help youth attending low-performing schools in Florida to meet local and state academic standards. Other services provided include youth development activities; drug and violence prevention programs; technology education programs; art, music, and recreational programs; counseling; and character education.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
Zhang, J. J., Fleming, D. S., & Bartol, B. L. (2004). The sunshine state does great things for its children: Assessing the effectiveness of 21st Century Community Learning Centers (21st CCLC) program. Tallahassee, FL: Florida Department of Education. www.learningpt.org/gateway/sea/FL_2004GeneralReport.pdf
21st Century Community Learning Centers—Fort Worth, Texas
Begun in Fort Worth, Texas, in 2001, these centers work to foster a community of lifelong learners. The centers aim to (a) serve children and community members who have the greatest need for expanded learning opportunities; (b) offer a range of high quality educational, developmental, and recreational services; (c) provide participants with educational and social benefits and positive behavioral changes.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
Arce-Agans, I., Ware, A., Stegall, T., Witt, P. A., & King, T. (2003). 21st Century Community Learning Centers year 2 (2002–2003) evaluation report. Fort Worth, TX: Fort Worth Independent School District.
21st Century Community Learning Centers—Four Counties for Kids
Funded in 2001, this comprehensive community learning center project provides afterschool programming including academic tutoring, recreation and life-skills training, family and adult programming, and a computer lab in four rural counties in western Illinois. It is designed to (a) extend learning beyond the school day, (b) offer alternatives to drug use and violence, (c) coordinate services among local agencies, (d) coordinate programs among school districts, and (e) improve families' access to services and technology.
(Family/Community Involvement, Multi-Component/Comprehensive, Positive Youth Development)
University of Illinois, Urbana-Champaign Center for Prevention Research and Development. (2003). 4C4K 21st Century Community Learning Center: The second year evaluation report. Champaign, IL: Author.
University of Illinois, Urbana-Champaign Center for Prevention Research and Development. (2004). 4 Counties for Kids—The implementation of the 21st Century Community Learning Centers program: Final evaluation report. Champaign, IL: Author.
21st Century Community Learning Centers—Georgia
These community learning centers in Georgia operate during out-of-school hours. They aim to (a) provide opportunities for academic enrichment and tutorial services; (b) offer students a broad array of additional services, programs, and activities to reinforce and complement the regular academic program; and (c) offer families opportunities for literacy and related educational development.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
Gowen, S., Furlow, C., Skelton, S., & Krug, B., (2005). Evaluation of Georgia's 21st Century Community Learning Centers and the implementation of a data management system: Phase I formative evaluation report. Atlanta: Georgia State University.
Gowen, S., Furlow, C., Skelton, S., Krug, B., Lingle, J., & Van De Water, E. (2006). Evaluation of Georgia's 21st Century Community Learning Centers and the implementation of a data management system: Phase I report. Atlanta: Georgia State University. www.doe.k12.ga.us/ci_iap_learning.aspx
21st Century Community Learning Centers—Illinois
Begun in Illinois in 2003, this program provides opportunities for students and their families to continue to learn new skills and discover new abilities after the school day has ended.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
Billman, P., & Smith, J. H. (2006). 21st Century Community Learning Centers Illinois Statewide formative evaluation: Program year 2005–2006. DeKalb: Northern Illinois University.
Billman, P., & Smith, J. H. (2007). 21st Century Community Learning Centers: Illinois statewide evaluation, program year 2006–2007. DeKalb: Northern Illinois University.
Billman, P., & Smith, J. H. (2008). 21st Century Community Learning Centers Illinois annual statewide evaluation: Program year 2007–2008. DeKalb: Northern Illinois University.
Billman, P., & Smith, J. H. (2009). 21st Century Community Learning Centers Illinois annual statewide evaluation: Program year 2008–2009. Final version. DeKalb: Northern Illinois University.
21st Century Community Learning Centers—Indiana
Located in Indiana, these afterschool programs provide a range of services to support student learning and development, including academic enrichment, tutoring and mentoring, and homework help, as well as music, arts, sports and cultural activities. They also offer literacy and other educational services to the families of participating children.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
King, M. H., Farmer, M., & Holstead, J. (2008). Evaluation of the Indiana 21st Century Community Learning Centers Initiative: 2007–2008 summative data analysis. Bloomington, IN: Center for Evaluation & Education Policy.
21st Century Community Learning Centers—Louisville, Kentucky
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
Munoz, M. A. (2002). Outcome-based community-schools partnerships: The impact of the after-school programs on non-academic and academic indicators. Louisville, KY: Jefferson County Public Schools.
21st Century Community Learning Centers—National
Begun in 1997 and authorized under the federal Elementary and Secondary Education Act, this program provides expanded learning opportunities for participating elementary and middle school children in a safe, drug-free, and supervised environment. States receive funding, administered by the U.S. Department of Education, to allocate to local educational agencies.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
U.S. Department of Education, Office of the Under Secretary. (2003). When schools stay open late: The national evaluation of the 21st-Century Learning Centers program, first year findings. Washington, DC: Author. www.ed.gov/pubs/21cent/firstyear
Dynarski, M., James-Burdumy, S., Moore, M., Rosenberge, L., Deke, J., & Mansfield, W. (2004). When schools stay open late: The national evaluation of the 21st Century Community Learning Centers Program: New findings. Washington, DC: U.S. Department of Education, National Center for Education Evaluation and Regional Assistance, U.S. Government Printing Office. www.ed.gov/rschstat/eval/other/learningcenters/index.html
James-Burdumy, S., Dynarski, M., Moore, M., Deke, J., Mansfield, W., & Pistorino, C. (2005). When schools stay open late: The national evaluation of the 21st Century Community Learning Centers Program: Final report. Washington, DC: U.S. Department of Education, National Center for Education Evaluation and Regional Assistance, U.S. Government Printing Office. www.mathematica-mpr.com/publications/pdfs/21stfinal.pdf
James-Burdumy, S., Dyanarski, M., & Deke, J. (2008). After-school program effects on behavior: Results from the 21st Century Community Learning Centers Program national evaluation. Economic Inquiry, 46(1): 13–18. http://papers.ssrn.com/soI3/papers.cfm?abstract_id=1105979
Huang, D., Cho, J., Mostafavi, S., Nam, H., H., Oh, C., Harven, A., & Leon, S. (2009). What works? Common practices in high functioning afterschool programs across the nation in math, reading, science, arts, technology, and homework—A study by the National Partnership. The afterschool program assessment guide (CRESST Report 768). Los Angeles: University of California, National Center for Research on Evaluation, Standards, and Student Testing (CRESST). www.cse.ucla.edu/products/summary.asp?report=768
21st Century Community Learning Centers—Nebraska
The Nebraska Department of Education administers these grants for projects to offer students a broad array of services, programs, and activities during nonschool hours. The goals of this program are to (a) improve student learning performance in one or more core academic areas, (b) increase social benefits and positive behavioral changes, and (c) increase family and community engagement in supporting students’ education.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
Nebraska Department of Education. (2005). Annual evaluation report: Nebraska 21st Century Community Learning Centers, July 2004–June 2005. Lincoln, NE: Author.
Nebraska Department of Education. (2006). Annual evaluation report: Nebraska 21st Century Community Learning Centers, July 2005 to June 2006. Lincoln, NE: Author.
Nebraska Department of Education. (2007). Annual evaluation report: Nebraska 21st Century Community Learning Centers, July 2006 to June 2007. Lincoln, NE: Author.
Nebraska Department of Education. (2008). Annual evaluation report, 2007–2008 school year: Nebraska 21st Century Community Learning Centers. Lincoln, NE: Author.
Nebraska Department of Education. (2009). Annual evaluation report, 2008–2009 school year: Nebraska 21st Century Community Learning Centers. Lincoln, NE: Author.
www.nde.state.ne.us/21stcclc/ProgramEvaluationMain.htm
21st Century Community Learning Centers—Northeast Kansas Education Service Center
Begun in 1999, these afterschool programs run in elementary schools in five rural Kansas school districts. Based on resiliency research and social development theory, the program's mission is to improve academic skills, build healthy human relationships, and widen student horizons.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
Kraft, N. (2001). Critical characteristics of successful after-school programs: An evaluation of the 21st Century initiative. Paper presented at the annual meeting of American Educational Research Association, Seattle, WA. www.kcresearch.org/cgi-bin/showfile.exe?CISOROOT=/coll&CISOPTR=2326&filename=2327.pdf
21st Century Community Learning Centers—Orleans Southwest Supervisory Union, Vermont
Begun in 2001 in Orleans County, Vermont, these centers are designed to improve the academic and social well-being of area residents through expanded and integrated education, health, safety, social services, cultural, and recreation program opportunities for youth and adults. Centers provide summer programs, afterschool programs, evening programs, and family-oriented cultural and recreational programs.
(Family/Community Involvement, Multi-Component/Comprehensive, Positive Youth Development)
Teran, G. A., & Koliba, C. (2002). Creating learning communities: 21st Century Community Learning Centers first year evaluation report, Orleans Southwest Supervisory Union. Burlington: University of Vermont, College of Education and Social Services, John Dewey Project on Progressive Education.
21st Century Community Learning Centers—Owensboro, Kentucky Public Schools
Begun in August 2000 and scheduled to run through June 2003, this year-round program consists of five Community Learning Centers that provide safe, supervised, and fun learning opportunities to children (kindergarten to 12th grade) in Owensboro, Kentucky.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
Illback, R. J., & Birkby, B. W. (2001). Formative evaluation of the 21st Century Community Learning Centers, year 1. Louisville, KY: REACH of Louisville.
Birkby, B. W., & Illback, R. J. (2002). Evaluation of the 21st Century Community Learning Centers Program: Year 2. Louisville, KY: REACH of Louisville.
21st Century Community Learning Centers—Palm Beach County, Florida
This program offers activities to at-risk elementary students in Palm Beach County, Florida, designed to provide opportunities to improve reading and math skills, develop positive social skills, share recreational activities, and share art and cultural experiences.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
Lacey, C. H., & LeBlanc, P. R. (2001). Advocacy for all: A 21st Century Community Learning Center for at-risk students. Paper presented at the 81st annual meeting of the Association for Teacher Educators, New Orleans, LA.
21st Century Community Learning Centers—Pittsburg, California, Unified School District
Initiated in Pittsburg, California, in 2002, this 21st CCLC program provides students with a variety of academic, recreation, and enrichment activities at five schools in the district, including three elementary schools, one junior high school, and one high school.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
Center for Evaluation and Research. (2002). 2002 evaluation report: year 1. Redding, CA: Author.
21st Century Community Learning Centers—San Francisco, California
This program, initiated in 1998 in San Francisco, California, allows schools to stay open longer and provides a safe place for homework centers, intensive basic skills mentoring, drug and violence prevention counseling, academic enrichment activities, recreational activities, arts, technology, and services for disabled youth.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
Trousdale, D. (2000). First-year evaluation of an after-school program for middle school youth. ERS Spectrum, 18, 3–11.
21st Century Community Learning Centers—Springfield, Illinois
Funded in 2001, this program is a comprehensive afterschool/community learning center project in Springfield, Illinois. The vision is to improve the academic achievement and behaviors of at-risk youth living in inner-city communities by providing programs that address identified community needs in the areas of education, health, social services, recreation, and cultural enrichment.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
University of Illinois, Urbana-Champaign Center for Prevention Research and Development. (2003). Springfield 21st Century Community Learning Center: Report on the relationship between program attendance and academic performance. Champaign, IL: Author.
27th Street School After School Intervention Program
(Academic/Enrichment, Positive Youth Development, Tutoring/Extra Instruction)
Hatch, M. P., Jr. (2000). An after school program for at-risk African-American boys. Unpublished doctoral dissertation, University of California, Los Angeles.
3:00 Project®
Begun in 1994, this program is a statewide afterschool initiative in Georgia for middle school students. The program has three key goals: provide safety for children when they are out of school, encourage the collaboration of community resources, and build skills and improve the academic success of participating students.
(Academic/Enrichment, Positive Youth Development, Service-Learning/Civic Engagement)
Carlisi, A. M. (1996). The 3:00 Project® program evaluation: Executive summary September 1995–May 1996. Decatur, GA: Georgia School Age Care Association.
Manior, S. H. (1997). Effects of a structured after school program on middle school students (Unpublished doctoral dissertation). South Carolina State University, Orangeburg.
Lipana, J. A. (1998). The 3:00 Project®: 1997/1998 program evaluation. Decatur, GA: Georgia School Age Care Association.
Bockrath, S. E. (1999). The 3:00 Project®: 1998/1999 program evaluation. Decatur, GA: Georgia School Age Care Association.
Georgia School Age Care Association. (2000). The 3:00 Project®: 1999/2000 program evaluation. Decatur, GA: Author.
4-H Afterschool Adventure
Begun in 2004 in Trenton, New Jersey, this adventure-based program includes introductory personal development activities, a series of group initiative activities, and outdoor adventure activities.
(Adventure, Positive Youth Development, Youth Leadership)
Ripberger, C. (2008). Adventure programming in an after-school environment. Journal of Extension, 46(2). www.joe.org/joe/2008april/iw5.php
4-H Afterschool–3 California Counties: Life Skills Development
This study examined the effectiveness of 4-H after school programs in three California counties in developing life skills among children in grades K–6.
(Positive Youth Development, Research Studies)
Junge, S. K., Manglallan, S., & Raskauskas, J. (2003). Building life skills through afterschool participation in experiential and cooperative learning. Child Study Journal, 33(3), 165–174.
4-H and Youth Development Program—East Texas Region Study of Minority Participation
This study analyzed minority participation in a 4-H and Youth Development Program in Texas.
(Positive Youth Development, Research Studies)
Williams, M., & Howard, J. W. (2007). Analysis of minority participation in Texas’ east region 4-H and youth development program in relationship to leadership, marketing, and educational opportunities. Journal of Youth Development 2(2). data.memberclicks.com/site/nae4a/JYD_070202final.pdf
4-H Animal Science Program—Wisconsin
Begun in the early 20th century, this program in Wisconsin engages youth in animal care activities to build knowledge and provide opportunities for life skill development.
(Positive Youth Development)
Grenawalt, A., Halback, T., Miller, M., Mitchell, A., O’Rourke, B., Schmitz, T., & Taylor-Powell, E. (2004). Summary Report: 4-H Animal Science Program Evaluation. Madison, WI: University of Wisconsin Cooperative Extension. www.uwex.edu/ces/pdande/evaluation/evalstudies.html
4-H Bloco Drum and Dance Program
Begun in 2003 in Windsor, California, this afterschool program teaches adolescents drumming, dancing, and theater arts in the traditions of Brazilian Carnaval.
(Arts, Culture/Heritage, Positive Youth Development)
Ginop-Conklin, E., Braverman, M. T., Caruso, R., & Bone, D. (2011). Bringing Carnaval drum and dance traditions into 4-H programming for Latino youth. Journal of Extension, 49(4). www.joe.org/joe/2011august/pdf/JOE_v49_4iw1.pdf
4-H Camp Counseling—Wisconsin
These summer residential camping programs across the state of Wisconsin are intended to promote life skill development in 4-H members and life skills and leadership development experiences in teen camp counselors.
(Positive Youth Development, Youth Leadership)
Forsythe, K., Matysik, R., & Nelson, K. (2004). Impact of 4-H Camp Counseling experience. Madison: University of Wisconsin–Extension.
4-H Camp Empowerment Evaluation
This three-year study examined a purposive sample representing 4-H camp’s diverse camping groups, all of which served 10 to 15 year-olds. These included a traditional youth camp, a special audience camp, and a wildlife/hunter safety theme camp.
(Positive Youth Development, Research Studies, Sports/Recreation)
Silliman, B., & Shutt, G. (2010). Weaving evaluation into the fabric of youth development (Article No. 100503FA003). Journal of Youth Development, 5(3). http://web.memberclicks.com/mc/page.do?sitePageId=100191&orgId=nae4a
4-H Camping—Virginia
Six regionally based 4-H educational centers provide year-round 4-H camping programs and support local and regional 4-H efforts in Virginia. The primary purpose of these camping programs is to develop youth’s life skills through exciting, hands-on programming as the instrument of positive youth development.
(Positive Youth Development, Sports/Recreation)
Garst, B. A., & Bruce, F. A. (2003). Identifying 4-H camping outcomes using a standardized evaluation process across multiple 4-H educational centers. Journal of Extension, 41(3). www.joe.org/joe/2003june/rb2.php
4-H Impact Studies in Six Western States
Between 2000 and 2007, six western states conducted individual impact studies using public school youth in grades 5, 7, and 9. The purpose was to illustrate the impact that participating in 4-H had on youth. Areas of study include risk behaviors, leadership positions held, helping others, close relationships with adults, self-identity, character, self-confidence, and empowerment.
(Positive Youth Development, Research Studies, Youth Leadership)
Seevers, B. S., Hodnett, F., & Van Leeuwen, D. (2011). Findings of 4-H impact studies in six western states. Journal of Extension, 49(4). www.joe.org/joe/2011august/pdf/JOE_v49_4a4.pdf
4-H Pennsylvania: Factors Affecting Teen Involvement
The purpose of this study was to examine factors that affect Pennsylvania 4-H member (ages 13–18) involvement in 4-H programming.
(Positive Youth Development, Research Studies)
Gill, B. E., Ewing, J. C., & Bruce, J. A. (2010). Factors affecting teen involvement in Pennsylvania 4-H programming. Journal of Extension, 48(2). www.joe.org/joe/2010april/a7.php
4-H Staffing Patterns and Trends Study
Conducted in 2006, this study consisted of a national survey of 4-H programs about current staffing structures.
