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.
Access the Bibliography
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.
Looking for reports that are cited?
Unfortunately, we cannot provide copies of the reports cited in the bibliography. Please contact the publisher or author directly.
Scroll down to see your results.
21st Century Community Learning Centers—Broward County, Florida
This program expands services (such as extended learning opportunities, recreational and cultural activities, tutorials, and health services) provided to middle school students and their parents in Broward County, Florida. The goal is to improve behavior and academic performance and prevent or reduce drug use and violence.
(Academic/Enrichment, Prevention)
Rendulic, P., & Green, M. (2002). 21st Century Community Learning Centers evaluation report. Broward County, FL: School Board of Broward County Office of Research and Evaluation. www.broward.k12.fl.us/research_evaluation/Evaluations/21century%20community%20learning%20centers.PDF
Younkin, B. (2010). 21st Century Community Learning Centers: Evaluation report. Broward County, FL: School Board of Broward County Office of Research and Evaluation. www.broward.k12.fl.us/research_evaluation/Evaluations/21stCCLCEvaluationReport032210.pdf
Younkin, B. (2011). 21st Century Community Learning Centers: Evaluation report. Broward County, FL: School Board of Broward County Office of Research and Evaluation. www.broward.k12.fl.us/research_evaluation/Evaluations/21stCCLCEvaluation200910.pdf
Across Ages Program
Initiated in 1991, this program uses older adults as mentors for youth. By acting as advocates, challengers, nurturers, role models, and friends, older (age 55 and over) mentors help at-risk youth develop awareness, self-confidence, and skills to help resist drugs and overcome obstacles. Originally located in four sites in Philadelphia, Pennsylvania, the program is being replicated in 50 other sites around the country.
(Mentoring, Prevention)
LoSciuto, L., Rajala, A. K., Townsend, T. N., & Taylor, A. S. (1996). An outcome evaluation of Across Ages: An intergenerational mentoring approach to drug prevention. Journal of Adolescent Research, 11(1), 116–129.
Rogers, A. & Taylor, A. (1997). Intergenerational mentoring: a viable strategy for meeting the needs of vulnerable youth. Journal of Gerontological Social Work. 28 (1&2), 125–140.
Taylor, A., LoSciuto, L., Fox, M., & Hilbert, S. (1999). The mentoring factor: An evaluation of Across Ages. Intergenerational program research: Understanding what we have created. Binghamton, NY: Haworth.
Taylor, A., & Bressler, J. (2000). Mentoring across generations: Partnerships for positive youth development. New York: Kluwer/Plenum.
Aseltine, R., Dupre, M., & Lamlein, P. (2000). Mentoring as a drug prevention strategy: An evaluation of Across Ages. Adolescent and Family Health, 1, 11–20.
Adolescent Mentoring Program for Delinquency Prevention
(Mentoring, Prevention)
Jackson, Y. (2002). Mentoring for delinquent children: An outcome study with young adolescent children. Journal of Youth and Adolescence, 31(2), 115–122.
After School Achievement Program
This program was founded in 1997 by the city of Houston, Texas. By providing a safe, supervised place for youth, the program aims to reduce delinquency, crime, and school dropout as well as provide academic enrichment and develop positive citizenship.
(Academic/Enrichment, Prevention, Service-Learning/Civic Engagement)
Smith, D. W., Zhang, J. J., Cheng, E. Y., & Lam, E. T. C. (1998). After School Achievement Program (ASAP). Houston, TX: University of Houston.
Smith, D. W., Zhang, J. J., Rodriquez, A., Haynes, M., & Brimer, J. (1999). Great cities do great things: Year 2 evaluation of the After School Achievement Program (ASAP). Houston, TX: University of Houston.
Smith, D. W., Zhang, J. J., Brimer, J., & Rodriquez, A. (2000). Terrific children: A city-wide program to support communities year 3 evaluation of the After School Achievement Program (ASAP). Houston, TX: University of Houston.
Smith, D. W., & Zhang, J. J. (2001). Shaping our children's future: Keeping a promise in Houston communities year 4 evaluation of the mayor's After School Achievement Program (ASAP). Houston, TX: University of Houston.
Afternoons R.O.C.K.
Begun in 1997, this after school drug prevention program serves youth age 10 to 14 in Indiana. The acronym R.O.C.K. represents the program’s mission to provide recreation, object lessons, culture and values and knowledge via active and entertaining focused and supportive prevention activities. These activities are designed to teach youth about social and media influences, conflict resolution and refusal/resistance skills, gang and violence prevention, and structuring leisure time to be free of alcohol, tobacco, and other drug use.
(Prevention)
Indiana Prevention Resource Center at Indiana University. (2000). Indiana’s Afterschool Prevention Programs Initiative: Aggregate data from pre/post measures. 1997–98 and 1989–99 contract years. Bloomington, IN: Author.
Indiana Prevention Resource Center at Indiana University. (2001). Indiana After-School Prevention Programs Initiative: Aggregate data from pre/post prevalence measures, fiscal year 2000. Bloomington, IN: Author.
Indiana Prevention Resource Center at Indiana University. (2001). Indiana After-School Prevention Programs Initiative: Aggregate data from pre/post prevalence measures, fiscal year 2001. Bloomington, IN: Author.
