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 Great Lakes Natural Resources Camp
This pre-college program is held annually in Presque Isle, Michigan. The program gives teens aged 13–15 opportunities to increase awareness, appreciation, and understanding of natural resources ecology and management; learn to enjoy, teach about, and provide leadership in natural resources, especially the aquatic environment and the Great Lakes; be motivated and see value in becoming good stewards in local natural resources projects; and develop career and personal interests in natural resources ecology and management.
(Science/Technology/Mathematics, Vocational Education, Youth Leadership)
Suvedi, M., & Dann, S. L. (1992). The 4-H Great Lakes Natural Resources Camp: A follow-up study. East Lansing, MI: AEE Center for Evaluative Studies.
4-H Job Experience and Training Program
Located in a 4-H education center in Dayton, Ohio, this work-based learning “program-within-a-program” builds on the existing Adventure Central after school programming and relationships between teen participants and adult staff (see Adventure Central entry). The program culminates in a summer work experience in collaboration with a local park district.
(Vocational Education)
Ferrari, T. M., Arnett, N., & Cochran, G. (2007). Preparing teens for success: Building 21st century skills through a 4-H work-based earning program. Columbus, OH: Ohio State University Extension. www.ohio4h.org/workforceprep/documents/2007JournalofYouthDevelopment_JET.pdf
4-H Virginia—Study of Post-Secondary Education and Career Aspirations
Conducted in 2008, this study examined the extent to which adolescents’ participation in the Virginia 4-H Youth Development Program may be linked to the participants’ post-secondary education and career aspirations.
(Research Studies, Vocational Education)
Williams, B., Thompson, J., Taylor, T., & Sanders, K. E.. (2010) The impact of a youth development program on secondary students’ career aspirations (Article No. 100503FA006). Journal of Youth Development, 5(3). http://web.memberclicks.com/mc/page.do?sitePageId=100191&orgId=nae4a
Art-at-Work
(Arts, Literacy, Vocational Education)
Clawson, H. J., & Coolbaugh, K. (2001). The YouthARTS Development Project. Juvenile Justice Bulletin. Washington, DC: Office of Juvenile Justice and Delinquency Prevention, U.S. Department of Justice. www.ncjrs.org/html/ojjdp/2001_5_2/contents.html
Art-First Career Preparation Program (not the real name, due to a confidentiality agreement)
This community-based arts organization offers underserved youth high-quality visual arts instruction and career training in a major U.S. city. Their career preparation program is designed explicitly to help youth in grades 11 and 12 prepare for the “real world.” Activities occur after school and include an internship in arts-related settings and the creation of a commissioned set of murals.
(Arts, Vocational Education)
Larson, R. W., & Walkter, K. C. (2006). Learning about the “real world” in an urban arts youth program. Journal of Adolescent Research, 21(3), 244–268.
Ascend Summer Youth Program
This program for teens in Washington, DC, provides mentoring, workforce readiness awareness, and project-based learning experiences using information technology to address a variety of social, affective, cognitive, and academic outcomes necessary for postsecondary success.
(Digital Media and Learning, Science/Technology/Mathematics, Vocational Education)
Nielsen, N. (2005). Evaluation of the Ascend Summer Youth Program 2005: Summative report. Washington, DC: Ascend, Inc. policyweb.sri.com/cep/projects/displayProject.jsp?Nick=easyp
Boys & Girls Club of America—CareerLaunch Program
This national program is designed to promote career preparedness among 13–18-year-olds by providing them with the skills that they will need to find and keep jobs.
(Vocational Education)
Gallup-Black, A. (with Knevals, J., Nevarez, N., & Hinton, D.). (2010). Expanding career options for young people: Evaluation of Boys & Girls Clubs of America’s CareerLaunch Program. New York: Academy for Educational Development. www.aed.org/Publications/loader.cfm?url=/commonspot/security/getfile.cfm&pageid=40029
Boys & Girls Clubs of America—Club Tech
This international digital literacy program aims to help youth build digital skills, access technology resources, expand creativity, perform better in school, and eventually take their technology know-how into the workplace.
