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The Harvard Family Research Project separated from the Harvard Graduate School of Education to become the Global Family Research Project as of January 1, 2017. It is no longer affiliated with Harvard University.

This bibliography contains citations for all the out-of-school time (OST) program evaluations and research studies that Harvard Family Research Project is currently tracking. Some of these evaluations and research studies we have profiled and added to our Out-of-School Time Program Research and Evaluation Database. For those in this bibliography that we have not profiled yet, we do not have detailed information on the evaluations and studies, but we do provide basic program or research study information as well as links to relevant evaluation and research reports.

Last updated
The last update to the bibliography was in January 2012.

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Choose a program type below to see to a list of all programs and evaluations or research studies in that category or click on the Research Studies category to see out-of-school time research studies.

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4-H Arts and Communication Program—Wisconsin

This program offers arts and communication projects distributed over three broad categories—visual arts, performing arts, and communications—to youth in 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 Bloco Drum and Dance Program

Begun in 2003 in Windsor, California, this afterschool program teaches adolescents drumming, dancing, and theater arts in the traditions of Brazilian Carnaval.

(Arts, Culture/Heritage, Positive Youth Development)

Ginop-Conklin, E., Braverman, M. T., Caruso, R., & Bone, D. (2011). Bringing Carnaval drum and dance traditions into 4-H programming for Latino youth. Journal of Extension, 49(4). www.joe.org/joe/2011august/pdf/JOE_v49_4iw1.pdf

After School Art Clubs

This program, implemented in 2000, was designed to provide art experiences in different media and techniques to fifth and sixth graders in Camarillo, California.

(Arts)

Arthington, C. A. (2001). Celebrating the arts: A bridge to the emotional brain—A project demonstrating excellence. Unpublished doctoral dissertation, The Union Institute & University, Cincinnati, OH.

After School Arts

Initiated in 1992 in Philadelphia, Pennsylvania, this program offers students the opportunity to work intensively in several art forms so that they may develop as artists and critical thinkers in a safe, educational after school environment.

(Arts)

Melamed, L. (1997). The After School Arts program: Final evaluation report. Philadelphia: Philadelphia Education Fund.

After School Arts Program

Initiated in 1996, this after school program in Chicago provides elementary school youth with art classes taught by artists. One high school in the community also participates, matching each student with an artist mentor. The program aims to encourage youth's appreciation of and facility with artistic media and to provide them with safe, satisfying, and enriching out-of-school activities and opportunities to develop positive relationships with role models.

(Arts, Multi-Component/Comprehensive, Positive Youth Development)

Quinn, T., & Kahne, J. (2001). Wide awake to the world: The arts and urban schools-Conflicts and contributions of an after-school program. Curriculum Inquiry, 31(1), 11–32.

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

Art-at-Work

Implemented in 1996, this program provides art instruction, job training, and literacy education to youth ages 14 to 16 who are first-time truants on probation in Atlanta, Georgia.

(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.

Arts Corps

Founded in 2000, this program places artists experienced in teaching in a variety of after school programs working with youth in kindergarten through 12th grade in Seattle and King County, Washington. The goal is to provide youth with access to high-quality arts education opportunities.

(Arts, Positive Youth Development)

McGill, M. (2002). Arts Corps program evaluation report [second year 2001–2002]. Seattle, WA: Art Corps.
Murray, M. (2003). Arts Corps program evaluation report: Year three, 2002–2003. Seattle, WA: Arts Corps.

Murray, M. (2004). Arts Corps program evaluation report: Year four, 2003–2004. Seattle, WA: Arts Corps.

Arts Corps. (2005). 2004 – 05 program evaluation report executive summary. Seattle, WA: Author.

Murray, M. (2007). Art Corps 2006–2007 evaluation report. Seattle, WA: Arts Corps. www.artscorps.org/downloads/publications/2007%20Evaluation%20Report.pdf

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.

Boys & Girls Clubs of Metropolitan Phoenix—ArtWeb

This structured 1-week summer art program provides children in Phoenix, Arizona, the opportunity to explore and express their creative energies through visual, musical, and literary arts.

(Arts)

Baker, D. A. (1999). Boys & Girls Clubs of Metropolitan Phoenix summer program and ArtWeb evaluation. Phoenix: Arizona State University. rptsweb.tamu.edu/faculty/witt/conpubs/artweb.pdf

Children of the Future

Begun in 1993, this arts and public safety program provides daily after school and summer activities for children ages 5– 4 at recreation and community centers in Columbus, Ohio. Teams of two to four artists at the programming centers plan and conduct activities in dance, creative writing, music, theatre, and visual arts.

