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The Harvard Family Research Project separated from the Harvard Graduate School of Education to become the Global Family Research Project as of January 1, 2017. It is no longer affiliated with Harvard University.
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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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 Effects of a structured after school program on middle school students (Unpublished doctoral dissertation).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.
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
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.
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.
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
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.
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
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
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
(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.
(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.
(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
(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.
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
(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.
(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.
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
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.
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.
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
(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.
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.
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
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