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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4-H Afterschool Adventure
Begun in 2004 in Trenton, New Jersey, this adventure-based program includes introductory personal development activities, a series of group initiative activities, and outdoor adventure activities.
(Adventure, Positive Youth Development, Youth Leadership)
Ripberger, C. (2008). Adventure programming in an after-school environment. Journal of Extension, 46(2). www.joe.org/joe/2008april/iw5.php
4-H Arts and Communication Program—Wisconsin
(Arts, Youth Leadership)
Taylor-Powell, E., & Calvert, M. (2006). Wisconsin 4-H youth development: Arts and Communication Program evaluation. Madison, WI: University of Wisconsin Extension–Cooperative Extension.
4-H Camp Counseling—Wisconsin
These summer residential camping programs across the state of Wisconsin are intended to promote life skill development in 4-H members and life skills and leadership development experiences in teen camp counselors.
(Positive Youth Development, Youth Leadership)
Forsythe, K., Matysik, R., & Nelson, K. (2004). Impact of 4-H Camp Counseling experience. Madison: University of Wisconsin–Extension.
4-H Environmental Impact Program—Oklahoma: Youth–Adult Partnerships
Conducted in 2005–2006, this study examined whether youth and adult participants in a 4-H program in Oklahoma perceived youth–adult partnerships as an effective means to enhance youth’s life skills development.
(Research Studies, Youth Leadership)
Sallee, J., & Cox, C. (2008). Perceived effectiveness of youth–adult partnerships on enhancing life skill development through 4-H. Journal of Youth Development, 3(3). data.memberclicks.com/site/nae4a/JYD_09080303_final.pdf
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 Impact Studies in Six Western States
Between 2000 and 2007, six western states conducted individual impact studies using public school youth in grades 5, 7, and 9. The purpose was to illustrate the impact that participating in 4-H had on youth. Areas of study include risk behaviors, leadership positions held, helping others, close relationships with adults, self-identity, character, self-confidence, and empowerment.
(Positive Youth Development, Research Studies, Youth Leadership)
Seevers, B. S., Hodnett, F., & Van Leeuwen, D. (2011). Findings of 4-H impact studies in six western states. Journal of Extension, 49(4). www.joe.org/joe/2011august/pdf/JOE_v49_4a4.pdf
4-H Latino Outreach Project—Oregon
Begun in 1997 in Oregon, this project provides culturally responsive, educational programs for youth in grades K–12 in the out-of-school hours year-round through after school activities, school clubs, community clubs, residential and day camps, community garden projects, summer activity programs, and group mentoring experiences. The educational objectives vary by site, but all have elements of cultural awareness and appreciation, leadership development, and community service.
(Culture/Heritage, Service-Learning/Civic Engagement, Youth Leadership)
Hobbs, B. B., & Sawer, B. (2009). Engaging Latino Youth in community-based Programs: Findings from the first ten years of the Oregon 4-H Latino Outreach Project. Corvallis, OR: Oregon State University. oregon.4h.oregonstate.edu/sites/default/files/gallerix/albums/engaginglatinoreport.pdf
4-H Study of Youth Voice in the Decision-Making Process
This national study examines obstacles to youth voices in the decision-making process in the 4-H youth development program. Data were collected in 2006 through surveys of 4-H program leaders, youth development specialists, and youth agents/educators.
(Research Studies, Youth Leadership)
Fox, J., Tarifa, T., & Machtmes, K. (2008). A qualitative examination of youth voice in the decision-making process within the 4-H Youth Development Program: Promoting promising practices in overcoming barriers. Journal of Youth Development, 3(3).
Tarifa, T. Machtmes, K., Fox, J. E., & Johnson, E. (2009). Factors affecting youth voice in decision-making processes within youth development programs. Journal of Youth Development, 4(4). data.memberclicks.com/site/nae4a/JYD_090404final.pdf
4-H Summer Camps—California
These summer camps serve youth in California through teen-led week-long programs. Camps aim to provide supportive relationships, safety, youth involvement, skill building, and environmental stewardship.
(Positive Youth Development, Youth Leadership)
Bird, M., Borba, J., & Subramaniam, A. (2007). Beyond evaluation: Findings from the California 4-H camp study. Davis: University of California. groups.ucanr.org/_4Hbaseca/files/49276.pdf
4-H Youth Development Clubs—Florida
These clubs provide youth in Florida with opportunities for leadership, positive adult–youth relationships, and skill-building activities.
