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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4-H Camp Empowerment Evaluation
This three-year study examined a purposive sample representing 4-H camp’s diverse camping groups, all of which served 10 to 15 year-olds. These included a traditional youth camp, a special audience camp, and a wildlife/hunter safety theme camp.
(Positive Youth Development, Research Studies, Sports/Recreation)
Silliman, B., & Shutt, G. (2010). Weaving evaluation into the fabric of youth development (Article No. 100503FA003). Journal of Youth Development, 5(3). http://web.memberclicks.com/mc/page.do?sitePageId=100191&orgId=nae4a
4-H Camping—Virginia
Six regionally based 4-H educational centers provide year-round 4-H camping programs and support local and regional 4-H efforts in Virginia. The primary purpose of these camping programs is to develop youth’s life skills through exciting, hands-on programming as the instrument of positive youth development.
(Positive Youth Development, Sports/Recreation)
Garst, B. A., & Bruce, F. A. (2003). Identifying 4-H camping outcomes using a standardized evaluation process across multiple 4-H educational centers. Journal of Extension, 41(3). www.joe.org/joe/2003june/rb2.php
4-H Summer Opportunities for Advancement, Remediation, and Socialization (SOARS)
This 4-H summer day camp program for K–5 students in an economically deprived rural mountain county in North Carolina includes enrichment activities, limited academic activities, supervised play, swimming, and life skills activities.
(Academic/Enrichment, Positive Youth Development, Sports/Recreation)
Garland, T. (1999). Lifeskills education: Perceived Effectiveness of a 4-H Out-of-School Program. Robbinsville, NC: North Carolina Cooperative Extension.
4-H Youth Development Program—Project Castlerock
(Positive Youth Development, Sports/Recreation, Tutoring/Extra Instruction)
Killian, E. (1999). Reducing delinquent behavior and improving academic achievement in after school programs. Tucson, AZ: Children, Youth and Families Education and Research Network.
A Sporting Chance for All
(Positive Youth Development, Sports/Recreation)
Hoganbruen, K. D. (1998). Increasing girls' self-esteem and overall psychological well-being through sports: A program evaluation of a preventive intervention. Unpublished doctoral dissertation, DePaul University, Chicago.
Active Balance Childhood Program
This behavioral intervention, offered during an afterschool program, promotes healthy weight management and healthy lifestyles (adequate dietary intake and improved physical activity) in Chinese American children, aged 8–10, and their families in San Francisco, California.
(Health, Sports/Recreation)
Chen, J., Weiss, S., Heyman, M. B., & Lustig, R. H. (2010). Efficacy of a child-centred and family-based program in promoting healthy weight and healthy behaviors in Chinese American children: a randomized controlled study. Journal of Public Health, 32(2), 219–229
Active Winners
Begun in the summer of 1994, this after school and summer program was delivered during a 19-month period in rural South Carolina following the fifth-grade year through the seventh-grade year. The goal was to provide youth with regular exposure to enjoyable physical activities, increase physical activity self-efficacy, and increase physical activity and fitness. The program was divided into four activity areas: fitness activities, sports skills, academic skills, and social skills.
(Academic/Enrichment, Positive Youth Development, Sports/Recreation)
Felton, G., Parson, M. A., Pate, R. R., Ward, D., Saunders, R. P., Valois, R. F., et al. (1996). Predictors of alcohol use among rural adolescents. Journal of Rural Health, 12, 378–385.
Trost, S., Pate, R. R., Dowda, M., Saunders, R., Ward, D., & Felton, G. (1996). Gender differences in physical activity and determinants of physical activity in rural fifth grade children. Journal of School Health, 66, 145–150.
Trost, S. G., Pate, R. R., Saunder, R., Ward, D. S., Dowda, M., & Felton G. (1997). A prospective study of the determinants of physical activity in rural fifth-grade children. Preventive Medicine, 26, 257–263.
Pate, R. R., Trost, S. G., Felton, G. M., Ward, D. S., Dowda, M., & Saunders, R. (1997). Correlates of physical activity behavior in rural youth. Research Quarterly for Exercise and Sport, 68, 241–248.
Ward, D. S., Trost, S. G., Felton, G., Saunders, R., Parsons, M. A., Dowda, M., et al. (1997). Physical activity and physical fitness in African-American girls with and without obesity. Obesity Research, 5, 572–577.
Valois, R. F., Dowda, M., Trost, S., Weinrich, M., Felton, G., & Pate, R. R. (1998). Cigarette smoking experimentation among rural fifth grade students. American Journal of Health Behavior, 22, 101–107.
