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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21st Century Community Learning Centers—Children's Aid Society
This program provides health, mental health, after school, parent, Head Start, Early Head Start, weekend and summer programs in 21 New York City community schools. Programs offer academic enrichment and youth development activities. Each site is a 21st Century Community Learning Center and has a different specific focus.
(Academic/Enrichment, Complementary Learning, Positive Youth Development)
Krenichyn, K., Clark, H., Schaefer-McDaniel, N., & Benitez, L. (2006). 21st Century Community Learning Centers at six New York City middle schools: Year one report. New York: The Children’s Aid Society.
Krenichyn, K., Clark, H., & Schaefer-McDaniel, N. (2007). 21st Century Community Learning Centers at six New York City middle schools: Year two report. New York: The Children’s Aid Society.
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
Accelerated Reading and Mathematics Instruction—Texas
This program funds Texas school districts to provide intensive, targeted instruction for students in grades K–8 identified as at risk for reading or math difficulties. The program uses a three-tiered approach: in the classroom; before, during, or after school; and summer school.
(Complementary Learning, Tutoring/Extra Instruction)
Curry, J. (2008). Accelerated reading and mathematics evaluation report, 2007–2008. Austin, TX: Austin Independent School District. www.austinisd.org/inside/docs/ope_Accelerated_Reading_and_Math_Instruction_Eval.pdf
Curry, J. (2009). Accelerated Reading and Mathematics evaluation report, 2008–2009. Austin, TX: Austin Independent School District. www.austinisd.org/inside/docs/ope_08-63_Accelerated_Reading_and_Mathematics_Instruction_Evaluation_Report.pdf
Achievement Plus
Developed in 1997in St. Paul, Minnesota, this program integrates the school community, families, and the resources of public and private organizations to ensure academic achievement for all students. It has three core components: standards-based curriculum and instruction, extended learning opportunities for students, and learning supports for students and families.
(Academic/Enrichment, Complementary Learning)
Wilder Research. (2010). Achievement Plus: A partnership to transform underachieving schools. Saint Paul, MN: Author. www.wilder.org/download.0.html?report=2277
Boys & Girls Clubs—Gang Prevention Through Targeted Outreach Program
This program was initiated nationwide in 1991 to help Boys & Girls Clubs build a network of community representatives to assess local gang problems, recruit youth at risk of gang membership, and reduce gang involvement by providing these at-risk youth with alternative activities. The program offers youth activities centered around character and leadership development; health and life skills; the arts; sports, fitness, and recreation; and education.
(Complementary Learning, Multi-Component/Comprehensive, Prevention)
Arbreton, A. J. A., & McClanahan. (2005). Targeted outreach: Boys & Girls Clubs of America's approach to gang prevention and intervention. Philadelphia: Public/Private Ventures. www.ppv.org/ppv/publications/assets/148_publication.pdf
Capturing Youth Voice to Assess Learning in Urban Youth Development Programs
This study assesses the nature of the learning experiences and the learning environments in urban youth out-of-school programs.
(Complementary Learning, Research Studies)
Skuza, J. A., & Russo, J. P. (2008). Capturing youth voice to assess learning in urban youth development programs. Journal of Youth Development, 2(3). data.memberclicks.com/site/nae4a/JYD_070203final.pdf
Children’s Environmental Learning After School Study
This study examined fifth and sixth grade youth who participated in an after school program in New York, New York, to discover and foster their knowledge of animal behavior, ecology, and vulnerability.
(Complementary Learning, Research Studies)
Douglas, J. A., & Katz, C. (2009). It’s all happening at the zoo: Children’s environmental learning after school. Afterschool Matters, 8: 36–45. www.robertbownefoundation.org/pdf_files/2009_asm_spring.pdf
Choice Refocus & Opportunity Program
This program in Baltimore, Maryland, is designed to ensure community safety while helping at-risk youth to remain living in their communities and out of the juvenile detention system. Services include daily face-to-face contact, informal counseling, educational support and in-school advocacy, individual and group workshops, structured afterschool and weekend activities, employment skills development, linkage and referral to community resources, 24-hour crisis intervention, and curfew monitoring.
