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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After School Matters
This public–private collaboration works to create a citywide system of OST opportunities for adolescents in Chicago. The collaboration uses three strategies to build the system: (a) create a comprehensive network of OST opportunities that mobilizes and builds on what exists; (b) pursue both a neighborhood-based and a citywide strategy; and (c) enlist key sectors to align their contributions in order to create a sustainable infrastructure of quality opportunities.
(Multi-Component/Comprehensive, System-Building)
Halpern, R. (2006). After-school matters in Chicago: Apprenticeship as a model for youth programming. Youth & Society, 38, 203–235.
Goerge, R., Cusick, G. R., Wasserman, M., & Gladden, R. M. (2007). After-school programs and academic impact: A study of Chicago’s After School Matters. Chicago, IL: Chapin Hall Center for Children. www.chapinhall.org/sites/default/files/publications/ChapinHallDocument(2)_0.pdf
Hirsch, B. J., Hedges, L. V., Stawicki, J., & Mekinda, M. A. (2011). After-school programs for high school students: An evaluation of After School Matters. Technical report. Evanston, IL: Northwestern University. www.sesp.northwestern.edu/docs/publications/19023555234df57ecd0d6c5.pdf
After School Project
Begun in 1999 in New York City, this citywide initiative aims to connect resources and school-aged youth to after school activities. The project focuses on (a) consistent, dedicated revenues to support after school programs in low-income communities; (b) supports for program that provide an array of educational, social, recreational, and other developmental opportunities for youth; and (c) a local organization with the necessary resources, credibility, and political clout to bring focus and visibility to the youth development field.
(System-Building)
The Conwal Division of Axiom Resource Management, Inc. (2003). Evaluating the after school project: Year 2 report—Final. Princeton, NJ: Robert Wood Johnson Foundation.
The Conwal Division of Axiom Resource Management, Inc. (2005). Evaluating the After School Project: Year 4 report. Princeton, NJ: Robert Wood Johnson Foundation.
After-School Programs in Illinois
Three major studies were undertaken to help the state of Illinois to understand the need for after school programs, to determine what after school programs and out-of-school learning currently exist in Illinois, and to learn more about the barriers encountered by program and factors promoting program effectiveness.
(Research Studies, System-Building)
Center for Prevention Research and Development. (2002). Assessing the current status of after-school programs in Illinois: Findings from the after-school program site visits: Study III. Champaign, IL: Author.
Center for Prevention Research and Development. (2002). Assessing the needs for after-school programs and services for Illinois children and families: Study I. Champaign, IL: Author.
Center for Prevention Research and Development. (2002). Assessing the current status of after-school programs in Illinois: Findings from a web-based survey: Study II. Champaign, IL: Author.
After-School Programs in the St. Louis Region
This study focuses on the supply of licensed and school-based programs in St. Louis, Missouri, for children and youth.
(Research Studies, System-Building)
St. Louis for Kids. (2003). When school is out: After-school programs in the St. Louis region. St. Louis, MO: Author.
Afterschool Literacy Coaching Initiative of Boston
Begun in 2002, this initiative provides staff at afterschool programs with literacy coaches in an effort to increase the literacy content of programs serving elementary and middle school students in Boston, Massachusetts, in two key areas: interactive read-alouds and independent reading.
(Literacy, System-Building)
Miller, B. M., Brigham, R., & Perea, F. (2006). Afterschool Literacy Coaching Initiative of Boston: Final evaluation report. Boston: Massachusetts 2020.
AfterZone Initiative
This citywide system-building effort in Providence, Rhode Island, aims to provide high-quality, accessible out-of-school-time services to middle school youth. The program model is built on a network of "neighborhood campuses" (each campus includes multiple sites in a geographically clustered area).
(System-Building)
Kotloff, L. J. (2010). AfterZones: Creating a citywide system to support and sustain high-quality after-school programs. Philadelphia: Public/Private Ventures. www.ppv.org/ppv/publication.asp?section_id=23&search_id=&publication_id=318
Kauh, T. (2011). AfterZone: outcomes for youth participating in Providence's citywide after-school system. Providence, RI: The Wallace Foundation. www.wallacefoundation.org/knowledge-center/after-school/evaluations/Documents/AfterZone-Outcomes-Youth-Participating-Providences-Citywide-After-School-System.pdf
All-Around-the-Neighborhood
This summer initiative in St. Paul, Minnesota, serves children ranging from age 4 to the early teens, and was designed and implemented as a strategy to strengthen informal learning for children and to build the neighborhood's capacity to support such learning.