Felton, G. M., Pate, R. R., Parsons, M. A., Ward, D. S., Saunders, R. P, Trost, S., et al. (1998). Health risk behaviors of rural sixth graders. Research in Nursing & Health, 21, 475–485.
Felton, G., Parsons, M. A., Ward, D. S., Pate, R. R., Saunders, R. P., Dowda, M., et al. (1999). Tracking of avoidance of alcohol use and smoking behavior in a fifth grade cohort over three years. Public Health Nursing, 16, 32–40.
Pate R. R., Trost, S. G., Dowda, M., Ott, A. E., Ward, D. S., Saunders, R., et al. (1999). Tracking of physical activity physical inactivity, and health-related physical fitness in rural youth. Pediatric Exercise Science, 11, 364–376.
Pate, R. R., Saunders, R. P., Ward, D. S., Felton, G., Trost, S. G., & Dowda, M. (2003). Evaluation of a community-based intervention to promote physical activity in youth: Lessons from Active Winners. American Journal of Health Promotion, 17(3), 171–182.
After School for All Program—Louisiana
The goal of this initiative in Louisiana is to provide academic, enrichment, and recreational opportunities for students in elementary, middle, and high school outside of the regular school day and year, including before and after school and during the summer.
(Academic/Enrichment, Sports/Recreation)
Berkeley Policy Associates. (2004). Year 3 evaluation of TANF Initiatives programs: Louisiana Department of Education After School for All Program. Oakland, CA: Author. elo.ccsso.org/alfresco/d/d/workspace/SpacesStore/199f79af-dd40-11dd-84ce-1bf8a914463c/LA_2004ASFA_TANF_EVALUATION.pdf
After-School All-Stars
These free comprehensive after school programs serve children in need on school sites in 13 different cities from New York City to Hawaii. Programs incorporate academic support, enrichment opportunities, and health and fitness activities.
(Academic/Enrichment, Health, Sports/Recreation)
Gordon, E. W., Bowman, C. B., & Mejia, B. X. (2003). Changing the script for youth development: An evaluation of the All Stars Talent Show Network and the Joseph A. Forgione Development School for Youth. New York: Institute for Urban and Minority Education Teachers College, Columbia University.
Jones, C. J., & Polonsky, M. (2008). 2007 After-School All-Stars Program: Summative evaluation. Chicago: Chicago Public Schools, Office of Extended Learning Opportunities. research.cps.k12.il.us/resweb/DownLoaderAdv?dir=program_evaluation&file=asas_20071.pdf
After-School Express
(Academic/Enrichment, Sports/Recreation)
Treichel, C. J. (1998). The After-School Express: A program of the Youth Express 1994 through 1998. St. Paul, MN: Cooperative Ventures.
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
Austin City Council After School Programs
(Academic/Enrichment, Sports/Recreation)
Baker, D. W., & Witt, P. A. (1996). Evaluation of the impact of two after-school recreation programs. Journal of Park and Recreation Administration, 14(3), 23–44. rptsweb.tamu.edu/faculty/witt/wittpub3.htm
Baltimore's After School Strategy—A-Teams
This initiative, which began in 2000, is an effort to work with and through selected Baltimore, Maryland, after school programs to increase the availability and quality of arts, academic, and athletics activities for the city's underserved middle school youth.
(Academic/Enrichment, Arts, Sports/Recreation)
Pechman, E. M., & Suh, H. J. (2001). A-Teams: Arts, academics, and athletic opportunities beyond the school hours—Interim evaluation report. Washington, DC: Policy Studies Associates.
Pechman, E. M., & Suh, H. J. (2002). A-Teams: Arts, academics, and athletic opportunities beyond the school hours—2001 evaluation report. Washington, DC: Policy Studies Associates.
Pechman, E. M., & Suh, H. J. (2003). A-Teams: Arts, academics, and athletic opportunities beyond the school hours—Two-year highlights for 2001–2002. Washington, DC: Policy Studies Associates.
Batesburg-Leesville Middle School Karate Character Education Project
Conducted during the 2008–09 school year in coordination with an afterschool program in Batesburg-Leesville, South Carolina, this project sought to further the goals of character education among sixth grade boys through Karate instruction.