(Complementary Learning, Multi-Component/Comprehensive, Prevention)
Community Science (formerly Association for the Study of Development and Community). (2006). Evaluation of Choice Refocus & Opportunity Program annual report: October 2005–September 2006. Gaithersburg, MD: Author. www.communityscience.com/pdfs/Choice%20R%20%20O_Annual%20Report%20FINAL.pdf
Cool Girls, Inc.
Founded in 1989 and based in Atlanta, Georgia, this program is concerned with the self-empowerment of girls in low-income communities. Programming takes place after school and in the summer, and includes mentoring relationships, field trips, health and life skills education, and academic tutoring.
(Complementary Learning, Multi-Component/Comprehensive, Positive Youth Development)
Kuperminc, G., & Emshoff, J., et al. (2006). Program evaluation of Cool Girls, Inc., Data from the 2005–06 Cool Girls Evaluation. Georgia State University Evaluation Team.
Creating Family Lasting Connections
Developed in 1988, this program offers evening trainings to teens and their parents in Kentucky church communities to build families’ resilience in order to help decrease and prevent substance abuse.
(Complementary Learning, Family/Community Involvement, Prevention)
Johnson, K., & Strader, T. (1996). Reducing alcohol and other drug use by strengthening community, family, and youth resiliency: An evaluation of the Creating Lasting Connections Program. Journal of Adolescent Research, 11(1), 36–67.
Strader, T., Collins, D., Noe, T. & Johnson, K. (1997). Mobilizing church communities for alcohol and other drug abuse prevention through the use of volunteer church advocate teams. The Journal of Volunteer Administration, 15(2), 27.
Johnson, K., Bryant, D. D., Collins, D. A., Noe, T. D., Strader, T. N., & Berbaum, M. (1998). Preventing and reducing alcohol and other drug use among high-risk youths by increasing family resilience. Social Work, 43(4), 297–308.
Johnson, K., Noe, T., Collins, D., Strader, T. N. & Bucholtz G. (2000). Mobilizing church communities to prevent alcohol and other drug abuse: A model strategy and its evaluation. Journal of Community Practice. 7(2), 1–27.
Strader, T. N., Noe, T., & Collins, D. (2000) Building healthy individuals, families, and communities: Creating Lasting Connections. Kluwer Academic/Plenum Publishing Corporation.
CSTEM
This national project aims to reduce achievement gaps in the areas of communication, science, technology, engineering, and math through focused teacher training, experiential learning for youth through practical application, and exposure to careers in related fields for grades preK–12. This project operates in both the formal classroom setting and the out-of-school time setting depending on implementation at each school.
(Complementary Learning, Science/Technology/Mathematics)
Flowers, R. D. (2003). After-school enrichment and the activity theory: How can a management service organization assist schools with reducing the achievement gap among minority and non-minority students in science, technology, engineering, and mathematics (STEM) during the after-school hours? (Doctoral dissertation, Union Institute & University). Retrieved from www.cstem.org/LinkClick.aspx?fileticket=dUrY%2fAXXQ2s%3d&tabid=876&mid=2056
Johnson, J., & Owens, E. (2007). External evaluation report: Shell Schlumberger Sea Turtle Robotics Project. Mandaluyong, Philippines: Statlab Data Services. www.cstem.org/LinkClick.aspx?fileticket=0A1Z0hsmEog%3d&tabid=876&mid=2056
Developing Social Capital Through Participation in Organized Youth Programs
This study explores how three organized youth programs serve as a context in which youth are connected to resource-bearing adults in the community who promote social capital development. Two of the programs, one of which focused on arts education and the other on youth activism, are located in a large Midwestern city. The third is an agriculture-focused after school program located in a small rural community.