(Positive Youth Development, Youth Leadership)
Guion, L. A., & Rivera, B. E. (2008). A descriptive view of the 4-H Club experience through the lens of 4-H youth. Journal of Youth Development, 3(3). data.memberclicks.com/site/nae4a/JYD_09080303_final.pdf
4-H Youth Health Officer Program—West Virginia
In 2006, the West Virginia 4-H Program piloted a youth health officer position, staffed by youth selected by their peers. This position leads health activities during club meetings and other 4-H events.
(Health, Youth Leadership)
Clark, B., Bowen, E., Higgins, C., Hutson, Z., Sharps, G., & Waugh, T. (2008). West Virginia’s response to the rotten truth about oral health. Journal of Youth Development, 3(3). data.memberclicks.com/site/nae4a/JYD_09080303_final.pdf
4-H Youth in Governance Programs
This initiative, first funded in 2006, was designed to promote statewide adoption of youth participation in larger decision-making roles throughout 4-H youth development in Arizona, Maryland, Missouri, Montana, New Hampshire, and Wyoming.
(Complementary Learning, Youth Leadership)
Jones, K., & Zeldin, S. (2008). Youth–adult partnerships in community decision-making: An evaluation of five state 4-H Youth in Governance Programs. Chevy Chase, MD: National 4-H Council. www.4-hafterschool.org/uploadedFiles/Resource_Guides/4HYIGYAPMiniReport.pdf
4-H—Leadership Life Skills Study
The goals of this study were to determine whether youth involved in 4-H gain leadership skills through 4-H activities and to examine which skills are developed.
(Positive Youth Development, Research Studies, Youth Leadership)
Clark, C., Wilcoxen, C., Geitner, C., White, D., Anderson, S., & Baker, D. (1998). Assessing leadership life skills gained through 4-H. Urbana, IL: Illinois Extension Service.
Adolescent Leadership Skill Development Through Residential 4-H Camp Counseling Study
Conducted during the summer of 2002, this study explored the experiences of teen counselors at 4-H residential camps in Virginia to better understand the leadership and life skill outcomes of 4-H camp participation.
(Youth Leadership)
Garst, B. A., & Johnson, J. (2005). Adolescent leadership skill development through residential 4-H camp counseling. Journal of Extension, 43(5).
After School and Summer Enrichment Program for Native American and Gifted Students
(Academic/Enrichment, Positive Youth Development, Youth Leadership)
Raborn, J. D. (2000). The evaluation and review of an after school and summer enrichment program for gifted and Native American students. Unpublished doctoral dissertation, University of New Mexico, Albuquerque.
After-School Girls Leadership Program
(Youth Leadership)
Muno, A., & Keenan, L. D. (2000). The After-School Girls Leadership Program: Transforming the school environment for adolescent girls. Social Work in Education, 22(2), 116–128.
American Legacy Foundation Statewide Youth Movement Against Tobacco Use
Begun in 2000, this initiative funded grants to 17 state health departments to foster youth-led tobacco control initiatives. The aim of the initiative is to engage youths in community action against tobacco use, to build state and local youth coalitions, and to foster meaningful youth-led tobacco prevention activities.
(Prevention, Youth Leadership)
Hinnant, L. W., Nimsch, C., & Stone-Wiggins, B. (2004). Examination of the relationship between community support and tobacco control activities as a part of youth empowerment programs. Education & Behavior, 31(5), 629–640. doi: 10.1177/109019810426868 www.sophe.org/schoolhealth/tobacco_pdfs/community_support.pdf
Boy Scouts of America—Northern Star Council
This council serves boys ages 6–21 in central Minnesota and four counties in Western Wisconsin. The council’s mission is to lead youth to be healthy, contributing citizens and leaders in their families, communities and the world.