(Positive Youth Development, Sports/Recreation)
Appenzeller, G. W., Nelson, M., Meadows, S., & Powell, T. (2009). An evaluation report of the 2008–2009 Batesburg-Leesville Middle School After School Program Karate Character Education Project. Columbia, SC: System Wide Solutions, Inc. www.swsolutionsinc.com/BLKarateFinalReport060909.pdf
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
Boys & Girls Clubs of America—Triple Play Program
This national program is designed to demonstrate how eating smart, keeping fit, and forming positive relationships add up to a healthy lifestyle for youth aged 6-18. It includes three major components: (a) a "Healthy Habits" curriculum; (b) sports, fitness and recreation programs and sports leadership clubs; and (c) social recreation to teach and reinforce social and ethical skills.
(Health, Positive Youth Development, Sports/Recreation)
Gambone, M. A., Akey, T. M., Furano, K., & Osterman, L (2009). Promoting healthy lifestyles: The impact of Boys & Girls Clubs of America’s Triple Play Program on healthy eating, exercise patterns, and developmental outcomes (Executive Summary). Philadelphia: Youth Development Strategies, Inc. www.ydsi.org/ydsi/pdf/TriplePlayStudy-ExecutiveSummary-11-04-FINAL.pdf
Career Horizons Program
(Sports/Recreation, Vocational Education)
O'Brien, K., Dukstein, R. D., Jackson, S. L., Tomlinson, M. J., & Kamatuka, N. A. (1999). Broadening career horizons for students in at-risk environments. The Career Development Quarterly, 47, 215–228.
Character Development through Traditional Karate Program
Conducted in 2008, this character education program consisted of Karate instruction classes as part of an afterschool program at an elementary school in Columbia, South Carolina. The overall goal was that the specific learning about karate skills apply to student’s values and capacity to regulate behavior, all related to the broader aspects of character education.
(Positive Youth Development, Sports/Recreation)
Meadows, S., Appenzeller, G., & Nelson, M. (2008). Report of the 2008 evaluation of a character education project funded by the SC Department of Education: Character development through traditional karate at North Springs Elementary School. Columbia, SC: System Wide Solutions, Inc.
Chicago Lighthouse Program
(Sports/Recreation, Tutoring/Extra Instruction)
National School Services. (2001). Lighthouse Program evaluation report. Wheeling, IL: Author.
College Station After-School Program and Time Use Study
This study, conducted 1997–1998, explores patterns of children's after school time use in College Station, Texas, to help determine any additional needed services in that city.
(Academic/Enrichment, Research Studies, Sports/Recreation)
Bundrick, D., & Witt, P. A. (1998). College Station after-school program and time use study. College Station: Texas A&M University. www.rpts.tamu.edu/Faculty/Witt/wittpub9.htm
Cooke Middle School After School Recreation Program
Begun in 1999, this afterschool recreation program offers activities designed to promote the physical, emotional, and social well-being of students at a middle school in Philadelphia, Pennsylvania.
(Positive Youth Development, Sports/Recreation)
Lauver, S. C. (2002). Assessing the benefits of an after-school program for urban youth: An impact and process evaluation. Philadelphia: University of Pennsylvania.
Effect of a Structured Aerobic Exercise Program on Overweight Children
This study tested the effect of a structured afterschool aerobic exercise program on anger expression in healthy overweight children, aged 7–11, in Augusta, Georgia.
(Health, Research Studies, Sports/Recreation)
Tkacz, J., Young-Hyman, D., Boyle, C. A., & Davis, C. L. (2008). Aerobic exercise program reduces anger expression among overweight children. Pediatric Exercise Science, 20(4), 390–401. www.ncbi.nlm.nih.gov/pmc/articles/PMC2678873/#S1
Petty, K. H., Davis, C. L., Tkacz, J., Young-Hyman, D., & Waller, J. L. (2009). Exercise effects on depressive symptoms and self-worth in overweight children: A randomized controlled trial. Journal of Pediatric Psychology, 34, 929–939.
Fairfax County Youth-Directed Teen Centers
(Arts, Sports/Recreation, Youth Leadership)
Ellis, J., & Caldwell, L. L. (2001). Increasing youth voice through participation in a recreation-based teen center. College Park, PA: Author. rptsweb.tamu.edu/faculty/witt/consort.htm
FunLIFE (Learning to Improve Fitness and Eating)
Begun in 2004 by a university in the western United States, this summer camp provides elementary school-aged children with programming designed to teach age-appropriate healthy lifestyles focusing on nutrition and physical activity.