Indiana Prevention Resource Center at Indiana University. (2002). Afternoons R.O.C.K. in Indiana: State-level process and impact evaluation report narrative, fiscal year 2002. Bloomington, IN: Author.
Indiana Prevention Resource Center at Indiana University. (2003). Afternoons R.O.C.K. in Indiana: State-level evaluation report narrative, fiscal year 2003. Bloomington, IN: Author.
Indiana Prevention Resource Center at Indiana University. (2004). Afternoons R.O.C.K. in Indiana: State-level evaluation report narrative, fiscal year 2004. Bloomington, IN: Author.
Indiana Prevention Resource Center at Indiana University. (2005). Afternoons R.O.C.K. in Indiana: State-level evaluation report narrative, fiscal year 2005. Bloomington, IN: Author.
Alter, J., Flynn, C., & Morrison, A. (2006). Afternoons R.O.C.K. in Indiana: Fiscal year 2006 evaluation report. Bloomington, IN: Indiana Prevention Resource Center at Indiana University.
www.rock.indiana.edu/evaluation/eval_report.html
Aggression Reduction Program for Boys
This afterschool intervention at two urban middle schools was intended to help aggressive seventh-grade boys acquire the knowledge, skills, and preferences necessary for constructive need fulfillment.
(Prevention)
Spielman, D. A. & Staub, E. (2000). Reducing boys’ aggression: Learning to fulfill basic needs constructively. Journal of Applied Developmental Psychology, 21(2), 165–181.
All Stars Prevention Program
This afterschool program aims to prevent alcohol, tobacco, and drug use; postpone sexual activity; and reduce fighting and bullying.
(Prevention)
Gottfredson, D. C., Cross, A. B., Wilson, D. M., Connell, N., & Rorie, M. (2009). A randomized trial of the effects of an enhanced after-school program for middle-school students. Prevention Science, 11(2), 142–154.
Cross, A. B., Gottfredson, D. C., Wilson, D. M., Rorie, M., & Connell, N. (2009). The impact of after-school programs on the routine activities of middle-school students: Results from a randomized, controlled trial. Criminology & Public Policy, 8(2), 391–412. doi: 10.1111/j.1745-9133.2009.00555.x
Cross, A. B., Gottfredson, D. C., Wilson, D. M., Rorie, M., & Connell, N. (2010). Implementation quality and positive experiences in after-school programs. American Journal of Community Psychology, 45(3&4), 370–380.
Gottfredson, D., Cross, A. B., Wilson, D., Rorie, M., & Connell, N. (2010). Effects of participation in after-school programs for middle school students: A randomized trial. Journal of Research on Educational Effectiveness, 3(3), 282–313.
Gottfredson, D. C., Cross, A. B., Wilson, D. M., Rorie, M., & Connell, N. (2010). An experimental evaluation of the All Stars prevention curriculum in a community after school setting. Prevention Science, 11(2), 142–54.
Rorie, M., Gottfredson, D. C., Cross, A., Wilson, D., & Connell, N. M. (2011). Structure and deviancy training in after-school programs. Journal of Adolescence, 34, 105-117.
American Legacy Foundation Statewide Youth Movement Against Tobacco Use
Begun in 2000, this initiative funded grants to 17 state health departments to foster youth-led tobacco control initiatives. The aim of the initiative is to engage youths in community action against tobacco use, to build state and local youth coalitions, and to foster meaningful youth-led tobacco prevention activities.
(Prevention, Youth Leadership)
Hinnant, L. W., Nimsch, C., & Stone-Wiggins, B. (2004). Examination of the relationship between community support and tobacco control activities as a part of youth empowerment programs. Education & Behavior, 31(5), 629–640. doi: 10.1177/109019810426868 www.sophe.org/schoolhealth/tobacco_pdfs/community_support.pdf
Baltimore City Youth Bureaus' Experimental Program
Begun in 1993, this program was an early intervention strategy undertaken in a community-based clinic serving youth in Baltimore, Maryland. The intervention was designed to identify and reduce negative influences and experiences that place inner-city youth at high risk for drug use and other problem behavior.
(Mentoring, Prevention)
Hanlon, T. E., Bateman, R. W., Simon, B. D., O'Grady, K. E., & Carswell, S. B. (2002). An early community-based intervention for the prevention of substance abuse and other delinquent behavior. Journal of Youth and Adolescence, 31(6), 459–471.
Hanlon, T. E., Bateman, R. W., Simon, B. D., O'Grady, K. E., & Carswell, S. B. (2004). Antecedents and correlates of deviant activity in urban youth manifesting behavioral problems. Journal of Primary Prevention, 24(3), 285–309.
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.
Be Proud! Be Responsible!
(Health, Prevention)
Jemmott, J. B., Jemmott, L. S., & Fong, G. T. (1992). Reductions in HIV risk-associated sexual behaviors among black male adolescents: Effects of an AIDS prevention intervention. American Journal of Public Health, 82, 372–377.
