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.
Access the Bibliography
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.
Looking for reports that are cited?
Unfortunately, we cannot provide copies of the reports cited in the bibliography. Please contact the publisher or author directly.
Scroll down to see your results.
21st Century Community Learning Centers—Austin, Texas
This initiative in Austin, Texas supports the creation of community learning centers to provide academic enrichment opportunities during nonschool hours for children who attend high-poverty and low-performing schools. The program is intended to complement students’ regular academic programs and offers literacy and other educational services to the families of participating children.
(Academic/Enrichment, Literacy)
Naik, R. (2010). 21st Century Community Learning Center summary report. Austin, TX: Austin Independent School District. www.austinisd.org/inside/docs/ope_9-61.b_Overall_21stCCLC_summary_report.pdf>
Naik, R. (2010). 21st Century Community Learning Center summary report: Cycle IV-Lanier. Austin, TX: Austin Independent School District. www.austinisd.org/inside/docs/ope_9-61.a_21stCCLC_campus_reports.pdf
21st Century Community Learning Centers—West Virginia
This program was begun in West Virginia to help establish local community learning centers that provide academic enrichment opportunities for children to (a) meet state and local student standards in core academic subjects, (b) offer students a broad array of enrichment activities that can complement their regular academic programs, and (c) offer literacy and other educational services to the families of participating children.
(Academic/Enrichment, Literacy, Tutoring/Extra Instruction)
White, L. (2008). 21st Century Community Learning Centers 2007 annual evaluation report. Charleston: West Virginia Department of Education. elo.ccsso.org/alfresco/d/d/workspace/SpacesStore/63e09e0b-dd5b-11dd-84ce-1bf8a914463c/WV_2007_21stCCLC.pdf
Layton, E., Zoblotsky, T., & Huang, Y. (2010). Virginia Department of Education Evaluation of 21st Century Community Learning Centers 2007–2008. Memphis, TN: Center for Research in Educational Policy. http://www.doe.virginia.gov/federal_programs/esea/title4/part_b/evaluations/2007-2008.pdf
Zoblotsky, T., & Huang, Y. (2010). Virginia Department of Education Evaluation of 21st Century Community Learning Centers 2007–2008. Supplemental technical report analysis for Grades 3–8. Memphis, TN: Center for Research in Educational Policy. http://www.doe.virginia.gov/federal_programs/esea/title4/part_b/evaluations/2007-2008.pdf
Adolescent Literacy Initiative
This initiative involved 8 after school program providers who planned and implemented 11 school-based, after school adolescent literacy programs in New York, New York.
(Literacy)
Haslam, M. B., Allender, S. P., Simko, C. E., & Reisner, E. R. (2008). New York City Department of Youth and Community Development Adolescent Literacy Initiative: Evaluation of early implementation. Washington, DC: Policy Studies Associates. www.policystudies.com/studies/youth/Adolescent%20Literacy%20Final%20Report.pdf
AfterSchool KidzLitTM
Begun in 2000, this national research-based academic enrichment program was designed to develop grade K–8 youth’s reading motivation, capacity to read, thinking skills, and prosocial development.
(Academic/Enrichment, Literacy)
Developmental Studies Center. (2003). AfterSchool KidzLit outcome study. Oakland, CA: Author.
Baker, E. L. (2002). Evaluation of KidzLit program in LA's BEST schools (Addendum to Year 1 report). Los Angeles, CA: University of California, Los Angeles Graduate School of Education & Information Studies, Center for the Study of Evaluation, National Center for Research on Evaluation, Standards, and Testing.
Afterschool Literacy Coaching Initiative of Boston
Begun in 2002, this initiative provides staff at afterschool programs with literacy coaches in an effort to increase the literacy content of programs serving elementary and middle school students in Boston, Massachusetts, in two key areas: interactive read-alouds and independent reading.
(Literacy, System-Building)
Miller, B. M., Brigham, R., & Perea, F. (2006). Afterschool Literacy Coaching Initiative of Boston: Final evaluation report. Boston: Massachusetts 2020.
ARCH (A Real Community Helps) After-School Program
(Family/Community Involvement, Literacy, Tutoring/Extra Instruction)
Leto, D. J. (1995). Creating community with an after-school tutoring program. Language Arts, 72, 128–136.