(Health, Sports/Recreation)
Ogle, J. P., Carroll, J., Butki, B., Damhorst, M. L., & Baker, S. (2008). Examining the potential unintended effects of a healthful living curriculum upon children’s weight-related beliefs, body satisfaction, and body build stereotypes. Journal of Youth Development, 3(3). data.memberclicks.com/site/nae4a/JYD_09080303_final.pdf
GEMS (Girls health Enrichment Multi-site Studies)
Begun in 1999 and concluded in 2006, this project consisted of a collection of four studies designed to develop and test interventions to prevent excessive weight gain by African American girls as they enter and proceed through puberty. These studies were conducted at sites in Texas, Minnesota, California, and Tennessee.
(Health, Research Studies, Sports/Recreation)
Kumanyika, S. K., Obarzanek, E., Robinson, T. N., & Beech, B. (Eds.) (2003) Phase 1 of the Girls health Enrichment Multi-site Studies (GEMS) [Issue supplement]. Ethnicity & Disease, 13(1S1). www.ishib.org/sup_13_1_1_toc.asp
Baranowski, T., Klesges, L. M. Cullen, K. W., & Obarzanek, E. (Eds.) (2004). Measurement in the GEMS obesity prevention studies [Issue supplement]. Preventive Medicine, 38(S1).
Story, M., Sherwood, N. E., & Obarzanek, E. (Eds.) (2004). Correlates of BMI, body fat, dietary intake, and physical activity among 8- to 10-Year-Old African-American Girls: Girls Health Enrichment Multisite Studies Phase 1 [Issue supplement]. Obesity Research 12(S9). www.nature.com/oby/journal/v12/n9s/index.html
Robinson, T. N., Kraemer, H. C., Matheson, D. M., Obarzanek, E., Wilson, D. M., Haskell, W. L., . . . & Killen, J. D. (2008). Stanford GEMS phase 2 obesity prevention trial for low-income African-American girls: design and sample baseline characteristics. Contemporary Clinical Trials, 29(1), 56–69.
Robinson, T. N., Matheson, D. M., Kraemer, H. C., Wilson, D. M., Obarzanek, E., Thompson, N. S., . . . & Killen, J. D. (2010). A randomized controlled trial of culturally tailored dance and reducing screen time to prevent weight gain in low-income African American girls: Stanford GEMS. Archives of Pediatrics & Adolescent Medicine, 164(11), 995–1004.
Klesges R. C., Obarzanek, E., Kumanyika S., Murray D. M., Klesges, L. M., Relyea, G. E., . . . & Slawson, D. L. (2010).The Memphis Girls' health Enrichment Multi-site Studies (GEMS): An evaluation of the efficacy of a 2-year obesity prevention program in African American girls. Archives of Pediatrics & Adolescent Medicine, 164(11), 1007–14.
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 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
GirlSports Basics
(Sports/Recreation)
McNair, S., & Hwalek, M. (2003). GirlSports Basics national evaluation: Final report. New York: Girl Scout Research Institute.
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
Greater Austin First Tee Youth Golf Life Skills Mentoring Program
(Mentoring, Positive Youth Development, Sports/Recreation)
Petrick, J. F., & Witt, P. A. (2000). Evaluation of the Greater Austin First Tee Youth Golf Life Skills Mentoring Program: Beta program. College Station: Department of Recreation, Park and Tourism Sciences, Texas A&M University. www.rpts.tamu.edu/Faculty/Petrick/final.pdf
Harper Middle School After School Tutorial Program
(Sports/Recreation, Tutoring/Extra Instruction)
Smeallie, J. E. (1997). An evaluation of an after-school tutorial and study skills program for middle school students at risk of academic failure. Unpublished doctoral dissertation, University of Maryland, College Park.
HOP'N After-School Project
This research study examines how to deliver evidence-based programs through existing after school programs to promote healthful physical activity and nutrition and prevent obesity in youth. Participating in the initial study are eight elementary schools in Lawrence, Kansas.
(Health, Research Studies, Sports/Recreation)
Trost, S., Rosenkranz, R., & Dzewaltowski, D. A. (2008). Physical activity levels among children attending after school programs. Medicine and Science in Sports and Exercise, 40(4), 622–629.
Coleman, K. J., Geller, K. S., Rosenkranz, R. R., & Dzewaltowski, D. A. (2008). Physical activity and healthy eating in the after school environment. Journal of School Health, 78(12), 633–640.