(Positive Youth Development, Research Studies)
Astroth, K. A. (2007). Making the best better: 4-H staffing patterns and trends in the largest professional network in the nation. Journal of Youth Development 2(2). data.memberclicks.com/site/nae4a/JYD_070202final.pdf
4-H Study of Positive Youth Development
Begun in 2002, this longitudinal study is designed to test a theoretical model about the role of developmental assets in the promotion of positive youth development. The study focuses on 4-H sites located in 13 states.
(Positive Youth Development, Research Studies)
Theokas, C., Lerner, J. V., Phelps, E., & Lerner, R.M. (2006). Cacophony and change in youth after school activities: Findings from the 4-H study on positive youth development. Journal of Youth Development, 1(1). www.national4-hheadquarters.gov/library/Theokas_JYD_May06.pdf
Li, Y., Bebiroglu, N., Phelps, E., Lerner, R. M., & Lerner, J. V. (2008). School engagement and positive youth development: Findings from the 4-H Study of Positive Youth Development. Journal of Youth Development 3(3). data.memberclicks.com/site/nae4a/JYD_09080303_final.pdf
Lerner, R. M., Lerner, J. V., Phelps, E. & Colleagues. (2008). The 4-H study of positive youth development: Report of the findings from the first four waves of data collection: 2002-2003, 2003-2004, 2004-2005, and 2005-2006. Medford, MA: Institute for Applied Research in Youth Development, Tufts University ase.tufts.edu/iaryd/documents/4HStudyAnnualReport2008.pdf
Balsano, A. B., Phelps, E., Theokas, C., Lerner, J. V., & Lerner, R. M. (2009). Patterns of early adolescents' participation in youth development programs having positive youth development goals. Journal of Research on Adolescence, 19(2): 249–259.
Lerner, R. M., Lerner, J. V., & Phelps, E. (2009). Waves of the future: The first five years of the 4-H study of positive youth development. Medford, MA: Tufts University. www.4-h.org/uploadedFiles/About_4-H/Research/4-H-study-of-positive-youth-development.pdf
Lerner, R. M., & Lerner, J. V. (2009). Waves of the future: Report of the findings from the first six years of the 4-H Study of Positive Youth Development. Medford, MA: Tufts University.www.4-h.org/uploadedFiles/About_Folder/Research/Tufts_Data/4-H-Positive-Youth-Development-Study-Wave-6.pdf
4-H Summer Camps—California
These summer camps serve youth in California through teen-led week-long programs. Camps aim to provide supportive relationships, safety, youth involvement, skill building, and environmental stewardship.
(Positive Youth Development, Youth Leadership)
Bird, M., Borba, J., & Subramaniam, A. (2007). Beyond evaluation: Findings from the California 4-H camp study. Davis: University of California. groups.ucanr.org/_4Hbaseca/files/49276.pdf
4-H Summer Camps—Missouri
These residential summer camps for youth in Missouri focus on life skills development relating to Head (managing and thinking), Heart (relating and caring), Hands (giving and working), and Health (living and being).
(Positive Youth Development)
Ellerbusch, K. M., Calkins, K. F., & Schwarz, J. (2005). An evaluation of the effectiveness of life skill development in Missouri’s 4-H youth resident summer camps: A survey of 4-H campers and their parents. Columbia: University of Missouri Extension. 4h.missouri.edu/resources/evaluation/camp/campreport05.pdf
Missouri Center for 4-H Youth Development. (2007). Missouri 4-H youth resident summer camps: An evaluation of the effectiveness of life skill development in Missouri’s 4-H youth resident summer camps: A survey of 4-H campers and their parents–Summer, 2006. Columbia: University of Missouri Extension. 4h.missouri.edu/resources/evaluation/camp/campreport06.pdf
Klem, M. D., & Nicholson, D. J. (2008). Proven effectiveness of Missouri 4-H Camps in developing life skills in youth. Journal of Youth Development, 2(3). data.memberclicks.com/site/nae4a/JYD_070203final.pdf
4-H Summer Opportunities for Advancement, Remediation, and Socialization (SOARS)
This 4-H summer day camp program for K–5 students in an economically deprived rural mountain county in North Carolina includes enrichment activities, limited academic activities, supervised play, swimming, and life skills activities.
(Academic/Enrichment, Positive Youth Development, Sports/Recreation)
Garland, T. (1999). Lifeskills education: Perceived Effectiveness of a 4-H Out-of-School Program. Robbinsville, NC: North Carolina Cooperative Extension.
4-H Youth Development Clubs—Florida
These clubs provide youth in Florida with opportunities for leadership, positive adult–youth relationships, and skill-building activities.
(Positive Youth Development, Youth Leadership)
Guion, L. A., & Rivera, B. E. (2008). A descriptive view of the 4-H Club experience through the lens of 4-H youth. Journal of Youth Development, 3(3). data.memberclicks.com/site/nae4a/JYD_09080303_final.pdf
4-H Youth Development Program/Cooperative Extension After School Activity Program—Kansas City, Missouri
(Mentoring, Positive Youth Development, Tutoring/Extra Instruction)
Talley, J. A., White, M., & Leckenby, C. (n.d.). 4-H teen multi-site evaluation. Kansas City, MO: Resource Development Institute.
Resource Development Institute. (1999). 4-H final report for 1997–1998. Kansas City, MO: Author.
4-H Youth Development Program/Cooperative Extension After School Activity Program—Los Angeles, California
(Positive Youth Development)
Fleming-McCormick, T., & Tushnet, N. C. (1996). 4-H After School Activity Program. Los Alamitos, CA: Southwest Regional Laboratory.
Schwager, M., Garcia, E., Sifuentes, M., & Tushnet, N. (1997). Evaluation for the Los Angeles STARS program. Los Alamitos, CA: Southwest Regional Laboratory.
Gaynor, J. R., & Horowitz, J. E. (1998). Evaluation of the 4-H After School Activity Program (ASAP) 1996–97. Los Alamitos, CA: WestEd.
Hudley, C. (1999). Problem behaviors in middle childhood: Understanding risk status and protective factors. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada.
Hudley, C. (2001, April). Perceived behavioral and academic competence in middle childhood: Influences of a community-based youth development program. Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA.
4-H Youth Development Program—Cornell Cooperative Extension
This program is the New York State branch of the national 4-H Youth Development Program that serves children in every county in the United States. It is an experiential education program for young people aged 5 through 19.
(Positive Youth Development)
Rodriguez, E., Hirschl, T. A., Mead, J. P., & Groggin, S. E. (1999). Understanding the difference 4-H Clubs make in the lives of New York youth: How 4-H contributes to positive youth development. Ithaca, NY: Cornell University.
4-H Youth Development Program—Montana Extension Service
These 4-H Clubs are designed to be places where Montana children can make contributions to improve the quality of life in their families, neighborhoods, and communities. By providing structured out-of-school activities, these Clubs provide youth with benefits that include leadership, social competency, positive self-identity and self-confidence, empowerment, compassion, and a variety of skills.
(Positive Youth Development)
Astroth, K. A., & Haynes, G. W. (2002). More than cows and cooking: Newest research shows the impact of 4-H. Journal of Extension, 40, 1–12.
Flynn, A., Frick, M., & Steele, D. (2010). Relationship between participation in 4-H and community leadership in rural Montana. Journal of Extension, 48(2). www.joe.org/joe/2010april/rb1.php
4-H Youth Development Program—national
In existence since 1902, this national program strives to provide youth with positive relationships with caring adults, physically and emotionally safe environments, opportunity to value and practice service for others, opportunity for self-determination, an inclusive environment, opportunity to see themselves as active participants in the future, engagement in learning, and opportunity for skill building and mastery.
(Positive Youth Development, Service-Learning/Civic Engagement)
University of Arizona Institute for Children, Youth, and Families. (2003). National 4-H impact assessment project: Prepared and engaged youth serving American communities. Tucson, AZ: Author.
4-H Youth Development Program—Project Castlerock
(Positive Youth Development, Sports/Recreation, Tutoring/Extra Instruction)
Killian, E. (1999). Reducing delinquent behavior and improving academic achievement in after school programs. Tucson, AZ: Children, Youth and Families Education and Research Network.
4-H: Volunteer Support Study
Conducted in 2005 in a Southeastern state, this study examined the mediating influence of volunteer support on the relationship between contextual influences (e.g., organizational features and youth education experiences) and life skill outcomes.
(Positive Youth Development, Research Studies)
Fogarty, K., Terry, B., Pracht, D., & Jordan, J. (2009). Organizational supports and youth life skill development: Adult volunteers as mentors, managers and “mediators.” Journal of Youth Development, 4(4). data.memberclicks.com/site/nae4a/JYD_090404final.pdf
4-H—Leadership Life Skills Study
The goals of this study were to determine whether youth involved in 4-H gain leadership skills through 4-H activities and to examine which skills are developed.
(Positive Youth Development, Research Studies, Youth Leadership)
Clark, C., Wilcoxen, C., Geitner, C., White, D., Anderson, S., & Baker, D. (1998). Assessing leadership life skills gained through 4-H. Urbana, IL: Illinois Extension Service.
A Call to Service Faith-Based Initiative
(Faith-Based, Positive Youth Development)
Wallace, J. M. (2002). The Skillman Foundation: A Call to Service Faith-Based Initiative year one evaluation report. Ann Arbor, MI: University of Michigan School of Social Work.
A Sporting Chance for All
(Positive Youth Development, Sports/Recreation)
Hoganbruen, K. D. (1998). Increasing girls' self-esteem and overall psychological well-being through sports: A program evaluation of a preventive intervention. Unpublished doctoral dissertation, DePaul University, Chicago.
Active Winners
Begun in the summer of 1994, this after school and summer program was delivered during a 19-month period in rural South Carolina following the fifth-grade year through the seventh-grade year. The goal was to provide youth with regular exposure to enjoyable physical activities, increase physical activity self-efficacy, and increase physical activity and fitness. The program was divided into four activity areas: fitness activities, sports skills, academic skills, and social skills.
(Academic/Enrichment, Positive Youth Development, Sports/Recreation)
Felton, G., Parson, M. A., Pate, R. R., Ward, D., Saunders, R. P., Valois, R. F., et al. (1996). Predictors of alcohol use among rural adolescents. Journal of Rural Health, 12, 378–385.
Trost, S., Pate, R. R., Dowda, M., Saunders, R., Ward, D., & Felton, G. (1996). Gender differences in physical activity and determinants of physical activity in rural fifth grade children. Journal of School Health, 66, 145–150.
Trost, S. G., Pate, R. R., Saunder, R., Ward, D. S., Dowda, M., & Felton G. (1997). A prospective study of the determinants of physical activity in rural fifth-grade children. Preventive Medicine, 26, 257–263.
Pate, R. R., Trost, S. G., Felton, G. M., Ward, D. S., Dowda, M., & Saunders, R. (1997). Correlates of physical activity behavior in rural youth. Research Quarterly for Exercise and Sport, 68, 241–248.
Ward, D. S., Trost, S. G., Felton, G., Saunders, R., Parsons, M. A., Dowda, M., et al. (1997). Physical activity and physical fitness in African-American girls with and without obesity. Obesity Research, 5, 572–577.
Valois, R. F., Dowda, M., Trost, S., Weinrich, M., Felton, G., & Pate, R. R. (1998). Cigarette smoking experimentation among rural fifth grade students. American Journal of Health Behavior, 22, 101–107.
Felton, G. M., Pate, R. R., Parsons, M. A., Ward, D. S., Saunders, R. P, Trost, S., et al. (1998). Health risk behaviors of rural sixth graders. Research in Nursing & Health, 21, 475–485.
Felton, G., Parsons, M. A., Ward, D. S., Pate, R. R., Saunders, R. P., Dowda, M., et al. (1999). Tracking of avoidance of alcohol use and smoking behavior in a fifth grade cohort over three years. Public Health Nursing, 16, 32–40.
Pate R. R., Trost, S. G., Dowda, M., Ott, A. E., Ward, D. S., Saunders, R., et al. (1999). Tracking of physical activity physical inactivity, and health-related physical fitness in rural youth. Pediatric Exercise Science, 11, 364–376.
Pate, R. R., Saunders, R. P., Ward, D. S., Felton, G., Trost, S. G., & Dowda, M. (2003). Evaluation of a community-based intervention to promote physical activity in youth: Lessons from Active Winners. American Journal of Health Promotion, 17(3), 171–182.
Adventure Central
Begun in 2000, this youth education center provides youth aged 5–19 in Dayton, Ohio, with open computer lab time, dinner, homework assistance, and educational activities after school in a positive youth development setting.
(Academic/Enrichment, Positive Youth Development)
Ferrari, T. M., & Turner, C. L. (2004). An exploratory study of adolescents’ motivations for joining and continued participation in a 4-H afterschool program. Manuscript submitted for publication. Journal of Extension. www.ohio4h.org/tferrari/afterschool_resources.html
Paisley, J. E., & Ferrari, T. M. (2005). Extent of positive youth–adult relationships in a 4-H after-school program. Journal of Extension, 43(2). www.joe.org/joe/2005april/rb4.shtml or www.ohio4h.org/tferrari/afterschool_resources.html.
Ferrari, T. M., Lekies. K. S., & Arnett, N. (2009). Opportunities matter: Exploring youth’s perspectives on their long-term participation in an urban 4-H youth development program. Journal of Youth Development, 4(3). data.memberclicks.com/site/nae4a/JYD_090403final.pdf
After School and Summer Enrichment Program for Native American and Gifted Students
(Academic/Enrichment, Positive Youth Development, Youth Leadership)
Raborn, J. D. (2000). The evaluation and review of an after school and summer enrichment program for gifted and Native American students. Unpublished doctoral dissertation, University of New Mexico, Albuquerque.
After School Arts Program
(Arts, Multi-Component/Comprehensive, Positive Youth Development)
Quinn, T., & Kahne, J. (2001). Wide awake to the world: The arts and urban schools-Conflicts and contributions of an after-school program. Curriculum Inquiry, 31(1), 11–32.
After School Education and Safety Program—California (previously known as After School Learning and Safe Neighborhoods Partnerships Program)
Begun in 1998, this program funds partnerships with school districts, cities, counties, and community organizations to provide after school programs for students kindergarten through ninth grade throughout California.
(Academic/Enrichment, Positive Youth Development)
Bissell, J., & Malloy, J. (2001). Evaluation of California's After School Learning and Safe Neighborhoods Partnerships Program: 1999–2000 preliminary report. Irvine, CA: Department of Education & University of California.
University of California at Irvine, Department of Education. (2002). Evaluation of California's After School Learning and Safe Neighborhoods Partnerships Program: 1999–2001 preliminary report. Irvine, CA: Author. www.cde.ca.gov/ls/ba/as
Huang, D., Silver, D., Cheung, M., Duong, N., Gualpa, A., Hodson, C., ...Vazquez, V. (2011). Independent statewide evaluation of after school programs: ASES and 21st CCLC; Year 2 annual report. (CRESST Report 789). Los Angeles, CA: University of California, National Center for Research on Evaluation, Standards, and Student Testing (CRESST).
After School Education and Safety Program—Los Angeles, California (previously known as After School Learning and Safe Neighborhoods Partnerships Program)
(Academic/Enrichment, Positive Youth Development)
Bissell, J., Ashurst, J., & Jones, P. (2001). Los Angeles Unified School District After School Learning and Safe Neighborhoods Partnership Program: An evaluation of four agencies and supplemental report. Irvine: Irvine Department of Education and Research Support Services, University of California.
After School Education and Safety Program—San Francisco, California (previously known as After School Learning and Safe Neighborhoods Partnerships Program)
(Academic/Enrichment, Positive Youth Development)
Trousdale, D. (2000). Final evaluation report: After School Learning and Safe Partnerships Program, 1999–2000. San Francisco, CA: San Francisco Unified School District Program Evaluation and Research Department.
After School Education and Safety Program—Santa Ana, California (previously known as After School Learning and Safe Neighborhoods Partnerships Program)
Beginning in September 1999, the Santa Ana Unified School District received renewable 3-year funding from the State of California to operate the program in four urban public middle schools. The program integrates academics with recreational enrichment to meet participating students' academic and social needs.
(Academic/Enrichment, Positive Youth Development)
Prenovost, J. K. E. (2001). A first year evaluation of after school learning programs in four urban middle schools in the Santa Ana Unified School District. Irvine, CA: Author.
After-School Outcome Measures Project—California
Begun in 2008, this project focuses on the development of student outcome measures for use in publicly funded after school programs in California.
(Academic/Enrichment, Positive Youth Development, Research Studies)
Vandell, D. (2009). After-School Outcome Measures Project: Phase I final report. University of California, Irvine. www.gse.uci.edu/childcare/pdf/FINAL_REPORT_Phase1.pdf
American Camp Association Summer Camps
These summer camps across the country are designed to provide powerful growth experiences for youth.
(Positive Youth Development)
Philliber Research Associates (2005). Directions: Youth development outcomes of the camp experience. Martinsville, IN: American Camp Association. www.acacamps.org/research/enhance/directions.php
Philliber Research Associates (2006). Innovations: Improving youth experiences in summer programs. Martinsville, IN: American Camp Association. www.acacamps.org/research/Innovations.pdf
Philliber Research Associates (2006). Inspirations: Developmental supports and opportunities of youths’ experiences at camp. Martinsville, IN: American Camp Association. www.acacamps.org/research/enhance/inspirations.php
Henderson, K. A., Bialeschki, M. D., Scanlin, M. M., Thurber, C., Whitaker, L. S., & Marsh, P. E. (2006–2007). Components of camp experiences for positive youth development. Journal of Youth Development: Bridging Research and Practice, 1(3). www.campspirit.com/docs/journal/ComponentsCamp_from_JYD.pdf
Thurber, C. A., Scanlin, M. M., Scheuler, L., & Henderson, K. A. (2007). Youth development outcomes of the camp experience: Evidence for multidimensional growth. Journal of Youth and Adolescence, 36, 241–254. www.springerlink.com/content/n63pt11k21u0/?p=ee6f68cd48164f4585cdcf5bf1d239d9&pi=31
Arts Corps
Founded in 2000, this program places artists experienced in teaching in a variety of after school programs working with youth in kindergarten through 12th grade in Seattle and King County, Washington. The goal is to provide youth with access to high-quality arts education opportunities.