(Complementary Learning, Positive Youth Development, Research Studies)
Jarrett, R. L., Sullivan, P. J., & Watkins, N. D. (2005). Developing social capital through participation in organized youth programs: Qualitative insights from three programs. Journal of Community Psychology, 33(1), 41–55. www.youthdev.uiuc.edu/Documents/JarrettSullivanWatkins2005.pdf
Early Risers “Skills for Success”
This prevention program aims to alter the developmental trajectory of elementary-age children with early onset aggressive behavior. The program features four core components: a summer school program, a teacher consultation and student mentoring program, child social skills groups, and parent education and skills-training groups, all delivered in tandem with a family support program individually tailored to address families’ needs.
(Complementary Learning, Family/Community Involvement, Prevention)
August, G. J., Realmuto, G. M., Kektner, J. M., & Bloomquist, M. L. (2001). An integrated components preventive intervention for aggressive elementary children: The Early Risers program. Journal of Consulting and Clinical Psychology, 69(4).
August, G. J., Realmuto, G. M., Winters, K. C., & Hektner, J. M. (2001). Prevention of adolescent drug abuse: Targeting high-risk children with a multifaceted intervention model—The Early Risers “Skills for Success” Program. Applied & Preventive Psychology, 10, 135–154.
August, G. J., Hektner, J. M., Egan, E. A., Realmuto, G. M., & Bloomquist, M. L. (2002). The Early Risers longitudinal prevention trial: Examination of 3-year outcomes in aggressive children with intent-to-treat and as-intended analyses. Psychology of Addictive Behaviors, 16(Suppl.), S27–S39.
August, G. J., Egan, E. A., Realmuto, G. M., & Hektner, J. M. (2003). Parceling component effects of a multifaceted prevention program for disruptive elementary school children. Journal of Abnormal Child Psychology, 31(5). springerlink.com/content/x2494x66h49p0l22/
August, G. J., Lee, S. S., Bloomquist, M. L., Realmuto, G. M., & Hektner, J. M. (2003). Dissemination of an evidence-based prevention innovation for aggressive children living in culturally diverse, urban neighborhoods: The Early Risers effectiveness study. Prevention Science, 4, 271–286.
August, G. J., Egan, E. A., Realmuto, G. M., & Hektner, J. M. (2003). Four years of the Early Risers early-age-targeted preventive intervention: Effects on aggressive children’s peer relations. Behavior Therapy, 34, 453–470.
August, G. J., Lee, S. S., Bloomquist, M. L, Realmuto, G. M., & Hektner, J. M. (2004). Maintenance effects of an evidence-based prevention innovation for aggressive children living in culturally-diverse urban neighborhoods: The Early Risers effectiveness study. Journal of Emotional and Behavioral Disorders, 12, 194–205.
August, G. J., Bloomquist, M. L, Lee, S. S., Realmuto, G. M., & Hektner, J. M. (2006). Can evidence-based prevention programs be sustained in community practice settings? The Early Risers advanced-stage effectiveness trial. Prevention Science, 7, 151–165.
August, G. J., Bloomquist, M. L., Realmuto, G. M., & Hektner, J. M. (2007). The Early Risers “Skills for Success” Program: A targeted intervention for preventing conduct problems and substance abuse in aggressive elementary school children. In P. Tolan, J. Szapocznik, & S. Sambrano (Eds.), Preventing youth substance abuse: Science-based programs for children and adolescents (pp. 137–158). Washington: American Psychological Association.
Bernat, D. H., August G. J., Hektner J. M., & Bloomquist M. L. (2007). The Early Risers preventive intervention: testing for six-year outcomes and mediational processes. Journal of Abnormal Child Psychology, 35(4), 605–617.
Effects of an Academic Extended-Day Program on Student Achievement, School Attendance, and Discipline
The purpose of this study was to measure effects of an academic extended-day program on students’ achievement in reading, school attendance, and discipline. Third graders from two Title 1 schools in central Virginia were selected for the study.