Dzewaltowski, D. A., Rosenkranz, R., Geller, K. S., Coleman, K. J., Welk, G. J., Hastmann, T. J., & Milliken, G. A. (2010). HOP'N after-school project: An obesity prevention randomized controlled trial. International Journal of Behavioral Nutrition and Physical Activity, 7(1), 90. doi: 10.1186/1479-5868-7-90 www.ijbnpa.org/content/pdf/1479-5868-7-90.pdf
Integrating Sports and Physical Activity into Out-of-School Time Programs: A Research Review
This research review focuses on the intersection of out-of-school time programming, sports, and physical activity programs for youth, and the promotion of healthy physical, emotional, and intellectual development among children, especially those growing up in poverty.
(Research Studies, Sports/Recreation)
Policy Studies Associates. (2006). Everyone plays! A review of research on the integration of sports and physical activity into out-of-school time programs. Washington, DC: Author. www.policystudies.com/studies/youth/OSTsports.pdf
Kids on the Move Program
Established in 1999, this program was developed in response to an increase in cardiovascular disease risk factors such as obesity, especially among children in high-risk populations. Through health education and structured active play, it aims to reduce these risk factors in high-risk children ages 8 to 12 in Atlanta, Georgia.
(Health, Sports/Recreation)
Naran, R. (2002). Kids on the Move evaluation report. Atlanta, GA: Children's Healthcare of Atlanta.
Leadership Program’s Afterschool Project
This afterschool program aims to provide a safe place for youth to cultivate their creativity and develop individual and social responsibility through a variety of creative arts and recreational activities targeted to adolescents in New York City middle and high schools.
(Arts, Positive Youth Development, Sports/Recreation)
Chauveron, L., & Thompkins, A. (2010). Reducing conflict among early and middle adolescents with the Leadership Program’s Afterschool Project. New York: The Leadership Program, Inc.
Los Angeles Better Educated Students for Tomorrow (LA's BEST) Program
Begun in 1988, this program serves elementary students in Los Angeles, California. It has five goals: providing a safe environment, enhanced opportunities through the integration of an educational support structure, educational enrichment activities to supplement and deepen the regular program, recreational activities, and interpersonal skills and self-esteem development.
(Academic/Enrichment, Positive Youth Development, Sports/Recreation)
Brooks, P. E., Valdes, R. M., Herman, J. L., & Baker, E. L. (1990). Evaluation report, March 1, 1990: LA’s BEST after school education and enrichment program. Los Angeles: UCLA Center for the Study of Evaluation, Graduate School of Education & Information Studies, University of California–Los Angeles.
Brooks, P. E., & Herman, J. L. (1991). Evaluation report, July 31, 1991: LA’s BEST an after school education and enrichment program. Los Angeles: UCLA Center for the Study of Evaluation, Graduate School of Education & Information Studies, University of California–Los Angeles.
Brooks, P. E., & Forman, R. (1993). Final evaluation report, December 17, 1993: LA’s BEST an after school education and enrichment program. Los Angeles: UCLA Center for the Study of Evaluation, Graduate School of Education & Information Studies, University of California–Los Angeles.
Brooks, P. E., Mojica, C. M., & Land, R. E. (1995). Final evaluation report: Longitudinal study of LA’s BEST after school education and enrichment program, 1992–94. Los Angeles: UCLA Center for the Study of Evaluation, Graduate School of Education & Information Studies, University of California–Los Angeles.
Huang, D., Gribbons, B., Kim, K. S., Lee, C., & Baker, E. L. (2000). A decade of results: The impact of the LA’s BEST after school enrichment initiative on subsequent student achievement and performance. Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing (CRESST), University of California–Los Angeles. www.pasesetter.com/reframe/documents/uclaeval.pdf
Huang, D., Choi, K., Davis, D., Henderson, T., Kim, K. Lin, S., et al. (2003). Evaluating the impact of LA’s BEST on students’ social and academic development: Study of 74 LA’s BEST Sites 2001–2002 draft final report. Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing (CRESST), University of California–Los Angeles.
Huang, D., Choi, K., Henderson, T., Howe, J., Kim, K., Vogel, M., et al. (2004). Evaluating the impact of LA’s BEST on students’ social and academic development: Study of 100 LA’s BEST Sites 2002–2003. Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing (CRESST), University of California–Los Angeles.
Huang, D. (2004). Exploring the long-term impact of LA’s BEST on students’ social and academic development. Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing (CRESST), University of California–Los Angeles.
Huang, D., Kim, K. S., Marshall, A., & Perez, P. (2005). Keeping kids in school: An LA’s BEST example—A study examining the long-term impact of LA’s BEST on students’ dropout rates. Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing (CRESST), University of California–Los Angeles.
Huang, D. (2005). Evaluating the effects of academic skills and academic enablers taught at LA’s BEST on the achievement of student participants. Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing (CRESST), University of California–Los Angeles.