(Arts)

Pollock, J. S. (2001). Children of the Future: Member focus groups. Columbus, OH: Greater Columbus Arts Council.

Pollock, J. S. (2001). Children of the Future: Child focus groups. Columbus, OH: Greater Columbus Arts Council.

Pollock, J .S. (2001). Children of the Future: Member focus groups. Columbus, OH: Greater Columbus Arts Council.

Pollock, J. S. (2001). Children of the Future: Child focus groups. Columbus, OH: Greater Columbus Arts Council.

Pollock, J. S. (2001). Children of the Future: Parent survey – May 2001. Columbus, OH: Greater Columbus Arts Council.

Pollock, J. S. (2002). Children of the Future: Member focus groups. Columbus, OH: Greater Columbus Arts Council.

Pollock, J. S. (2002). Children of the Future: Child focus groups. Columbus, OH: Greater Columbus Arts Council.

Pollock, J. S. (2002). Children of the Future: Member focus groups. Columbus, OH: Greater Columbus Arts Council.

Pollock, J. S. (2002). Children of the Future: Child focus groups. Columbus, OH: Greater Columbus Arts Council.

Pollock, J. S. (2002). Children of the Future: Parent survey – May 2002. Columbus, OH: Greater Columbus Arts Council.

Pollock, J. S. (2003). Children of the Future: Parent survey – May 2003. Columbus, OH: Greater Columbus Arts Council.

Pollock, J. S. (2003). Children of the Future: Member focus groups. Columbus, OH: Greater Columbus Arts Council.

Pollock, J. S. (2003). Children of the Future: Child focus groups. Columbus, OH: Greater Columbus Arts Council.

Comic Book Project

Initiated in 2002 in 33 New York City after school programs, this pilot project uses the creative development of comic books as an alternative pathway to learning literacy skills for children in grades four through eight.

(Academic/Enrichment, Arts, Literacy)

Bitz, M. D. (2003). The Comic Book Project: Pilot assessment report. New York: Center for Educational Pathways.

Bitz, M. D. (2004). The Comic Book Project: Forging alternative pathways to literacy. Journal of Adolescent & Adult Literacy, 47, 574–588.

Core Arts Program

Initiated in 1998, this is an arts-based program for adjudicated youth. It consists of Mississippi arts and youth services organizations that use arts as a core strategy to build skills in youth offenders.

(Arts, Positive Youth Development, Prevention)

Cleveland, W. (2001). An evaluation of the Core Arts Program: 1998–2001. Minneapolis, MN: Center for the Study of Art and the Community.

Cleveland, W. (2002). An evaluation of the Jackson County Children's Services Coalition Core Arts Program: 2001–2002. Minneapolis, MN: Center for the Study of Art and the Community.

Creative Communities

Launched in 2001, this national initiative provides grants to 20 community schools of the arts and their public housing partners to provide access to arts learning, youth development, and community building opportunities after school, during Saturdays and spring breaks, and/or summer classes.

(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.

Dougherty Arts Center Creativity Club

The goal of this after school program is to help children aged 6 to 12 grow in creativity and confidence through daily visual and performing arts classes in Austin, Texas.

(Arts, Positive Youth Development)

Scott, D., Witt., P. A., & Foss, M. G. (1996). Evaluation of the impact of the Dougherty Arts Center's Creativity Club on children at-risk. Journal of Park and Recreation Administration, 14(3), 41–59.

Fairfax County Youth-Directed Teen Centers

These centers in Fairfax County, Virginia, provide youth ages 12 to 18 with community service opportunities, character building programs, dances, art programs, and more. Teen councils provide youth input into the programs and operations.

(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

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

Growing Up Performed

This after school therapeutic program for 6–12-year-olds from two New York City schools uses improvisational drama and other performance activities to support children's social and emotional development.

(Arts, Positive Youth Development)

Feldman, N. (2001). “The Play is the Thing”: Assisting children in the creation of new life performances. Unpublished doctoral dissertation, Columbia University, New York.

KindergARTen Summer Camp

Begun in 2004, this summer program for low-income children in Baltimore, Maryland, provides kindergarteners with enrichment experiences in literacy and fine arts.

(Academic/Enrichment, Arts, Literacy)

Borman, G. D., Dowling, N. M., Fairchild, R., & Libit, J. (2005). Halting the summer achievement slide: A randomized evaluation of the KindergARTen Summer Camp. Baltimore: Johns Hopkins University Center for Summer Learning.