(Academic/Enrichment, Family/Community Involvement, System-Building)
Kari, N. (with Skold, E., & Denissen, K.). (2004). Preliminary evaluation findings: All-Around-the-Neighborhood summer camps. Minneapolis: University of Minnesota, Humphrey Institute of Public Affairs, Center for Democracy and Citizenship.
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.
Assets for Colorado Youth
(Positive Youth Development, System-Building)
The Omni Institute. (2002). Creating social change: The growth of a statewide movement—Summary. Denver, CO: The Colorado Trust.
Baltimore After School Strategy
Launched in 1998, this city-wide initiative supports the development of an after school system and infrastructure as well as after school programs’ expansion and quality improvement in Baltimore, Maryland.
(System-Building)
Marzke, C., & Pearson, L. (2003). Assessing after-school program quality in Baltimore: Interim findings of an in-depth study of eight programs. Washington, DC: Policy Studies Associates. safeandsound.org/files/public/documents/PSA09-03interim.pdf
Baltimore's After School Strategy—YouthPlaces Initiative
Begun in 1999, this initiative is part of an effort to improve the quality and increase the quantity of afterschool programs in Baltimore, Maryland. It provides training, technical assistance, and implementation funds to meet established quality standards and demonstrate the effectiveness of high quality after school programs in producing positive youth outcomes.
(Positive Youth Development, System-Building)
Marzke, C., & White, R. (2001). Evaluation of the Baltimore Safe and Sound YouthPlaces Initiative, initial report. Washington, DC: Policy Studies Associates.
Policy Studies Associates. (2001). Youths' experiences in their YouthPlaces: Results of a youth survey conducted in thirty-six of Baltimore's YouthPlaces. Washington, DC: Author.
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
Before and After School Activities in Connecticut's Elementary and Middle Schools
This study reports on the before and after school activities available at Connecticut’s elementary and middle schools based on a 2001 survey. The goal was to provide insights into activities currently available, barriers to operating and accessing these activities, and opportunities for enhancing the activities in the future.
(Research Studies, System-Building)
Spectrum Associates. (2002).Before and after school activities in Connecticut’s elementary and middle schools. Farmington, CT: Author. www.ct.gov/opm/LIB/opm/CJPPD/CjJjyd/JjydPublications/BeforeAfterSchoolStudy2002.pdf
Book Spot
(Literacy, System-Building)
Boler, M. (2001). The Book Spot: The hub of a wheel—An evaluation of the pilot phase (1998–2001). Berkeley, CA: Small Press Distribution.
Boston’s After-School for All Partnership School Sites Initiative
This initiative, begun in 2001, seeks to expand existing school-based after school programs in Boston, Massachusetts.
(System-Building)
Kaplan, C. (2004). Opening doors for Boston’s children: Lessons learned in expanding school-based after-school programs. Boston: Boston’s After-School for All Partnership. www.tbf.org/UtilityNavigation/MultimediaLibrary/ReportsDetail.aspx?id=5834&parentId=9388
Boys & Girls Clubs of America—Gender Equity Initiative
(Positive Youth Development, System-Building)
Hirsch, B. J., Roffman, J. G., Deutsch, N. L., Flynn, C. A., Loder, T. L., & Pagano, M. E. (2000). Inner-city youth development organizations: Strengthening programs for adolescent girls. Journal of Early Adolescence, 20(2), 210–230.
Loder, T. L. & Hirsch, B. J. (2003). Inner-city youth development organizations: The salience of peer ties among early adolescent girls. Applied Developmental Science, 7(1), 2–12. www.leaonline.com/toc/ads/7/1
Boys & Girls Clubs of America—Increasing Opportunities for Older Youth Initiative
This initiative is aimed at increasing participation of at-risk youth in Boys and Girls Clubs in New York City, New York, and Boston, Massachusetts, and is focused on outreach, retention, and improved programming.