(Arts, Positive Youth Development)
McGill, M. (2002). Arts Corps program evaluation report [second year 2001–2002]. Seattle, WA: Art Corps.
Murray, M. (2003). Arts Corps program evaluation report: Year three, 2002–2003. Seattle, WA: Arts Corps.
Murray, M. (2004). Arts Corps program evaluation report: Year four, 2003–2004. Seattle, WA: Arts Corps.
Arts Corps. (2005). 2004 – 05 program evaluation report executive summary. Seattle, WA: Author.
Murray, M. (2007). Art Corps 2006–2007 evaluation report. Seattle, WA: Arts Corps. www.artscorps.org/downloads/publications/2007%20Evaluation%20Report.pdf
Assets for Colorado Youth
(Positive Youth Development, System-Building)
The Omni Institute. (2002). Creating social change: The growth of a statewide movement—Summary. Denver, CO: The Colorado Trust.
Aurora Colorado Coalition for Extended Service Schools After School Program
(Academic/Enrichment, Positive Youth Development)
Engelman, A., Lichtenstein, G., & Cutforth, N. (2003). Evaluation report: Aurora After School Programs 2002–2003. Denver, CO: The Community-Based Research Project, University of Denver.
Austin Eastside Story After-School Program
Begun in 1996, this program provides a safe and academically enriching environment for children (pre-K to seventh grade) attending school in East and Northeast Austin, Texas.
(Academic/Enrichment, Family/Community Involvement, Positive Youth Development)
Witt, P. A., & Bradberry, E. K. (2000). Evaluation of the Eastside Story After-School Program. Austin, TX: Office of the Texas Comptroller of Public Accounts. rptsweb.tamu.edu/Faculty/Witt/conpubs/Eastside.PDF
Baltimore's After School Strategy—YouthPlaces Initiative
Begun in 1999, this initiative is part of an effort to improve the quality and increase the quantity of afterschool programs in Baltimore, Maryland. It provides training, technical assistance, and implementation funds to meet established quality standards and demonstrate the effectiveness of high quality after school programs in producing positive youth outcomes.
(Positive Youth Development, System-Building)
Marzke, C., & White, R. (2001). Evaluation of the Baltimore Safe and Sound YouthPlaces Initiative, initial report. Washington, DC: Policy Studies Associates.
Policy Studies Associates. (2001). Youths' experiences in their YouthPlaces: Results of a youth survey conducted in thirty-six of Baltimore's YouthPlaces. Washington, DC: Author.
Batesburg-Leesville Middle School Karate Character Education Project
Conducted during the 2008–09 school year in coordination with an afterschool program in Batesburg-Leesville, South Carolina, this project sought to further the goals of character education among sixth grade boys through Karate instruction.
(Positive Youth Development, Sports/Recreation)
Appenzeller, G. W., Nelson, M., Meadows, S., & Powell, T. (2009). An evaluation report of the 2008–2009 Batesburg-Leesville Middle School After School Program Karate Character Education Project. Columbia, SC: System Wide Solutions, Inc. www.swsolutionsinc.com/BLKarateFinalReport060909.pdf
Battle Mountain After-School Program
This after school program for K–5 students in rural Battle Mountain, Nevada, provides youth with nutritious snacks, homework and tutoring help, life-skills education, and recreational activities.
(Academic/Enrichment, Positive Youth Development)
Neufeld, J., Smith, M. G., Estes, H., & Hill, G. C. (1995). Rural after-school child care: A demonstration project in a remote mining community. Rural Special Education Quarterly, 14(3), 12–16.
Bayview Safe Haven Program
Founded in 1997, this after school program is based at a recreation center for at-risk youth ages 10 to 17 in San Francisco, California's Bayview/Hunter's Point neighborhood. Designed to help youth stay in school and out of the criminal justice system, it provides a hub of structured activity to help position youth for responsible adulthood and to improve the quality of life in their families and communities.
(Mentoring, Positive Youth Development, Prevention)
LaFrance, S., Twersky, F., Latham, N., Foley, E., Bott, C., & Lee, L. (2001). A safe place for healthy youth development: A comprehensive evaluation of the Bayview Safe Haven. San Francisco, CA: BTW Consultants & LaFrance Associates.
Be a Star
This program, for children ages 5 to 12 in St. Louis, Missouri, uses a curriculum designed to promote decision-making skills and interpersonal competence, cultural awareness and self-esteem, and unfavorable attitudes toward alcohol and drug abuse.
(Culture/Heritage, Positive Youth Development, Prevention)
Pierce, L. H., & Shields, N. (1998). The Be a Star community-based after-school program: Developing resiliency factors in high-risk preadolescent youth. Journal of Community Psychology, 26(2), 175–183.
Beacon Community Centers Middle School Initiative—New York, New York
Launched in 2007, this initiative enrolls participants in grades 5–8 in structured programming developed and delivered by New York City’s 80 Beacon Community Centers. The initiative offers activities and services to enhance the intellectual, physical, emotional, and social growth of young adolescents.
(Multi-Component/Comprehensive, Positive Youth Development)
Russell, C. A., LaFleur, J., Scott, T. A., Low, M., Palmiter, A. S., & Reisner, E. R. (2010). The Beacon Community Centers Middle School Initiative: Report on implementation and youth experience in the initiative’s second year. Washington, DC: Policy Studies Associates. www.wallacefoundation.org/KnowledgeCenter/KnowledgeTopics/CurrentAreasofFocus/Out-Of-SchoolLearning/Documents/2nd-year-evaluation-of-the-Beacon-middle-school-initiative.pdf
Beacon Initiative—San Francisco, California
This initiative, begun in 1994, aims to help youth in San Francisco, California, develop competencies that will help them become responsible adults.
(Family/Community Involvement, Multi-Component/Comprehensive, Positive Youth Development)
Walker, K. E., & Arbreton, A. J. A. (2001). Working together to build Beacon Centers in San Francisco: Evaluation findings from 1998–2000. Philadelphia: Public/Private Ventures. www.ppv.org/ppv/publications/assets/118_publication.pdf
Walker, K. E., & Arbreton, A. J. A. (2004). After-school pursuits: An examination of outcomes in the San Francisco Beacon Initiative. Philadelphia: Public/Private Ventures.www.ppv.org/ppv/publications/assets/168_publication.pdf
Tripp, F. L., Schwartz, J. L., & Bennett, R. W. (2004). San Francisco Beacon Initiative: Individual Beacon profile June 2004 evaluation report. Oakland, CA: Resource Development Associates. www.sfbeacon.org/00_Evaluations/Evaluations/2004_Annual_Evaluation_RDA.pdf
Schwartz, J. L., Reyes, P., Tharp, J., & Bennett, P. M. (2005). San Francisco Beacon Initiative: Second year (2005) evaluation report. Oakland, CA: Resource Development Associates. www.sfbeacon.org/00_Evaluations/Evaluations/2005_Evaluation_RDA.pdf
Moonka, N., Reyes, P., Tharp, J., & Bennett, P. M. (2006). San Francisco Beacon Initiative: Third year (2006) evaluation report. Oakland, CA: Resource Development Associates. www.sfbeacon.org/00_Evaluations/Evaluations/2006_Evaluation_RDA.pdf
Yu, H. C., Lea, C. Leufgen, J, & Rubin, A. (2008). Evaluation of the San Francisco Beacon Initiative: Final report. Oakland, CA: Social Policy Research Associates. www.sfbeacon.org/00_Evaluations/Evaluations/2008_Beacon_Evaluation_Report_SPR_Full_Report.pdf
Baker, A., & Tamanas, E. (2009). Youth Development Institute’s Beacons Young Adolescent Initiative: Evaluation update. Philadelphia: Youth Development Institute, OMG Center for Collaborative Learning. www.sfbeacon.org/00_Evaluations/BYA_Evaluations/2009_BYA%20Evaluation_OMG.pdf
Beacons Initiative—New York, New York
Begun in 1991, this initiative links community-based and nonprofit organizations with schools to increase supports for youth and families in New York City, New York.
(Family/Community Involvement, Multi-Component/Comprehensive, Positive Youth Development)
Warren, C., Brown, P., & Freudenberg, N. (1999). Evaluation of the New York City Beacons: Summary of phase I findings. New York: Academy for Educational Development.
Warren, C., Feist, M., & Nevarez, N. (2002). A place to grow: Final evaluation of the New York City Beacons, a summary report. New York: Academy for Educational Development. scs.aed.org/publications
Bicultural Competence Skills Program
(Culture/Heritage, Positive Youth Development)
Schinke, S. P., Botvin, G. J., Trimble, J. E., Orlandi, M.A., Gilchrist, L. D., & Locklear, V. S. (1988). Preventing substance abuse among American-Indian adolescents: A Bicultural Competence Skills approach. Journal of Counseling Psychology, 35(1) 87–90.
Black Teens for Advancement
This school-based program is intended to help African American youth in St. Paul, Minnesota, develop their academic, cultural, political, and social potential through knowledge of their history and exposure to basic positive values.
(Culture/Heritage, Family/Community Involvement, Positive Youth Development)
Stevens, A., & Owen., G. (1998). Black Teens for Advancement (BTA) 1997–1998 evaluation report. St. Paul, MN: Wilder Research Center. www.wilder.org/reportsummary.0.html?&tx_ttnews[pointer]=22&tx_ttnews
[tt_news]=1397&tx_ttnews[backPid]=111&cHash=98f6a93ad2
Boy Scouts of America
This national program, begun in 1910, aims to provide boys with strong personal values and character, a positive sense of self-worth and usefulness, caring and nurturing relationships with others, a desire to learn, productive/creative use of time, and social adeptness.
(Positive Youth Development)
Louis Harris & Associates (1998). A year in the life of a Cub Scout…Boy Scout…Venturer. New York: Author.
Harris Interactive (2005). Values of Scouts: A study of ethics and character. Irving, TX: Boy Scouts of America Youth and Family Research Center.Harris Interactive (2003). Volunteer outcome study. Irving, TX: Boy Scouts of America Youth and Family Research Center.
Harris Interactive (2005). Values of scouts: A study of ethics and character. Irving, TX: Boy Scouts of America Youth and Family Research Center.
Harris Interactive (2005). Values of Americans: A study of ethics and character. Irving, TX: Boy Scouts of America Youth and Family Research Center.
Boy Scouts of America—Indianhead Council
This council provides programs in several Minnesota counties for boys ages 6–20 and girls ages 14–20 that strengthen character, self-esteem, and the ability to work with others.
(Positive Youth Development)
Nelson-Christinedaughter, J., & Owen, G. (2001). Indianhead Council Boy Scouts of America: An analysis of risk characteristics of youth scouting participants as reported by leaders, and behavior and attitude changes as reported by youth and their parents. St. Paul, MN: Wilder Research Center. www.wilder.org/reportsummary.0.html?&no_cache=1&tx_ttnews[swords]=boy%20scouts&tx_ttnews[tt_news]=1118&tx_ttnews[backPid]=311&cHash=ce1a8f4a39
Boy Scouts of America—Northern Star Council
This council serves boys ages 6–21 in central Minnesota and four counties in Western Wisconsin. The council’s mission is to lead youth to be healthy, contributing citizens and leaders in their families, communities and the world.
(Positive Youth Development, Youth Leadership)
Skrypek, M., & Hardeman, R. (2008). Northern Star Council Boy Scouts of America school outcomes study: Comparing academic performance and school behavior of Boy Scouts and non-Scouts. St. Paul, MN: Wilder Research. www.wilder.org/reportsummary.0.html?&no_cache=1&tx_ttnews[pointer]=2&tx_ttnews[tt_news]=2099&tx_ttnews[backPid]=111&cHash=c9a55b4fb3
Skrypek, M., & Valorose, J. (2010). Northern Star Council’s Scoutreach outcomes: Progress on United Way outcome measures for 2009. www.wilder.org/download.0.html?report=2279
Boy Scouts of America—Summer Camps
These summer camps offer opportunities to participate in physically and intellectually challenging activities and provide supportive and caring relationships to Boys Scouts members nationally.
(Positive Youth Development)
Harris Interactive. (2001). Boy Scouts of America: Summer Camp outcomes study. Rochester, NY: Author. www.scouting.org/FILESTORE/marketing/pdf/02-448-1.pdf
Boys & Girls Clubs of America—Gender Equity Initiative
(Positive Youth Development, System-Building)
Hirsch, B. J., Roffman, J. G., Deutsch, N. L., Flynn, C. A., Loder, T. L., & Pagano, M. E. (2000). Inner-city youth development organizations: Strengthening programs for adolescent girls. Journal of Early Adolescence, 20(2), 210–230.
Loder, T. L. & Hirsch, B. J. (2003). Inner-city youth development organizations: The salience of peer ties among early adolescent girls. Applied Developmental Science, 7(1), 2–12. www.leaonline.com/toc/ads/7/1
Boys & Girls Clubs of America—national
Begun in 1860, this community-based national organization seeks to improve the psychosocial development of youth while also inspiring them to become productive and responsive citizens. BGCA provides youth with a safe place to learn, ongoing relationships with caring professionals and life-enhancing programs.
(Positive Youth Development, Service-Learning/Civic Engagement)
Roffman, J. G., Pagano, M. E., & Hirsch, B. J. (2001). Youth functioning and experiences in inner-city after-school programs among age, gender, and race groups. Journal of Child and Family Studies, 10(1), 85–100.
Anderson-Butcher, D., Newsome, W. S., & Ferrari, T. M. (2003). Participation in Boys and Girls Clubs and relationships to youth outcomes. Journal of Community Psychology, 31(1), 39–53.
Arbreton, A. J. A., Sheldon, J., & Herrera, C. (2005). Beyond safe havens: A synthesis of research on the Boys & Girls Clubs. Philadelphia, PA: Public/Private Ventures. www.ppv.org/ppv/publications/assets/187_publication.pdf
Arbreton, A., Bradshaw, M. Metz, R., & Sheldon J. (2008). More time for teens: Understanding teen participation—frequency, intensity and duration—in Boys & Girls Clubs. Philadelphia: Public/Private Ventures. www.ppv.org/ppv/publication.asp?section_id=23&search_id=0&publication_id=231
Arbreton, A. Bradshaw, M., Sheldon, J. & Pepper, S. (2009). Making every day count: Boys & Girls Clubs' role in promoting positive outcomes for teens. Philadelphia: Public/Private Ventures. www.ppv.org/ppv/publication.asp?section_id=23&search_id=0&publication_id=295
Boys & Girls Clubs of America—Public Housing Developments
(Multi-Component/Comprehensive, Positive Youth Development, Prevention)
Schinke, S. P., Orlandi, M. A., & Cole, K. C. (1992). Boys & Girls Clubs in public housing developments: Prevention services for youth at risk. Journal of Community Psychology, OSAP Special Issue, 118–128.
Boys & Girls Clubs of America—Southwestern City
(Positive Youth Development, Youth Leadership)
Carruthers, C. P., & Busser, J. A. (2000). A qualitative outcome study of Boys and Girls Clubs Program leaders, Club members, and parents. Journal of Park and Recreation Administration, 18, 50–67. rptsweb.tamu.edu/faculty/witt/conpubs/Carrauthers.pdf
Boys & Girls Clubs of America—Stay SMART Program and SMART Leaders Program
Initiated in 1988, these programs seek to teach youth a broad spectrum of social and personal competence skills and to help them identify and resist peer and other social pressures to use alcohol, cigarettes, and marijuana, and to engage in early sexual activity.
(Positive Youth Development, Prevention, Youth Leadership)
St. Pierre, T. L., Kaltreider, D. L., Mark, M. M., & Aikin, K. J. (1992). Drug prevention in a community setting: A longitudinal study of the relative effectiveness of a three-year primary prevention program in Boys & Girls Clubs across the nation. American Journal of Community Psychology, 20(6), 673–706.
St. Pierre, T. L., Mark, M. M., Kaltreider, D. L., & Aikin, K. J. (1995). A 27-month evaluation of a sexual activity prevention program in Boys & Girls Clubs across the nation. Family Relations, 44, 69–77.
Kaltreider, D. L., & St. Pierre, T. L. (1995). Beyond the schools: Strategies for implementing successful drug prevention programs in community youth-serving organizations. Journal of Drug Education, 25(3), 223–237.
Boys & Girls Clubs of America—Triple Play Program
This national program is designed to demonstrate how eating smart, keeping fit, and forming positive relationships add up to a healthy lifestyle for youth aged 6-18. It includes three major components: (a) a "Healthy Habits" curriculum; (b) sports, fitness and recreation programs and sports leadership clubs; and (c) social recreation to teach and reinforce social and ethical skills.