(Positive Youth Development, Youth Leadership)
Skrypek, M., & Hardeman, R. (2008). Northern Star Council Boy Scouts of America school outcomes study: Comparing academic performance and school behavior of Boy Scouts and non-Scouts. St. Paul, MN: Wilder Research. www.wilder.org/reportsummary.0.html?&no_cache=1&tx_ttnews[pointer]=2&tx_ttnews[tt_news]=2099&tx_ttnews[backPid]=111&cHash=c9a55b4fb3
Skrypek, M., & Valorose, J. (2010). Northern Star Council’s Scoutreach outcomes: Progress on United Way outcome measures for 2009. www.wilder.org/download.0.html?report=2279
Boys & Girls Clubs of America—Southwestern City
(Positive Youth Development, Youth Leadership)
Carruthers, C. P., & Busser, J. A. (2000). A qualitative outcome study of Boys and Girls Clubs Program leaders, Club members, and parents. Journal of Park and Recreation Administration, 18, 50–67. rptsweb.tamu.edu/faculty/witt/conpubs/Carrauthers.pdf
Boys & Girls Clubs of America—Stay SMART Program and SMART Leaders Program
Initiated in 1988, these programs seek to teach youth a broad spectrum of social and personal competence skills and to help them identify and resist peer and other social pressures to use alcohol, cigarettes, and marijuana, and to engage in early sexual activity.
(Positive Youth Development, Prevention, Youth Leadership)
St. Pierre, T. L., Kaltreider, D. L., Mark, M. M., & Aikin, K. J. (1992). Drug prevention in a community setting: A longitudinal study of the relative effectiveness of a three-year primary prevention program in Boys & Girls Clubs across the nation. American Journal of Community Psychology, 20(6), 673–706.
St. Pierre, T. L., Mark, M. M., Kaltreider, D. L., & Aikin, K. J. (1995). A 27-month evaluation of a sexual activity prevention program in Boys & Girls Clubs across the nation. Family Relations, 44, 69–77.
Kaltreider, D. L., & St. Pierre, T. L. (1995). Beyond the schools: Strategies for implementing successful drug prevention programs in community youth-serving organizations. Journal of Drug Education, 25(3), 223–237.
Citizen Schools
Begun in 1995, this program operates a national network of apprenticeship programs for middle school students that connects adult volunteers to youth in hands-on afterschool learning projects. The program aims to help youth develop academic and leadership skills needed to succeed in school, get into college, and become leaders in their careers and their communities.
(Academic/Enrichment, Family/Community Involvement, Youth Leadership)
Fabiano, L., Espino, J., & Reisner, E. R. with Pearson, L. M. (2003). Citizen Schools: Using community resources to promote youth development . Phase I report of the Citizen Schools evaluation. Washington, DC: Policy Studies Associates. www.emcf.org/fileadmin/user/PDF/Results/eval_CitizenSchoolsEvaluation2003.pdf
Espino, J., Fabiano, L., & Pearson, L. M. (with Kirkwood, K. P., Afolabi, K., & Pasatta, K.). (2004). Citizen Schools: Evidence from two student cohorts on the use of community resources to promote youth development. Phase II report of the Citizen Schools evaluation. Washington, DC: Policy Studies Associates.
Fabiano, L., Pearson, L. M., Williams, I. J. (2005). Putting students on a pathway to academic and social success: Phase III findings of the Citizen Schools evaluation. Washington, DC: Policy Studies Associates. www.emcf.org/fileadmin/user/PDF/Results/eval_CitizenSchoolsEvaluation2005.pdf
Fabiano, L., Pearson, L. M., Reisner, E. R., & Williams, I. J. (2006). Preparing students in the middle grades to succeed in high school: Findings from Phase IV of the Citizen Schools Evaluation. Washington, DC: Policy Studies Associates. www.emcf.org/fileadmin/user/PDF/Results/eval_CitizenSchoolsEvaluation2006.pdf
Pearson, L. M., Vile, J. D., & Reisner, E. R. (2008). Establishing a foundation for progress toward high school graduation: Findings from Phase V of the Citizen Schools Evaluation. Washington, DC: Policy Studies Associates. www.aypf.org/documents/ExecutiveSummaryofCitizenSchools2008Evaluation.pdf
Vile, J. D., Arcaira, E., & Reisner, E. R. (2009). Progress toward high school graduation: Citizen Schools’ youth outcomes in Boston. Washington, DC: Policy Studies Associates. www.emcf.org/fileadmin/user/PDF/Results/eval_CitizenSchoolsEvaluation2009.pdf
Arcaira, E., Vile, J. D., & Reisner, E. R. (2010). Achieving high school graduation: Citizen Schools’ youth outcomes in Boston. Washington, DC: Policy Studies Associates.
City Year
Begun in 1990, this program recruits a diverse group of 17- to 24-year-olds to participate in 10 months of full-time community service, leadership development, and civic engagement.