(System-Building)
Herrera, C., & Arbreton, A. J. A. (2003). Increasing opportunities for older youth in after-school programs: A report on the experiences of Boys & Girls Clubs in Boston and New York City. Philadelphia: Public/Private Ventures. www.ppv.org/ppv/publication.asp?section_id=23&search_id=&publication_id=146
Boys & Girls Clubs of America—Project Connect
Initiated in 1999 in a small number of Boys & Girls Clubs across the country, this pilot program was designed to test the feasibility of installing computer centers in clubs nationwide. These Clubs provided enhanced access to technology, educational software, and the Internet.
(Digital Media and Learning, Science/Technology/Mathematics, System-Building)
Henriquez, A., & Ba, H. (2000). Project Connect: Bridging the digital divide—Final evaluation report. New York: EDC Center for Children & Technology. www2.edc.org/CCT/admin/publications/report/pc_bdd00.pdf
Boys & Girls Clubs of America—Project Learn/Educational Enhancement Program
Begun in 1996, this community-based program is implemented in local Boys & Girls Clubs across the country and is designed to improve academic achievement of at-risk students.
(Multi-Component/Comprehensive, System-Building, Tutoring/Extra Instruction)
Schinke, S. P., Cole, K. C., & Poulin, S. R. (2000). Enhancing the educational achievement of at-risk youth. Prevention Science, 1(1), 51–60.
Colorado Trust’s After-School Initiative
This 5-year (2000–2005) initiative served fourth through ninth grade youth in 32 sites across Colorado. The initiative’s programs promoted positive youth development and included social and recreational skill building, such as leadership development, mentoring, sports activities, academic support, and development of computer skills.
(Positive Youth Development, System-Building)
The Colorado Trust. (2004). After-school mid-initiative evaluation brief. Denver, CO: Author.
Mattson, S. A. (2005). After-School Initiative evaluation. Denver, CO: The Colorado Trust.
www.coloradotrust.org/publications/evaluation-reports?filter=Alphabetical
Communities Organizing Resources to Advance Learning (CORAL) Initiative
Begun in 2001, this initiative in California works to link communities, institutions, and residents around the common goal of improving youth academic achievement through the provision of structured literacy programming and enriching out-of-school time opportunities.
(Academic/Enrichment, Literacy, System-Building)
Arbreton, A. J. A., Goldsmith, J., & Sheldon, J. (2005). Launching literacy in after-school programs: Early lessons from the CORAL Initiative. Philadelphia: Public/Private Ventures. www.ppv.org/ppv/publications/assets/192_publication.pdf
Walker, G. (2007). Midcourse corrections to a major initiative. A report on the James Irvine Foundation’s CORAL Experience. Philadelpia: Public/Private Ventures. www.irvine.org/assets/pdf/pubs/evaluation/Midcourse_Corrections.pdf
Arbreton, A. , Sheldon, J., Bradshaw, M., & Goldsmith J. (with Jucovy, L., & Pepper, S.). (2008). Advancing achievement findings from an independent evaluation of a major after-school initiative. Philadelphia: Public/Private Ventures. www.ppv.org/ppv/publications/assets/225_publication.pdf
Sheldon, J., Arbreton, A., Hopkins, L., & Grossman, J. B. (2010). Investing in success: Key strategies for building quality in after-school programs. American Journal of Community Psychology, 45 (3&4): 394–404.
Cooperative Extension Service Youth-at-Risk School-Age Child Care Initiative
Begun in 1988, the initiative started and provided assistance to numerous school-age child care programs across the nation. The programs aimed to reduce problem behaviors among the youth they serve, as well as foster positive development.