BE SAFE
Launched in 2007, this youth prevention initiative provides tailored programming and capacity building to a network of eight Greater Boston out-of-school-time programs that work directly with at-risk youth. The initiative has adopted a holistic, strengths-based approach to address issues in sexual health, mental health, substance use, and healthy relationships.
(Prevention, System-Building)
National Institute on Out-of-School Time. (2008). BE SAFE evaluation—Interim report. Wellesley, MA: Wellesley Centers for Women. http://besafe.aac.org/wp-content/uploads/2008/12/final-be-safe-interim-report-december-2008.pdf
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—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—Gang Prevention Through Targeted Outreach Program
This program was initiated nationwide in 1991 to help Boys & Girls Clubs build a network of community representatives to assess local gang problems, recruit youth at risk of gang membership, and reduce gang involvement by providing these at-risk youth with alternative activities. The program offers youth activities centered around character and leadership development; health and life skills; the arts; sports, fitness, and recreation; and education.
(Complementary Learning, Multi-Component/Comprehensive, Prevention)
Arbreton, A. J. A., & McClanahan. (2005). Targeted outreach: Boys & Girls Clubs of America's approach to gang prevention and intervention. Philadelphia: Public/Private Ventures. www.ppv.org/ppv/publications/assets/148_publication.pdf
Children's Aid Society Carrera—Model Teen Pregnancy Prevention Program
Implemented in 1984, the program aims to empower youth, help them develop a desire for a productive future, and aid young people in improving their sexual literacy and their understanding of the consequences of sexual activity.
(Multi-Component/Comprehensive, Prevention)
Philliber, S., Kaye, J. W., & Herrling, S. (2001). The national evaluation of the Children's Aid Society Carrera-Model Program to prevent teen pregnancy. Accord, NY: Philliber Research Associates.
Philliber, S., Kaye, J. W., Herrling, S., & West, E. (2002). Preventing pregnancy and improving health care access among teenagers: An evaluation of the Children's Aid Society—Carrera program. Perspectives on Sexual and Reproductive Health, 34(5), 244–251. www.guttmacher.org/pubs/journals/3424402.html
Brigham, R.A., & Nahas, J. (2008). Children’s Aid Society/Carrera Integrated School Model: Documentation of early implementation in four schools. Cambridge, MA: Brigham Nahas Research Associates.
Choice Refocus & Opportunity Program
This program in Baltimore, Maryland, is designed to ensure community safety while helping at-risk youth to remain living in their communities and out of the juvenile detention system. Services include daily face-to-face contact, informal counseling, educational support and in-school advocacy, individual and group workshops, structured afterschool and weekend activities, employment skills development, linkage and referral to community resources, 24-hour crisis intervention, and curfew monitoring.
(Complementary Learning, Multi-Component/Comprehensive, Prevention)
Community Science (formerly Association for the Study of Development and Community). (2006). Evaluation of Choice Refocus & Opportunity Program annual report: October 2005–September 2006. Gaithersburg, MD: Author. www.communityscience.com/pdfs/Choice%20R%20%20O_Annual%20Report%20FINAL.pdf
Collaborative Afterschool Prevention Program
(Mentoring, Prevention, Youth Leadership)
O'Donnell, J., & Michalak, E. A. (1997). Inner-city youths helping children after-school programs to promote bonding and reduce risk. Social Work in Education, 19(4), 231–241.
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.
Creating Family Lasting Connections
Developed in 1988, this program offers evening trainings to teens and their parents in Kentucky church communities to build families’ resilience in order to help decrease and prevent substance abuse.
(Complementary Learning, Family/Community Involvement, Prevention)
Johnson, K., & Strader, T. (1996). Reducing alcohol and other drug use by strengthening community, family, and youth resiliency: An evaluation of the Creating Lasting Connections Program. Journal of Adolescent Research, 11(1), 36–67.
Strader, T., Collins, D., Noe, T. & Johnson, K. (1997). Mobilizing church communities for alcohol and other drug abuse prevention through the use of volunteer church advocate teams. The Journal of Volunteer Administration, 15(2), 27.
Johnson, K., Bryant, D. D., Collins, D. A., Noe, T. D., Strader, T. N., & Berbaum, M. (1998). Preventing and reducing alcohol and other drug use among high-risk youths by increasing family resilience. Social Work, 43(4), 297–308.
Johnson, K., Noe, T., Collins, D., Strader, T. N. & Bucholtz G. (2000). Mobilizing church communities to prevent alcohol and other drug abuse: A model strategy and its evaluation. Journal of Community Practice. 7(2), 1–27.
Strader, T. N., Noe, T., & Collins, D. (2000) Building healthy individuals, families, and communities: Creating Lasting Connections. Kluwer Academic/Plenum Publishing Corporation.
Early Risers “Skills for Success”
This prevention program aims to alter the developmental trajectory of elementary-age children with early onset aggressive behavior. The program features four core components: a summer school program, a teacher consultation and student mentoring program, child social skills groups, and parent education and skills-training groups, all delivered in tandem with a family support program individually tailored to address families’ needs.
(Complementary Learning, Family/Community Involvement, Prevention)
August, G. J., Realmuto, G. M., Kektner, J. M., & Bloomquist, M. L. (2001). An integrated components preventive intervention for aggressive elementary children: The Early Risers program. Journal of Consulting and Clinical Psychology, 69(4).