(Complementary Learning, Research Studies, Tutoring/Extra Instruction)
Welch, J. B. (2002). Effects of an academic extended-day program on student achievement, school attendance, and discipline. Charlottesville, VA: University of Virginia Unpublished Doctoral Dissertation.
Families and Schools Together® (FAST)
Operating on an international scale (including nationally in the U.S.), this organization helps communities create barriers to the risks youth face by creating a strong family accountability infrastructure. It provides parental involvement and alcohol and drug prevention/intervention programs, as well as multiple programs held after school for pre-k through high school-aged children and youth.
(Complementary Learning, Family/Community Involvement, Prevention)
McDonald, L., & Price, K. (2007). Evaluation report for middle school FAST, Aggregate summary 2002–2007. Madison, WI: FAST National Training & Evaluation Center.
Fast Track
Begun in 1991, this project was designed to prevent serious antisocial behavior and related adolescent problems in three successive cohorts of children selected as being at high risk when entering first grade. This program is based on the hypothesis that improving child competencies, parenting effectiveness, school context, and school–home communication will, over time, contribute to preventing antisocial behavior across the period from early childhood through adolescence.
(Complementary Learning, Positive Youth Development, Research Studies)
Conduct Problems Prevention Research Group. (1999). Initial impact of the Fast Track prevention trial for conduct problems: I. The high-risk sample. Journal of Consulting and Clinical Psychology, 67, 631–647.
Conduct Problems Prevention Research Group. (1999). Initial impact of the Fast Track prevention trial for conduct problems: II. Classroom effects. Journal of Consulting and Clinical Psychology, 67, 648–657. [Reprinted in M.E. Hertzig & E.A. Farber (Eds.), Annual progress in child psychiatry and child development, 2000–2001. New York: Brunner-Routledge.]
Orrell-Valente, J. K., Pinderhughes, E. E., Valente, E., Laird, R. D., and the Conduct Problems Prevention Research Group. (1999). If it's offered, will they come? Influences on parents' participation in a community-based conduct problems prevention program. American Journal of Community Psychology, 27, 753–783.
Conduct Problems Prevention Research Group. (2002). Evaluation of the first 3 years of the Fast Track prevention trial with children at high risk for adolescent conduct problems. Journal of Abnormal Child Psychology, 30, 19–36.
Conduct Problems Prevention Research Group. (2002). Predictor variables associated with positive Fast Track outcomes at the end of third grade. Journal of Abnormal Child Psychology, 30, 37–52.
Conduct Problems Prevention Research Group. (2002). Using the Fast Track randomized prevention trial to test the early-starter model of the development of serious conduct problems. Development and Psychopathology, 14, 925–943.
Bierman, K. L., Bruschi, C., Domitrovich, C., Fang, G. F., Miller-Johnson, S., & the Conduct Problems Prevention Research Group. (2004). Early disruptive behaviors associated with emerging antisocial behaviors among girls. In M. Putallaz & K. L. Bierman (Eds.), Aggression, antisocial behavior, and violence among girls (pp. 137–161). New York: Guilford Press.
Hill, L. G., Lochman, J. E., Coie, J. D., Greenberg, M. T., & Conduct Problems Prevention Research Group. (2004). Effectiveness of early screening for externalizing problems: Issues of screening accuracy and utility. Journal of Consulting and Clinical Psychology, 72, 809–820.
Foster, E. M., Fang, G. Y., & the Conduct Problems Prevention Research Group. (2004). Alternative methods for handling attrition: An illustration using data From the Fast Track evaluation. Evaluation Review, 28, 434–464.
Rabiner, D. L., Malone, P. S., & the Conduct Problems Prevention Research Group. (2004). The impact of tutoring on early reading achievement for children with and without attention problems. Journal of Abnormal Child Psychology, 32, 273–284.