(Academic/Enrichment, System-Building)
Steinberg, J., Riley, D., & Todd, C. (1993). Preventing problem behaviors and raising academic performance in the nation's youth: The impacts of 71 school age child care programs supported by the CES Youth-at-Risk initiative. Madison, WI and Champaign, IL: the University of Wisconsin Center for Action on the Family and the University of Illinois at Urbana-Champaign. www.nncc.org/SACC/sac35_nat.stud.sac2.html
Riley, D., Steinberg, J., Todd, C., Junge, S., & McClain, I. (1994). Preventing problem behaviors and raising academic performance in the nation's youth: The impacts of 64 school-age child care programs in 15 states supported by the Cooperative Extension Service Youth-at-Risk Initiative. Madison: University of Wisconsin. www.nncc.org/SACC/wi.sacc.html
Creative Communities
(Arts, Positive Youth Development, System-Building)
The Institute for Cultural Policy & Practice at Virginia Tech with Emc.Arts. (2003). Creative Communities Initiative: Forging partnerships between public housing and community schools of the arts Interim evaluation report – executive summary. Blackburn, VA: Author.
DC Children and Youth Investment Partnership
(System-Building)
Keegan, S., & Chaplin, D. (2002). Creating a seamless web of services for youth: The DC Children and Youth Investment Partnership. Washington, DC: Urban Institute. www.urban.org/url.cfm?ID=410410
Extended-Service Schools Initiative
Begun in 1998, this initiative supports organizations in 17 cities that adapt one of four nationally recognized extended-service school models: Beacons, Bridges to Success, Community Schools, and West Philadelphia Improvement Corps.
(Positive Youth Development, System-Building)
Grossman, J. B., Walker, K., & Raley, R. (2000). Extended Service Schools: Putting programming in place. Philadelphia: Public/Private Ventures.
Grossman, J. B., Walker, K., & Raley, R. (2001). Challenges and opportunities in after-school programs: Lessons for policymakers and funders. Philadelphia: Public/Private Ventures.
Grossman, J. B., Price, M. L. Fellerath, V., Jucovy, L. Z., Kotloff, L. J., Raley, R., et al. (2002). Multiple choices after school: Findings from the Extended-Service Schools Initiative. Philadelphia: Public/Private Ventures.
www.ppv.org/ppv/publications/publications.asp?search_id=20
Hours of Opportunity Study
This study examined an initiative to build systems to improve the quality and accessibility of afterschool, summer, and other out-of-school time programs in five cities. The goals of the study were to analyze the conditions and activities that contributed to the cities' progress in building coordinated systems of services, and the cities’ progress in building and implementing management information systems to track student enrollment and attendance.
(Research Studies, System-Building)
Bodilly, S. J., McCombs, S. J., Orr, N., Scherer, E., Constant, L., & Gershwin, D. (2010). Hours of Opportunity: Vol. 1. Lessons from five cities on building systems to improve after-school, summer school, and other out-of-school-time programs. Santa Monica, CA: RAND Corporation.
McCombs, S. J., Orr, N., Bodilly, S. J., Naftel, S., Constant, L., Scherer, E., & Gershwin, D. (2010). Hours of Opportunity: Vol. 2. The power of data to improve after-school programs citywide. Santa Monica, CA: RAND Corporation.
Bodilly, S. J., McCombs, S. J., Orr, N., Scherer, E., Constant, L., & Gershwin, D. (2010). Hours of Opportunity: Vol. 3. Profiles of five cities improving after-school programs through a systems approach. Santa Monica, CA: RAND Corporation.
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/
Making the Most of Out-of-School Time Initiative
This 7-year system-building initiative (1994–2001) contributed to the supply, accessibility, affordability, and quality of out-of-school time programs in three cities.
(System-Building)
Halpern, R., Spielberger, J., & Robb, S. (1998). Making the Most of Out-of-School Time: Executive summary. Interim findings from an evaluation conducted by Chapin Hall Center for Children at the University of Chicago. Chicago: Chapin Hall Center for Children at the University of Chicago.
Coltin, L., & McGuire, K. (1998). Making the MOST of Out-of-school time: Technology’s role in collaboration. Proceedings of the Families, Technology, and Education Conference. ceep.crc.uiuc.edu/eecearchive/books/fte/appli/coltin.html
Halpern, R., Spielberger, J., & Robb, S. (2001). Evaluation of the MOST (Making the Most of Out-of-School Time) Initiative: Final report and summary of findings. Chicago: Chapin Hall Center for Children at the University of Chicago. chapinhall.org/research/report/evaluation-most-making-most-out-school-time-initiative
Heliotrope. (2002). Process evaluation report: MOST Out-of-School Time program/school linkages. Seattle, WA: Schools Out Washington.