August, G. J., Realmuto, G. M., Winters, K. C., & Hektner, J. M. (2001). Prevention of adolescent drug abuse: Targeting high-risk children with a multifaceted intervention model—The Early Risers “Skills for Success” Program. Applied & Preventive Psychology, 10, 135–154.
August, G. J., Hektner, J. M., Egan, E. A., Realmuto, G. M., & Bloomquist, M. L. (2002). The Early Risers longitudinal prevention trial: Examination of 3-year outcomes in aggressive children with intent-to-treat and as-intended analyses. Psychology of Addictive Behaviors, 16(Suppl.), S27–S39.
August, G. J., Egan, E. A., Realmuto, G. M., & Hektner, J. M. (2003). Parceling component effects of a multifaceted prevention program for disruptive elementary school children. Journal of Abnormal Child Psychology, 31(5). springerlink.com/content/x2494x66h49p0l22/
August, G. J., Lee, S. S., Bloomquist, M. L., Realmuto, G. M., & Hektner, J. M. (2003). Dissemination of an evidence-based prevention innovation for aggressive children living in culturally diverse, urban neighborhoods: The Early Risers effectiveness study. Prevention Science, 4, 271–286.
August, G. J., Egan, E. A., Realmuto, G. M., & Hektner, J. M. (2003). Four years of the Early Risers early-age-targeted preventive intervention: Effects on aggressive children’s peer relations. Behavior Therapy, 34, 453–470.
August, G. J., Lee, S. S., Bloomquist, M. L, Realmuto, G. M., & Hektner, J. M. (2004). Maintenance effects of an evidence-based prevention innovation for aggressive children living in culturally-diverse urban neighborhoods: The Early Risers effectiveness study. Journal of Emotional and Behavioral Disorders, 12, 194–205.
August, G. J., Bloomquist, M. L, Lee, S. S., Realmuto, G. M., & Hektner, J. M. (2006). Can evidence-based prevention programs be sustained in community practice settings? The Early Risers advanced-stage effectiveness trial. Prevention Science, 7, 151–165.
August, G. J., Bloomquist, M. L., Realmuto, G. M., & Hektner, J. M. (2007). The Early Risers “Skills for Success” Program: A targeted intervention for preventing conduct problems and substance abuse in aggressive elementary school children. In P. Tolan, J. Szapocznik, & S. Sambrano (Eds.), Preventing youth substance abuse: Science-based programs for children and adolescents (pp. 137–158). Washington: American Psychological Association.
Bernat, D. H., August G. J., Hektner J. M., & Bloomquist M. L. (2007). The Early Risers preventive intervention: testing for six-year outcomes and mediational processes. Journal of Abnormal Child Psychology, 35(4), 605–617.
Families and Schools Together® (FAST)
Operating on an international scale (including nationally in the U.S.), this organization helps communities create barriers to the risks youth face by creating a strong family accountability infrastructure. It provides parental involvement and alcohol and drug prevention/intervention programs, as well as multiple programs held after school for pre-k through high school-aged children and youth.
(Complementary Learning, Family/Community Involvement, Prevention)
McDonald, L., & Price, K. (2007). Evaluation report for middle school FAST, Aggregate summary 2002–2007. Madison, WI: FAST National Training & Evaluation Center.
Ginew/Golden Eagle Program
This after school program for urban American Indian youth in Minneapolis, Minnesota, focuses on building resilience, attachment to Indian ways, and healthy peer friendships. Prevention of drug, alcohol, and tobacco use is strongly emphasized.
(Culture/Heritage, Prevention)
Chase, R., & Clement, D. (2000). Ginew /Golden Eagle program evaluation: Summary report. St. Paul, MN: Wilder Research Center. www.wilder.org/reportsummary.0.html?&tx_ttnews[pointer]=21&tx_ttnews
[tt_news]=1255&tx_ttnews[backPid]=111&cHash=92071516a6Chase, R. (2003). Ginew /Golden Eagle program: 2003 evaluation. St. Paul, MN: Wilder Research Center.
Girl Scouts of America: PAVE the Way (Project Anti-Violence Education)
Begun in 2000, this national antiviolence program encourages girls to think critically about their personal safety and utilizes innovative programming to unearth girls’ innate ability to build healthy, productive lives. Programming focuses on crime prevention, bullying prevention and intervention, Internet safety, and gang prevention.
(Prevention)
Eichinger, M. K., et al., of the Improve Group. (2007). PAVE the Way (Project Anti-Violence Education) evaluation DRAFT report for Girl Scouts of the USA. Unpublished report.
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.
Girlfriends for KEEPS (Keys to Eating, Exercising, Playing, and Sharing)
This after school intervention is focused on helping 8–10-year-old African American girls in Minnesota increase physical activity and healthy eating in order to help prevent obesity. The intervention also included a family component.
(Family/Community Involvement, Prevention, Sports/Recreation)
Story, M., Sherwood, N. E., Himes, J. H., Davis, M., Jacobs, Jr., D. R., Cartwritght, Y., et al. (2003). An after-school obesity prevention program for African-American girls: The Minnesota GEMS Pilot Study [Supplement 1]. Ethnicity & Disease, 13(1), 54–64.