(Health, Positive Youth Development, Sports/Recreation)
Gambone, M. A., Akey, T. M., Furano, K., & Osterman, L (2009). Promoting healthy lifestyles: The impact of Boys & Girls Clubs of America’s Triple Play Program on healthy eating, exercise patterns, and developmental outcomes (Executive Summary). Philadelphia: Youth Development Strategies, Inc. www.ydsi.org/ydsi/pdf/TriplePlayStudy-ExecutiveSummary-11-04-FINAL.pdf
Boys & Girls Clubs of the Peninsula
This afterschool program in San Mateo County, California, seeks to support youth through academic enrichment and support, engaging electives, exposure to new opportunities, and chances to make meaningful choices about their own lives.
(Academic/Enrichment, Mentoring, Positive Youth Development)
Boys & Girls Clubs of the Peninsula. (2011). Center for a New Generation year-end scorecard academic year 2009/10. Menlo Park, CA: Author.
London, R., Gurantz, O., & Norman, J. (2011). The effect of afterschool program participation on English language acquisition. Afterschool Matters, 13, 22–37. www.niost.org/pdf/afterschoolmatters/ASM_Spring2011.pdf
Boys & Girls Club—Jeffrey A. Cowan
(Positive Youth Development)
Deborah Johnson Consulting. (2002). Jeffrey A. Cowan Boys and Girls Club final evaluation, 1999 to 2002. Silverado, CA: Author.
Building Academic and Social Skills (B.A.S.S.) Project
(Academic/Enrichment, Positive Youth Development)
Miller, D. T., & Bales, D. W. (2001). Using research literature to guide programming decisions: The case of the Eldora Building Academic and Social Skills Program. Journal of Family and Consumer Sciences, 93(5), 50–53.
Miller, D. T. (2003). Building Academic and Social Skills (B.A.S.S.): A positive youth development project for the Eldora area of Bulloch County Georgia – 1997–2002. Statesboro, GA: Bulloch County Extension Family & Consumer Sciences.
Capital Kids
Initiated in 2000 in Columbus, Ohio, the mission of this local after school initiative is to (a) provide a safe, caring, and enriching environment for children during nonschool hours; (b) provide places where children can increase their academic, interpersonal, and social skills; (c) involve families in planning and participating in activities; and (d) foster positive connections between family, school, and community.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
Anderson-Butcher, D. (2001). An evaluation report for the Cap City Kids program: Phase one. Columbus: Center for Learning Excellence, Ohio State University.
Anderson-Butcher, D. (2002). An evaluation report for the Cap City Kids program: Phase two. Columbus: Center for Learning Excellence, Ohio State University.
Anderson-Butcher, D. D., Midle, T., Fallara, L., Hansford, C., Uchida, K., Grotevant, S., et al. (2003). Youth development programs in central Ohio: An evaluation report for the City of Columbus and United Way of Central Ohio. Columbus: Center for Learning Excellence, Ohio State University.
CASASTART (Center on Addiction and Substance Abuse Striving Together to Achieve Rewarding Tomorrows)
Funded from 1992 through 1996, this drug and delinquency prevention program served high-risk adolescents aged 11–13 who lived in distressed neighborhoods in five cities: Austin, Texas; Bridgeport, Connecticut; Memphis, Tennessee; Savannah, Georgia; and Seattle, Washington.
(Academic/Enrichment, Mentoring, Positive Youth Development)
Harrell, A. V., Cavanaugh, S. E, Harmon, M. A., Koper, C. S., & Sridharan, S. (1997). Impact of the Children at Risk program. Comprehensive final report. Volume 1. Washington, DC: Urban Institute.
Harrell, A. V., Cavanaugh, S. E., & Sridharan, S. (1998). Impact of the Children at Risk program. Comprehensive final report II. Washington, DC: Urban Institute.
Harrell, A., Cavanaugh, S., & Sridharan, S. (1999). Evaluation of the Children at Risk program: Results 1 year after the end of the program. Research in brief. Washington, DC: U.S. Department of Justice, Office of Justice Programs, National Institute of Justice. www.ncjrs.gov/pdffiles1/nij/178914.pdf
National Center for School Engagement. (2005). Evaluation report of CASA START Colorado programs. Denver, CO: Author.
Central Blair County Recreation and Park Commission After School Program
(Positive Youth Development)
Rearick, J., & Caldwell, L. L. (2001). Evaluation of an after-school program affiliated with the Central Blair County Recreation and Park Commission. University Park: Pennsylvania State University. rptsweb.tamu.edu/faculty/witt/conpubs/Caldwell%20After-School.PDF
Challenging Horizons Program
This program provides tutoring and enrichment activities, usually offered after school or in the summer. Activities are designed to help students with learning or behavior problems improve their academics, citizenship, and personal health.
(Academic/Enrichment, Health, Positive Youth Development)
Evans, S. W., Axelrod, J., & Langberg, J. M. (2004). Efficacy of a school-based treatment program for middle school youth with ADHD: Pilot data. Behavior Modification, 28, 528–547.
Langberg, J. M., Smith, B. H., Bogle, K., Schmidt, J., Cole, W., & Pender, C. (2006). After-school programming to improve the behavioral and academic functioning of middle school students: A randomized efficacy trial. Journal of Applied School Psychology, 23, 31–58.
Cole, C.P. (2008). Academic interventions designed to improve mathematic performance among middle school students: Specific and generalization effects in a randomized trial (Unpublished doctoral dissertation). University of South Carolina, Columbia, SC.
Langberg, J., Epstein, J., Urbanowitz, C., Simon, J., & Graham, A. (2008). Efficacy of an organization skills intervention to improve the academic functioning of students With attention-deficit/hyperactivity disorder. School Psychology Quarterly, 23, 407–417.
Character Development through Traditional Karate Program
Conducted in 2008, this character education program consisted of Karate instruction classes as part of an afterschool program at an elementary school in Columbia, South Carolina. The overall goal was that the specific learning about karate skills apply to student’s values and capacity to regulate behavior, all related to the broader aspects of character education.
(Positive Youth Development, Sports/Recreation)
Meadows, S., Appenzeller, G., & Nelson, M. (2008). Report of the 2008 evaluation of a character education project funded by the SC Department of Education: Character development through traditional karate at North Springs Elementary School. Columbia, SC: System Wide Solutions, Inc.
Characteristics of Effective Summer Learning Programs
In 2005, researchers examined various summer program models and the evidence of their effectiveness.
(Academic/Enrichment, Positive Youth Development, Research Studies)
Bell, S. R., & Carrillo, N. (2007). Characteristics of effective summer learning programs in practice. New Directions for Youth Development, 114: 45–63. www.summerlearning.org/resource/resmgr/publications/2007.characteristicseffectiv.pdf
Chess for Success
Begun in 1994, this afterschool program at Portland Public Schools in Oregon provides chess instruction to youth who want to learn how to play chess. The primary goal is to use the game of chess to train and enable youth to be patient and analytical in all problem-solving situations so that their academic achievement, as well as self-esteem, will improve.
(Academic/Enrichment, Positive Youth Development)
Northwest Regional Educational Laboratory. (2006). Chess for Success evaluation: Final report. Portland, OR: Author. http://media.oregonlive.com/beaverton_news/other/Chess%20for%20Success%20Final%20Evaluation%20Report%2010-31-06%20(2).pdf
Children Defense Fund Freedom Schools® Initiative
Created in 1993, this national program provides summer and after school enrichment to help children in grades k–8 fall in love with reading, increase their self-esteem, and generate more positive attitudes toward learning.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
Philliber Research Associates. (2008). Evaluation of the Kansas City CDF Freedom Schools Science Initiative. Accord, NY: Author. sites.kauffman.org/pdf/2008_CDF_FS_Evaluation_Report.pdf
Portwood, S. G., Parara-Rogers, C., & Taylor, B. (2009). Seigle Avenue Partners Children’s Defense Fund Freedom Schools® pilot outcomes evaluation. The University of North Carolina at Charlotte Institute for Social Capital, Inc.
Colorado Trust’s After-School Initiative
This 5-year (2000–2005) initiative served fourth through ninth grade youth in 32 sites across Colorado. The initiative’s programs promoted positive youth development and included social and recreational skill building, such as leadership development, mentoring, sports activities, academic support, and development of computer skills.
(Positive Youth Development, System-Building)
The Colorado Trust. (2004). After-school mid-initiative evaluation brief. Denver, CO: Author.
Mattson, S. A. (2005). After-School Initiative evaluation. Denver, CO: The Colorado Trust.
www.coloradotrust.org/publications/evaluation-reports?filter=Alphabetical
Community Impact! Nashville
(Positive Youth Development, Service-Learning/Civic Engagement, Youth Leadership)
Vesneski, W., & Heuer, M. (2002). Community Impact! Nashville: First year evaluation report. Seattle, WA: The Evaluate Group.
Community Science Workshops
Funded in 1994, these institutions are part science center, part woodshop, part nature center. Located in community centers and schools in urban neighborhoods throughout California, they are designed for youth (mostly 8–12-year-olds) to drop in after school and on weekends and provide local youth with opportunities to engage in their own projects and to pursue their own firsthand learning.
(Positive Youth Development, Science/Technology/Mathematics)
St. John, M., Carroll, B., Hirabayashi, J., Huntwork, D., Ramage, K., & Shattuck, J. (2000). The Community Science Workshops: A report on their progress. Inverness, CA: Inverness Research Associates. www.inverness-research.org/abstracts/ab2000-01_Rpt_CSW_ProgressRpt.html
Community Youth Research
(Positive Youth Development, Service-Learning/Civic Engagement, Youth Leadership)
Kirshner, B., Strobel, K., & Fernández, M. (2003). Critical civic engagement among urban youth. Penn GSE Perspectives on Urban Education, 2(1). www.urbanedjournal.org/articles/article0010.html
CompuGirls
This culturally relevant technology program serves adolescent (grades 8–12) girls from under-resourced school districts in the Greater Phoenix area. The program provides summer and afterschool classes where participants learn the latest technologies in digital media, games, and virtual worlds, and become a voice for social justice and change in the world.
(Digital Media and Learning, Positive Youth Development)
CompuGirls. (2011). CompuGirls program evaluation 2009–2010. Tempe: Arizona State University.
Cooke Middle School After School Recreation Program
Begun in 1999, this afterschool recreation program offers activities designed to promote the physical, emotional, and social well-being of students at a middle school in Philadelphia, Pennsylvania.
(Positive Youth Development, Sports/Recreation)
Lauver, S. C. (2002). Assessing the benefits of an after-school program for urban youth: An impact and process evaluation. Philadelphia: University of Pennsylvania.
Cooking Up Fun! Program
First piloted in 2002 in seven New York counties, this after school program is designed to help youth aged 9–14 (grades 4–9) acquire independent food skills and to promote positive youth development.
(Health, Positive Youth Development)
Thonney, P. F., & Bisogni, C. A. (2006). Cooking Up Fun! A youth development strategy that promotes independent food skills. Journal of Nutrition Education and Behavior 38, 5, 321–323. www.jneb.org/article/S1499-4046(06)00146-1/fulltext
Cool Girls, Inc.
Founded in 1989 and based in Atlanta, Georgia, this program is concerned with the self-empowerment of girls in low-income communities. Programming takes place after school and in the summer, and includes mentoring relationships, field trips, health and life skills education, and academic tutoring.
(Complementary Learning, Multi-Component/Comprehensive, Positive Youth Development)
Kuperminc, G., & Emshoff, J., et al. (2006). Program evaluation of Cool Girls, Inc., Data from the 2005–06 Cool Girls Evaluation. Georgia State University Evaluation Team.
Core Arts Program
Initiated in 1998, this is an arts-based program for adjudicated youth. It consists of Mississippi arts and youth services organizations that use arts as a core strategy to build skills in youth offenders.
(Arts, Positive Youth Development, Prevention)
Cleveland, W. (2001). An evaluation of the Core Arts Program: 1998–2001. Minneapolis, MN: Center for the Study of Art and the Community.
Cleveland, W. (2002). An evaluation of the Jackson County Children's Services Coalition Core Arts Program: 2001–2002. Minneapolis, MN: Center for the Study of Art and the Community.
Creative Communities
(Arts, Positive Youth Development, System-Building)
The Institute for Cultural Policy & Practice at Virginia Tech with Emc.Arts. (2003). Creative Communities Initiative: Forging partnerships between public housing and community schools of the arts Interim evaluation report – executive summary. Blackburn, VA: Author.
Dare to Dream
(Positive Youth Development, Service-Learning/Civic Engagement)
Tannenbaum, S. (2002). An analysis of an after-school service-learning program for elementary school children. Unpublished doctoral dissertation, California State University, Fresno, and University of California, Davis.
DC Children and Youth Investment Trust Corporation Summer Programs
(Academic/Enrichment, Positive Youth Development)
Academy for Educational Development. (2002). DC Children and Youth Investment Trust Corporation's 2002 summer youth initiative evaluation report. Washington, DC: DC Children and Youth Investment Trust Corporation.
Developing Social Capital Through Participation in Organized Youth Programs
This study explores how three organized youth programs serve as a context in which youth are connected to resource-bearing adults in the community who promote social capital development. Two of the programs, one of which focused on arts education and the other on youth activism, are located in a large Midwestern city. The third is an agriculture-focused after school program located in a small rural community.
(Complementary Learning, Positive Youth Development, Research Studies)
Jarrett, R. L., Sullivan, P. J., & Watkins, N. D. (2005). Developing social capital through participation in organized youth programs: Qualitative insights from three programs. Journal of Community Psychology, 33(1), 41–55. www.youthdev.uiuc.edu/Documents/JarrettSullivanWatkins2005.pdf
Dougherty Arts Center Creativity Club
(Arts, Positive Youth Development)
Scott, D., Witt., P. A., & Foss, M. G. (1996). Evaluation of the impact of the Dougherty Arts Center's Creativity Club on children at-risk. Journal of Park and Recreation Administration, 14(3), 41–59.
East Harris County Youth Program
Begun in 1997, the goal of this Houston, Texas-based after school program is to develop at-risk youth in grades 1 t o 5 academically, physically, and socially, enabling them to become productive citizens in their communities.
(Academic/Enrichment, Positive Youth Development, Tutoring/Extra Instruction)
Witt, P. A., & Lee, J. H. (2001). Evaluation of the East County Youth Program. College Station: Department of Park and Tourism Sciences, Texas A&M University.
Witt, P. (2005). 2005 evaluation summary: East Harris County Youth Program. College Station, TX: Author. rptsweb.tamu.edu/Faculty/Witt/Houston%20
Final%20Report%202005%20Short%20Form.pdf
Extended-Service Schools Initiative
Begun in 1998, this initiative supports organizations in 17 cities that adapt one of four nationally recognized extended-service school models: Beacons, Bridges to Success, Community Schools, and West Philadelphia Improvement Corps.
(Positive Youth Development, System-Building)
Grossman, J. B., Walker, K., & Raley, R. (2000). Extended Service Schools: Putting programming in place. Philadelphia: Public/Private Ventures.
Grossman, J. B., Walker, K., & Raley, R. (2001). Challenges and opportunities in after-school programs: Lessons for policymakers and funders. Philadelphia: Public/Private Ventures.
Grossman, J. B., Price, M. L. Fellerath, V., Jucovy, L. Z., Kotloff, L. J., Raley, R., et al. (2002). Multiple choices after school: Findings from the Extended-Service Schools Initiative. Philadelphia: Public/Private Ventures.
www.ppv.org/ppv/publications/publications.asp?search_id=20
Fast Track
Begun in 1991, this project was designed to prevent serious antisocial behavior and related adolescent problems in three successive cohorts of children selected as being at high risk when entering first grade. This program is based on the hypothesis that improving child competencies, parenting effectiveness, school context, and school–home communication will, over time, contribute to preventing antisocial behavior across the period from early childhood through adolescence.
(Complementary Learning, Positive Youth Development, Research Studies)
Conduct Problems Prevention Research Group. (1999). Initial impact of the Fast Track prevention trial for conduct problems: I. The high-risk sample. Journal of Consulting and Clinical Psychology, 67, 631–647.
Conduct Problems Prevention Research Group. (1999). Initial impact of the Fast Track prevention trial for conduct problems: II. Classroom effects. Journal of Consulting and Clinical Psychology, 67, 648–657. [Reprinted in M.E. Hertzig & E.A. Farber (Eds.), Annual progress in child psychiatry and child development, 2000–2001. New York: Brunner-Routledge.]
Orrell-Valente, J. K., Pinderhughes, E. E., Valente, E., Laird, R. D., and the Conduct Problems Prevention Research Group. (1999). If it's offered, will they come? Influences on parents' participation in a community-based conduct problems prevention program. American Journal of Community Psychology, 27, 753–783.
Conduct Problems Prevention Research Group. (2002). Evaluation of the first 3 years of the Fast Track prevention trial with children at high risk for adolescent conduct problems. Journal of Abnormal Child Psychology, 30, 19–36.
Conduct Problems Prevention Research Group. (2002). Predictor variables associated with positive Fast Track outcomes at the end of third grade. Journal of Abnormal Child Psychology, 30, 37–52.
Conduct Problems Prevention Research Group. (2002). Using the Fast Track randomized prevention trial to test the early-starter model of the development of serious conduct problems. Development and Psychopathology, 14, 925–943.
Bierman, K. L., Bruschi, C., Domitrovich, C., Fang, G. F., Miller-Johnson, S., & the Conduct Problems Prevention Research Group. (2004). Early disruptive behaviors associated with emerging antisocial behaviors among girls. In M. Putallaz & K. L. Bierman (Eds.), Aggression, antisocial behavior, and violence among girls (pp. 137–161). New York: Guilford Press.
Hill, L. G., Lochman, J. E., Coie, J. D., Greenberg, M. T., & Conduct Problems Prevention Research Group. (2004). Effectiveness of early screening for externalizing problems: Issues of screening accuracy and utility. Journal of Consulting and Clinical Psychology, 72, 809–820.