Minnesota Out-Of-School Time Funding Streams Study
In an effort to generate a common understanding regarding the structure of funding for out-of-school time programs in Minnesota, the state commissioned a survey of major funding issues, sources of funding, and major funding allocations.
(Research Studies, System-Building)
Access Philanthropy. (2009). Minnesota out-Of-school time funding streams: Final report. West Roseville, MN: Minnesota Department of Education. education.state.mn.us/mdeprod/groups/SafeHealthy/documents/Report/013896.pdf
Mixing in Math
In operation from 2004 to 2009, this project helped after school educators across the U.S. mix math into what they already do with children in grades K–6 (e.g., crafts, cooking, games).
(Science/Technology/Mathematics, System-Building)
Miller, B. (2009). Mixing in Math evaluation final report. Brookline, MA: Miller Midzik Research Associates. www.informalscience.org/reports/0000/0205/MiM_Final_Report_finalv9.doc
Museum Youth Initiative
The goal of this initiative, which ran from 2000 to 2004, was to strengthen the ability of California museums to contribute to the education of young people during out-of-school hours.
(Academic/Enrichment, Positive Youth Development, System-Building)
The James Irvine Foundation. (2005). Museums after school: How museums are reaching kids, partnering with schools, and making a difference. San Francisco: Author. www.irvine.org/assets/pdf/pubs/former/Museums_After_School.pdf
New Jersey After 3
Initiated in 2005, this initiative seeks to increase the number of after school programs for youth in New Jersey that provide a safe environment during after school hours, offer enriching academic activities and homework assistance, and expose youth to nurturing adults and meaningful experiences that promote intellectual, physical, social, and artistic development.
(Academic/Enrichment, Positive Youth Development, System-Building)
Kim, J. H., Miller, T. D., Reisner, E. R., & Walking Eagle, K. P. (2006). Evaluation of New Jersey After 3: First-year report on programs and participants. Washington, DC: Policy Studies Associates, Inc. www.policystudies.com/studies/youth/NJ%20After%203%20Year%201%20Report.pdf
Walking Eagle, K. P., Miller, T. D., Reisner, E. R., LeFleur, J. C. J., Mielke, M. B., Edwards, S. K., & Farber, M. H. (2008). Increasing opportunities for academic and social development in 2006–07: Evaluation of New Jersey After 3. Washington, DC: Policy Studies Associates, Inc. www.policystudies.com/studies/youth/NJA3%20Year%202%20report.pdf
Walking Eagle, K. P., Miller, T. D., Cooc, N. LaFleur, J., & Reisner, E. R. (2009). Evaluation of New Jersey After 3: Reaching and engaging New Jersey’s Youth through afterschool programs, 2005 – 2008. Washington, DC: Policy Studies Associates, Inc. www.policystudies.com/studies/youth/NJA3%20Year%203%20report.pdf
New Jersey School-Based Youth Services Program
(Family/Community Involvement, Positive Youth Development, System-Building)
Warren, C., & Fancsali, C. (2000). New Jersey School-Based Youth Services Program: Final report. New York: Academy for Educational Development.
North Carolina Cooperative Extension Service
Since 1987 the service has provided training and technical assistance to school-age care providers throughout the state of North Carolina. They aim to raise the quality of out-of-school time experiences for elementary through high school students.
(System-Building)
Locklear, E. L., Riley, D., Steinberg, J., Todd, C., Junge, S., & McClain, I. (1994). Preventing problem behaviors and raising academic performance in North Carolina children: The impacts of school age child care supported by the university extension service. Raleigh, NC: North Carolina Cooperative Extension Service.
Locklear, E. L., & Mustian, R.D. (1998). Extension-supported school-age care programs benefit youth. Journal of Extension 36(3). www.joe.org/joe/1998june/rb4.html
North Carolina Quality Enhancement Initiative
Conducted 1997–1998, this program improvement pilot project was designed to prepare selected school-age child care programs in North Carolina for the process of accreditation, with an emphasis on professional development.
