You are seeing this message because your web browser does not support basic web standards. Find out more about why this message is appearing and what you can do to make your experience on this site better.

www.HFRP.org

The Harvard Family Research Project separated from the Harvard Graduate School of Education to become the Global Family Research Project as of January 1, 2017. It is no longer affiliated with Harvard University.

Terms of Use ▼


View Profile

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 Effects of a structured after school program on middle school students (Unpublished doctoral dissertation).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 Latino Outreach Project—Oregon

Begun in 1997 in Oregon, this project provides culturally responsive, educational programs for youth in grades K–12 in the out-of-school hours year-round through after school activities, school clubs, community clubs, residential and day camps, community garden projects, summer activity programs, and group mentoring experiences. The educational objectives vary by site, but all have elements of cultural awareness and appreciation, leadership development, and community service.

(Culture/Heritage, Service-Learning/Civic Engagement, Youth Leadership)

Hobbs, B. B., & Sawer, B. (2009). Engaging Latino Youth in community-based Programs: Findings from the first ten years of the Oregon 4-H Latino Outreach Project. Corvallis, OR: Oregon State University. oregon.4h.oregonstate.edu/sites/default/files/gallerix/albums/engaginglatinoreport.pdf
View Profile

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.
View Profile

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.

America SCORES

This after school program seeks to increase youth’s school engagement, physical fitness levels, and sense of self-worth and belonging through participation in soccer, poetry, and service-learning. Founded in Washington, DC in 1994, the program has since spread to 13 cities across the country.

(Arts, Service-Learning/Civic Engagement, Sports/Recreation)

Madsen, K. A., Thompson, H. R., Wlasiuk, L., Queliza, E., Schmidt, C., & Newman, T. B. (2009). After-school program to reduce obesity in minority children: A pilot study. Journal of Child Health Care 13(4), 333–346.

America SCORES. (2009). DC SCORES program outcomes report. Washington, DC: Author. www.americascores.org/wordpress/wp-content/uploads/2010/01/DC-SCORES-Final-Report.1.22.101.pdf

Americorps Grant to Hope Worldwide

This national project aims to incorporate national performance goals of mobilizing more volunteers, ensuring a brighter future for all of America’s youth, and engaging youth in programming during nonschool hours.

(Service-Learning/Civic Engagement, System-Building)

Appenzeller, G., Nelson, M., Meadows, S., & Powell, T. (2010). Report of the 2008–2009 evaluation of the National Direct Americorps Grant to Hope Worldwide. Columbia, SC: System Wide Solutions, Inc.

Borden Center for Nutrition and Wellness After-School and Summer Program

This school-based after school and summer program in Columbus, Ohio, involves two basic components, a gardening program and an adventure education program, which serve middle school youth.

(Adventure, Service-Learning/Civic Engagement, Sports/Recreation)

Lawrence, C., Kien, M. D., & Chiodo, A. R. (2003). Physical activity in middle school–aged children participating in a school-based recreation program. Archives of Pediatrics and Adolescent Medicine: 157, 811–815. archpedi.ama-assn.org/cgi/content/full/157/8/811
View Profile

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

City Year

Begun in 1990, this program recruits a diverse group of 17- to 24-year-olds to participate in 10 months of full-time community service, leadership development, and civic engagement.

(Service-Learning/Civic Engagement, Youth Leadership)

Anderson, L. M., Laguarda, K. G., & Fabiano, L. (2007). The City Year Alumni Studies: Summary of findings. Washington, DC: Policy Studies Associates. www.policystudies.com/studies/youth/City%20Year%20Alumni%20Studies%20Summary.pdf

Coca-Cola Valued Youth Program

Begun in 1984, this internationally recognized cross-age tutoring program, located in eight states, aims to keep students from dropping out of school.

(Service-Learning/Civic Engagement, Tutoring/Extra Instruction, Youth Leadership)

Cardenas, J. A., Montecel, M. R., Supik, J. D., & Harris, R. J. (1992). The Coca-Cola Valued Youth Program. Dropout prevention strategies for at-risk students. Texas Researcher, 3, 111–130.

Community Impact! Nashville

Implemented in 2000, this program provides skills and training to high school students in Nashville, Tennessee, so that they view themselves, and are perceived by others, as neighborhood leaders.

(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 Youth Research

Initiated in 2000, this after school program in Redwood City, California, teaches youth how to gather information about their needs and resources and how to use that information to influence policy at a local level, with youth making key decisions about program direction and content.

(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

Dare to Dream

Implemented in 2000–2001 in five Fresno County, California, elementary schools, this after school program seeks to teach students the knowledge, skills, and values that promote personal and social responsibility, academic achievement, tolerance, good citizenship, respect for others, sensitivity to diversity, leadership, and conflict resolution skills through service learning.

(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.
View Profile

Discovery Youth

Initiated in 2001, this after school program gives 10- to 14-year-olds in San Jose, California, the chance to develop multimedia projects that promote healthy behaviors to other audiences, especially younger peers.

(Digital Media and Learning, Science/Technology/Mathematics, Service-Learning/Civic Engagement)

Gilbert, D. (2002). Looking back and looking ahead: A formative evaluation of Discovery Youth at San Jose Children's Discovery Museum. San Jose, CA: San Jose Children's Discovery Museum.