Foster, E. M., Fang, G. Y., & the Conduct Problems Prevention Research Group. (2004). Alternative methods for handling attrition: An illustration using data From the Fast Track evaluation. Evaluation Review, 28, 434–464.
Rabiner, D. L., Malone, P. S., & the Conduct Problems Prevention Research Group. (2004). The impact of tutoring on early reading achievement for children with and without attention problems. Journal of Abnormal Child Psychology, 32, 273–284.
Lavallee, K. L., Bierman, K. L., Nix, R. L, & the Conduct Problems Prevention Research Group. (2005). The impact of first-grade "Friendship Group" experiences on child social outcomes in the Fast Track program. Journal of Abnormal Child Psychology, 33(3), 307-324.
Bierman, K. L., Nix, R. L., Maples, J. J., Murphy, S. A., & Conduct Problems Prevention Research Group. (2006). Examining clinical judgment in an adaptive intervention design: The Fast Track Program. Journal of Consulting and Clinical Psychology, 74(3), 468–481.
Foster, E. M., Jones, D. E., & the Conduct Problems Prevention Research Group. (2006). Can a costly intervention be cost-effective? An analysis of violence prevention. Archives of General Psychiatry, 63, 1284–1291.
Muschkin, C. G., Malone, P. S., & Conduct Problems Prevention Research Group. (2007). Multiple teacher ratings: An evaluation of measurement strategies. Educational Research and Evaluation, 13, 71–86.
Conduct Problems Prevention Research Group. (2007). Fast Track randomized controlled trial to prevent externalizing psychiatric disorders: Findings from Grades 3 to 9. Journal of the American Academy of Child & Adolescent Psychiatry, 46(10), 1250–1262.
Foster, E. M., Jones, D., & Conduct Problems Prevention Research Group. (2007). The economic analysis of prevention: An illustration involving the Fast Track Project. Journal of Mental Health Policy and Economics. 10(4), 165–175.
Hillemeier, M., Foster, E. M., Heinrichs, B., Heier, B., & the Conduct Problems Prevention Research Group. (2007). Racial differences in parental reports of attention-deficit/hyperactivity disorder behaviors. Journal of Developmental and Behavioral Pediatrics, 28, 353–361.
Jones, D., Foster, E. M., & the Conduct Problems Prevention Research Group. (2008). Service use patterns for adolescents with ADHD and comorbid conduct disorder. Journal of Behavioral Health Services and Research, 36(4), 436–449.
Stearns, E., Dodge, K. A., Nicholson, M., & the Conduct Problems Prevention Research Group. (2008). Peer contextual influences on the growth of authority acceptance problems in early elementary school. Merrill-Palmer Quarterly, 54(2), 208–231.
Conduct Problems Prevention Research Group. (2009). The difficulty of maintaining positive intervention effects: A look at disruptive behavior, deviant peer relations, and social skills during the middle school years. Journal of Early Adolescence, 30(4), 593-624.
Jones, D., Godwin, J., Dodge, K. A., Bierman, K. L., Coie, J. D., Greenberg, M. T., Lochman, J. E., McMahon, R. J., & Pinderhughes, E. E. (2010). Impact of the Fast Track Prevention Program on health services use by conduct-problem youth. Pediatrics, 125(1), 130–136.
Fort Worth After School Program
Initiated in 2000, this initiative provides afterschool programs for youth at elementary and middle school sites in Fort Worth, Texas. Program goals revolve around educational competence, physical and social development, and crime reduction. Services include homework assistance, tutoring, snacks, cultural and recreational activities, and mentoring.
(Academic/Enrichment, Positive Youth Development, Tutoring/Extra Instruction)
Witt, P. A., & King, T. (2001). Fort Worth After School Program: “A diamond in the rough.” First year evaluation. College Station: Texas A&M University.
Witt, P.A., King, T., & Lee, J. H. (2002). Fort Worth After School second year evaluation. College Station: Texas A&M University. www.rpts.tamu.edu/faculty/witt/Fortworthreports/FortWorth2002Report.pdf
Witt, P. A., King, T., & Montandoni, K. (2003). Fort Worth After School third year evaluation. College Station: Texas A&M University. www.rpts.tamu.edu/faculty/witt/Fortworthreports/FortWorth2003Report.pdf
Witt, P. A., King, T., & Cronan, M. (2004). Fourth year evaluation: Fort Worth After School. College Station: Texas A&M University. www.rpts.tamu.edu/faculty/witt/Fortworthreports/FortWorth2004Report.pdf
Witt, P. A., King T., Justice, L., Oh, J., & Brown B. (2005). Fifth year evaluation: Fort Worth After School. College Station: Texas A&M University.
Witt, P. A., & King, T. (2008). Fort Worth After School 2007–08 evaluation report. College Station: Texas A&M University. www.rpts.tamu.edu/Faculty/Witt/FWASREPORTFINA2008.pdf
Foundations School-Age Enrichment Program
Begun in 1992, this private, nonprofit organization operates before- and afterschool enrichment programs for children prekindergarten through 12th grade.
(Academic/Enrichment, Literacy, Positive Youth Development)
Hamilton, L. S., Le, V., & Klein, S. P. (1999). Foundations School-Age Enrichment Program: Evaluation of student achievement. Santa Monica, CA: RAND Education.
Le, V., & Hamilton, L. S. (2001). Examining test score gains among participants of the Foundations after-school program (PM-1178-EDU). Santa Monica, CA: RAND Education.
Le, V., & Hamilton, L. S. (2001). Achievement gains in math and reading by participants of the Foundations after-school enrichment program (PM-1265-EDU). Santa Monica, CA: RAND Education.
Klein, S. P., & Bolus, R. (2002). Improvements in math and reading scores of students who did and did not participate in the Foundations After School Enrichment Program during the 2001–2002 school year. Santa Monica, CA: Gansk & Associates.
Generacion Diez
Begun in 1998, this afterschool program provides migrant Latino children in grades 1-6 in rural Pennsylvania with snacks, homework help, and group activities ranging from indoor games and outdoor play to field trips and specialized curricula promoting academic achievement and social/emotional competence.
(Academic/Enrichment, Positive Youth Development)
Riggs, N. R., & Greenberg, M. T. (2004). Moderators in the academic development of migrant Latino children attending after-school programs. Applied Developmental Psychology, 25, 349–367.
Riggs, N. R., & Medina, C. (2005). The Generacion Diez after-school program and Latino parent involvement with schools. Journal of Primary Prevention, 26(6), 471–484.
Riggs, N. R. (2006). After-school program attendance and the social development of rural children of Latino immigrant families. Journal of Community Psychology, 34(1), 75–87.
Girl Neighborhood Power
(Multi-Component/Comprehensive, Positive Youth Development)
Zweig, J. M., & Van Ness, A. (2001). The national study of Girl Neighborhood Power: An out-of-school program for girls ages 9 to 14. Washington, DC: The Urban Institute. www.urban.org/publications/410373.html
Girl Scouts of the U.S.A.
(Positive Youth Development)
Hwalek, M., & Minnick, M. E. (1997). Girls, families, and communities grow through Girl Scouting. New York: Girl Scouts of the U.S.A.
Girl World
(Positive Youth Development, Prevention)
Kelly, P. J., Bobo, T. J., McLachlan, K., Avery, S., & Burge, S. K. (2006). Girl World: A primary prevention program for Mexican American girls. Health Promotion Practice, 7, 174–179.
Girls Inc.—Friendly PEERsuasion Program
Girls Inc. developed this program to help girls identify and respond critically to messages and social pressures that encourage substance abuse, using a combination of adult leadership and peer reinforcement. Begun in 1988, this program has been implemented across the country.
(Multi-Component/Comprehensive, Positive Youth Development, Prevention)
Chaiken, M. R., Maltz, M. D., & Smith, C. (1990). Evaluation of Girls Incorporated's Friendly PEERsuasion program: A push in the right direction. Indianapolis, IN: Girls Incorporated National Resource Center.
Smith, C., & Kennedy, S. D. (1991). Final impact evaluation of the Friendly PEERsuasion targeted substance abuse education program of Girls Incorporated: A report on four demonstration sites. Indianapolis, IN: Girls Incorporated National Resource Center.
Weiss, F. L., & Nicholson, H. J. (1998). Friendly PEERsuasion against substance use: The Girls Incorporated model and evaluation. Drugs & Society, 12(1/2), 7–22.
Girls Math and Technology Program
Initiated in 1998, this residential summer camp in northern Nevada is designed to impact middle school girls' attitudes about and perceived abilities in mathematics and technology.
(Digital Media and Learning, Positive Youth Development, Science/Technology/Mathematics)
Wiest, L. (2003). The impact of a summer mathematics and technology program for middle school girls. Reno, NV: Author.
DeHaven, M. A., & Wiest, L. R. (2003). Impact of a girls' mathematics and technology program on middle school girls' attitudes toward mathematics. The Mathematics Educator, 13, 32–37.
Girls on the Run®
This prevention program, which operates across the U.S. and Canada, encourages preteen girls to develop self-respect and healthy lifestyles through running. The curricula address all aspects of girls' development—their physical, emotional, mental, social and spiritual well-being. The program curriculum is delivered through after school programs, recreation centers and other non-profit settings.
(Positive Youth Development, Prevention, Sports/Recreation)
DeBate, R. D. (2002). Girls on the Run® International evaluation report: Spring 2002. Charlotte, NC: Girls on the Run®. www.girlsontherun.org/customers/105120616203947/filemanager/evaluation_2002.pdf
DeBate, R. D. & Otero-Fisher, K. A. (2005). Girls on the Run formative evaluation report: Spring 2005 results. Charlotte, NC: Girls on the Run®. www.girlsontherun.org/customers/105120616203947/filemanager/evaluation_2005.pdf
DeBate, R. D. & Delmar, R. (2006). Girls on the Run formative evaluation report: Spring 2006 results. Charlotte, NC: Girls on the Run®. www.girlsontherun.org/customers/105120616203947/filemanager/Council Directors/GOTR_Spring_2006_all_sites_report.pdf
Go Grrrls
Initiated in 1995 as an after school curriculum for middle school girls in Tucson, Arizona, this program is designed to address developmental tasks considered critical for the healthy psychosocial development of early adolescent girls.
(Positive Youth Development, Prevention)
LeCroy, C. W. (2003). Experimental evaluation of “Go Grrrls.” Tucson, AZ: Author.
Goal Setting Intervention
This goal-setting intervention was implemented in a 21st Century Community Learning Centers afterschool program serving students in grades 1–5 in two rural schools in the southeastern United States.
(Academic/Enrichment, Positive Youth Development)
Hallenbeck. A., & Fleming, D. (2011). Don't you want to do better? Implementing a goal-setting intervention in an afterschool program. Afterschool Matters Journal, 13, 38–48. www.niost.org/pdf/afterschoolmatters/ASM_Spring2011.pdf
Greater Austin First Tee Youth Golf Life Skills Mentoring Program
(Mentoring, Positive Youth Development, Sports/Recreation)
Petrick, J. F., & Witt, P. A. (2000). Evaluation of the Greater Austin First Tee Youth Golf Life Skills Mentoring Program: Beta program. College Station: Department of Recreation, Park and Tourism Sciences, Texas A&M University. www.rpts.tamu.edu/Faculty/Petrick/final.pdf
Growing Boys
Begun in 2006, this program is a boys’ empowerment group in an afterschool program located in a middle school in a large northeastern city that aims to help boys who need support in choosing positive and healthy pathways.
(Academic/Enrichment, Positive Youth Development, Prevention)
Hall, G., & Charmaraman, L. (2011). Growing Boys: Implementing a boys’ empowerment group in an afterschool program. Afterschool Matters Journal, 13, 49–51. www.wcwonline.org/component/option,com_virtuemart/Itemid,217/category_id,389/flypage,flypage.tpl/lang,en/page,shop.product_details/product_id,1712/vmcchk,1/
Growing Up Performed
(Arts, Positive Youth Development)
Feldman, N. (2001). “The Play is the Thing”: Assisting children in the creation of new life performances. Unpublished doctoral dissertation, Columbia University, New York.
Hawaii After-School (A+) Plus Program
This program was implemented in 1990 by the Hawaii Department of Education for children in Grades K–6 in response to an increased need for high quality, affordable child care services for elementary school youth throughout the state of Hawaii.
(Academic/Enrichment, Positive Youth Development)
Marx, F., & Seligson, M. (1991). Final report on a study of the Hawaii After School (A+) Program. Wellesley, MA: School-Age Child Care Project of the Wellesley College Center for Research on Women.
Hmong and Chicana/Latina Educational Enrichment Program
(Academic/Enrichment, Culture/Heritage, Positive Youth Development)
Action Consulting and Evaluation Team. (2000). Hmong and Chicana/Latina Educational Enrichment Program: 2000 process evaluation report. Edina, MN: Author.
Horizons Student Enrichment Program
Since 1964, these summer academic enrichment programs have served low-income, public-school, K–8 students, supported by school-year components. Now in 10 states, programs offer academic instruction in reading, writing, and math, and enrichment programming that includes swimming, arts, recreation and games, and science.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
Raden, A., Marsland, K., & Zigler, E. F. (1995). Evaluation of the Horizons Summer Enrichment Program. New Haven, CT: Yale University Department of Psychology and Bush Center in Child Development and Social Policy.
Terao, K., & Yuen, F. (2010). Horizons National Student Enrichment Program: Analysis of student evaluation results and end of summer parent and student questionnaire. Norwalk, CT: Horizons National. www.horizonsnational.org/files/Terao%20and%20Yuen%20Horizons%20Eval%20Report%2011-17-10-%20(2)(3).pdf
Horizons National. (2010). 2010 Literacy Initiative summary report. Norwalk, CT: Author. www.horizonsnational.org/files/2011-01-28%20Final%20Literacy%20Initiative%20Report%202010%20(2).pdf
Horizons National. (2011). Results and statistics 2011. Norwalk, CT: Author. www.horizonsnational.org/files/Results%202011%20Overview.pdf
Imaginitis Learning System Conflict Resolution Program—District of Columbia
This after school program serves youth in the District of Columbia at grades 3–4, 7, and 11–12. The curriculum used aims to achieve stronger cooperation and conflict resolution skills.
(Positive Youth Development)
Mitchell, J. M. (1996). The impact of the Imaginitis Learning System on cooperation and conflict resolution, results of a three-year evaluation. (Preliminary report). Minneapolis: Cooperative Learning Center at the University of Minnesota.
Institute for Student Achievement COMET and STAR Programs
(Academic/Enrichment, Family/Community Involvement, Positive Youth Development)
Ben-Avie, M., Haynes, N. M., Steinfeld, T. R., Pitterson, S., Beetsma, D., & Weinzimmer, D. P. (1999). Intervening in the lives of students placed at risk: An independent evaluation of the Institute for Student Achievement COMET & STAR Programs, school-based academic enrichment and counseling intervention. Lake Success, NY: Institute for Student Achievement.
JCPenney/Junior Achievement Afterschool Partnerships
(Digital Media and Learning, Positive Youth Development, Science/Technology/Mathematics)
Breinig, J. & Frankel, P. (2004). Analysis of survey results from the JCPenney–St. Louis/Junior Achievement After-School Program Partnership. Colorado Springs, CO: Junior Achievement. www.ja.org/programs/programs_eval_afterschool.shtml
Jennings School District 21st Century Stars and Heroes Program
(Academic/Enrichment, Positive Youth Development)
Office of Social and Economic Data Analysis. (2005). Jennings School District Stars and Heroes Evaluation: 2003–2004 school year. Columbia, MO: Author. www.oseda.missouri.edu/projects/index.shtml#starsheroes
Jump Start Lexington
(Positive Youth Development, Prevention)
McKissick-Melton, S. C. (2001). A qualitative analysis of Jump Start Lexington: A substance abuse prevention & life skills intervention program. Unpublished doctoral dissertation, University of Kentucky, Lexington.
Junior Achievement (JA) Academy
(Positive Youth Development, Vocational Education)
Tasse, T., & Gutierrez, M. (2005). JA Academy: Final evaluation report. Colorado Springs, CO: JA Worldwide. www.ja.org/programs/programs_eval_afterschool.shtml
Junior Achievement (JA) Dollars and $ense
(Academic/Enrichment, Positive Youth Development)
Caliber Associates. (2005). JA Worldwide JA Dollars and $ense pilot program formative evaluation: Final report. Colorado Springs, CO: JA Worldwide. www.ja.org/programs/programs_eval_afterschool.shtml
Just Do It, Jr.
(Positive Youth Development, Prevention)
Borg, W. R., & Gall, M. D. (1983). Educational research (4th ed.). New York: Longman.
Smith, M. & Hill, G. C. (1998). Success of high-risk students after completion of an elementary school intervention: A longitudinal study. Reno, NV: University of Nevada Cooperative Extension.
Kalamazoo Public Schools Middle School Summer Enrichment Program
(Academic/Enrichment, Positive Youth Development)
Coryn, C. L., Risley, J., & Schroter, D. (2004). Evaluation of the KPS Middle School Summer Enrichment Program. Kalamazoo, MI: Kalamazoo Public Schools.
KIDCO
(Multi-Component/Comprehensive, Positive Youth Development)
Burton, R. L. & Hayes, J. M. (1996). KIDCO after-school and summer recreation program in Tucson, Arizona. In P. Witt & J. Crompton (Eds.), Recreation programs that work for at-risk youth: The challenge of shaping the future. State College, PA: Venture Publishing. rptsweb.tamu.edu/Faculty/Witt/CasestudyBook.htm
Tucson Parks & Recreation. (1999). Youth evaluation report. Tucson, AZ: Author.