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
Book Spot
(Literacy, System-Building)
Boler, M. (2001). The Book Spot: The hub of a wheel—An evaluation of the pilot phase (1998–2001). Berkeley, CA: Small Press Distribution.
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.
Communities Organizing Resources to Advance Learning (CORAL) Initiative
Begun in 2001, this initiative in California works to link communities, institutions, and residents around the common goal of improving youth academic achievement through the provision of structured literacy programming and enriching out-of-school time opportunities.
(Academic/Enrichment, Literacy, System-Building)
Arbreton, A. J. A., Goldsmith, J., & Sheldon, J. (2005). Launching literacy in after-school programs: Early lessons from the CORAL Initiative. Philadelphia: Public/Private Ventures. www.ppv.org/ppv/publications/assets/192_publication.pdf
Walker, G. (2007). Midcourse corrections to a major initiative. A report on the James Irvine Foundation’s CORAL Experience. Philadelpia: Public/Private Ventures. www.irvine.org/assets/pdf/pubs/evaluation/Midcourse_Corrections.pdf
Arbreton, A. , Sheldon, J., Bradshaw, M., & Goldsmith J. (with Jucovy, L., & Pepper, S.). (2008). Advancing achievement findings from an independent evaluation of a major after-school initiative. Philadelphia: Public/Private Ventures. www.ppv.org/ppv/publications/assets/225_publication.pdf
Sheldon, J., Arbreton, A., Hopkins, L., & Grossman, J. B. (2010). Investing in success: Key strategies for building quality in after-school programs. American Journal of Community Psychology, 45 (3&4): 394–404.
Extended-Day Tutoring Program
During the school years of 1995–1996 and 1996–1997 the program provided after school literacy tutoring based on the Success For All model to elementary school students in Memphis, Tennessee, Title I schools.
(Literacy, Tutoring/Extra Instruction)
Ross, S. M., Lewis, T., Smith, L., & Sterbin, A. (1996). Evaluation of the extended-day tutoring program in Memphis city schools: Final report to CRESPAR. Memphis, TN: University of Memphis.
Fifth Dimension/University-Community Links
Begun in 1986, this after school programming approach is used by Boys and Girls Clubs, YMCAs and YWCAs, recreation centers, and public schools in several countries, including the U.S., with a special focus in California. It provides a way to increase the educational programming of such institutions without substantially increasing the costs of operation.
(Academic/Enrichment, Literacy, Science/Technology/Mathematics)
Blanton, W. E., Moorman, G. B., & Zimmerman, S. J. (n.d.). Ways of knowing, ways of doing, ways of transporting: Mastering social practices in the Fifth Dimension. Boone, NC: College of Education Appalachian State University, Laboratory of Learning and Technology.
DeKes-Woodruff, M., & Waldorf, J. (1995). Educational telecommunication usage in an after school environment: Using recreational practices toward educational goals. Electronic Journal of Communication, 5(4).
Blanton, W. E., Moorman, G. B., Hayes, B. A., & Warner, M. L. (1997). Effects of participation in the Fifth Dimension on far transfer. Journal of Educational Computing Research, 16, 371–396.
Schustack, M. W., Strauss, R., & Worden, P. E. (1997). Learning about technology in a non-instructional environment. Journal of Educational Computing Research, 16, 337–352.
Mayer, R. E., Quilici, J., Moreno, R., Durán, R., Woodbridge, S., Simon, R., et al. (1997). Cognitive consequences of participation in a Fifth Dimension after-school computer club. Journal of Educational Computing Research, 16, 353–369.
Mayer, R. E., Quilici, J. H., & Moreno, R. (1999). What is learned in an after-school computer club? Journal of Educational Computing Research, 20, 223–235.
Sturak, T. L. (2000). Evaluation of Expedition: Computers and archaeology after school. Berkeley: University of California at Berkeley, Interactive University Project.
Klein, A., & Starkey, P. (2000). Enhancing low-income children's early achievement in an academically enriched after-school program: The UC Links program. In N. H. Gabelko (Ed.), Toward a collective wisdom: Forging successful educational partnerships (pp. 43–55). Berkeley: University of California, ECO Center.
Greene, M. W., & Zimmerman, S. O. (2000). The effects of Fifth Dimension on preservice teacher beliefs. Paper presented at the meeting of the Society for Information Technology & Teacher Education, San Diego, CA.