(Digital Media and Learning, Vocational Education)
Rockman et al & Youth Development Strategies, Inc. (2009). Learning technologies in after school settings: Impact of technology programming and access in Boys & Girls Clubs. San Francisco: Author.
Build IT
Funded to operate 2005 through 2008 in Alameda County, California, this afterschool and summer curriculum aims to develop low-income middle school girls’ information technology (IT) fluency, interest in math, and knowledge of IT careers.
(Digital Media and Learning, Science/Technology/Mathematics, Vocational Education)
Koch, M. (2006). Build IT: Girls developing information technology fluency through design annual report. Menlo Park, CA: SRI International. ctl.sri.com/publications/downloads/Y1BuildITAnnualReport_2006FIN.pdf
Koch, M., Georges, A., Gorges, T., & Fujii, R. (2010). Engaging youth with STEM professionals in afterschool programs. Meridian Middle School Computer Technologies Journal, 13(1). www.ncsu.edu/meridian/winter2010/index.html
Career Beginnings
Begun in 1986 at a number of sites across the country, this program offers high school students from low-income families summer employment, workshops, classes, counseling, and mentoring in the hopes of helping them enter college and expand their educational choices.
(Academic/Enrichment, Mentoring, Vocational Education)
Cave, G., & Quint, J. (1990). Career Beginnings impact evaluation: Findings from a program for disadvantaged high school students. New York: Manpower Demonstration Research Corporation. www.mdrc.org/publications/229/full.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.
Cookie Cart
This employment program offers youth ages 14–17 in Minneapolis, Minnesota an opportunity to develop life, leadership, and job skills through training and employment at a retail and commercial bakery.
(Vocational Education)
Cooper, T., Owen, G., & Ulstad, K. (2009). The Cookie Cart: An evaluation of an innovative youth employment program. Saint Paul, MN: Wilder Research. www.wilder.org/download.0.html?report=2188
Girls Inc.—Operation Smart
Begun in the mid 1980s, this national program develops girls’ enthusiasm for and skills in science, technology, engineering, and mathematics (STEM). Through hands-on activities, girls explore, ask questions, persist, and solve problems. By interacting with women and men pursuing STEM careers, girls come to view these careers as exciting and realistic options for themselves.
(Digital Media and Learning, Science/Technology/Mathematics, Vocational Education)
Girls Incorporated National Resource Center. (2001). Operation SMART evaluation summary. Indianapolis, IN: Author.
InfoLink
(Digital Media and Learning, Science/Technology/Mathematics, Vocational Education)
Nelson, C. A., Post, J., & Bickel, B. (2002). InfoLink final evaluation report: Building confidence and aspirations in low income high school students through a technology and workforce skills development program: Lessons learned from the InfoLink experience, 1994–2002. Pittsburgh, PA: University of Pittsburgh. itclass.heinz.cmu.edu/infolink2003/InfoLink03/docs/Lessons_Learned.pdf
Junior Achievement (JA) Academy
(Positive Youth Development, Vocational Education)
Tasse, T., & Gutierrez, M. (2005). JA Academy: Final evaluation report. Colorado Springs, CO: JA Worldwide. www.ja.org/programs/programs_eval_afterschool.shtml
Louisiana State Youth Opportunities Unlimited Summer Program
Begun in 1986, the program provides dropout prevention services on the Louisiana State University campus for at-risk youth.
(Academic/Enrichment, Prevention, Vocational Education)
Shapiro, J. Z., Gaston, S. N., Hebert, J. C., & Guillot, D. J. (1986). The LSYOU project evaluation. Baton Rouge: College of Education Administrative and Foundational Services, Louisiana State University.
Minority Pre-Engineering Mentor Program
(Digital Media and Learning, Mentoring, Science/Technology/Mathematics, Vocational Education)
Dunn, C. W., & Veltman, G. C. (1989). Addressing the restrictive career maturity patterns of minority youth: A program evaluation. Journal of Multicultural Counseling and Development, 17, 156–165.