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 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.
Grand Slam Program
This program was initiated in 1990 to provide recreation opportunities for low-income youth during high-crime summer weekend evening periods in Athens, Georgia.
(Arts, Prevention, Sports/Recreation)
Kleiber, D., & Cory, L. (2000). Grand Slam evaluation project final report. Unpublished manuscript, University of Georgia, Athens. Athens, GA: Author. rptsweb.tamu.edu/faculty/witt/consort.htm
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/
Hawaii SunSmart Program
(Prevention)
Glanz, K., Lew, R. A., Song, V., & Murakami-Akatsuka, L. (2000). Skin cancer prevention in outdoor recreation settings: Effects of the Hawaii SunSmart Program. Effective Clinical Practice, 3, 53–61.
Hispanic After School Program
This program serves elementary school Spanish-speaking children in a semi-rural northeastern town in Massachusetts. Children participate in Spanish Puerto Rican arts, crafts, and signing; discussion of ethnicity and ethnicity-related problems, morals, values, sex roles and skin color; and role modeling by male and female Latino professionals.
(Culture/Heritage, Multi-Component/Comprehensive, Prevention)
Garza Fuentes, E., & LeCapitaine, J. E. (1990). The effects of a primary prevention program on Hispanic children. Education, 110(3), 298–303.
Hmong Youth Pride
Begun in 1995, the primary goals of this after school program for 9- to 12-year-olds in Minneapolis and St. Paul, Minnesota, are preventing substance abuse by encouraging academic achievement, commitment to school, and future aspirations; supporting cultural pride and family relationships; and bolstering parents' awareness of substance abuse risks and participation in schooling.
(Academic/Enrichment, Culture/Heritage, Prevention)
Chase, R. A, & Clement, D. (2000). Hmong Youth Pride: Outcomes evaluation summary. St. Paul, MN: Wilder Research Center. www.wilder.org/reportsummary.0.html?&tx_ttnews[pointer]
=20&tx_ttnews[tt_news]=1236&tx_ttnews[backPid]=111&cHash=85c13fdde7
Chase, R. A. (2000). Hmong American Partnership: HYP final report. St. Paul, MN: Wilder Research Center.
Hyams Foundation Girls' Initiative
From 2003 through 2008, this initiative funded eight community-based organizations to focus programming and advocacy on girls in Boston and Chelsea, Massachusetts. These programs targeted girls involved at various levels in state systems and provided them with an array of services. The program’s overall goals were for the girls to make progress in school and/or career preparation, increase their sense of self-worth and hope, develop and maintain healthy and positive relationships, and develop and maintain effective interpersonal communication and social skills. The funded organizations also participated in a “Learning Community” with the following goals: develop and share best practices; establish and measure shared outcomes; collaborate across grantees and with relevant agencies; address policy issues affecting the girls’ population; and share relevant learning with the program, system, and philanthropic communities.
(Prevention, System-Building)
The Hyams Foundation, Inc. (2006). Taking on the challenge: Phase I of the Hyams Foundation Girls' Initiative. Boston: Author. www.hyamsfoundation.org/documents/Hyams%20Girls'%20Initiative_31_Report_June_06.pdf
The Hyams Foundation, Inc. (2010). Girls’ Initiative phase II report. Boston: Author. www.wcwonline.org/component/option,com_virtuemart/Itemid,217/category_id,6/flypage,flypage.tpl/page,shop.product_details/product_id,1713/
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.
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.
Juvenile Mentoring Program
Begun in 1995, the program has the following goals: reduce juvenile delinquency and gang participation, improve academic performance, and reduce school dropout rates through the provision of one-on-one mentoring for youth at risk.
(Academic/Enrichment, Mentoring, Prevention)
Office of Juvenile Justice and Delinquency Prevention. (1998). Juvenile Mentoring Program. 1998 report to Congress. Washington, DC: Author. www.ncjrs.org/html/ojjdp/173424/
Novotney, L. C., Mertinko, E., Lange, J., & Baker, T. K. (2000). Juvenile Mentoring Program: A progress review. Juvenile Justice Bulletin. Washington, DC: U.S. Department of Justice, Office of Justice Programs, Office of Juvenile Justice and Delinquency Prevention. www.ncjrs.org/html/ojjdp/2000_9_1/contents.html
Louisiana State Youth Opportunities Unlimited Summer Program
Begun in 1986, the program provides dropout prevention services on the Louisiana State University campus for at-risk youth.
(Academic/Enrichment, Prevention, Vocational Education)
Shapiro, J. Z., Gaston, S. N., Hebert, J. C., & Guillot, D. J. (1986). The LSYOU project evaluation. Baton Rouge: College of Education Administrative and Foundational Services, Louisiana State University.
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.
Midwestern Prevention Project
(Prevention)
Johnson, C. A., Pentz, M. A., Weber, M. D., Dwyer, J. H., MacKinnon, D.P., Flay B. R., et al. (1990). The relative effectiveness of comprehensive community programming for drug abuse prevention with high-risk and low-risk adolescents. Journal of Consulting and Clinical Psychology, 58, 4047–4056.