Peppler, K. A., & Catterall, J. S. (2006). Year two evaluation of the LA’s BEST After School Arts Program: Evaluating student learning in the arts. Los Angeles: Graduate School of Education & Information Studies. University of California–Los Angeles.
Goldsmidt, P., Huang, D., & Chinen, M. (2007). The long-term effects of after-school programming on educational adjustment and juvenile crime: A study of the LA’s BEST after-school program. Washington, DC: U.S. Department of Justice. www.afterschoolnetwork.org/files/DOJ_Final%20Report_updated.pdf
Huang, D., Coordt, A., La Torre, D., Leon, S., Miyoshi, J., Pérez, P., & Peterson, C. (2007). The afterschool hours: Examining the relationship between afterschool staff-based social capital and student engagement in LA’s BEST (CSE Technical Report 712). Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing (CRESST), University of California–Los Angeles. www.cse.ucla.edu/products/reports/R712.pdf
Huang, D., Miyoshi, J., La Torre, D., Marshall, A., Perez, P., & Peterson, C. (2007). Exploring the intellectual, social and organizational capitals at LA’s BEST (CSE Technical Report 714). Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing (CRESST), University of California–Los Angeles. www.cse.ucla.edu/products/reports/R714.pdf
Huang, D., Leon, S. La Torre, D. & Mostafavi, S. (2008). Examining the relationship between LA’s BEST program attendance and academic achievement of LA’s BEST students (CRESST Report 749). Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing (CRESST), University of California–Los Angeles. www.cse.ucla.edu/products/reports/R749.pdf
Huang, D., La Torre, D., Duong, N., Huber, L. P., Leon, S., & Oh, C. (2009). A circle of learning: Children and adults growing together in LA’s BEST (CRESST Report 758). Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing (CRESST), University of California–Los Angeles. www.cse.ucla.edu/products/reports/R758.pdf
Huang, D., Leon, S., Harven, A. M., La Torre, D., & Mostafavi, S. (2009). Exploring the relationships between LA’s BEST Program attendance and cognitive gains of LA’s BEST students (CRESST Report 757). Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing (CRESST), University of California–Los Angeles. www.cse.ucla.edu/products/reports/R757.pdf
Los Angeles County High School Sports Programs
This study was undertaken in 2002 to examine the availability of extracurricular sports programs at Los Angeles County public high schools and the impact of participation in these programs on youth involvement in risky behaviors.
(Research Studies, Sports/Recreation)
Cohen, D. A., Taylor, S. L., Zonta, M., Vestal, K. D., & Schuster, M. A. (2007). Availability of high school extracurricular sports programs and high-risk behaviors. Journal of School Health, 77, 80–86.
Medical College of Georgia FitKid Project
This 3-year (2003–2006) afterschool physical activity intervention in Georgia consisted of academic enrichment, healthy snacks, and physical activity designed to improve children’s fitness and physical activity.
(Academic/Enrichment, Health, Sports/Recreation)
Wang, L. Y., Gutin, B., Barbeau, P., Moore, J. B., Hanes Jr., J., Johnson, M. H., Cavnar, M., Thornburg, J., & Yin, Z. (2008). Cost-effectiveness of a school-based obesity prevention program. Journal of School Health, 78(12), 619–624.
Yin, Z., Gutin, B., Johnson, M., Hanes, J., Jr., Moore, J. B., Cavnar, M., Thornburg, J., Moore, D., & Barbeau, P. (2005). An environmental approach to obesity prevention in children: Medical College of Georgia FitKid Project year 1 results. Obesity Research, 13, 2153–2161.
Yin, Z., Hanes, J., Jr., Moore, J. B., Humbles, P., Barbeau, P., & Gutin, B. (2005). An after-school physical activity program for obesity prevention in children: The Medical College of Georgia FitKid Project. Evaluation & the Health Professions, 28(1), 67–89.
Yin, Z., Moore J. B., Johnson, M. H., Barbeau, P., Cavnar, M., Thornburg, J., & Gutin, B. (2005) The Medical College of Georgia FitKid Project: The relations between program attendance and changes in outcomes in year 1. International Journal of Obesity, 29, 40–45.
National Youth Sports Program—University of Southern Mississippi
(Positive Youth Development, Sports/Recreation)
White-Thomas, E. (2000). The relationship between participation in the National Youth Sports Program and student behavior during the school year. Unpublished doctoral dissertation, University of Southern Mississippi, Hattiesburg.