Borman, G. D., Dowling, N. M., Fairchild, R., & Libit, J. (2007). Halting the summer achievement slide: The evaluation of the 2006 KindergARTen Summer Camp. Baltimore: Johns Hopkins University Center for Summer Learning. www.summerlearning.org/resource/resmgr/publications/2006.haltingthesummerachieve.pdf

Kuumba Kids

Located in Rochester, New York, Kuumba Kids is an arts program led by African American artists who engage children in drama and dance activities in order to assist in the development of self-esteem, noncompetitive creativity, and creative problem solving.

(Arts, Culture/Heritage, Positive Youth Development)

Mason, M. J., & Chang, S. (2001). Culturally-based after-school arts programming for low-income urban children: Adaptive and preventive effects. The Journal of Primary Prevention, 22, 45–54.

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.

Poetry Athletics

This after school program in two rural Virginia schools provides fifth and sixth grade youth with poetry exercises in a sports format. The program aims to increase fluency, the development of creative moves and expressions, and self-confidence.

(Arts, Literacy, Positive Youth Development)

Carter-Pounds, A. A. (1996). Teaching reading through poetry using a sports format: An evaluation. Unpublished doctoral dissertation, University of Virginia, Charlottesville.

Poindexter Village Community Art Program (not the real name due to a confidentiality agreement)

Located in a recreation center in Columbus, Ohio, this program provides an avenue for youth ages 5 to 12 to engage in meaningful after school art activities as an alternative to antisocial or deviant behaviors.

(Arts, Positive Youth Development, Prevention)

Adejumo, C. O. (1997). Youth development through a community art program: An ethnographic case study. Unpublished doctoral dissertation, Ohio State University, Columbus.

REACH (Recreation and Education Accelerating Children's Hopes) After School Program

This program provides arts-based curriculum and activities designed to improve academic and social skills in a safe and nurturing environment in elementary schools in Pico Rivera, California.

(Academic/Enrichment, Arts, Positive Youth Development)

Global Learning. (2002). REACH After School Program evaluation report, city of Pico Rivera 2001–2002. Portland, OR: Author.

Summer Dance Connections

Initiated in 1997 in Greensboro, North Carolina, this community-based dance education program is designed to provide a targeted group of at-risk children, ages 9 to 13, with the opportunity to study dance in an intensive summer workshop.

(Arts, Positive Youth Development)

Green, J. (2000). Power, service, and reflexivity in a community dance project. Research in Dance Education, 1(1), 53–67. taylorandfrancis.metapress.com/link.asp?id=t4ffpyl83n6g1qv0

Sustainability and Resource Development Strategies in Out-of-School Time Youth Arts Programs in Massachusetts

This study examined strategies for sustainability and resource development used by a non-random sample of community-based out-of-school time youth arts programs in Massachusetts.

(Arts, Research Studies)

Proffitt, C. (2010). Getting the right mix: Sustainability and resource development strategies in out-of-school time youth arts programs in Massachusetts. Afterschool Matters, 11, 7–14. www.robertbownefoundation.org/pdf_files/2010_asm_june.pdf

Totally Cool, Totally Art Program

Begun in 1996, the Totally Cool, Totally Art program offers after school visual arts classes to teens in Austin, Texas.

(Arts, Positive Youth Development)

Witt, P. A. (1999). Evaluation of the Totally Cool, Totally Art Program: Austin Parks and Recreation Department. College Station: Texas A&M University. www.rpts.tamu.edu/Faculty/Witt/report99.pdf

Witt, P. A. (2000). Evaluation of the Totally Cool, Totally Art Program: Austin Parks and Recreation Department, 1999–2000. College Station: Texas A&M University. rptsweb.tamu.edu/Faculty/Witt/conpubs/TCTA00.PDF

University of Arizona SEEK Book Making and Writing Course

This program for kindergarten through eighth grade students is held during the summers at the University of Arizona, and uses printmaking, book making, and memoir writing to improve student motivation and writing.

(Academic/Enrichment, Arts, Literacy)

Peterson-Stroz, L. A. (1997). A cross-disciplinary curriculum of art and writing: Using the sensory properties to teach printmaking, book making, and creative (memoir) writing. Unpublished doctoral dissertation, University of Arizona, Tucson.

Urban smARTS

This after school program began in 1993 to prevent high-risk students ages 10 to 12 in San Antonio, Texas, neighborhoods from engaging in delinquent behaviors.

(Arts, Prevention)

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

Youth Arts Public Art

Begun in 1996, this program is designed to serve youth ages 14 to 16 who are on probation in the juvenile justice system in Portland, Oregon. The goals are to enhance participants' academic and social success and reduce delinquent behaviors.

(Arts, Positive Youth Development, Prevention)

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

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.