(System-Building)
Hall, A. H., & Cassidy, D. J. (2002). An assessment of the North Carolina School-Age Child Care Accreditation Initiative. Journal of Research in Childhood Education, 17, 84–86.
Ohio Urban School Initiative School Age Child Care Project
Begun in 1998, the program provides resources to develop and implement school-age care programs in Ohio urban school districts.
(Academic/Enrichment, System-Building, Tutoring/Extra Instruction)
Evaluation Services Center. (1999). 1998–99 school-year program evaluation Urban School Initiative School Age Child Care expansion. Cincinnati, OH: Evaluation Services Center, College of Education, University of Cincinnati.
Polk Bros. Foundation's Full Service Schools Initiative
Begun in 1996, the initiative is designed to improve the physical and psychological well-being and school achievement for children in high risk communities in Chicago. The three participating schools, open after school and in the evening, offer recreation, school remediation, and tutoring programs.
(Academic/Enrichment, Multi-Component/Comprehensive, System-Building)
Whalen, S. P. (2002). Report of the evaluation of the Polk Bros. Foundation's Full Service Schools Initiative. Chicago: Chapin Hall Center for Children at the University of Chicago. www.polkbrosfdn.org/Full%20Service%20School%20Initiative%20Full%20Report.pdf
Prime Time Initiative of Palm Beach County, Florida
Initiated in 2001, this system-building effort is designed to strengthen the availability and quality of after school programs in Palm Beach County, Florida, including a Quality Improvement System based on program standards and assessment, technical assistance and professional development, curricular and program enhancements, and outreach, advocacy, and marketing.
(System-Building)
Spielberger, J., & Lockaby, T. (2006). The Prime Time Initiative of Palm Beach County, Florida: QIS development process evaluation: Year 2 report. Chicago, IL: Chapin Hall Center for Children. www.chapinhall.org/sites/default/files/old_reports/384.pdf
Speilberger, J., & Lockaby, T. (2008). Palm Beach County’s Prime Time Initiative: Improving the quality of after-school programs. Chicago, IL: Chapin Hall Center for Children. www.chapinhall.org/sites/default/files/old_reports/412.pdf
Speilberger, J., Lockaby, T., Mayers, L., & Guterman, K. (2009). Ready for Prime Time: Implementing a formal afterschool quality improvement system by Prime Time Palm Beach County, Inc. Chicago, IL: Chapin Hall Center for Children. www.chapinhall.org/sites/default/files/Prime_Time_Report_04_18_09.pdf
Baker, S., Spielberger, J., Lockaby, T., & Guterman, K. (2010). Enhancing quality in afterschool programs: Fifth-year report on a process evaluation of Prime Time Palm Beach County, Inc. Chicago, IL: Chapin Hall Center for Children. www.chapinhall.org/sites/default/files/Prime_Time_5_2008_2009.pdf
San Diego After School Regional Consortium
This consortium provides leadership, technical assistance, and evaluation for after school programs in San Diego, California.
(Research Studies, System-Building)
Hoffman Clark & Associates. (2007). San Diego After School Regional Consortium perception survey report. Solana Beach, CA: Author. www.hoffmanclark.org/documents/HoffmanClarkPerception07.pdf
Save the Children Model Literacy Initiative
Begun in 2003, this initiative supports programs across the U.S. that involve in-school, after school, and summer-school literacy activities.
(Literacy, System-Building)
White, R. N., & Reisner, E. R. (2007). Model literacy programs Save the Children: Evaluation findings from the 2005–06 school year. Washington DC: Policy Studies Associates. www.eric.ed.gov/ERICWebPortal/detail?accno=ED498796
Palmiter, A. S., Arcaira, E. R., White, R. N., & Reisner, E. R. (2009). The literacy programs of Save the Children: Results from the 2008–09 school year. Washington, DC: Policy Studies Associates. www.eric.ed.gov/ERICWebPortal/detail?accno=ED508135
White, R. N., White, E. A., Palmiter, A. S., & Reisner, E. R. (2010). The literacy programs of Save the Children: Results from the 2009–10 school year. Washington, DC: Policy Studies Associates.
Romash, R. A., White, R. N., & Reisner, E. R. (2010). Save the Children Literacy Programs: Results from the comparative pilot study, 2009–10. Washington, DC: Policy Studies Associates.