Sturak, T. L. (2001). Expedition-computers and archaeology after school: Year-end report, 2000–2001. Berkeley: University of California at Berkeley, Interactive University Project.
Gauvain, M., & Borthwick-Duffy, S. (2004). Building children's computer competence along with their social and intellectual confidence in an after-school program. In M. Rabinowitz, F. C. Blumberg, & H. Everson (Eds.), The impact of media and technology on education. Mahwah, NJ: Erlbaum.
First Teachers
(Family/Community Involvement, Literacy, Science/Technology/Mathematics)
Samaras, A. P., & Wilson, J. C. (1999). Am I invited? Perspectives of family involvement with technology in inner-city schools. Urban Education, 34, 499–530.
Foundations School-Age Enrichment Program
Begun in 1992, this private, nonprofit organization operates before- and afterschool enrichment programs for children prekindergarten through 12th grade.
(Academic/Enrichment, Literacy, Positive Youth Development)
Hamilton, L. S., Le, V., & Klein, S. P. (1999). Foundations School-Age Enrichment Program: Evaluation of student achievement. Santa Monica, CA: RAND Education.
Le, V., & Hamilton, L. S. (2001). Examining test score gains among participants of the Foundations after-school program (PM-1178-EDU). Santa Monica, CA: RAND Education.
Le, V., & Hamilton, L. S. (2001). Achievement gains in math and reading by participants of the Foundations after-school enrichment program (PM-1265-EDU). Santa Monica, CA: RAND Education.
Klein, S. P., & Bolus, R. (2002). Improvements in math and reading scores of students who did and did not participate in the Foundations After School Enrichment Program during the 2001–2002 school year. Santa Monica, CA: Gansk & Associates.
Georgia's Reading Challenge Project
(Academic/Enrichment, Literacy, Tutoring/Extra Instruction)
Office of Student Learning and Achievement, Georgia Department of Education. (1999). Evaluation of the Reading Challenge Program: Year one report, 1998–1999 school year. Atlanta, GA: Author.
Gevirtz Summer Academy
This summer school program was implemented at four Santa Barbara, California, elementary schools in 1998. The program is intended to provide learning opportunities to fifth and sixth graders that are closely tied with the district's curricular standards, but which were taught in a more experiential, integrated way, combining science, math, and language arts.
(Academic/Enrichment, Literacy, Science/Technology/Mathematics)
Brenner, M., Hudley, C., Jimerson, S., & Okamoto, Y. (2003). 3 year evaluation of the Gevirtz Summer Academy – 1998–2000. University of California, Santa Barbara Gevirtz Graduate School of Education—Gevirtz Research Center. Evaluation information available at education.ucsb.edu/grc/summeracademy.htm.
Hilltop Emergent Literacy Project (HELP)
(Literacy, Tutoring/Extra Instruction)
Bergin, D. A., Hudson, L. M., Christy, C. F., & Resetar, M. (1992). An afterschool intervention program for educationally disadvantaged young children. The Urban Review, 24(3), 203–217.
Howard Street Tutoring Program
Begun in 1979 on the North Side of Chicago, Illinois, the program provides after school remedial reading instruction through one-on-one tutoring to second and third grade children who have fallen behind their peers in reading.
(Literacy, Tutoring/Extra Instruction)
Morris, D., Shaw, B., & Perney, J. (1990). Helping low readers in grades 2 and 3: An after-school volunteer tutoring program. The Elementary School Journal, 91(2).
Kansas City LULAC National Education Service Center's Young Readers Program
This after school supplemental reading program in Kansas City, Missouri, combines social work principles and philosophies with an educational curriculum for Hispanic/Latino, low-English-proficient, low-income, first- through third-graders with below-grade-level reading scores.
(Literacy)
Boulden, W. T. (2006). Evaluation of the Kansas City LULAC National Education Service Center's Young Readers Program. Children & Schools, 28, 107–114.