Kuumba Kids
(Arts, Culture/Heritage, Positive Youth Development)
Mason, M. J., & Chang, S. (2001). Culturally-based after-school arts programming for low-income urban children: Adaptive and preventive effects. The Journal of Primary Prevention, 22, 45–54.
Leadership Program’s Afterschool Project
This afterschool program aims to provide a safe place for youth to cultivate their creativity and develop individual and social responsibility through a variety of creative arts and recreational activities targeted to adolescents in New York City middle and high schools.
(Arts, Positive Youth Development, Sports/Recreation)
Chauveron, L., & Thompkins, A. (2010). Reducing conflict among early and middle adolescents with the Leadership Program’s Afterschool Project. New York: The Leadership Program, Inc.
Local Investment Commission of Greater Kansas City, Missouri's Before and After School Program
Begun in 1999, School-Age Child Care programs provide enrichment activities for elementary school students in Kansas City, Missouri.
(Multi-Component/Comprehensive, Positive Youth Development)
Finn-Stevenson, M. (2002). Evaluation of the Local Investment Commission (LINC) of Greater Kansas City, Missouri's Before and After School Program: Final report. New Haven, CT: The Bush Center in Child Development and Social Policy, Yale University. www.kclinc.org/uploadedFiles/Data/reports/YaleBushEval.pdf
Los Angeles Better Educated Students for Tomorrow (LA's BEST) Program
Begun in 1988, this program serves elementary students in Los Angeles, California. It has five goals: providing a safe environment, enhanced opportunities through the integration of an educational support structure, educational enrichment activities to supplement and deepen the regular program, recreational activities, and interpersonal skills and self-esteem development.
(Academic/Enrichment, Positive Youth Development, Sports/Recreation)
Brooks, P. E., Valdes, R. M., Herman, J. L., & Baker, E. L. (1990). Evaluation report, March 1, 1990: LA’s BEST after school education and enrichment program. Los Angeles: UCLA Center for the Study of Evaluation, Graduate School of Education & Information Studies, University of California–Los Angeles.
Brooks, P. E., & Herman, J. L. (1991). Evaluation report, July 31, 1991: LA’s BEST an after school education and enrichment program. Los Angeles: UCLA Center for the Study of Evaluation, Graduate School of Education & Information Studies, University of California–Los Angeles.
Brooks, P. E., & Forman, R. (1993). Final evaluation report, December 17, 1993: LA’s BEST an after school education and enrichment program. Los Angeles: UCLA Center for the Study of Evaluation, Graduate School of Education & Information Studies, University of California–Los Angeles.
Brooks, P. E., Mojica, C. M., & Land, R. E. (1995). Final evaluation report: Longitudinal study of LA’s BEST after school education and enrichment program, 1992–94. Los Angeles: UCLA Center for the Study of Evaluation, Graduate School of Education & Information Studies, University of California–Los Angeles.
Huang, D., Gribbons, B., Kim, K. S., Lee, C., & Baker, E. L. (2000). A decade of results: The impact of the LA’s BEST after school enrichment initiative on subsequent student achievement and performance. Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing (CRESST), University of California–Los Angeles. www.pasesetter.com/reframe/documents/uclaeval.pdf
Huang, D., Choi, K., Davis, D., Henderson, T., Kim, K. Lin, S., et al. (2003). Evaluating the impact of LA’s BEST on students’ social and academic development: Study of 74 LA’s BEST Sites 2001–2002 draft final report. Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing (CRESST), University of California–Los Angeles.
Huang, D., Choi, K., Henderson, T., Howe, J., Kim, K., Vogel, M., et al. (2004). Evaluating the impact of LA’s BEST on students’ social and academic development: Study of 100 LA’s BEST Sites 2002–2003. Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing (CRESST), University of California–Los Angeles.
Huang, D. (2004). Exploring the long-term impact of LA’s BEST on students’ social and academic development. Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing (CRESST), University of California–Los Angeles.
Huang, D., Kim, K. S., Marshall, A., & Perez, P. (2005). Keeping kids in school: An LA’s BEST example—A study examining the long-term impact of LA’s BEST on students’ dropout rates. Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing (CRESST), University of California–Los Angeles.
Huang, D. (2005). Evaluating the effects of academic skills and academic enablers taught at LA’s BEST on the achievement of student participants. Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing (CRESST), University of California–Los Angeles.
Peppler, K. A., & Catterall, J. S. (2006). Year two evaluation of the LA’s BEST After School Arts Program: Evaluating student learning in the arts. Los Angeles: Graduate School of Education & Information Studies. University of California–Los Angeles.
Goldsmidt, P., Huang, D., & Chinen, M. (2007). The long-term effects of after-school programming on educational adjustment and juvenile crime: A study of the LA’s BEST after-school program. Washington, DC: U.S. Department of Justice. www.afterschoolnetwork.org/files/DOJ_Final%20Report_updated.pdf
Huang, D., Coordt, A., La Torre, D., Leon, S., Miyoshi, J., Pérez, P., & Peterson, C. (2007). The afterschool hours: Examining the relationship between afterschool staff-based social capital and student engagement in LA’s BEST (CSE Technical Report 712). Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing (CRESST), University of California–Los Angeles. www.cse.ucla.edu/products/reports/R712.pdf
Huang, D., Miyoshi, J., La Torre, D., Marshall, A., Perez, P., & Peterson, C. (2007). Exploring the intellectual, social and organizational capitals at LA’s BEST (CSE Technical Report 714). Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing (CRESST), University of California–Los Angeles. www.cse.ucla.edu/products/reports/R714.pdf
Huang, D., Leon, S. La Torre, D. & Mostafavi, S. (2008). Examining the relationship between LA’s BEST program attendance and academic achievement of LA’s BEST students (CRESST Report 749). Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing (CRESST), University of California–Los Angeles. www.cse.ucla.edu/products/reports/R749.pdf
Huang, D., La Torre, D., Duong, N., Huber, L. P., Leon, S., & Oh, C. (2009). A circle of learning: Children and adults growing together in LA’s BEST (CRESST Report 758). Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing (CRESST), University of California–Los Angeles. www.cse.ucla.edu/products/reports/R758.pdf
Huang, D., Leon, S., Harven, A. M., La Torre, D., & Mostafavi, S. (2009). Exploring the relationships between LA’s BEST Program attendance and cognitive gains of LA’s BEST students (CRESST Report 757). Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing (CRESST), University of California–Los Angeles. www.cse.ucla.edu/products/reports/R757.pdf
Los Angeles County Office of Education's (LACOE) After-School Enrichment Program
(Academic/Enrichment, Positive Youth Development)
Public Works. (2004). Evaluation of the LACOE After-School Enrichment Program: ASEP 2003–04 site profile report. Pasadena, CA: Author.
MAAT Adolescent and Family Rites of Passage Program
(Culture/Heritage, Family/Community Involvement, Positive Youth Development)
Harvey, A. R., & Hill, R. B. (2004). Africentric youth and family rites of passage program: Promoting resilience among at-risk African American youths. Social Work, 49(1), 65–74.
Manchester Youth Development Center
(Academic/Enrichment, Positive Youth Development)
Beck, E. L. (1996). Prevention and intervention programming: Lessons from an afterschool program. Unpublished doctoral dissertation, University of Pittsburgh, Pittsburgh, PA.
Maryland After School Community Grant Program
Begun in 1997, this program serves to strengthen resiliency and prevent substance abuse, violence, and delinquency among youth by increasing the availability of high quality, structured after school programs to children and youth in Maryland.
(Academic/Enrichment, Positive Youth Development, Prevention)
Gottfredson, D. C., Gottfredson, G. D., & Weisman, S. A. (2001). The timing of delinquent behavior and its implications for after-school programs. Criminology and Public Policy, 1(1), 61–86.
Weisman, S. A., & Gottfredson, D. C. (2001). Attrition from after school programs: Characteristics of students who drop out. Prevention Science, 2, 201–205.
Weisman, S. A., Soulé, D. A., & Womer, S. C. (under the direction of Gottfredson, D. C.). (2001). Maryland After School Community Grant Program: Report on the 1999–2000 school year evaluation of the phase I after-school programs. College Park: University of Maryland.
Weisman, S. A., Womer, S. C., Lu, S., Soule, D. A., Bryner, S. L., Kahler, A., & Kellstrom, M. A. (under the direction of Gottfredson, D. C.). (2002). Maryland After School Community Grant Program part 1: Report on the 2000–2001 school year evaluation of the Phase 2 after school programs. College Park: University of Maryland.
Weisman, S. A., Womer, S. C., Kellstrom, M. A. Bryner, S., Kahler, A., & Slocum, L. A. (under the direction of Gottfredson, D. C.). (2003). Maryland After School Community Grant Program part 1: Report on the 2001–2002 school year evaluation of the Phase 3 after school programs. College Park: University of Maryland.
Gottfredson, D. C., Weisman, S. A., Soulé, D. A., Womer, S. C., & Lu, S. (2004). Do after school programs reduce delinquency? Prevention Science. 5, 253–266.Gottfredson, D. C. & Soule, D. A. (2004). The timing of property crime, violent crime, and substance use among juveniles. Journal of Research and Crime Delinquency, 40(10), 1–11.
Weisman, S. A., Soulé, D. A., Gottfredson, D. C., Lu, S., Kellstrom, M. A., Womer, S. C., & Bryner, S. L. (2005). After-school programs, antisocial behavior, and positive youth development: An exploration of the relationship between program implementation and changes in youth behavior. In J. L. Mahoney, J. S. Eccles, & R. W. Larson (Eds.), Organized activities as contexts of development: Extracurricular activities, after-school and community programs. Mahwah, NJ: Lawrence Erlbaum Associates.
Gottfredson, D. C., Cross, A., and Soulé, D. A. (2007). Distinguishing characteristics of effective and ineffective afterschool programs to prevent delinquency and victimization. Criminology & Public Policy, 6(2), 289–318.
Maryland After-School Opportunity Fund
(Academic/Enrichment, Positive Youth Development)
Golombek, S. (2001). Maryland After-School Opportunity Fund: A first look, 2000–2001. Baltimore, MD: The Center for Applied Research and Technical Assistance. www.afterschoolinstitute.org/uploads/MASOFReport.pdf
Gottfredson, D. C., Soule, D. A., & Cross, A. (2004). A statewide evaluation of the Maryland After School Opportunity Fund Program: Final report. College Park, MD: University of Maryland Department of Criminology and Criminal Justice.
Minnesota After School Community Learning Programs
In 2007, the Minnesota Department of Education awarded grants to after school programs throughout the state. Grants were made available to establish and/or expand enrichment opportunities for children and youth during times when school is not in session. The purposes of the grants are to increase school connectedness; support and enhance academic achievement in core academic areas; enhance the capacity of participants to become productive adults; and prevent truancy and juvenile crime.
(Academic/Enrichment, Positive Youth Development, Prevention)
Cooperative Ventures. (2008). Minnesota After School Community Learning Programs: Year 1 summary report 2007–2008. West Roseville, MN: Minnesota Department of Education. education.state.mn.us/MDE/Learning_Support/Safe_and_Healthy_Learners/Out_of_School_Time/After_Sch_Comm_Learn_Prog/036530
Minnesota After School Enrichment Program
Established in 1996 to provide out-of-school time services to 9- to 13-year-olds in St. Paul, Minnesota, the program provides supervised activities in the arts, computers, athletics, and community service.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
Bloomberg, L. (2001). After School Enrichment programs, 2000–2001. Roseville, MN: Minnesota Department of Children and Families.
Helmstetter, C., & Nelson, S. (2002). After School Enrichment Collaborative: Payne-Phalen/Daytons Bluff & North End: 2001 evaluation report. St. Paul, MN: Wilder Research Center. www.wilder.org/reportsummary.0.html?&tx_ttnews[pointer]=16&tx_
ttnews[tt_news]=970&tx_ttnews[backPid]=111&cHash=fe223f8e80
Morry's Camp
(Literacy, Positive Youth Development)
Bialeschki, M. D., Lyons, K. T., & Thompson, A. K. (2006). 4 years at Morry's Camp: A longitudinal study of youth development outcomes of the Morry's Camp experience. Martinsville, IN: American Camp Association. www.acacamps.org/research/symposium/bialeschki.pdf
Museum Youth Initiative
The goal of this initiative, which ran from 2000 to 2004, was to strengthen the ability of California museums to contribute to the education of young people during out-of-school hours.
(Academic/Enrichment, Positive Youth Development, System-Building)
The James Irvine Foundation. (2005). Museums after school: How museums are reaching kids, partnering with schools, and making a difference. San Francisco: Author. www.irvine.org/assets/pdf/pubs/former/Museums_After_School.pdf
National Youth Sports Program—University of Southern Mississippi
(Positive Youth Development, Sports/Recreation)
White-Thomas, E. (2000). The relationship between participation in the National Youth Sports Program and student behavior during the school year. Unpublished doctoral dissertation, University of Southern Mississippi, Hattiesburg.
National Youth Sports Program—Western Mountain Region Urban Setting
(Positive Youth Development, Sports/Recreation)
Watson, D. L., Newton, M., & Kim, M. (2003). Recognition of values-based constructs in a summer physical activity program. The Urban Review, 35(3), 217–232.
Neighborhood Context and the Link Between After-School Activities and Developmental Outcomes
This study examines links between youth’s after school activity participation and developmental outcomes (anxiety/depression, delinquency, and substance use) and whether neighborhood-level variables moderate these links. Data were collected 1995–2001 from a sample of 9- and 12-year-old youth from 80 Chicago, Illinois, neighborhoods.
(Positive Youth Development, Prevention, Research Studies)
Fauth, R. C., Roth, J. L., & Brooks-Gunn, J. (2007). Does the neighborhood context alter the link between youth’s after-school time activities and developmental outcomes? A multilevel analysis. Developmental Psychology, 43(3), 760–777. psycnet.apa.org/?fa=main.doiLanding&doi=10.1037/0012-1649.43.3.760
Neighborhood Youth Center Program
The program is designed to increase the range and extent of positive experiences for at-risk youth in Connecticut. It focuses specifically on supporting urban neighborhood youth centers that serve youth between the ages of 12 and 17.
(Multi-Component/Comprehensive, Positive Youth Development, Prevention)
Anderson, S. A., Sabatelli, R. M., & Britner, P. A. (2001). Final report: Neighborhood Youth Center Program evaluation. Storrs: School of Family Studies, University of Connecticut.
Anderson, S. A., Sabatelli, R. M., Liefield, J., & Rubinfeld, S. (2004). Final report: Neighborhood Youth Center program evaluation. Storrs: School of Family Studies, University of Connecticut.
Sabatelli, R. M., Anderson, S. A., Liefield, J., & Rubinfeld, S. (2006) Process evaluation report: Neighborhood Youth Center program evaluation. Storrs: School of Family Studies, University of Connecticut.
Sabatelli, R. M., Anderson, S. A.,Sanderson, J., Kosutic, I., &Trachtenberg, J. V. (2007). Process and outcome evaluation report: 2005-07 Neighborhood Youth Center program evaluation report. Storrs: School of Family Studies, University of Connecticut.
www.ct.gov/opm/cwp/view.asp?a=2974&q=383624#NYCEvaluations
New Communities After School Project
This program in two communities in Delaware provides homework help, nonacademic/unstructured activities, recreational/cultural activities, and tutoring to children in Grades K–7.
(Multi-Component/Comprehensive, Positive Youth Development, Tutoring/Extra Instruction)
Unger, D. G., & Cooksy, L. (2004). New Communities After School Project annual evaluation report 2003–2004. Newark: University of Delaware. http://dspace.udel.edu:8080/dspace/handle/19716/229
New Jersey After 3
Initiated in 2005, this initiative seeks to increase the number of after school programs for youth in New Jersey that provide a safe environment during after school hours, offer enriching academic activities and homework assistance, and expose youth to nurturing adults and meaningful experiences that promote intellectual, physical, social, and artistic development.
(Academic/Enrichment, Positive Youth Development, System-Building)
Kim, J. H., Miller, T. D., Reisner, E. R., & Walking Eagle, K. P. (2006). Evaluation of New Jersey After 3: First-year report on programs and participants. Washington, DC: Policy Studies Associates, Inc. www.policystudies.com/studies/youth/NJ%20After%203%20Year%201%20Report.pdf
Walking Eagle, K. P., Miller, T. D., Reisner, E. R., LeFleur, J. C. J., Mielke, M. B., Edwards, S. K., & Farber, M. H. (2008). Increasing opportunities for academic and social development in 2006–07: Evaluation of New Jersey After 3. Washington, DC: Policy Studies Associates, Inc. www.policystudies.com/studies/youth/NJA3%20Year%202%20report.pdf
Walking Eagle, K. P., Miller, T. D., Cooc, N. LaFleur, J., & Reisner, E. R. (2009). Evaluation of New Jersey After 3: Reaching and engaging New Jersey’s Youth through afterschool programs, 2005 – 2008. Washington, DC: Policy Studies Associates, Inc. www.policystudies.com/studies/youth/NJA3%20Year%203%20report.pdf
New Jersey School-Based Youth Services Program
(Family/Community Involvement, Positive Youth Development, System-Building)
Warren, C., & Fancsali, C. (2000). New Jersey School-Based Youth Services Program: Final report. New York: Academy for Educational Development.
New Orleans ADEPT Drug and Alcohol Community Prevention Project
For 144 days of the school year, this primary-level prevention program targeting alcohol and other drug use provides after school child care to 24 low-income elementary schools in the New Orleans Public School District.