Chou, C. P., Montgomery, S. B., Pentz, M. A., Rohrbach, L. A., Johnson, C. A., Flay, B. R., et al. (1998). Effects of a community-based prevention program on decreasing drug use in high risk adolescents. American Journal of Public Health, 6, 948–955.
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
National Faith-Based Initiative
This initiative, begun in late 1998, consists of 12 sites across the country that focus on high-risk youth and provide programs including mentoring, education, and employment readiness. Sites also collaborate with faith-based institutions, justice institutions, and social service agencies to strengthen efforts to serve youth.
(Faith-Based, Mentoring, Prevention)
Bauldry, S., & Hartmann, T. A. (2004). The promise and challenge of mentoring high-risk youth: Findings from the National Faith-Based Initiative. Philadelphia: Public/Private Ventures. www.ppv.org/ppv/publications/assets/21_publication.pdf
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 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.
Nicholls State-Youth Opportunities Unlimited
(Prevention, Tutoring/Extra Instruction, Vocational Education)
Curry, B. A. (1990). The impact of the Nicholls State-Youth Opportunities Unlimited Program as related to academic achievement, self-esteem, and locus of control. Unpublished master's thesis, Nicholls State University, Thibodaux, LA.
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.
Old Stories, New Voices Intercultural Youth Program
(Culture/Heritage, Prevention)
Justice, L., & Witt, P. (2005). Old Stories New Voices Intercultural Youth Program program evaluation. College Station, TX: Author. rptsweb.tamu.edu/Faculty/Witt/OSVNEvaluationNov2005l.pdf
Out of Harm's Way
Begun in 2006, this initiative aims to address the escalating violence in middle schools in Boston and to eliminate violence as a barrier to learning and healthy development in students.
(Complementary Learning, Prevention)
Hall, G. (2008). Final report: Out-of-Harm’s Way. Phase I implementation, Lilla Frederick and Dearborn Middle Schools. Wellesley, MA: Wellesley Centers for Women. www.bpsdeltas.org/programs/OHW_Evaluation_Report.pdf
Pasadena LEARNs
(Academic/Enrichment, Prevention, Youth Leadership)
Faris, S., Rahn, M., Flores, L., Butler, M., & Kroeker-Falconi, C. (2000). Pasadena LEARNs after-school program final baseline report. Pasadena, CA: Public Works.
Public Works. (2000). Pasadena LEARNs after-school program interim report: Baseline implementation results. Pasadena, CA: Author.
Public Works. (2000). Pasadena LEARNs after-school program summarized survey findings. Pasadena, CA: Author.
Public Works. (2001). Pasadena LEARNs after-school program final evaluation report 2000–2001. Pasadena, CA: Author.
Public Works. (2001). Pasadena LEARNs after-school program interim report: Spring 2001 implementation results and best program practices. Pasadena, CA: Author.
Public Works. (2001). Pasadena LEARNs after-school program summarized survey findings 2000–2001. Pasadena, CA: Author.
Public Works. (2001). Pasadena LEARNs after-school program student achievement indicator 2000–2001 pre-test results. Pasadena, CA: Author.
Public Works. (2002). Pasadena LEARNs after-school program interim report: Spring 2002 implementation results and promising practices. Pasadena, CA: Author.
Public Works. (2002). Pasadena LEARNs after-school program summarized survey findings 2001–2002. Pasadena, CA: Author.
Public Works. (2003). Pasadena LEARNs after-school program final evaluation report 2001–2002. Pasadena, CA: Author.
Public Works. (2003). Pasadena LEARNs after-school program interim report: Spring 2003 implementation results 2002–2003. Pasadena, CA: Author.
Public Works. (2003). Pasadena LEARNs after-school program summarized survey findings 2002–2003. Pasadena, CA: Author.
Faris, S., Chen, A., & Rahn, M. (2004). Evaluation of the Pasadena LEARNs after-school program. Pasadena, CA: Public Works.
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.
Positive Youth Development Collaborative
This program teaches substance use prevention skills and also includes health education and cultural heritage activities in an urban after school setting.
(Culture/Heritage, Health, Prevention)
Tebes J. K., Feinn, R., Vanderploeg, J. J., Chinman, M. J., Shepard, J., Brabham, T., et al. (2007). Impact of a positive youth development program in urban after-school settings on the prevention of adolescent substance use. Journal of Adolescent Health, 41(3), 239–247. www.rand.org/health/abstracts/2007/070604_tebes.html
Project 4-Health
Offered in 4-H clubs throughout California, this program is designed to prevent tobacco use. The program involves youth in discouraging others' tobacco use and develops youth leadership for tobacco control.
(Health, Prevention, Youth Leadership)
D'Onofrio, C. N., Moskowitz, J. M., & Braverman, M. T. (2002). Curtailing tobacco use among youth: Evaluation of Project 4-Health. Health Education & Behavior, 29(6), 656–682. heb.sagepub.com/cgi/content/abstract/29/6/656
Project Back-on-Track
This after school program for 9–17-year-old juvenile offenders in Florida offers treatment consisting of group and family therapies, parent groups, educational sessions, community service projects, and empathy-building exercises.