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
Morry's Camp
(Literacy, Positive Youth Development)
Bialeschki, M. D., Lyons, K. T., & Thompson, A. K. (2006). 4 years at Morry's Camp: A longitudinal study of youth development outcomes of the Morry's Camp experience. Martinsville, IN: American Camp Association. www.acacamps.org/research/symposium/bialeschki.pdf
National Society of Hispanic Masters of Business Administration's Summer Enrichment Program
(Literacy, Science/Technology/Mathematics, Tutoring/Extra Instruction)
McShea, B., & Yarnevich, M. (1999). The effects of a summer mathematics enrichment program on Hispanic mathematical achievement. Journal of Women and Minorities in Science and Engineering, 5, 175–181.
Patton Elementary After School Reading Intervention Program
(Literacy, Tutoring/Extra Instruction)
Druitt, E. (2002). Investigating students' achievement before and after a reading intervention program. Unpublished dissertation, California State University, Long Beach.
Poetry Athletics
(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.
Promising Readers Program
This after school tutoring and reading assistance program for struggling K–3 students at a rural elementary school in Mississippi is a literature-based program that engages children in frequent reading and writing, small group skill and strategy instruction, and one-on-one reading.
(Family/Community Involvement, Literacy, Tutoring/Extra Instruction)
Brenner, D., Jayroe, T., & Boutwell, A. (2002). Working with families in the rural south: Findings from the REA funded Promising Readers Program. Cambridge, MA: Harvard Family Research Project. www.hfrp.org/publications-resources/publications-series/family-involvement-research-digests/working-with-families-in-the-rural-south-findings-from-the-rea-funded-promising-readers-program
READ 180–Brockton, Massachusetts
Begun in 1999, this national structured intervention for struggling readers in grades 4–12 was adapted for afterschool settings and implemented in the Brockton Public School District, a large, urban school district in Massachusetts.
(Literacy)
Hartry, A., Fitzgerald, R. A., & Porter, K. (2008). Implementing a structured reading program in an afterschool setting: Problems and potential solutions. Harvard Educational Review, 78(1): 181–210. http://teacher.scholastic.com/products/research/pdfs/R180ReadingPrgrmAfterSchool.pdf
Kim, J. S., Samson, J. F., Fitzgerald, R., & Hartry, A. (2010). A randomized experiment of a mixed-methods literacy intervention for struggling readers in grades 4–6: Effects on word reading efficiency, reading comprehension and vocabulary, and oral reading fluency. Reading and Writing, 23(9), 1109–1129. doi: 10.1007/s11145-009-9198-2 www.springerlink.com/content/y0588m00885t42x7/
Kim, J. S., Capotosto, L., Hartry, A., & Fitzgerald, R. (2011). Can a mixed-method literacy intervention improve the reading achievement of low-performing elementary school students in an after-school program? Results from a randomized controlled trial of READ 180 Enterprise. Educational Evaluation and Policy Analysis, 33(2), 183–201. doi: 10.3102/0162373711399148 http://epa.sagepub.com/content/33/2/183.full.pdf
Read to Achieve Summer Literacy Day Camp
Run from 2001 through 2003, this summer day camp in south Los Angeles, California, was designed to prevent economically disadvantaged children from losing academic ground in reading when school was not in session.
(Academic/Enrichment, Literacy, Tutoring/Extra Instruction)
Schacter, J. (2003). Preventing summer reading declines in children who are disadvantaged. Journal of Early Intervention, 26, 47–58.
Schacter, J., & Jo, B. (2005). Learning when school is not in session: A reading summer day-camp intervention to improve the achievement of exiting first-grade students who are economically disadvantaged. Journal of Research in Reading, 28, 158–169.
Role of After-School Programs in Children's Literacy Development
This study was designed to provide a basic picture of the after school field in relation to fostering low-income children's literacy. Data were collected on after school programs in Chicago, Illinois; Seattle, Washington; and New York, New York.
(Literacy)
Spielberger, J., & Halpern, R. (2002). The role of after-school programs in children's literacy development. Chicago: Chapin Hall Center for Children. www.chapinhall.org/sites/default/files/PS_38.pdf
Sacramento START (Students Today Achieving Results for Tomorrow)
This academic enrichment program provides a safe, positive learning environment for elementary school students from low-income families in Sacramento County, California.
(Academic/Enrichment, Literacy, Tutoring/Extra Instruction)
Lamare, J. (1998). Sacramento START: An evaluation report, September 1996–May 1997. Sacramento, CA: Sacramento Neighborhood Planning and Development Services Department.
Minicucci Associates. (2001). Achieving results: Evaluation report 1999/2000. Sacramento, CA: Author.