Lavallee, K. L., Bierman, K. L., Nix, R. L, & the Conduct Problems Prevention Research Group. (2005). The impact of first-grade "Friendship Group" experiences on child social outcomes in the Fast Track program. Journal of Abnormal Child Psychology, 33(3), 307-324.
Bierman, K. L., Nix, R. L., Maples, J. J., Murphy, S. A., & Conduct Problems Prevention Research Group. (2006). Examining clinical judgment in an adaptive intervention design: The Fast Track Program. Journal of Consulting and Clinical Psychology, 74(3), 468–481.
Foster, E. M., Jones, D. E., & the Conduct Problems Prevention Research Group. (2006). Can a costly intervention be cost-effective? An analysis of violence prevention. Archives of General Psychiatry, 63, 1284–1291.
Muschkin, C. G., Malone, P. S., & Conduct Problems Prevention Research Group. (2007). Multiple teacher ratings: An evaluation of measurement strategies. Educational Research and Evaluation, 13, 71–86.
Conduct Problems Prevention Research Group. (2007). Fast Track randomized controlled trial to prevent externalizing psychiatric disorders: Findings from Grades 3 to 9. Journal of the American Academy of Child & Adolescent Psychiatry, 46(10), 1250–1262.
Foster, E. M., Jones, D., & Conduct Problems Prevention Research Group. (2007). The economic analysis of prevention: An illustration involving the Fast Track Project. Journal of Mental Health Policy and Economics. 10(4), 165–175.
Hillemeier, M., Foster, E. M., Heinrichs, B., Heier, B., & the Conduct Problems Prevention Research Group. (2007). Racial differences in parental reports of attention-deficit/hyperactivity disorder behaviors. Journal of Developmental and Behavioral Pediatrics, 28, 353–361.
Jones, D., Foster, E. M., & the Conduct Problems Prevention Research Group. (2008). Service use patterns for adolescents with ADHD and comorbid conduct disorder. Journal of Behavioral Health Services and Research, 36(4), 436–449.
Stearns, E., Dodge, K. A., Nicholson, M., & the Conduct Problems Prevention Research Group. (2008). Peer contextual influences on the growth of authority acceptance problems in early elementary school. Merrill-Palmer Quarterly, 54(2), 208–231.
Conduct Problems Prevention Research Group. (2009). The difficulty of maintaining positive intervention effects: A look at disruptive behavior, deviant peer relations, and social skills during the middle school years. Journal of Early Adolescence, 30(4), 593-624.
Jones, D., Godwin, J., Dodge, K. A., Bierman, K. L., Coie, J. D., Greenberg, M. T., Lochman, J. E., McMahon, R. J., & Pinderhughes, E. E. (2010). Impact of the Fast Track Prevention Program on health services use by conduct-problem youth. Pediatrics, 125(1), 130–136.
Fiver Children’s Foundation Year-Round Youth Development Program
This youth development organization provides year-round support for children organized in four components: year-round counseling and outreach, mentoring, summer camp, and “Step-up” transitional support programs. Participants enter the program between 8 and 12 years of age, and move through the program in four stages over a 10-year period.
(Complementary Learning, Multi-Component/Comprehensive)
Tobias, R., & Rivera-McCuthen, R. (2009). Final report of the evaluation of Fiver Children’s Foundation Year-Round Youth Development Program. New York, NY: NYU Steinhardt School of Culture, Education, and Human Development.
Girlstart
Founded in 1997 in Austin, Texas, this organization aims to empower girls to excel in math, science, and technology. It offers a variety of educational formats designed for girls, adults, and families through afterschool programs, workshop series, summer camps, and community events.
(Complementary Learning, Family/Community Involvement, Science/Technology/Mathematics)
Stacy, C. (2006). Aiming for Algebra: Moving middle school Girls through the STEM gateway. Final evaluation report. Austin, TX: Girlstart.
Stacy, C. (2009). National Science Foundation Grant: Project It Girl 2008–09 annual report (Year 3). Austin, TX: Girlstart.