(Service-Learning/Civic Engagement, Youth Leadership)
Anderson, L. M., Laguarda, K. G., & Fabiano, L. (2007). The City Year Alumni Studies: Summary of findings. Washington, DC: Policy Studies Associates. www.policystudies.com/studies/youth/City%20Year%20Alumni%20Studies%20Summary.pdf
Coca-Cola Valued Youth Program
(Service-Learning/Civic Engagement, Tutoring/Extra Instruction, Youth Leadership)
Cardenas, J. A., Montecel, M. R., Supik, J. D., & Harris, R. J. (1992). The Coca-Cola Valued Youth Program. Dropout prevention strategies for at-risk students. Texas Researcher, 3, 111–130.
Collaborative Afterschool Prevention Program
(Mentoring, Prevention, Youth Leadership)
O'Donnell, J., & Michalak, E. A. (1997). Inner-city youths helping children after-school programs to promote bonding and reduce risk. Social Work in Education, 19(4), 231–241.
Community Impact! Nashville
(Positive Youth Development, Service-Learning/Civic Engagement, Youth Leadership)
Vesneski, W., & Heuer, M. (2002). Community Impact! Nashville: First year evaluation report. Seattle, WA: The Evaluate Group.
Community Youth Research
(Positive Youth Development, Service-Learning/Civic Engagement, Youth Leadership)
Kirshner, B., Strobel, K., & Fernández, M. (2003). Critical civic engagement among urban youth. Penn GSE Perspectives on Urban Education, 2(1). www.urbanedjournal.org/articles/article0010.html
Earth Force
(Science/Technology/Mathematics, Service-Learning/Civic Engagement, Youth Leadership)
Melchior, A., & Bailis, L. N. (2003). 2001–2002 Earth Force evaluation: Program implementation and impacts. Waltham, MA: Center for Youth and Communities, Heller Graduate School, Brandeis University.
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
Kitty Andersen Youth Science Center Programs
These programs engage youth in grades 7–12 in science activities after school, on Saturdays, and during the summer in St. Paul and Minneapolis, Minnesota. Youth build competencies in leadership, career development, and science literacy through developing community service learning projects and leading workshops/outreaches for younger youth.
(Digital Media and Learning, Science/Technology/Mathematics, Youth Leadership)
Nelson, A. G., Cohn, S., Philippe, C., & Svarovsky, G. N. (2008). Big Back Yard Park Crew summative evaluation. St. Paul: Science Museum of Minnesota Department of Evaluation and Research in Learning. http://informalscience.org/evaluation/show/337
Nelson, A. G., Fitzenberger, M., Miller, K., & Philippe, C. (2009). KAYSC IDEA Cooperative: Year 2 formative evaluation. St. Paul: Science Museum of Minnesota Department of Evaluation and Research in Learning. http://informalscience.org/evaluation/show/345
Nelson, A. G., & Ostgaard, G. (2010). KAYSC Podcast Crew: Evaluation activities 2009–2010. St. Paul: Science Museum of Minnesota Department of Evaluation and Research in Learning. http://informalscience.org/evaluation/show/332
Nelson, A. G., & Ostgaard, G. (2011). IDEA Cooperative: Select findings from the Invention Crew exit survey. St. Paul: Science Museum of Minnesota Department of Evaluation and Research in Learning. http://informalscience.org/evaluation/show/339
Nelson, A. G., & Ostgaard, G. (2011). IDEA Cooperative: Select findings from the Design Team exit survey. St. Paul: Science Museum of Minnesota. http://informalscience.org/evaluation/show/338
Mid Kids After School Club
(Academic/Enrichment, Mentoring, Youth Leadership)
Hamann, J. (1999). The mentoring experience: From the adolescent mentor's perspective. Sociological Imagination, 36(1), 47–64.
Pasadena LEARNs
(Academic/Enrichment, Prevention, Youth Leadership)
Faris, S., Rahn, M., Flores, L., Butler, M., & Kroeker-Falconi, C. (2000). Pasadena LEARNs after-school program final baseline report. Pasadena, CA: Public Works.
Public Works. (2000). Pasadena LEARNs after-school program interim report: Baseline implementation results. Pasadena, CA: Author.
Public Works. (2000). Pasadena LEARNs after-school program summarized survey findings. Pasadena, CA: Author.
Public Works. (2001). Pasadena LEARNs after-school program final evaluation report 2000–2001. Pasadena, CA: Author.
Public Works. (2001). Pasadena LEARNs after-school program interim report: Spring 2001 implementation results and best program practices. Pasadena, CA: Author.