(Positive Youth Development, Prevention, Tutoring/Extra Instruction)
Ross J. G., Saavedra P. J., Schur G. H., Winters, F., & Felner R. D. (1992). The effectiveness of an after-school program for primary grade latchkey students on precursors of substance abuse. Journal of Community Psychology, OSAP Special Issue, 22–38.
New York City Department of Youth and Community Development's Out-of-School Time Programs for Youth Initiative
Begun in 2005, this out-of-school time initiative provides funds to support OST programs across New York City. This initiative is designed to address a broad range of developmental objectives for youth and to serve the needs of New York City’s families and communities.
(Academic/Enrichment, Family/Community Involvement, Positive Youth Development)
Russell, C. A., Reisner, E. R., Pearson, L. M., Afolabi, K. P., Miller, T. D., & Mielke, M. B. (2006). Evaluation of DYCD’s Out-of-School Time Initiative: Report on the first year. Washington, DC: Policy Studies Associates, Inc.
Pearson, L. M., Russell, C. A., & Reisner, E. R. (2007). Evaluation of OST programs for youth: Patterns of youth retention in OST programs, 2005–06 to 2006–07. Washington, DC: Policy Studies Associates, Inc. www.policystudies.com/_policystudies.com/files/Year_2_Report.pdf
Russell, C. A., Mielke, M. B., & Reisner, E. R. (2008). Evaluation of the New York City Department of Youth and Community Development Out-of-School Time Programs for Youth Initiative: Results of efforts to increase program quality and scale in year 2. Washington, DC: Policy Studies Associates, Inc. www.nyc.gov/html/dycd/downloads/pdf/ost_evaluation_year_2%20_report.pdf
Russell, C. A., Vile, J. D., Reisner, E. R., Simko, C., Mielke, M. B., & Pechman, E. (2008). Evaluation of the New York City Department of Youth and Community Development Out-of-School Time Programs for Youth Initiative: Implementation of programs for high school youth. Washington, DC: Policy Studies Associates, Inc.
Russell, C. A., Mielke, M. B., & Reisner, E. R. (2009). Evidence of program quality and youth outcomes in the DYCD out-of-school time initiative: Report on the initiative’s first three years. Washington, DC: Policy Studies Associates, Inc. www.wallacefoundation.org/KnowledgeCenter/KnowledgeTopics/CurrentAreasofFocus/Out-Of-SchoolLearning/Pages/evidence-of-program-quality-and-youth-outcomes.aspx
North Carolina Support Our Students (SOS) Initiative
Started in 1994, this initiative is an effort by the state of North Carolina to encourage quality after school programs for students in both urban and rural communities. The goals of the program are to reduce juvenile crime and the number of young people who are unsupervised after school; improve academic performance, attitudes, and behavior; meet the physical, intellectual, emotional, and social needs of young people; involve adult community volunteers; improve the coordination of existing resources; and enhance collaboration between agencies.
(Academic/Enrichment, Positive Youth Development, Prevention)
Johnson, J. (1999). North Carolina Support Our Students: 1998–1999 evaluation report. Raleigh-Durham, NC: EDSTAR.
Johnson, J. L., & Jenkins, D. R. (2000). North Carolina's Support Our Students: Evaluation report for school year 1999–2000. Raleigh-Durham, NC: EDSTAR.
EDSTAR. (2001). North Carolina's Support Our Students: Evaluation report for school year 2000–2001. Raleigh-Durham, NC: Author.
EDSTAR. (2002). Evaluation report: North Carolina Support Our Students: 2001–2002. Raleigh-Durham, NC: Author.
Johnson, J. L. (2003). North Carolina Support Our Students evaluation 2002–2003. Raleigh, NC: North Carolina Department of Juvenile Justice.
Johnson, J. (2004). Evaluation report: North Carolina Support Our Students: 2003–2004. Raleigh-Durham, NC: EDSTAR.
Johnson, J. L. (2004).Evaluation report. Support Our Students North Carolina 2003–2004. Raleigh-Durham, NC: EDSTAR. www.juvjus.state.nc.us/resources/statistics_legislative/04-05/SOSLegislative0304.doc
Johnson, J. L. (2005).Evaluation report. Support Our Students North Carolina 2004–2005. Raleigh-Durham, NC: EDSTAR. DRAFT.
Johnson, J. L. (2007). North Carolina Support Our Students evaluation 1997–2006. Raleigh, NC: North Carolina Department of Juvenile Justice.
Oakland Out-of-School Time Programs
These school-based support programs in Oakland, California, include 86 afterschool programs serving youth in grades K–12 that provide a variety of activities including homework help, enrichment, recreation, and academic support; and 6 programs that provide social and academic support to middle school youth as they transition into middle and high school.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
Public Profit. (2010). Oakland After School Program evaluation findings report 2009–10. Oakland, CA: Oakland Fund for Children and Youth & OUSD After School Programs Office.
Public Profit. (2011). Out-of-School Time Program interim findings report. Oakland, CA: Oakland Fund for Children and Youth & OUSD After School Programs Office.
Public Profit. (2011). Oakland Out-of-School Time Program. Evaluation findings report 2010–11. Oakland, CA: Oakland Fund for Children and Youth & OUSD After School Programs Office.
Ordered School Reinforcement Program
This after school program in a northeastern city provides high school students with career-oriented activities that attempt to show students the relationship between education and careers, develop skills related to occupational success, and provide opportunities to develop personal vocational goals, as well as actual on-the-job experience.
(Positive Youth Development, Tutoring/Extra Instruction, Vocational Education)
Hamovitch, B. A. (1996). Socialization without voice: An ideology of hope for at-risk students. Teachers College Record, 98(2), 286–306.
PEER After School Mentoring Project
(Mentoring, Positive Youth Development, Tutoring/Extra Instruction)
Polite, F. G. (2002). The influence of an after school peer mentoring program on selected at risk African American student athletes. Unpublished doctoral dissertation, Florida State University, Tallahassee.
Personal Polish Summer Camp
This summer camp was conducted at two middle schools in Lee County, South Carolina in 2008. The overall purpose was to begin to equip the participants with the personal etiquette tools they will need to be successful in the work environment.
(Positive Youth Development)
Meadows, S., Appenzeller, G., & Nelson, M. (2008). Report of the evaluation of a character education project funded by the SC Department of Education: Character development through short term etiquette training in the summer programs of two Lee County middle schools. Columbia, SC: System Wide Solutions, Inc.
Poetry Athletics
(Arts, Literacy, Positive Youth Development)
Carter-Pounds, A. A. (1996). Teaching reading through poetry using a sports format: An evaluation. Unpublished doctoral dissertation, University of Virginia, Charlottesville.
Poindexter Village Community Art Program (not the real name due to a confidentiality agreement)
(Arts, Positive Youth Development, Prevention)
Adejumo, C. O. (1997). Youth development through a community art program: An ethnographic case study. Unpublished doctoral dissertation, Ohio State University, Columbus.
PowerUP
(Digital Media and Learning, Positive Youth Development, Science/Technology/Mathematics)
Vesneski, W., Skinner, N., & Schneider, L. (2002). PowerUP evaluation report. Seattle, WA: The Evaluate Group.
Project EMERGE
This early-morning program designed to increase the learning time of at-risk students was developed for grades four to six in Crisp County, Georgia. The goals were to improve basic skills and to positively impact students' self concept and attitude toward school.
(Positive Youth Development, Tutoring/Extra Instruction)
Monsaas, J. (1994). Evaluation report-final validation: Project EMERGE, Crisp County. Atlanta, GA: Emory University.
Project for Neighborhood Aftercare Program
Begun in 1997, the program is a school-based afterschool program in Nashville, Tennessee, serving the children in the neighborhood of each sponsoring school from 3pm to 6pm on school days.
(Academic/Enrichment, Positive Youth Development)
King, R. D., Lipsey, M. W., Shayne, M. W., & Hoskins, A. (1998). Final report on a formative evaluation of the first year of the Project for Neighborhood Aftercare (PNA): A school-based after-school program. Nashville, TN: Vanderbilt Institute for Public Policy Studies.
Quantum Opportunities Program
This pilot initiative was implemented 1989–1993 to test whether youth from families receiving public assistance could make a “quantum leap” up the ladder of opportunity if given a comprehensive and multi-year set of supports.
(Mentoring, Multi-Component/Comprehensive, Positive Youth Development)
Hahn, A., Leavitt, T., & Aaron, P. (1994). Evaluation of the Quantum Opportunities Program: Did the program work? Waltham, MA: Brandeis University.
Lattimore, C. B., Grotpeter, J. K., & Taggart, R. (1998). Blueprints for violence prevention, book four: Quantum Opportunities Program. Boulder, CO: Center for the Study and Prevention of Violence.
Schirm, A., Rodriguez-Planas, N., Maxfield, M., & Tuttle, C. (2003). The Quantum Opportunities Program demonstration: Short-term impacts. Washington, DC: Mathematica Policy Research. www.mathematica-mpr.com/publications/PDFs/quanshort.pdf
Maxfield, M., & Castner, L., Maralani, V., & Vencill, M. (2003). The Quantum Opportunities Program demonstration: Implementation findings. Washington, DC: Mathematica Policy Research. www.mathematica-mpr.com/publications/PDFs/quanimp.pdf
Maxfield, M., Schirm, A., & Rodriguez-Planas, R. (2003). The Quantum Opportunities Program demonstration: Implementation and short-term impacts. Washington, DC: Mathematica Policy Research. www.mathematica-mpr.com/publications/PDFs/quanimpshort.pdf
Schirm, A., & Rodriguez-Planas, N. (2004). The Quantum Opportunities Program demonstration: Initial post-intervention impacts. Washington, DC: Mathematica Policy Research. www.mathematica-mpr.com/publications/PDFs/QOPpostintervention.pdf
Schirm, A., Stuart, E., McKie, A. (2006). The Quantum Opportunity Program Demonstration: Final impacts. Mathematica Policy Research, Inc. www.mathematica-mpr.com/publications/PDFs/QOPfinalimpacts.pdf
Quest for Excellence Program
Begun in 1995, the program was a community-based agency composed of local citizens and administered by several clergymen in Monroe, Alabama. Quest collaborated with the Monroe City schools and a local university to provide after school tutoring in reading and math for at-risk children.
(Positive Youth Development, Tutoring/Extra Instruction)
Nelson, J., Gordon, Z., & Dennis, C. (2001). The effect of a community agency's after-school tutoring program on reading and math GPA gains for at-risk tutored students. Education, 121, 4.
REACH (Recreation and Education Accelerating Children's Hopes) After School Program
(Academic/Enrichment, Arts, Positive Youth Development)
Global Learning. (2002). REACH After School Program evaluation report, city of Pico Rivera 2001–2002. Portland, OR: Author.
Relationship Between Out-of-School Time Program Quality and Adolescent Outcomes Study
This study examined the association between out-of-school time program quality and adolescent outcomes. The data used for this analysis are from a national poll conducted in 2005 of adolescents (12–17 years old), their parents, and the parents of children 6–11 years old.
(Academic/Enrichment, Positive Youth Development, Research Studies)
Moore, K. A., & Hamilton, K. (2010). How out-of-school time program quality is related to adolescent outcomes. Washington, DC: Child Trends. www.childtrends.org/Files//Child_Trends-2010_08_02_RB_OSTProgramQuality.pdf
Relationship Between the Amount of Participation in Afterschool Programs and Developmental Outcomes
This study consolidates the growing number of empirical studies investigating aspects of participation to examine whether youth benefit from greater intensity, duration, total exposure, breadth, or engagement of participation in afterschool programs.
(Positive Youth Development, Research Studies)
Roth, J. L., Malone, L. M., Brooks-Gunn, J. (2010). Does the amount of participation in afterschool programs relate to developmental outcomes? A review of the literature. American Journal of Community Psychology, 45(3&4), 310–324.
Research-Based Model Partnership Education Program
(Positive Youth Development, Tutoring/Extra Instruction)
Tucker, C. M., Herman, K. C., Reid, A. D., Keefer, N. L., & Vogel, D. L. (1998). The Research-Based Model Partnership Education Program: A 4-year outcome study. Journal of Research and Development in Education, 32(1), 32–37.
Tucker, C. M., Chennault, S. A., Brady, B. A., Fraser, K. P., Gaskin, V. T., Dunn, C., et al. (1995). A parent, community, public schools, and university involved partnership education program to examine and boost academic achievement and adaptive functioning skills of African-American students. Journal of Research and Development in Education, 28(3), 174–185.
Roberson Cultural Sensitivity Golf Program
(Culture/Heritage, Positive Youth Development, Sports/Recreation)
Roberson, V. (2001). An analysis of the effect of a culturally sensitive instructional golf program on golf skill acquisition and indicators of psychological development among selected African American youth. Unpublished doctoral dissertation, Temple University, Philadelphia, PA.
Rural After-School Programs for At-Risk Youth and Their Families Study
Conducted in 2003–2004, this study examines the salience of after school programs for youth in a two rural communities in a western state. The goal of the after school programs in this study is to assist youth in gaining knowledge and skills that will lead to attitudes and behaviors necessary to become contributing community members.
(Positive Youth Development, Research Studies)
Letiecq, B. L., Bailey, S. J., & Keller, J. A. (2007). Rural after-school programs: Meeting the needs of at-risk youth and their families. Journal of Youth Development, 2(2). data.memberclicks.com/site/nae4a/JYD_070202final.pdf
Safe & Sound Initiative—Milwaukee, Wisconsin
Begun in 1998, this anti-crime initiative provides services before and after school in Milwaukee, Wisconsin.
(Family/Community Involvement, Positive Youth Development, Prevention)
Palazzari, T. A., Zevitz, R. G., Santimauro, M. J., & Frinzi, J. N. (2000). HIDTA and Safe & Sound interim evaluation. Milwaukee, WI: Marquette University.
Jones, R. S., Frinzi, J. N., Jawad, M., Tschanz, C. M., & Viola, M. E. (2001). HIDTA and Safe & Sound year 2 evaluation. Milwaukee, WI: Marquette University.
Jones, R. S., Oldknow-Blumentritt, L., Frinzi, J. N., Stichman, A. J., Farkas, M. A., & Archbold, C. (2002). HIDTA and Safe & Sound Initiative: Final report. Milwaukee, WI: Marquette University.
Percy, S. L., Davis, S., Batson, T., & Johnson, T. (2008). Evaluation of the Safe & Sound Initiative in Milwaukee. University of Wisconsin–Milwaukee.
Safe Haven Program
Implemented in Madison, Wisconsin, for children in grades 1 through 5, this after school program aims to enhance children's cognitive skills, teach conflict resolution strategies, and help children learn how to interact positively and effectively in groups.
(Academic/Enrichment, Positive Youth Development)
Vandell, D. L., & Pierce, K. M. (1997). Safe Haven program evaluation (1994–95). Madison, WI: Wisconsin Center for Education Research.
Vandell, D. L., & Pierce, K. M. (1997). Safe Haven program evaluation (1995–96). Madison, WI: Wisconsin Center for Education Research.
Pierce, K. M., & Vandell, D. L. (1997). Safe Haven program evaluation (1996–97). Madison, WI: Wisconsin Center for Education Research.
Pierce, K. M., & Vandell, D. L. (1999). Safe Haven program evaluation (1997–98). Madison, WI: Wisconsin Center for Education Research.
Saturday School at Franklin Junior High School
(Positive Youth Development, Prevention)
Winborn, J. D. (1992). A study of the effectiveness of a Saturday School in reducing suspension, expulsion, and corporal punishment. Paper presented at the annual meeting of the Mid-South Educational Research Association, Knoxville, Tennessee.
Saturday Science Academy at Clark Atlanta University
(Culture/Heritage, Positive Youth Development, Science/Technology/Mathematics)
Dickerson, T., Bernhardt, E., Brownstein, E., Copley, E., McNichols, M., Thompson, R., et al. (1995). African American children reflecting on science, mathematics, and computers through creative writing: Perspectives from a Saturday Science Academy. Journal of Negro Education, 64(2) 14–153.
School-to-Jobs Programme
Initiated in 1995 in an inner-city Detroit middle school, this program is a brief, small-group-based intervention designed for low-income, African American youth in the last year of middle school. Its goals are to enhance low-income, African American youths' “possible selves” or their future-oriented self-conceptions, as well as to improve these youths' academic outcomes.
(Academic/Enrichment, Positive Youth Development)
Oyserman, D., Terry, K., & Bybee, D. (2002). A possible selves intervention to enhance school involvement. Journal of Adolescence, 25, 313–326
SECME RISE (Raising Interest in Science & Engineering)
Begun in 1998, this 3-year program aimed to increase middle school girls' self-esteem and confidence in learning mathematics and science, therefore reducing the attrition in advanced level mathematics and science coursework that occurs as girls move from middle school to high school.
(Mentoring, Positive Youth Development, Science/Technology/Mathematics)
Jarvis, C. (1999). SECME RISE Raising Interest in Science & Engineering: Year one progress report. Miami, FL: Miami Museum of Science.
Jarvis, C. (1999). SECME RISE Raising Interest in Science & Engineering: Year two progress report. Miami, FL: Miami Museum of Science.
Jarvis, C. (2002). SECME RISE Raising Interest in Science & Engineering: Final evaluation report, September 1, 1998–August 31, 2001. Miami, FL: Miami Museum of Science.
Senior/Junior Friend Mentoring Program (not the real name due to a confidentiality agreement)
(Mentoring, Positive Youth Development, Prevention)
Keating, L. M., Tomishima, M. A., Foster, S., & Alessandri, M. (2002). The effects of a mentoring program on at-risk youth. Adolescence, 37, 717–734.