Minicucci Associates. (2001). Supporting student achievement: Evaluation report 2000/2001. Sacramento, CA: Author.
Minicucci Associates. (2002). Evaluation report 2001/2002. Sacramento, CA: Author.
Minicucci Associates.(2003). Sacramento START: Annual evaluation report. 2002/2003. CA: Author.
Minicucci Associates. (2003). Sacramento START: Summary of four evaluation studies 1999/2000 through 2002/2003.
Save the Children Model Literacy Initiative
Begun in 2003, this initiative supports programs across the U.S. that involve in-school, after school, and summer-school literacy activities.
(Literacy, System-Building)
White, R. N., & Reisner, E. R. (2007). Model literacy programs Save the Children: Evaluation findings from the 2005–06 school year. Washington DC: Policy Studies Associates. www.eric.ed.gov/ERICWebPortal/detail?accno=ED498796
Palmiter, A. S., Arcaira, E. R., White, R. N., & Reisner, E. R. (2009). The literacy programs of Save the Children: Results from the 2008–09 school year. Washington, DC: Policy Studies Associates. www.eric.ed.gov/ERICWebPortal/detail?accno=ED508135
White, R. N., White, E. A., Palmiter, A. S., & Reisner, E. R. (2010). The literacy programs of Save the Children: Results from the 2009–10 school year. Washington, DC: Policy Studies Associates.
Romash, R. A., White, R. N., & Reisner, E. R. (2010). Save the Children Literacy Programs: Results from the comparative pilot study, 2009–10. Washington, DC: Policy Studies Associates.
Special Opportunities to Advance in Reading
(Literacy, Tutoring/Extra Instruction)
Dollins, C. A. (2001). The connection between reading and writing for early readers. Unpublished doctoral dissertation, Pepperdine University, Malibu, CA.
Summer Literacy Passport Course
(Literacy, Tutoring/Extra Instruction)
Belton, D. T. (1997). The effectiveness of summer school literacy passport courses on middle school special education students with learning disabilities. Unpublished doctoral dissertation, George Washington University, Washington, DC.
Summer Opportunity to Accelerate Reading (SOAR)
(Literacy, Prevention, Tutoring/Extra Instruction)
Curry, J., & Zyskowski, G. (1999). SOAR: Summer Opportunity to Accelerate Reading evaluation, 1999. Austin Independent School District, Office of Program Evaluation.
Curry, J. & Zyskowski, G. (2000). SOAR: Summer Opportunity to Accelerate Reading, 2000 evaluation report. Austin Independent School District, Office of Program Evaluation.
Curry, J., & Zyskowski, G. (2001). Summer Opportunity to Accelerate Reading (SOAR) evaluation, 2001. Austin Independent School District, Office of Program Evaluation.
Curry, J., & Zyskowski, G. (2002). Summer Opportunity to Accelerate Reading (SOAR.) evaluation, 2002. Austin Independent School District, Office of Program Evaluation.
www.austin.isd.tenet.edu/about/accountability/ope/reports.phtml
Summer Reading Academy
(Literacy, Tutoring/Extra Instruction)
Durand, B. A. C. (2002). The effect of the Summer Reading Academy on the reading achievement of struggling third grade readers. Unpublished dissertation, University of Houston, Houston, TX.
Teach Baltimore
Founded in 1992, this intensive summer academic program recruits and trains university students to provide at least 7 weeks of instruction to low-income kindergarten to second grade students in Baltimore, Maryland. Its primary goals are to prevent summer learning loss, provide intensive reading instruction, and make learning fun.
(Literacy, Tutoring/Extra Instruction)
Borman, G., Rachuba, L., Hewes, G., Boulay, M., & Kaplan, J. (2001). Can a summer intervention program using trained volunteer teachers narrow the achievement gap? First-year results from a multi-year study. ERS Spectrum, 19(2), 19–29.
Borman, G. D., & Dowling, N. M. (2006). The longitudinal achievement effects of multi-year summer school: Evidence from the Teach Baltimore randomized field trial. Educational Evaluation and Policy Analysis, 28, 25–48.
Tutorial Assistance Grant Program
(Literacy, Tutoring/Extra Instruction)
Dossett, D. (2002). Tutorial Assistance Grant Program 2001–2002: Evaluation report. Louisville, KY: Jefferson County Public Schools.