(Multi-Component/Comprehensive, Prevention)
Myers, W. C., Burton, P., Sanders, P. D., Donat, K. M., Cheney, J., Fitzpatrick, T., et al. (2000). Project Back-on-Track at 1 year: A delinquency treatment program for early-career juvenile offenders. Journal of the American Academy of Child & Adolescent Psychiatry, 39, 1127–1134.
Project Choice
This voluntary alcohol and marijuana intervention for young teens serves 16 middle schools located in 3 school districts in Los Angeles County.
(Prevention)
D'Amico, E. J., & Edelen, M. O. (2007). Pilot test of Project CHOICE: A voluntary afterschool intervention for middle school youth. Psychology of Addictive Behaviors, 21(4), 592–598.
Project Effort
(Mentoring, Prevention, Sports/Recreation)
Martinek, T., Schilling, T., & Johnson, D. (2001). Transferring personal and social responsibility of underserved youth to the classroom. The Urban Review, 33(1), 29–45.
Project Youth Connect
(Culture/Heritage, Family/Community Involvement, Prevention)
Chase, R., & McLain, L. (2002). Project Youth Connect: Evaluation summary. St. Paul, MN: Wilder Research Center.
Raising Healthy Children
This program in Seattle promotes positive youth development by reducing identified risk factors and preventing adolescent problem behaviors. Program components include teacher workshops, parent training and parenting group workshops, youth summer camps, and in-home services.
(Complementary Learning, Multi-Component/Comprehensive, Prevention)
Catalano, R. F., Mazza, J. J., Harachi, T. W., Abbott, R. D., Haggerty, K. P., & Fleming, C. B. (2002). Raising healthy children through enhancing social development in elementary school: Results after 1.5 years. Seattle: University of Washington, Social Development Research Group.
Brown, E. C., Catalano, R. F., Fleming, C. B., Haggerty, K. P., & Abbott, R. D. (2005). Adolescent substance use outcomes in the Raising Healthy Children Project: A two-part latent growth curve analysis. Journal of Consulting and Clinical Psychology, 73(4), 699–710.
Rhode Island Children's Crusade
Begun in 1989, this program guarantees scholarships to low-income Rhode Island youth in exchange for commitment to education. Participants attend various after school, weekend, and summer enrichment programs.
(Academic/Enrichment, Multi-Component/Comprehensive, Prevention)
Stone, R., Lanspery, S., & Leavitt, T. (2002). Every child holds the answer: Evaluation report, Rhode Island Children's Crusade. Waltham, MA: Center for Youth and Communities, Heller Graduate School, Brandeis University. www.nmefdn.org/uploads/RI%20Children%27s%20Crusade%20evaluation.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.
SafeFutures
(Prevention)
Morley, E., Rossman, S. B., Kopcznski, M., Buck, J., & Gouvis, C. (2000). Comprehensive responses to youth at risk: Interim findings from the SafeFutures Initiative. Washington, DC: U.S. Department of Justice, Office of Justice Programs, Office of Juvenile Justice and Delinquency Prevention. www.ncjrs.org/pdffiles1/ojjdp/183841.pdf
Santa Barbara Community Prevention Coalition After School Program
(Family/Community Involvement, Prevention, Tutoring/Extra Instruction)
Morrison, G. M., Storino, M. H., Robertson, L. M., Weissglass, T., & Dondero, A. (2000). The protective function of after-school programming and parent education and support for students at risk for substance abuse. Evaluation and Program Planning, 23(3), 365–371.
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.
Say Yes First
This multi-component, school-based drug-prevention project in rural Colorado provided primary and secondary prevention programs and services for students in fourth through eighth grade and their families. The project focused on protective and resiliency factors such as academic success and personal involvement in positive drug-free, family, school, and community experiences.
(Multi-Component/Comprehensive, Prevention)
Zavela, K. J., Battistich, V., Dean, B. J., Flores, R., Barton, R., & Delaney, R. J. (1997). Say Yes First: A longitudinal, school-based alcohol and drug prevention project for rural youth and families. Journal of Early Adolescence, 17(1), 67–96.
Zavela, K. J., Shaw, A. R., & Dean, B. J. (1998, June). Cost-benefit analysis of the Say Yes First—To Rural Youth and Family Alcohol/Drug Prevention Program. Paper presented at the XVI World Conference on Health Promotion and Health Education, San Juan, Puerto Rico.
Zavela, K. J., & Battistich, V. (2001). Say Yes First: Findings from the high school follow-up assessments. Unpublished report.
Zavela, K. J., Battistich, V., Gosselink, C. A., & Dean, B. J. (2004). Say Yes First: Follow up of a five-year rural drug prevention program. Journal of Drug Education, 34(1), 73–88. baywood.metapress.com/link.asp?id=tvu5fk00v5muk7tr
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.
Services to Youth Program
(Prevention)
Barker, N. C. (1998). Child welfare and juvenile justice: Can specialized after-school programs impact delinquent behavior among African American youth? In 10th Annual Research Conference proceedings, A system of care for children's mental health: Expanding the research base (pp. 297–350). Tampa: The Research and Training Center for Children's Mental Health, Department of Child and Family Studies, Louis de la Pate Florida Mental Health Institute, University of South Florida. www.fmhi.usf.edu/institute/pubs/pdf/cfs/rtc/10thproceedings/10thchapt7.pdf
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).