Morgan State University SEM (Science, Engineering, and Math) Summer Bridge Programs
(Academic/Enrichment, Science/Technology/Mathematics, Vocational Education)
Wheatland, J. A. (2000). The relationship between attendance at a summer bridge program and academic performance and retention status of first-time freshman science, engineering, and mathematics students at Morgan State University, an historically black university. Unpublished doctoral dissertation, Morgan State University, Baltimore.
MOUSE Squad
This program is a school- or community organization-based, student run technical help desk. The program provides middle and high school students with opportunities to develop 21st century skills and apply them as they solve technical problems faced by their schools. Currently, the program operates in New York City, California, and Illinois.
(Digital Media and Learning, Science/Technology/Mathematics, Vocational Education)
Aaronson, B., Androsiglio, R., Beam, J., Forge, N., Mello, V., Smith, C., & Zusho A. (2007). MOUSE Squad Program implementation and outcomes. New York: National Center for Schools and Communities, Fordham University. www.ncscatfordham.org/binarydata/files/FINALMOUSE.pdf
Nicholls State-Youth Opportunities Unlimited
(Prevention, Tutoring/Extra Instruction, Vocational Education)
Curry, B. A. (1990). The impact of the Nicholls State-Youth Opportunities Unlimited Program as related to academic achievement, self-esteem, and locus of control. Unpublished master's thesis, Nicholls State University, Thibodaux, LA.
Oceanography Camp for Girls
Started in 1991, this educational program for girls in the summer before their ninth-grade year helps motivate them to consider career opportunities in the sciences. The program, located in St. Petersburg, Florida, encourages girls to understand the natural world and provides a multidisciplinary, hands-on/minds-on practical experience in both laboratory and field environments.
(Academic/Enrichment, Science/Technology/Mathematics, Vocational Education)
Butler, Y. J. (1999). Introducing oceanography to eighth-grade girls: Evaluation of the Oceanography Camp for Girls, summer of 1998. Philadelphia: Public/Private Ventures.
Ordered School Reinforcement Program
This after school program in a northeastern city provides high school students with career-oriented activities that attempt to show students the relationship between education and careers, develop skills related to occupational success, and provide opportunities to develop personal vocational goals, as well as actual on-the-job experience.
(Positive Youth Development, Tutoring/Extra Instruction, Vocational Education)
Hamovitch, B. A. (1996). Socialization without voice: An ideology of hope for at-risk students. Teachers College Record, 98(2), 286–306.
Project SHINE
This career camp in Carbon and Schuylkill Counties in Pennsylvania exposes fifth and sixth graders to careers in health services, manufacturing, and business. Participants engage in hands-on problem solving activities and visit local business and community colleges.
(Vocational Education)
Project SHINE. (2010). Project Shine (Schools and Homes in Education). A 21st Century Community Learning Centers Program Administered by Lehigh Carbon Community College. Project evaluation report (2009–10). Silver Spring, MD: Author. www.shineafterschool.com/files/41403829.pdf
Seeds to Success
Begun in 2003, this program serves high school students in Gloucester County, New Jersey. The program combines basic financial management, nutrition and food safety education, food systems education, and workforce readiness training with employment opportunities, internships, economic development projects, community service, and food security initiatives. Programming is delivered during both the school year and summer.
(Complementary Learning, Health, Vocational Education)
Hughes, L., Strieter, L., (2007). Seeds to Success final outcomes report (Internal Report). Rutgers, NJ: The State University of New Jersey.
Summer Career Exploration Program
Begun in the late 1980s, this summer job program for low-income teens in Philadelphia, Pennsylvania, attempts to enhance teens’ understanding of the connection between academic achievement and career success, by providing youth with adult support and offering meaningful career-related jobs in the private sector.
(Positive Youth Development, Vocational Education)
McClanahan, W. S., Sipe, C. L., & Smith, T. J. (2004). Enriching summer work: An evaluation of the Summer Career Exploration Program. Philadelphia, PA: Public/Private Ventures. www.ppv.org/ppv/publications/assets/176_publication.pdf
Summer Science Enrichment Program—University of Tennessee, Memphis
(Science/Technology/Mathematics, Tutoring/Extra Instruction, Vocational Education)
Hardy, J. M. (2000). The effects of a Summer Science Enrichment Program on college enrollment, college majors, and career preferences of inner city youth. Unpublished doctoral dissertation, University of Mississippi, Oxford.