Save the Children Web of Support Initiative
Begun in 1997, this national initiative enhances the quality out-of-school time programs for children ages 5 to 18 by focusing on three desired outcomes: constructive activities, caring adults, and safe places.
(Family/Community Involvement, System-Building, Youth Leadership)
Terao, K. L., Morell, L. C., Stevenson, C. L., & Sloane, K. J. (1999). 1997–98 Web of Support Initiative wide evaluation. Annual report. San Mateo, CA: The Aguirre Group.
Terao, K. L., Morell, L., & Stevenson, C. (2000). 1998–99 Web of Support Initiative wide evaluation. Annual report. San Mateo, CA: The Aguirre Group.
Terao, K. L., Morell, L., & Stevenson, C. (2001). 1999–2000 Web of Support Initiative wide evaluation. Annual report. San Mateo, CA: The Aguirre Group.
Terao, K. L., Morell, L., Stevenson, C., & Moulton, J. (2002). 2000–2001 Web of Support Initiative wide evaluation. Annual report. San Mateo, CA: The Aguirre Group.
The After-School Corporation (TASC)
Begun in 1998, the organization has a two-part mission: (a) to enhance the quality of afterschool programs in New York State by emphasizing program components associated with student success and program sustainability and (b) to increase the availability of afterschool opportunities in New York by providing resources and strategies for establishing and expanding afterschool projects.
(Academic/Enrichment, Positive Youth Development, System-Building)
Fiester, L., White, R. N., Reisner, E. R., & Castle, A. M. (2000). Increasing and improving after-school opportunities: Evaluation results from the TASC after-school program’s first year. Washington, DC: Policy Studies Associates.
Reisner, E. R., White, R. N., Birmingham, J., & Welsh, M. (2001). Building quality and supporting expansion of after-school projects: Evaluation results from the TASC after-school program’s second year. Washington, DC: Policy Studies Associates.
White, R. N., Reisner, E. R., Welsh, M., & Russell, C. (2001). Patterns of student-level change linked to TASC participation, based on TASC projects in year 2. Washington, DC: Policy Studies Associates.
Reisner, E. R., Russell, C. A., Welsh, M. E., Birmingham, J., & White, R. N. (2002). Supporting quality and scale in after-school services to urban youth: Evaluation of program implementation and student engagement in TASC after-school program’s third year. Washington, DC: Policy Studies Associates. www.tascorp.org/content/document/detail/1434/
Welsh, M. E., Russell, C. A., Williams, I., Reisner, E. R., & White, R. N. (2002). Promoting learning and school attendance through after-school programs: Student-level changes in educational performance across TASC’s first three years. Washington, DC: Policy Studies Associates. www.tascorp.org/content/document/detail/1436
The After-School Corporation. (2003). The After-School Corporation fifth-year report. New York: Author. www.tascorp.org/content/document/detail/1439
Reisner, E. R., White, R. N., Russell, C. A., & Birmingham, J. (2004). Building quality, scale, and effectiveness in after-school programs: Summary report of the TASC evaluation. Washington, DC: Policy Studies Associates. www.tascorp.org/content/document/detail/2466/
Policy Studies Associates. (2004). Building quality, scale, and effectiveness in after-school programs: Supplementary papers to accompany the summary report of the TASC Evaluation. Washington, DC: Author.
Birmingham, J., & White, R. N. (2005). Promoting positive youth development for high school students after school: Services and outcomes for high school youth in TASC programs. Washington, DC: Policy Studies Associates. www.tascorp.org/content/document/detail/1447/
Russell, C. A., & Reisner, E. R. (with Johnson, J. C., Rouk, Ü., & White, R. N.). (2005). Supporting social and cognitive growth among disadvantaged middle-grades students in TASC after-school projects. Washington, DC: Policy Studies Associates. www.tascorp.org/content/document/detail/1448/
Russell, C. A., Mielke, M. B., & Johnson, J. C. (2007). After-school programs and high school success: Analysis of post-program educational patterns of former middle-grades TASC participants. Washington, DC: Policy Studies Associates. www.tascorp.org/content/document/detail/1758
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.