Latino Participation in Youth Development Programs Study
This study examines the cultural and contextual factors that influence Latino participation in youth programs. Data were collected on Latino youth ages 9–19 from urban communities in Michigan.
(Complementary Learning, Culture/Heritage, Research Studies)
Borden, L. M., Perkins, D. F., Villarruel, F. A., Carleton-Hug, A., Stone, M. R., & Keith, J. G. (2006). Challenges and opportunities to Latino youth development: Increasing meaningful participation in youth development programs. Hispanic Journal of Behavioral Sciences, 28(2), 187–208.
Learn and Serve America
This organization supports service-learning programs in schools and community organizations across the country that help students from kindergarten through college meet community needs, while improving their academic skills and learning the habits of good citizenship.
(Academic/Enrichment, Complementary Learning, Service-Learning/Civic Engagement)
Orr, L., & Melchior, A. (1995). Final report: National evaluation of Serve-America (Subtitle B1). Cambridge, MA: Abt Associates. www.abtassociates.com/reports/D19951202.pdf
Melchior, A. (1998) National evaluation of Learn and Serve America school and community based programs: Final report. Waltham, MA: Center for Human Resources, Brandeis University.
Out of Harm's Way
Begun in 2006, this initiative aims to address the escalating violence in middle schools in Boston and to eliminate violence as a barrier to learning and healthy development in students.
(Complementary Learning, Prevention)
Hall, G. (2008). Final report: Out-of-Harm’s Way. Phase I implementation, Lilla Frederick and Dearborn Middle Schools. Wellesley, MA: Wellesley Centers for Women. www.bpsdeltas.org/programs/OHW_Evaluation_Report.pdf
Raising Healthy Children
This program in Seattle promotes positive youth development by reducing identified risk factors and preventing adolescent problem behaviors. Program components include teacher workshops, parent training and parenting group workshops, youth summer camps, and in-home services.
(Complementary Learning, Multi-Component/Comprehensive, Prevention)
Catalano, R. F., Mazza, J. J., Harachi, T. W., Abbott, R. D., Haggerty, K. P., & Fleming, C. B. (2002). Raising healthy children through enhancing social development in elementary school: Results after 1.5 years. Seattle: University of Washington, Social Development Research Group.
Brown, E. C., Catalano, R. F., Fleming, C. B., Haggerty, K. P., & Abbott, R. D. (2005). Adolescent substance use outcomes in the Raising Healthy Children Project: A two-part latent growth curve analysis. Journal of Consulting and Clinical Psychology, 73(4), 699–710.
Relevance of Community Based Programs for Rural Youth
This study examined how youth find community-based youth development settings relevant to their every day lives in a predominantly Hispanic rural community.
(Complementary Learning, Culture/Heritage, Research Studies)
Subramaniam, A. (2007). The relevance of community based programs for rural youth. Unpublished doctoral dissertation, University of California, Davis.
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.
Sisters in Science Program
Begun in 1995 in Philadelphia, this program aims to improve fourth- and fifth-grade girls’ attitudes, perceptions, and achievement in science and math by creating female-friendly learning environments in classrooms, after school, on Saturdays, during the summer, and with families.
(Academic/Enrichment, Complementary Learning, Science/Technology/Mathematics)
Hammrich, P. L., Richardson, G., & Livingston, B. (2001). The Sisters in Science Program: A three year analysis. Philadelphia: Author. www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/16/f7/79.pdf
Hammrich, P. L., Livingston, B., & Richardson, G. (2002). The Sisters in Science Program: Barriers broken and lessons learned. Philadelphia: Author.
Hammrich, P. L., Fadigan, K., & Stull, J. (2008). Sisters in Science in the community: An informal gender equity program. Flushing, NY: Sisters in Science. www.informalscience.org/evaluations/report_276.PDF
Sports4Kids
This school-based program provides opportunities for physical activity and safe, meaningful play at elementary schools. Begun in 1996 in the California Bay Area, the program has since expanded into cities across the country, including Baltimore, Boston, and Washington, DC.