University of Arizona SEEK Book Making and Writing Course
(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.
Virtual Y
Begun in 1997, Virtual Y brings YMCA after school programs and staff into 100 New York City public elementary schools. It offers support for classroom learning by extending the school day and helping children achieve reading proficiency through literacy-based activities.
(Literacy, Multi-Component/Comprehensive)
Foley, E. M., & Eddins, G. (2000). 1999–00 program implementation report. New York: Fordham University, National Center for Schools and Communities.
Foley, E. M., & Eddins, G. (2001). Preliminary analysis of Virtual Y After-School Program participants’ patterns of school attendance and academic performance. Final evaluation report program year 1999–2000. New York: Fordham University, National Center for Schools and Communities. www.ncscatfordham.org/pages/page33.cfm
Foley, E. M., & Eddins, G. (2001). Impact of the Virtual Y on children's classroom behavior. New York: Fordham University, National Center for Schools and Communities.
Gifford, S. A. (2001). Effects of after-school programs on the relationships among emotional regulation, behavior regulation, and social competence. Unpublished doctoral dissertation, Fordham University, Bronx, NY.
Eddins, G. (2002). Virtual Y: 2001–2002 Program implementation report. New York: Fordham University, National Center for Schools and Communities.
Eddins, G. (2003). Virtual Y: 2002–2003 program implementation report. New York: Fordham University, National Center for Schools and Communities.
Eddins, G. (2004). Virtual Y: 2003–2004 Program implementation report. New York: Fordham University, National Center for Schools and Communities. www.ncscatfordham.org/pages/page33.cfm
Eddins, G. (2005). The Virtual Y After School Program. A ray of sunshine for urban elementary school children: A summary of seven years of program evaluation. New York: Fordham University, National Center for Schools and Communities. www.ncscatfordham.org/pages/viewfull.cfm?ElementID=180
Voyager Summer Program
Begun in 1994, the program—an 80-hour, 4-week summer intervention—is provided by Voyager Expanded Learning, a private company. Its core curriculum is a strategic intervention for struggling readers with the goal of closing the achievement gap.
(Literacy)
Dossett, D. (1999). Implementation evaluation—Voyager. Jefferson County, KY: Jefferson County Public Schools.
Roberts, G. (2000). Technical evaluation report on the impact of Voyager summer reading interventions. Austin: The University of Texas at Austin.
Paeplow, C. G., Baenen, N. R., & Banks, K. E. (2002). Voyager Summer Academy—2002 results (E&R Rep. No. 03.02). Wake County, NC: Wake County Public School System, Department of Evaluation and Research.
Washington Reading Corps
Begun in 1998, the program aims to help kindergarten through sixth graders in Washington State who need help in reading.
(Literacy, Tutoring/Extra Instruction)
Ward, B., & Wang, C. (2000). Evaluation report Washington Reading Corps: Impacts of national service and the community 1999–2000. Portland, OR: Northwest Regional Educational Laboratory.
Roccograndi, A., & Stevens, F. (2002). Washington Reading Corps: 2001–2002 evaluation report, volume 1. Portland, OR: Northwest Regional Educational Laboratory.
Roccograndi, A. (2004). Washington Reading Corps: 2003–2004 evaluation report. Portland, OR: Northwest Regional Educational Laboratory.
Northwest Regional Educational Laboratory. (n.d.). 2002–03 survey and assessment results. Portland, OR: Author.
Water Educational Training (WET) Science Project
(Literacy, Science/Technology/Mathematics)
Moore-Hart, M. A., Liggit, P., & Daisey, P. (2002). Interdisciplinary teaching in a Water Education Training Science Program: Its impact on science concept knowledge, writing performance, and interest in science and writing of elementary students. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA. www.emich.edu/wrc/wet/eisenhower.htm
Youth Education for Tomorrow (YET) Centers
Begun in 2000 by Public/Private Ventures, this secular literacy program works with faith-based organizations to achieve outcome-based measurable results for youth in Philadelphia, Pennsylvania.
(Literacy)
Hangley, B., Jr., & McClanahan, W. S. (2002). Mustering the armies of compassion in Philadelphia. Philadelphia: Public/Private Ventures. www.ppv.org/ppv/publications/assets/25_publication.pdf