Moghadam, S. H. (2004). An evaluation of the San Jose Children's Discovery Museum after school and weekend program. Oakland, CA: ASSESS.

www.cdm.org/p/viewPage.asp?mlid=159

Earth Force

Founded in 1993, this national environmental education, civic participation, and service-learning program is designed to teach middle school youth the knowledge, skills, and attitudes needed to become active citizens on environmental issues in their communities.

(Science/Technology/Mathematics, Service-Learning/Civic Engagement, Youth Leadership)

Melchior, A., & Bailis, L. N. (2003). 2001–2002 Earth Force evaluation: Program implementation and impacts. Waltham, MA: Center for Youth and Communities, Heller Graduate School, Brandeis University.

EarthFriends

This after school program is designed to teach fourth and fifth grade students in New York City how to make food choices that minimize the energy and natural resources used and pollution generated as a result of processing, packaging, and transporting food. Classes are based on cooking and hands-on food exploration.

(Health, Service-Learning/Civic Engagement)

Wadsworth, K. G. (2002). A process and outcome evaluation of EarthFriends: A curriculum designed to teach elementary school-aged children to make environmentally sustainable food choices. Unpublished doctoral dissertation, Columbia University Teachers College, New York.

Higher Achievement Program

Founded in 1975, this afterschool and summer academic program gives middle school-aged youth from at-risk communities an opportunity to succeed in school and in life. The program focuses on three key areas: academics, social skills, and leadership. It operates through achievement centers in Washington, DC; Alexandria and Richmond, Virginia; and Baltimore, Maryland.

(Academic/Enrichment, Family/Community Involvement, Service-Learning/Civic Engagement)

Herrera, C., Linden, L. L., Arbreton, A., & Grossman, J. B. (2011). Summer snapshot: Exploring the impact of Higher Achievement’s year-round out-of-school-time program on summer learning. Philadelphia: Public/Private Ventures. www.ppv.org/ppv/publications/assets/334_publication.pdf

Herrera, C., Linden, L. L., Arbreton, A., & Grossman, J. B. (2011). Testing the impact of Higher Achievement’s year-round out-of-school-time program on academic outcomes. Philadelphia: Public/Private Ventures. www.ppv.org/ppv/publications/assets/332_publication.pdf

Learn and Serve America

This organization supports service-learning programs in schools and community organizations across the country that help students from kindergarten through college meet community needs, while improving their academic skills and learning the habits of good citizenship.

(Academic/Enrichment, Complementary Learning, Service-Learning/Civic Engagement)

Orr, L., & Melchior, A. (1995). Final report: National evaluation of Serve-America (Subtitle B1). Cambridge, MA: Abt Associates. www.abtassociates.com/reports/D19951202.pdf

Melchior, A. (1998) National evaluation of Learn and Serve America school and community based programs: Final report. Waltham, MA: Center for Human Resources, Brandeis University.

Service at the Salado

This after school program, implemented at four schools in Phoenix, Arizona, in 2003, engages students in grades 5–8 in learning about and serving their community through scientific inquiry and technology and by creating projects that are exhibited to the public at a local park.

(Digital Media and Learning, Science/Technology/Mathematics, Service-Learning/Civic Engagement)

Saltz, C., Crocker, N., & Banks, D. L. (2004). Evaluation of Service at the Salado for Fall 2004. Tempe, AZ: Arizona State University International Institute for Sustainability. 

Summer of Service—Children's Discovery Museum of San Jose

This summer camp offers youth entering Grades 7–10 in San Jose, California, an opportunity to work in a museum, mentor young children, participate in environmental service activities, engage in community outreach, and develop media skills.

(Service-Learning/Civic Engagement)

OpenEye Innovation Management, Inc. (2006). Evaluation of the 2005 Summer of Service Program: Children's Discovery Museum of San Jose. Education and Programs Division, Children's Discovery Museum of San Jose: San Jose, CA. www.cdm.org/i/Resources/SOS-2005-Evaluation-Report.pdf

TEACH (Teen Educators Advocating for Community Health)

This after school intervention program in North Beach, California, targets 9th to 12th graders, mostly Mexican immigrants and focuses on promoting civic identities.

(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.
View Profile

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.

Youth Perspectives on Meaningful Participation in Community Based Programs

This study aims to gain a better understanding of youth’s perceptions about youth empowerment and to acquire their perspective about the meaningfulness of participation in out-of-school advocacy and volunteer program activities. The two programs in this study are located in South Carolina and were selected based on the following criteria: out-of-school, community-based program that considers itself a youth development and empowerment organization, and/or having a tobacco use prevention mission.

(Research Studies, Service-Learning/Civic Engagement, Youth Leadership)

Royce, S. W. (2009). Youth perspectives on meaningful participation in community based programs: A qualitative assessment. Journal of Youth Development, 4(4). data.memberclicks.com/site/nae4a/JYD_090404final.pdf

Youth Philanthropy Project

Conducted in 2006, this youth philanthropy project in Spartanburg, South Carolina was implemented with the goals of positive youth development, increased awareness of community issues, and greater civic engagement for the youth.

(Service-Learning/Civic Engagement)

Parker, J. S., & Bauknight, L. (2009). Positive youth development through civic engagement. Journal of Youth Development, 4(3). data.memberclicks.com/site/nae4a/JYD_090403final.pdf

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