She's On the Money!/Dollars, Sense, and Me
(Positive Youth Development)
Schmidt-Lewis, P., Nicholson, H. J., Weiss, F.L., & Hall, A. L. (2005). Effectiveness and impact of She's On the Money! and Dollars, Sense, and Me: Two components of Girls Inc. Economic Literacy. Indianapolis, IN: Girls Inc. National Resource Center.
Siblings of Children With Developmental Disabilities After School Support Program
Begun in 1996, this program for 9–12-year-old African American children in an East Coast inner city offers group discussions, recreation, and homework assistance to siblings of children with developmental disabilities. The program's goal is to provide developmental and academic opportunities to youth whose parents' time and energy often must be primarily devoted to their children with developmental disabilities.
(Positive Youth Development, Sports/Recreation, Tutoring/Extra Instruction)
Phillips, R. S. C. (1999). Intervention with siblings of children with developmental disabilities from economically disadvantaged families. Families in Society: The Journal of Contemporary Human Services, 80(6), 569–577.
South Baltimore Youth Center
(Mentoring, Positive Youth Development, Prevention)
Baker, K., Pollack, M., & Kohn, I. (1995). Violence prevention through informal socialization: An evaluation of the South Baltimore Youth Center. Studies On Crime and Crime Prevention, 4(1).
Spirituality for Kids Program
Begun in Los Angeles, California, in 2002 and since expanded to additional cities internationally, this after school program uses a nonreligious, nondenominational curriculum to teach children ages 6–14 how to access inner resources and build positive connections with others.
(Positive Youth Development)
Maestas, N., & Gaillot, S. (2008). An outcome evaluation of the Spirituality for Kids Program. Santa Monica: CA: RAND Corporation. www.rand.org/pubs/technical_reports/TR575/
Step Up Program
(Academic/Enrichment, Positive Youth Development)
Shelton, M. C. (1997). An analysis of the impact of an at-risk treatment program on self-esteem and its effects on attitudes toward study skills, attendance, academic achievement and behavior of entering ninth grade students. Unpublished doctoral dissertation, United States International University, San Diego, CA.
Stephen's Kids Developmental Mentoring Program
(Academic/Enrichment, Mentoring, Positive Youth Development)
Karcher, M. J., Davis, C., & Powell, B. (2002). The effects of developmental mentoring on connectedness and academic achievement. The School Community Journal, 12(2).
Summer Career Exploration Program
Begun in the late 1980s, this summer job program for low-income teens in Philadelphia, Pennsylvania, attempts to enhance teens’ understanding of the connection between academic achievement and career success, by providing youth with adult support and offering meaningful career-related jobs in the private sector.
(Positive Youth Development, Vocational Education)
McClanahan, W. S., Sipe, C. L., & Smith, T. J. (2004). Enriching summer work: An evaluation of the Summer Career Exploration Program. Philadelphia, PA: Public/Private Ventures. www.ppv.org/ppv/publications/assets/176_publication.pdf
Summer Dance Connections
(Arts, Positive Youth Development)
Green, J. (2000). Power, service, and reflexivity in a community dance project. Research in Dance Education, 1(1), 53–67. taylorandfrancis.metapress.com/link.asp?id=t4ffpyl83n6g1qv0
Summer Teen Recreation Academy
(Positive Youth Development, Sports/Recreation)
Witt, P. A., & Towers, E. (1999). Evaluation of the 1999 Summer Teen Recreation Academy. College Station: Austin Parks and Recreation Department, Texas A&M University. rptsweb.tamu.edu/Faculty/Witt/summer99.pdf
Teen Outreach Program
Begun in 1978, this program involves young people ages 12 to 17 in volunteer service in their communities. The program connects the volunteer work to classroom-based, curriculum-guided group discussions on various issues important to young people. Designed to increase academic success and decrease teen pregnancy, the program helps youth develop positive self-image, learn valuable life skills, and establish future goals.
(Positive Youth Development, Prevention, Service-Learning/Civic Engagement)
Allen, J. P., Philliber, S., & Hoggson, N. (1990). School-based prevention of teenage pregnancy and school dropout: Process evaluation of the national replication of the Teen Outreach Program. American Journal of Community Psychology, 8, 505–524.
Philliber, S., & Allen, J. P. (1992). Life options and community service: Teen Outreach Program. In B. C. Miller, J. J. Card, R. L. Paikoff, & J. L. Peterson (Eds.), Preventing adolescent pregnancy: Model programs and evaluations (pp. 139–155). Newbury Park, CA: Sage.
Allen, J. P., Kuperminc, G., Philliber, S., & Herre, K. (1994). Programmatic prevention of adolescent problem behaviors: The role of autonomy, relatedness, and volunteer service in the Teen Outreach Program. American Journal of Community Psychology, 22, 617–638.
Allen, J. P., Philliber, S., Herrling, S., & Kuperminc, G. P. (1997). Preventing teen pregnancy and academic failure: Experimental evaluation of a developmentally based approach. Child Development, 64(4), 729–724.
Cornerstone Consulting Group. (1999). The replication challenge: Lessons learned from the National Replication Project for the Teen Outreach Program (TOP). Houston, TX: Author.
Allen, J. P., & Philliber, S. (2001). Who benefits most from a broadly targeted prevention program? Differential efficacy across populations in the Teen Outreach Program. Journal of Community Psychology, 29(6), 637–655.
The After-School Corporation (TASC)
Begun in 1998, the organization has a two-part mission: (a) to enhance the quality of afterschool programs in New York State by emphasizing program components associated with student success and program sustainability and (b) to increase the availability of afterschool opportunities in New York by providing resources and strategies for establishing and expanding afterschool projects.
(Academic/Enrichment, Positive Youth Development, System-Building)
Fiester, L., White, R. N., Reisner, E. R., & Castle, A. M. (2000). Increasing and improving after-school opportunities: Evaluation results from the TASC after-school program’s first year. Washington, DC: Policy Studies Associates.
Reisner, E. R., White, R. N., Birmingham, J., & Welsh, M. (2001). Building quality and supporting expansion of after-school projects: Evaluation results from the TASC after-school program’s second year. Washington, DC: Policy Studies Associates.
White, R. N., Reisner, E. R., Welsh, M., & Russell, C. (2001). Patterns of student-level change linked to TASC participation, based on TASC projects in year 2. Washington, DC: Policy Studies Associates.
Reisner, E. R., Russell, C. A., Welsh, M. E., Birmingham, J., & White, R. N. (2002). Supporting quality and scale in after-school services to urban youth: Evaluation of program implementation and student engagement in TASC after-school program’s third year. Washington, DC: Policy Studies Associates. www.tascorp.org/content/document/detail/1434/
Welsh, M. E., Russell, C. A., Williams, I., Reisner, E. R., & White, R. N. (2002). Promoting learning and school attendance through after-school programs: Student-level changes in educational performance across TASC’s first three years. Washington, DC: Policy Studies Associates. www.tascorp.org/content/document/detail/1436
The After-School Corporation. (2003). The After-School Corporation fifth-year report. New York: Author. www.tascorp.org/content/document/detail/1439
Reisner, E. R., White, R. N., Russell, C. A., & Birmingham, J. (2004). Building quality, scale, and effectiveness in after-school programs: Summary report of the TASC evaluation. Washington, DC: Policy Studies Associates. www.tascorp.org/content/document/detail/2466/
Policy Studies Associates. (2004). Building quality, scale, and effectiveness in after-school programs: Supplementary papers to accompany the summary report of the TASC Evaluation. Washington, DC: Author.
Birmingham, J., & White, R. N. (2005). Promoting positive youth development for high school students after school: Services and outcomes for high school youth in TASC programs. Washington, DC: Policy Studies Associates. www.tascorp.org/content/document/detail/1447/
Russell, C. A., & Reisner, E. R. (with Johnson, J. C., Rouk, Ü., & White, R. N.). (2005). Supporting social and cognitive growth among disadvantaged middle-grades students in TASC after-school projects. Washington, DC: Policy Studies Associates. www.tascorp.org/content/document/detail/1448/
Russell, C. A., Mielke, M. B., & Johnson, J. C. (2007). After-school programs and high school success: Analysis of post-program educational patterns of former middle-grades TASC participants. Washington, DC: Policy Studies Associates. www.tascorp.org/content/document/detail/1758
Thunderbirds Teen Center Program
Begun in 1996, the Teen Center is a multifunctional facility in North Phoenix, Arizona, operated through the City of Phoenix Parks and Recreation Department. The Teen Center's mission is to promote the positive self-development of teens by providing a comprehensive service system during out-of-school time that focuses on the whole individual.
(Multi-Component/Comprehensive, Positive Youth Development, Prevention)
Baker, D., Hultsman, J., & Garst, B. (1998). Thunderbirds Teen Center Program evaluation. East Lansing, MI and Tempe, AZ: City of Phoenix Parks, Recreation and Library Department, Michigan State University and Arizona State University. rptsweb.tamu.edu/Faculty/Witt/conpubs/thunder.pdf
Totally Cool, Totally Art Program
Begun in 1996, the Totally Cool, Totally Art program offers after school visual arts classes to teens in Austin, Texas.
(Arts, Positive Youth Development)
Witt, P. A. (1999). Evaluation of the Totally Cool, Totally Art Program: Austin Parks and Recreation Department. College Station: Texas A&M University. www.rpts.tamu.edu/Faculty/Witt/report99.pdf
Witt, P. A. (2000). Evaluation of the Totally Cool, Totally Art Program: Austin Parks and Recreation Department, 1999–2000. College Station: Texas A&M University. rptsweb.tamu.edu/Faculty/Witt/conpubs/TCTA00.PDF
Travis County Collaborative Afterschool Program
Begun in 2004, this afterschool program in Austin, Texas, broadly focuses on the following objectives through academic support, enrichment, and prevention activities: increase student school attendance, decrease student discipline referrals, and increase student academic achievement.
(Academic/Enrichment, Positive Youth Development, Tutoring/Extra Instruction)
Christian, C., & Naik, R. (2010). Travis County Collaborative Afterschool Program final report. Austin, TX: Austin Independent School District. http://archive.austinisd.org/inside/docs/ope_09-73.I_TCCAP_Report.pdf
Turning the Corner Achievement Program
Implemented at a charter school in Baltimore, Maryland, this program adds multiple adults to the school setting, delivers enrichment and academic programming during in-school and out-of-school-time, involves parents, and employs a counselor to remove any barriers to learning for students.
(Academic/Enrichment, Complementary Learning, Positive Youth Development)
Marshall, B. D. (2010). Impact of an integrated youth development program on health and educational outcomes for urban middle school students: An evaluation of the Turning the Corner Achievement Program and the Crossroads School (Unpublished doctoral dissertation). Johns Hopkins University, Baltimore, MD.
U Move With the Starzz
(Positive Youth Development, Sports/Recreation)
Watson, D. L., Poczwardowski, A., & Eisenman, P. (2000). After-school physical activity programs for adolescent girls. Journal of Physical Education, Recreation, and Dance, 71(8), 17–21, 27.
University of Virginia's Summer Enrichment Program Invention and Design
(Positive Youth Development, Science/Technology/Mathematics)
Plucker, J. A., & Gorman, M. E. (1999). Invention is in the mind of the adolescent: Effects of a summer course one year later. Creativity Research Journal, 12(2), 141–150.
Voluntary Youth Serving Organizations
(Positive Youth Development, Research Studies)
Gambone, M. A., & Arbreton, A. J. A. (1997). Safe havens: The contributions of youth organizations to healthy adolescent development. Philadelphia: Public/Private Ventures.
Wake Summerbridge Summer Enrichment Program
This tuition-free summer program for middle school students from Wake County, North Carolina, stresses academic excellence, leadership, creativity, and diversity.
(Academic/Enrichment, Positive Youth Development, Youth Leadership)
Harlow, K., & Baenen, N. (2001). The effectiveness of the Wake Summerbridge Summer Enrichment Program (E&R Report No. 01.47). Raleigh, NC: Wake County Public School System Evaluation and Research Department. www.wcpss.net/evaluation-research/reports/2001/0147_Summerbridge.pdf
Walnut Terrace After-School Program
(Positive Youth Development, Sports/Recreation, Tutoring/Extra Instruction)
Kivel, B. D., & Todd, G. (1999). Final report: Evaluation of Walnut Terrace After-School Program. Chapel Hill: Department of Recreation and Leisure Studies, University of North Carolina. rptsweb.tamu.edu/Faculty/Witt/conpubs/kivel99.htm
Westmont Elementary After-School Program
(Positive Youth Development)
Chou, F. H. (1995). The Westmont After-School Program: An innovative program in the Columbia County school system 1994–1995, evaluation report. Publisher unknown.
WINGS for Kids
(Positive Youth Development)
Linney, J. A., & Spelman, E. (2002). WINGS for Kids program evaluation, 2001–02 school year: Summary report. Columbia: University of South Carolina, Department of Psychology.
Woodcraft Rangers’ Nvision After School Program
Founded in 1915, this afterschool program in Los Angeles, California, consists of school-based clubs for youth age 6–18, designed in concert with local schools to promote youth’s academic, social, and physical development.
(Academic/Enrichment, Positive Youth Development)
Kaiser, M., & Lyons, M. (2001). Woodcraft Rangers: State of California After School Learning and Safe Neighborhoods Partnerships Program with the Los Angeles Unified School District. Annual evaluation report, 1999–2000. Los Angeles: Lodestar Management/Research.
Lodestar Management/Research. (2002). Woodcraft Rangers: State of California After School Learning and Safe Neighborhoods Partnerships Program with the Los Angeles Unified School District. Annual evaluation report, 2000–01. Los Angeles: Author.
Lodestar Management/Research. (2003). Woodcraft Rangers: Los Angeles Unified School District After School Education and Safety Program annual evaluation report 2001–02. Los Angeles: Author.
Lodestar Management/Research (2004). Woodcraft Rangers: Los Angeles Unified School District After School Education and Safety Program annual evaluation report for 2002–03. Los Angeles: Author.
Lodestar Management/Research (2005). Woodcraft Rangers: Annual evaluation report for 2003–04. Los Angeles: Author.
Lodestar Management/Research. (2006). Woodcraft Rangers After-School Program: Summary of program youth outcomes for middle school sites 2004–05. Los Angeles: Author.
Lodestar Management/Research (2006). Process evaluation report: Key factors related to program recruitment, retention, and outcomes. Los Angeles: Author.
Lodestar Management/Research (2007). Woodcraft Rangers: Annual evaluation report for 2005–06. Los Angeles: Author.
Harder+Company Community Research. (2008). Woodcraft Rangers annual evaluation report 2006–2007: Middle school programs. San Francisco: Author.EVALCORP Research & Consulting. (2011). Assessment of program quality and youth outcomes: A study of the Woodcraft Rangers’ Nvision After-School Program. Irvine, CA: Author.
Woodrock Youth Development Project
Initiated in 1991 in Philadelphia, Pennsylvania, this project is a coherent program of intervention strategies and support systems that aim to reduce alcohol, tobacco, and other drug use among adolescents by improving youth problem-solving and coping skills, raising awareness about the dangers of substance abuse, and improving self-perception through increasing academic achievement and fostering cultural pride.
(Multi-Component/Comprehensive, Positive Youth Development, Prevention)
LoSciuto, L., Freeman, M. A., Harrington, E., Altman, B., & Lanphear, A. (1997). An outcome evaluation of the Woodrock Youth Development Project. Journal of Early Adolescence, 17(1), 51–66.
LoSciuto, L., Hilbert, S. M., Fox, M. M., Porcellini, L., & Lanphear, A. (1999). A two-year evaluation of the Woodrock Youth Development Project. Journal of Early Adolescence, 19(4), 488–507.
Workers of Wonder
(Health, Positive Youth Development, Sports/Recreation)
Colchico, K. A., Zybert, P., & Basch, C. E. (2000). Effects of after-school physical activity on fitness, fatness, and cognitive self-perceptions: A pilot study among urban, minority adolescent girls. American Journal of Public Health, 90(6), 977–978.
Young Men's Business League's Sunshine Camp
(Adventure, Positive Youth Development, Youth Leadership)
Witt, P. A., & Bradberry, E. K. (2000). Evaluation of the Young Men's Business League's Sunshine Camp. College Station: Department of Recreation, Park, and Tourism Sciences, Texas A&M University. rptsweb.tamu.edu/Faculty/Witt/conpubs/sunshine.PDF
Youth Arts Public Art
(Arts, Positive Youth Development, Prevention)
Clawson, H. J., & Coolbaugh, K. (2001). The YouthARTS Development Project. Juvenile Justice Bulletin. Washington, DC: Office of Juvenile Justice and Delinquency Prevention, U.S. Department of Justice. www.ncjrs.org/html/ojjdp/2001_5_2/contents.html
Youth Opportunities Unlimited—University of New Hampshire Cooperative Extension
(Academic/Enrichment, Family/Community Involvement, Positive Youth Development)
Gregory, P. J. (1996). Youth Opportunities Unlimited: Improving outcomes for youth through after school care. Durham: University of New Hampshire Cooperative Extension.
Youth-Led Strategies to Captivate Youth Engagement in Youth Programs and Opportunities
This study examines what can be learned from youth about designing captivating opportunities for positive youth development. The study included two primary data sources: (a) focus groups conducted with middle and high school students in 8 Minnesota towns and cities in 2004, and (b) two parallel youth-mapping projects, one rural and one urban, that involved youth interviewing other youth in their community about the availability of youth-friendly programs, people, and places.
(Positive Youth Development, Research Studies, Youth Leadership)
Saito, R. N. (2006). Beyond access and supply: Youth-led strategies to captivate young people’s interest in and demand for youth programs and opportunities. New Directions for Youth Development, 112, 57–74.