(Complementary Learning, Sports/Recreation)
Harvard Family Research Project. (2007). Case study of the first year of Sports4Kids at the Ohrenberger Elementary School in Boston, Massachusetts. 2006–2007 school year. Oakland, CA: Sports4Kids. www.sports4kids.org/images/stories/s4k%20report%20final.pdf
Tiger Woods Learning Center
Founded in 2006 in Anaheim, California, this center serves youth in grades 5–12 in an urban community with a high percentage of youth from immigrant backgrounds. The center offers hands-on science learning experiences during the school day to fifth and sixth graders; a technologically rich and safe learning environment during after school to seventh through twelfth graders; and Golf Clinics and a Computer Clubhouse open to all members on Saturdays.
(Complementary Learning, Science/Technology/Mathematics, Sports/Recreation)
Vandell, D. L. , Warschauer, M. , O’Cadiz, P., & Hall, V. (2008). Two year evaluation study of the Tiger Woods Learning Center: Volume I. Irvine, CA: University of California Irvine.
Vandell, D. L. , Warschauer, M. , O’Cadiz, P., & Hall, V.(2008). Two year evaluation study of the Tiger Woods Learning Center: Volume II. Irvine, CA: University of California Irvine.
Vandell, D. L. , Warschauer, M. , O’Cadiz, P., & Hall, V. (2008). Two year evaluation study of the Tiger Woods Learning Center: Volume III. Irvine, CA: University of California Irvine.
childcare.gse.uci.edu/des7.html
Turning the Corner Achievement Program
Implemented at a charter school in Baltimore, Maryland, this program adds multiple adults to the school setting, delivers enrichment and academic programming during in-school and out-of-school-time, involves parents, and employs a counselor to remove any barriers to learning for students.
(Academic/Enrichment, Complementary Learning, Positive Youth Development)
Marshall, B. D. (2010). Impact of an integrated youth development program on health and educational outcomes for urban middle school students: An evaluation of the Turning the Corner Achievement Program and the Crossroads School (Unpublished doctoral dissertation). Johns Hopkins University, Baltimore, MD.
Turnover Among Youth Development Workers Study
This study explored factors affecting job turnover among youth development workers in four agencies with high turnover rates that worked within a low income area of a small city. Services provided by these agencies included: services to help find employment, GED classes, after school activities, mentoring, case management, youth programs focused on prevention or positive youth development, evening youth groups, and tutoring.
(Complementary Learning, Research Studies)
Laroche, H., & Klein, J. D. (2008). Lessons from the front lines: Factors that contribute to turnover among youth development workers. Journal of Youth Development, 2(3). data.memberclicks.com/site/nae4a/JYD_070203final.pdf
Young Peoples Project Math Literacy Programs
Founded in 1996, this nonprofit organization trains high school and college students to do math literacy work serving elementary students, families, and communities across the country. The evaluations focus on afterschool programs where these activities have been implemented.
(Complementary Learning, Science/Technology/Mathematics)
The Young People's Project. (2006). The Young People's Project: Building demand for math literacy. NSF Report. Cambridge, MA: Young People's Development Project.
The Young People's Project. (2007). The Young People's Project: Building demand for math literacy. NSF Report. Cambridge, MA: Young People's Development Project.
Lederman, N. (2010). The Young People's Project. Chicago, IL: Illinois Institute of Technology & The Young People's Project.
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 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.
Youth–Adult Partnerships Study
This study examines eight organizations in the San Francisco, California, Bay Area with stated missions of promoting youth decision-making and community involvement to explore the elements of youth–adult partnership that were evident among successful organizations.
(Complementary Learning, Research Studies)
Murdock, S., Paterson, C., & Gatmaita, M. C. L. (2008). Youth in community decision-making: A study of youth–adult partnerships. Journal of Youth Development, 2(3). data.memberclicks.com/site/nae4a/JYD_070203final.pdf