Summer Training and Education Program (STEP)
Begun in 1985, this program was designed to stem summer learning loss of youth at risk of dropping out of school by providing paid summer work and remedial education for disadvantaged youth, ages 14 and 15. The program was implemented in five cities-four on the West Coast and one on the East Coast.
(Prevention, Tutoring/Extra Instruction, Vocational Education)
Grossman, J. B., & Sipe, C. L. (1992). Report on long-term impacts (STEP program). Philadelphia: Public/Private Ventures.
Walker, G., & Vilella-Velez, F. (1992). Anatomy of a demonstration: STEP from pilot through replication and postprogram impacts. Philadelphia: Public/Private Ventures.
Upward Bound
This national program is designed to help disadvantaged students prepare for, enter, and succeed in college. Most programs combine two approaches to student contact: (a) a summer program where youth take college prep classes and earn work experience at a college campus, and (b) weekly follow up and possibly tutoring with students during the school year.
(Academic/Enrichment, Vocational Education)
Myers, D., & Schirm, A. (1999). The impacts of Upward Bound: Final report for phase I of the national evaluation: Final report. Princeton, NJ: Mathematica Policy Research, Inc.
Seftor, N., Mamun, A., & Schirm, A. (2009). The impacts of regular Upward Bound on postsecondary outcomes 7–9 Years after scheduled high school graduation: Final report. Princeton, NJ: Mathematica Policy Research, Inc. hdl.handle.net/10207/15740
Urban Alliance High School Internship Program
Founded in 1996, this program serves Washington, DC public schools high school students by providing them with internship opportunities. Students also receive a professional mentor, skill-building opportunities, college/career planning, and a 3:1 matched savings account.
(Mentoring, Vocational Education)
Moran, N. (n.d.). Evaluation report: October 2005—September 2006. Washington, DC: The Urban Alliance Foundation, Inc.
Moran, N. (n.d.). Evaluation report: October 2006—February 2007: Mid-year report. Washington, DC: The Urban Alliance Foundation, Inc.
Moran, N. (n.d.). Evaluation report: October 2006—August 2007. Washington, DC: The Urban Alliance Foundation, Inc.
Youth Radio
This program engages underserved youth in broadcast journalism, radio and web production, engineering, and media literacy through media projects that are relevant to youth’s lives and communities. It also provides an externship program that offers youth job shadowing and mentoring in media, technology, and social justice institutions. The program’s main campus is in Oakland, California, with regional bureaus in Atlanta, Georgia, Washington, DC, and Los Angeles, California.
(Digital Media and Learning, Science/Technology/Mathematics, Vocational Education)
Bandy, E., & Bass, K. with Kuusinen, C., Scott, B., & Reisman, M. (2009). Youth Radio science and technology program evaluation. San Francisco: Rockman et al. www.informalscience.org/reports/0000/0217/Youth_Radio_Final_Eval_Report_v2.pdf
YouthBuild USA
Incorporated in 1990, this national youth and community development program is designed to run on a 12-month cycle and offers job training, education, counseling, and leadership development opportunities to unemployed and out-of-school young adults, ages 16 to 24, through the construction and rehabilitation of affordable housing.
(Tutoring/Extra Instruction, Vocational Education, Youth Leadership)
Ferguson, R. F., Clay, P., Snipes, J. C., & Roaf, P. (1996). YouthBuild in developmental perspective: A formative evaluation of the YouthBuild Demonstration Project. Cambridge, MA: Harvard University, Massachusetts Institute of Technology, & Public/Private Ventures.
Hahn, A., Leavitt, T. D., Horvat, E. M., & Davis, J. E. (2004). Life after YouthBuild: 900 YouthBuild graduates reflect on their lives, dreams, and experiences. Somerville, MA: YouthBuild U.S.A. www.youthbuild.org/site/c.htIRI3PIKoG/b.1287549/k.6659/Graduate_Research_Report.htm