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 Youth Development Program/Cooperative Extension After School Activity Program—Kansas City, Missouri
(Mentoring, Positive Youth Development, Tutoring/Extra Instruction)
Talley, J. A., White, M., & Leckenby, C. (n.d.). 4-H teen multi-site evaluation. Kansas City, MO: Resource Development Institute.
Resource Development Institute. (1999). 4-H final report for 1997–1998. Kansas City, MO: Author.
Academic Cultural Enrichment Mentorship Program
(Academic/Enrichment, Culture/Heritage, Mentoring)
Shinew, K. J., Hibbler, D. K., & Anderson, D. M. (2000). The Academic Cultural Enrichment Mentorship Program: An innovative approach to serving African American youth. Journal of Park and Recreation Administration, 18, 103–121. rptsweb.tamu.edu/faculty/witt/conpubs/Champaign.pdf
ACE Mentor Program
This national mentoring program pairs middle and high school students with members of the community working in the architecture, construction, and engineering fields.
(Mentoring, Science/Technology/Mathematics)
ACE Mentor Program. (2010). The Ace Mentor Program works! Stamford, CT: Author. www.acementor.org/wsc_content/pics/user_upload/ACE%20brochure_FINAL.pdf
Across Ages Program
Initiated in 1991, this program uses older adults as mentors for youth. By acting as advocates, challengers, nurturers, role models, and friends, older (age 55 and over) mentors help at-risk youth develop awareness, self-confidence, and skills to help resist drugs and overcome obstacles. Originally located in four sites in Philadelphia, Pennsylvania, the program is being replicated in 50 other sites around the country.
(Mentoring, Prevention)
LoSciuto, L., Rajala, A. K., Townsend, T. N., & Taylor, A. S. (1996). An outcome evaluation of Across Ages: An intergenerational mentoring approach to drug prevention. Journal of Adolescent Research, 11(1), 116–129.
Rogers, A. & Taylor, A. (1997). Intergenerational mentoring: a viable strategy for meeting the needs of vulnerable youth. Journal of Gerontological Social Work. 28 (1&2), 125–140.
Taylor, A., LoSciuto, L., Fox, M., & Hilbert, S. (1999). The mentoring factor: An evaluation of Across Ages. Intergenerational program research: Understanding what we have created. Binghamton, NY: Haworth.
Taylor, A., & Bressler, J. (2000). Mentoring across generations: Partnerships for positive youth development. New York: Kluwer/Plenum.
Aseltine, R., Dupre, M., & Lamlein, P. (2000). Mentoring as a drug prevention strategy: An evaluation of Across Ages. Adolescent and Family Health, 1, 11–20.
Adolescent Mentoring Program for Delinquency Prevention
(Mentoring, Prevention)
Jackson, Y. (2002). Mentoring for delinquent children: An outcome study with young adolescent children. Journal of Youth and Adolescence, 31(2), 115–122.
Amachi
This program, implemented in November 2000 in Philadelphia, Pennsylvania, uses volunteers recruited from church congregations to mentor children, aged 5 to 18, of prisoners. The program is based on the belief that a mentor can significantly reduce young peoples' chances of using drugs and alcohol, improve their school performance and attendance, and reduce violence.
(Faith-Based, Mentoring)
Jucovy, L. (2003). Amachi: Mentoring children of prisoners in Philadelphia. Philadelphia: Public/Private Ventures. www.ppv.org/ppv/publications/assets/21_publication.pdf
Baltimore City Youth Bureaus' Experimental Program
Begun in 1993, this program was an early intervention strategy undertaken in a community-based clinic serving youth in Baltimore, Maryland. The intervention was designed to identify and reduce negative influences and experiences that place inner-city youth at high risk for drug use and other problem behavior.
(Mentoring, Prevention)
Hanlon, T. E., Bateman, R. W., Simon, B. D., O'Grady, K. E., & Carswell, S. B. (2002). An early community-based intervention for the prevention of substance abuse and other delinquent behavior. Journal of Youth and Adolescence, 31(6), 459–471.
Hanlon, T. E., Bateman, R. W., Simon, B. D., O'Grady, K. E., & Carswell, S. B. (2004). Antecedents and correlates of deviant activity in urban youth manifesting behavioral problems. Journal of Primary Prevention, 24(3), 285–309.
Bayview Safe Haven Program
Founded in 1997, this after school program is based at a recreation center for at-risk youth ages 10 to 17 in San Francisco, California's Bayview/Hunter's Point neighborhood. Designed to help youth stay in school and out of the criminal justice system, it provides a hub of structured activity to help position youth for responsible adulthood and to improve the quality of life in their families and communities.
(Mentoring, Positive Youth Development, Prevention)
LaFrance, S., Twersky, F., Latham, N., Foley, E., Bott, C., & Lee, L. (2001). A safe place for healthy youth development: A comprehensive evaluation of the Bayview Safe Haven. San Francisco, CA: BTW Consultants & LaFrance Associates.
BELL After-School Instructional Curriculum
Founded in 1992, this 30-week extended day tutorial aims to improve youths' academic performance, self-concept, and social/community skills in Boston, New York City, and Washington, D.C.
(Mentoring, Multi-Component/Comprehensive, Tutoring/Extra Instruction)
BELL. (2002). BASICs Afterschool Program 2001–2002 academic year evaluation report. Dorchester, MA: Author.
BELL. (2003). BASICs (BELL After-School Instructional Curriculum) Program: 2002–2003 national program outcomes. Dorchester, MA: Author.
BELL. (2007). BELL After School Program: 2006–2007 national program outcomes. Dorchester, MA: Author.
Big Brothers and Big Sisters of America Program
Founded in 1904, this program has nationwide affiliates that provide one-on-one mentoring to at-risk youth between the ages of 10 and 16.