Public Works. (2001). Pasadena LEARNs after-school program summarized survey findings 2000–2001. Pasadena, CA: Author.
Public Works. (2001). Pasadena LEARNs after-school program student achievement indicator 2000–2001 pre-test results. Pasadena, CA: Author.
Public Works. (2002). Pasadena LEARNs after-school program interim report: Spring 2002 implementation results and promising practices. Pasadena, CA: Author.
Public Works. (2002). Pasadena LEARNs after-school program summarized survey findings 2001–2002. Pasadena, CA: Author.
Public Works. (2003). Pasadena LEARNs after-school program final evaluation report 2001–2002. Pasadena, CA: Author.
Public Works. (2003). Pasadena LEARNs after-school program interim report: Spring 2003 implementation results 2002–2003. Pasadena, CA: Author.
Public Works. (2003). Pasadena LEARNs after-school program summarized survey findings 2002–2003. Pasadena, CA: Author.
Faris, S., Chen, A., & Rahn, M. (2004). Evaluation of the Pasadena LEARNs after-school program. Pasadena, CA: Public Works.
Project 4-Health
Offered in 4-H clubs throughout California, this program is designed to prevent tobacco use. The program involves youth in discouraging others' tobacco use and develops youth leadership for tobacco control.
(Health, Prevention, Youth Leadership)
D'Onofrio, C. N., Moskowitz, J. M., & Braverman, M. T. (2002). Curtailing tobacco use among youth: Evaluation of Project 4-Health. Health Education & Behavior, 29(6), 656–682. heb.sagepub.com/cgi/content/abstract/29/6/656
Rocky Mountain Middle School Mathematics and Science Partnership
The primary focus of this project is the development and support of informal summer outreach and intervention programs to provide middle school students with hands-on activities in science and math, and leadership and teamwork opportunities. Programs take place on the campuses of 4 Colorado universities.
(Science/Technology/Mathematics, Youth Leadership)
Fritz, A. E., & Albright, L. (2008) Evaluation of the Rocky Mountain Middle School Mathematics and Science Partnership (RM-MSMSP) summer camp program: Year 4, Summer 2008. Fort Collins, CO: Colorado State University.
Weinberg, A. E., & Albright, L. (2009) Evaluation of the Rocky Mountain Middle School Mathematics and Science Partnership (RM-MSMSP) summer camp program: Year 5, Summer 2009. Fort Collins, CO: Colorado State University.
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.
Somali Community Services of Seattle Child Development Program
Established in 1998, this program is designed to meet the needs of Somali children and families in Seattle in transitioning to the U.S. educational system. The program provides tutoring through after school study sessions and also provides parents with knowledge regarding how to use school-based resources and other information for parents to transition successfully to their new community.
(Family/Community Involvement, Tutoring/Extra Instruction, Youth Leadership)
Casey, B., Sullivan, M., & Roble, M. A. (2000). Evaluation report: Somali Community Services of Seattle Child Development Program. Seattle, WA: Seattle Partners for Healthy Communities.
Summer Leadership Institute
(Youth Leadership)
Roberts, J. B. (1997). The impact of leadership training on ninth grade students' academic achievement, disciplinary referrals, extracurricular activities participation, and leadership skills. Unpublished doctoral dissertation, University of Florida, Gainesville.
Wake Summerbridge Summer Enrichment Program
This tuition-free summer program for middle school students from Wake County, North Carolina, stresses academic excellence, leadership, creativity, and diversity.
(Academic/Enrichment, Positive Youth Development, Youth Leadership)
Harlow, K., & Baenen, N. (2001). The effectiveness of the Wake Summerbridge Summer Enrichment Program (E&R Report No. 01.47). Raleigh, NC: Wake County Public School System Evaluation and Research Department. www.wcpss.net/evaluation-research/reports/2001/0147_Summerbridge.pdf
Wilderness Inner-City Leadership Development
(Adventure, Youth Leadership)
Cheadle, A., & Ornelas, I. (1999). Wilderness Inner-City Leadership Development Project: Evaluation report. Seattle Partners for Healthy Communities.
Young Men's Business League's Sunshine Camp
(Adventure, Positive Youth Development, Youth Leadership)
Witt, P. A., & Bradberry, E. K. (2000). Evaluation of the Young Men's Business League's Sunshine Camp. College Station: Department of Recreation, Park, and Tourism Sciences, Texas A&M University. rptsweb.tamu.edu/Faculty/Witt/conpubs/sunshine.PDF
Young Women's Leadership Alliance After School Program
This program provides high school girls in a mid-sized California city with opportunities to explore concepts of equity, design and conduct research to study equity issues, and then plan a social action project building on their research findings.