National Youth Sports Program—Western Mountain Region Urban Setting
(Positive Youth Development, Sports/Recreation)
Watson, D. L., Newton, M., & Kim, M. (2003). Recognition of values-based constructs in a summer physical activity program. The Urban Review, 35(3), 217–232.
NikeGO After School Program
Begun in 2002, this national program provides after school physical activities to offer youth the opportunity to discover the joy of movement and the fun of physical activity.
(Health, Sports/Recreation)
Levin, S. M., Martin, M., & Grizzell, J. (2003). Program Evaluation Across the Nation Using Technology (PEANUT)© for the evaluation of NikeGO. Unpublished manuscript.
Oklahoma Cooperative Extension Service Afterschool Gardening Program
This food, nutrition, and physical activity education program was provided to children in grades K–8 participating in a rural afterschool program. A garden was incorporated into the program to actively involve children in hands-on food, nutrition, and physical activity education.
(Health, Sports/Recreation)
Phelps, J., Hermann, J. R., Parker, S. P., & Denney, B. (2010). Advantages of gardening as a form of physical activity in an after-school program. Journal of Extension, 48(6). www.joe.org/joe/2010december/pdf/JOE_v48_6rb5.pdf
Phoenix Activity City
(Academic/Enrichment, Sports/Recreation)
Polin, M., & Tepanon, Y. (2000). Exploring the role of afterschool programs in preventing violence. Tempe: Arizona State University.
Pilates After School Classes
Pilates classes were offered to girls as part of a pilot study in spring 2005 in two after school programs in Houston, Texas, designed to promote physical activity in a way that girls would enjoy.
(Health, Sports/Recreation)
Jago, R., Jonker, M. L., Missaghian, M., Baranowski, T. (2006). Effect of 4 weeks of Pilates on the body composition of young girls. Preventive Medicine, 42, 177–180.
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.
Roberson Cultural Sensitivity Golf Program
(Culture/Heritage, Positive Youth Development, Sports/Recreation)
Roberson, V. (2001). An analysis of the effect of a culturally sensitive instructional golf program on golf skill acquisition and indicators of psychological development among selected African American youth. Unpublished doctoral dissertation, Temple University, Philadelphia, PA.
Rural Massachusetts Residential Summer Weight Loss Camp
This program, for youth aged 10–15 in rural Massachusetts, uses structured fun-based skill learning physical activities, moderate dietary restriction, and behavior modification to reduce obesity in overweight children.
(Health, Sports/Recreation)
Gately, P. J., Cooke, C. B., Butterly, R. J., Mackreth, P., & Carroll, S. (2000). The effects of a children's summer camp programme on weight loss, with a 10 month follow-up. International Journal of Obesity, 24(11), 1445–1453. www.nature.com/ijo/journal/v24/n11/abs/0801405a.html
Salsa, Sabor y Salud
This healthy lifestyles educational program designed for Latino families has been adapted for use in after school programs. Three after school programs, one in Los Angeles, California and two in Chicago, Illinois, piloted this program.
(Family/Community Involvement, Health, Sports/Recreation)
Huang, D., La Torre, D., Oh, C., Harven, A., Huber, L., Leon, S., & Mostafavi. S. (2008). The afterschool experience in Salsa, Sabor y Salud: Evaluation 2007-08. CRESST Report 747. National Center for Research on Evaluation, Standards, and Student Testing (CRESST)/University of California, Los Angeles. www.cse.ucla.edu/products/reports/R747.pdf
Siblings of Children With Developmental Disabilities After School Support Program
Begun in 1996, this program for 9–12-year-old African American children in an East Coast inner city offers group discussions, recreation, and homework assistance to siblings of children with developmental disabilities. The program's goal is to provide developmental and academic opportunities to youth whose parents' time and energy often must be primarily devoted to their children with developmental disabilities.
(Positive Youth Development, Sports/Recreation, Tutoring/Extra Instruction)
Phillips, R. S. C. (1999). Intervention with siblings of children with developmental disabilities from economically disadvantaged families. Families in Society: The Journal of Contemporary Human Services, 80(6), 569–577.
South Florida Inner-City Games After-School Program
(Academic/Enrichment, Sports/Recreation, Tutoring/Extra Instruction)
Educational Research Services. (2003). South Florida Inner-City Games (SFICG) After-School Program evaluation. Coconut Grove, FL: Author.
Sports4Kids
This school-based program provides opportunities for physical activity and safe, meaningful play at elementary schools. Begun in 1996 in the California Bay Area, the program has since expanded into cities across the country, including Baltimore, Boston, and Washington, DC.