Summer Opportunity to Accelerate Reading (SOAR)
(Literacy, Prevention, Tutoring/Extra Instruction)
Curry, J., & Zyskowski, G. (1999). SOAR: Summer Opportunity to Accelerate Reading evaluation, 1999. Austin Independent School District, Office of Program Evaluation.
Curry, J. & Zyskowski, G. (2000). SOAR: Summer Opportunity to Accelerate Reading, 2000 evaluation report. Austin Independent School District, Office of Program Evaluation.
Curry, J., & Zyskowski, G. (2001). Summer Opportunity to Accelerate Reading (SOAR) evaluation, 2001. Austin Independent School District, Office of Program Evaluation.
Curry, J., & Zyskowski, G. (2002). Summer Opportunity to Accelerate Reading (SOAR.) evaluation, 2002. Austin Independent School District, Office of Program Evaluation.
www.austin.isd.tenet.edu/about/accountability/ope/reports.phtml
Summer Training and Education Program (STEP)
Begun in 1985, this program was designed to stem summer learning loss of youth at risk of dropping out of school by providing paid summer work and remedial education for disadvantaged youth, ages 14 and 15. The program was implemented in five cities-four on the West Coast and one on the East Coast.
(Prevention, Tutoring/Extra Instruction, Vocational Education)
Grossman, J. B., & Sipe, C. L. (1992). Report on long-term impacts (STEP program). Philadelphia: Public/Private Ventures.
Walker, G., & Vilella-Velez, F. (1992). Anatomy of a demonstration: STEP from pilot through replication and postprogram impacts. Philadelphia: Public/Private Ventures.
TEACH (Teen Educators Advocating for Community Health)
(Prevention, Service-Learning/Civic Engagement, Tutoring/Extra Instruction)
Camras, M. (n.d.). Teen Educators Advocating for Community Health (TEACH): Citizenship development in minority youth. Unpublished dissertation, University of California, San Diego.
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.
Texas After School Initiative for Middle Schools
In 1999 this initiative was started to serve students ages 10 to 14 at risk of academic failure or juvenile delinquency in Texas. The goals are to increase participants' academic achievement, reduce referrals to the juvenile justice system, and increase involvement of parents or mentors.
(Academic/Enrichment, Family/Community Involvement, Prevention)
Texas Education Agency. (2002). Executive summary of the first evaluation for the Texas After-School Initiative for Middle Schools (TASIMS) Program. Austin, TX: Author.
Texas Center for Educational Research. (2002). At-risk students and the transition to high school: Texas’ efforts to support ninth grade success. Austin, TX: Author. www.tcer.org/research/txssar/index.aspx
Shapely, K., Vicknair, K., Sheehan, D., Pieper, A., Jepson, D., & Sturges, K. (2004). Texas study of students at risk: Efficacy of grants supporting academic success from elementary through high school. Austin, TX: Texas Center for Educational Research. www.tcer.org/research/txssar/index.aspx
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
Urban smARTS
(Arts, 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
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.
Youth and Congregations in Partnership Program
Established in 1997, this program in Brooklyn, New York, matches teenage offenders with mentors from local religious organizations, with the aim of reducing juvenile and adult recidivism.
(Faith-Based, Mentoring, Prevention)
Blank, S., & Davie, F. (2004). Faith in their futures: The Youth and Congregations in Partnership Program of the Kings County (Brooklyn, NY) District Attorney's Office. Philadelphia: Public/Private Ventures. www.ppv.org/ppv/publications/assets/170_publication.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 Leadership Academy
Conducted in 2009 and 2010, this 2-day academy provided youth and adults from communities across Minnesota an opportunity to interact and share information about environmental strategy projects that they had undertaken.
(Family/Community Involvement, Prevention, Youth Leadership)
Rausch, E. J., & Idzelis, M. (2009). ATOD Youth Leadership Academy: May 2009 Summary of evaluation results. Saint Paul, MN: Wilder Research. www.wilder.org/download.0.html?report=2172
Idzelis, M. (2010). Summary of the Advanced Youth Leadership Training results August 2009. Saint Paul, MN: Wilder Research. www.wilder.org/download.0.html?report=2272
Dillon, K., & Idzelis, M. (2010). ATOD Youth Leadership Academy II: January 2010 Summary of evaluation results. Saint Paul, MN: Wilder Research. www.wilder.org/download.0.html?report=2287
Youth Strategies Consolidated Grant—Maryland
This project began in 2002 to fund prevention and intervention programs for youth in Maryland. The aim is to create a seamless continuum of youth programs that coordinates prevention services with the juvenile justice system. Programs take place during the school day and during out-of-school time.
(Complementary Learning, Prevention, System-Building)
Najaka, S. S., Gottfredson, D. C., & Betsinger, S. (2005). Youth Strategies Consolidated Grant: Meta-analysis report for the first and second funding cycles. College Park: University of Maryland, College Park Department of Criminology and Criminal Justice.