(Youth Leadership)
Denner, J., Meyer, B., & Bean, S. (2005). Young Women's Leadership Alliance: Youth–adult partnerships in an all-female after-school program. Journal of Community Psychology, 33(1), 87–100.
Education, Training, and Research Associates. (2005). Young Women's Leadership Alliance final performance report. Scotts Valley, CA: Author.
Youth Leadership Academy
Conducted in 2009 and 2010, this 2-day academy provided youth and adults from communities across Minnesota an opportunity to interact and share information about environmental strategy projects that they had undertaken.
(Family/Community Involvement, Prevention, Youth Leadership)
Rausch, E. J., & Idzelis, M. (2009). ATOD Youth Leadership Academy: May 2009 Summary of evaluation results. Saint Paul, MN: Wilder Research. www.wilder.org/download.0.html?report=2172
Idzelis, M. (2010). Summary of the Advanced Youth Leadership Training results August 2009. Saint Paul, MN: Wilder Research. www.wilder.org/download.0.html?report=2272
Dillon, K., & Idzelis, M. (2010). ATOD Youth Leadership Academy II: January 2010 Summary of evaluation results. Saint Paul, MN: Wilder Research. www.wilder.org/download.0.html?report=2287
Youth Leadership In Research and Evaluation Case Studies
This study examines four cases of youth working as researchers and/or program evaluators as part of urban community-based organizations that offered after school and other youth programs.
(Research Studies, Youth Leadership)
Carver, R. L., & London, J. K. (2002, April). Taking youth voice seriously: A cross-case analysis of youth leadership in research and evaluation. Paper presented at the 2002 American Educational Research Association Annual Conference, New Orleans, LA.
Youth Leadership Initiative
This initiative offers activities for youth ages 14–18 in Saint Paul, Minnesota to build leadership skills. Youth commit to participating for the school year, and can become mentors in future years. Four leadership retreats are held over long weekends; cultural exploration sessions are held on 5 Saturdays a year; and youth action teams meet weekly. Youth also have regular school support and access to youth mentors.
(Complementary Learning, Culture/Heritage, Youth Leadership)
Valorose, J. (2009). WCC Youth Leadership Initiative evaluation: Year-end evaluation results from the first three years (2007, 2008, and 2009). Saint Paul, Minnesota: Wilder Research. www.wilder.org/download.0.html?report=2185
Youth Leadership Training Programs
These programs provided youth leadership training in Connecticut that include youth involvement in program planning and decision making, training in youth leadership, ongoing interaction with program staff and other adults, and active participation and involvement in local community initiatives.
(Youth Leadership)
Anderson, S. A., Sabatelli, R. M., & Trachtenberg, J. (2007). Evaluation of Youth Leadership Training Programs. Journal of Youth Development—Bridging Research & Practice, 1(3). data.memberclicks.com/site/nae4a/JYD_060103final.pdf
Youth Perspectives on Meaningful Participation in Community Based Programs
This study aims to gain a better understanding of youth’s perceptions about youth empowerment and to acquire their perspective about the meaningfulness of participation in out-of-school advocacy and volunteer program activities. The two programs in this study are located in South Carolina and were selected based on the following criteria: out-of-school, community-based program that considers itself a youth development and empowerment organization, and/or having a tobacco use prevention mission.
(Research Studies, Service-Learning/Civic Engagement, Youth Leadership)
Royce, S. W. (2009). Youth perspectives on meaningful participation in community based programs: A qualitative assessment. Journal of Youth Development, 4(4). data.memberclicks.com/site/nae4a/JYD_090404final.pdf
Youth-Led Strategies to Captivate Youth Engagement in Youth Programs and Opportunities
This study examines what can be learned from youth about designing captivating opportunities for positive youth development. The study included two primary data sources: (a) focus groups conducted with middle and high school students in 8 Minnesota towns and cities in 2004, and (b) two parallel youth-mapping projects, one rural and one urban, that involved youth interviewing other youth in their community about the availability of youth-friendly programs, people, and places.
(Positive Youth Development, Research Studies, Youth Leadership)
Saito, R. N. (2006). Beyond access and supply: Youth-led strategies to captivate young people’s interest in and demand for youth programs and opportunities. New Directions for Youth Development, 112, 57–74.
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