(Complementary Learning, Sports/Recreation)
Harvard Family Research Project. (2007). Case study of the first year of Sports4Kids at the Ohrenberger Elementary School in Boston, Massachusetts. 2006–2007 school year. Oakland, CA: Sports4Kids. www.sports4kids.org/images/stories/s4k%20report%20final.pdf
SquashSmarts
Begun in 2001, this program combines the sport of squash with academic tutoring for under-served, urban 6th–12th-graders in Philadelphia in order to develop academic and athletic achievement.
(Academic/Enrichment, Sports/Recreation)
Hart, A. (2010). Effectiveness of an afterschool sports mentoring program in promoting interpersonal relationships (Unpublished master’s thesis). Drexel University, Philadelphia, PA. http://144.118.25.24/bitstream/1860/3362/1/Hart_Allison%20B..pdf
Summer Teen Recreation Academy
(Positive Youth Development, Sports/Recreation)
Witt, P. A., & Towers, E. (1999). Evaluation of the 1999 Summer Teen Recreation Academy. College Station: Austin Parks and Recreation Department, Texas A&M University. rptsweb.tamu.edu/Faculty/Witt/summer99.pdf
Tiger Woods Learning Center
Founded in 2006 in Anaheim, California, this center serves youth in grades 5–12 in an urban community with a high percentage of youth from immigrant backgrounds. The center offers hands-on science learning experiences during the school day to fifth and sixth graders; a technologically rich and safe learning environment during after school to seventh through twelfth graders; and Golf Clinics and a Computer Clubhouse open to all members on Saturdays.
(Complementary Learning, Science/Technology/Mathematics, Sports/Recreation)
Vandell, D. L. , Warschauer, M. , O’Cadiz, P., & Hall, V. (2008). Two year evaluation study of the Tiger Woods Learning Center: Volume I. Irvine, CA: University of California Irvine.
Vandell, D. L. , Warschauer, M. , O’Cadiz, P., & Hall, V.(2008). Two year evaluation study of the Tiger Woods Learning Center: Volume II. Irvine, CA: University of California Irvine.
Vandell, D. L. , Warschauer, M. , O’Cadiz, P., & Hall, V. (2008). Two year evaluation study of the Tiger Woods Learning Center: Volume III. Irvine, CA: University of California Irvine.
childcare.gse.uci.edu/des7.html
U Move With the Starzz
(Positive Youth Development, Sports/Recreation)
Watson, D. L., Poczwardowski, A., & Eisenman, P. (2000). After-school physical activity programs for adolescent girls. Journal of Physical Education, Recreation, and Dance, 71(8), 17–21, 27.
Walnut Terrace After-School Program
(Positive Youth Development, Sports/Recreation, Tutoring/Extra Instruction)
Kivel, B. D., & Todd, G. (1999). Final report: Evaluation of Walnut Terrace After-School Program. Chapel Hill: Department of Recreation and Leisure Studies, University of North Carolina. rptsweb.tamu.edu/Faculty/Witt/conpubs/kivel99.htm
Workers of Wonder
(Health, Positive Youth Development, Sports/Recreation)
Colchico, K. A., Zybert, P., & Basch, C. E. (2000). Effects of after-school physical activity on fitness, fatness, and cognitive self-perceptions: A pilot study among urban, minority adolescent girls. American Journal of Public Health, 90(6), 977–978.
YMCA–Harvard Afterschool Food and Fitness
This project aims to help afterschool programs and child care providers at four YMCAs in Boston, Massachusetts, create healthy environments for children through nutrition and physical activity.
(Health, Sports/Recreation)
Mozaffarian, R. S., Wiecha, J. L., Roth, B. A., Nelson, T. F., Lee, R. M., & Gortmaker, S. L. (2010). Impact of an organizational intervention designed to improve snack and beverage quality in YMCA after-school programs. American Journal of Public Health,100(5), 925–932. http://ajph.aphapublications.org/doi/abs/10.2105/AJPH.2008.158907
YouthNET
Initiated in 1998, this collaboration brings new afterschool programs to inner city youth in Waterbury, Connecticut. Programs offer a mix of art, recreation, and enrichment activities to underserved middle school students aged 11–14.
(Academic/Enrichment, Arts, Sports/Recreation)
McGuirk, J., & O'Donnell, C. P. (2003). YouthNET: 2001–2002: Findings and lessons learned. Waterbury: Connecticut Community Foundation.