(Mentoring)
Grossman, J. B., & Tierney, J. P. (1998). Does mentoring work? An impact study of the Big Brothers Big Sisters program. Evaluation Review, 22(3), 402–425.
Rhodes, J. E., Grossman, J. B., & Resch, N. L. (2000). Agents of change: Pathways through which mentoring relationships influence adolescents’ academic adjustment. Child Development, 71, 1662–1671.
Tierney, J. P., Grossman, J. B., & Resch, N. L. (2000). Making a difference: An impact study of Big Brothers Big Sisters. Philadelphia: Public/Private Ventures. www.ppv.org/ppv/publications/assets/111_publication.pdf
Grossman, J. B., & Rhodes, J. E. (2002). The test of time: Predictors and effects of duration in youth mentoring relationships. American Journal of Community Psychology, 30(2), 199–219.
Rhodes, J. E., Reddy, R., & Grossman, J. B. (2005). The protective influence of mentoring on adolescents’ substance use: Direct and indirect pathways. Applied Developmental Science, 9, 31–47.
Herrera, C., Grossman, J. B., Kauh, T. J., Feldman, A. F. & McMaken, J. (2007). Making a difference in schools: The Big Brothers Big Sisters school-based mentoring impact study. Philadelphia, PA: Public/Private Ventures. www.ppv.org/ppv/publications/assets/220_publication.pdf
Herrera, C., Kauh, T. J., Conney, S. M., Grossman, J. B., & McMaken, J. (2008). High school students as mentors: Findings from the Big Brothers Big Sisters school-based mentoring impact study. Philadelphia: Public/Private Ventures. www.ppv.org/ppv/publications/assets/252_publication.pdf
Karcher, M. J., Herrera, C., & Hansen, K. (2010). “I dunno, what do you wanna do?”: Testing a framework to guide mentor training and activity selection. New Directions for Youth Development, 126, 51–69
Karcher, M. J., Davidson, A., Rhodes, J. E., & Herrera C. (2010). Pygmalion in the program: The role of teenage peer mentors' attitudes in shaping their mentees' outcomes. Applied Developmental Science, 14(4), 212–227.
Schwartz, S. E. O., Rhodes, J. E., Chan, C. S., & Herrera, C. (2010). The impact of school-based mentoring on youths with different relational profiles. Developmental Psychology, 47(2), 450–462.
Herrera, C., Grossman J. B., Kauh, T. J., & McMaken, J. (2011). Mentoring in schools: An impact study of Big Brothers Big Sisters school-based mentoring. Child Development, 82(1), 346–361.
Boys & Girls Clubs of the Peninsula
This afterschool program in San Mateo County, California, seeks to support youth through academic enrichment and support, engaging electives, exposure to new opportunities, and chances to make meaningful choices about their own lives.
(Academic/Enrichment, Mentoring, Positive Youth Development)
Boys & Girls Clubs of the Peninsula. (2011). Center for a New Generation year-end scorecard academic year 2009/10. Menlo Park, CA: Author.
London, R., Gurantz, O., & Norman, J. (2011). The effect of afterschool program participation on English language acquisition. Afterschool Matters, 13, 22–37. www.niost.org/pdf/afterschoolmatters/ASM_Spring2011.pdf
Boys of BELL
Piloted in 2006 in Boston, Massachusetts, this summer program provides Black and Latino boys in grades K–6 with rigorous literacy and math instruction, social enrichment activities, mentoring relationships, and parental engagement.
(Mentoring, Multi-Component/Comprehensive, Tutoring/Extra Instruction)
BELL. (2008). Boys of BELL: 2008 summer program and three-year pilot program outcomes. Dorchester, MA: Author.
Bringing Up Girls in Science (BUGS)
In operation from 2001–2005, this afterschool environmental science program served girls in grades 4–5 from an urban community in North Texas.
(Mentoring, Science/Technology/Mathematics)
Tyler-Wood, T., Ellison, A., Lim, O., & Periathiruvadi, S. (2011). Bringing Up Girls in Science (BUGS): The effectiveness of an afterschool environmental science program for increasing female students’ interest in science careers. Journal of Science Education and Technology. Advance online publication. doi: 10.1007/s10956-011-9279-2 www.springerlink.com.ezp-prod1.hul.harvard.edu/content/p8510023372q2456/fulltext.pdf
Brothers Project
(Mentoring)
Royse, D. (1998). Mentoring high-risk minority youth: Evaluation of the Brothers Project. Adolescence, 33(129), 145–158.
Career Beginnings
Begun in 1986 at a number of sites across the country, this program offers high school students from low-income families summer employment, workshops, classes, counseling, and mentoring in the hopes of helping them enter college and expand their educational choices.
(Academic/Enrichment, Mentoring, Vocational Education)
Cave, G., & Quint, J. (1990). Career Beginnings impact evaluation: Findings from a program for disadvantaged high school students. New York: Manpower Demonstration Research Corporation. www.mdrc.org/publications/229/full.pdf
CASASTART (Center on Addiction and Substance Abuse Striving Together to Achieve Rewarding Tomorrows)
Funded from 1992 through 1996, this drug and delinquency prevention program served high-risk adolescents aged 11–13 who lived in distressed neighborhoods in five cities: Austin, Texas; Bridgeport, Connecticut; Memphis, Tennessee; Savannah, Georgia; and Seattle, Washington.
(Academic/Enrichment, Mentoring, Positive Youth Development)
Harrell, A. V., Cavanaugh, S. E, Harmon, M. A., Koper, C. S., & Sridharan, S. (1997). Impact of the Children at Risk program. Comprehensive final report. Volume 1. Washington, DC: Urban Institute.
Harrell, A. V., Cavanaugh, S. E., & Sridharan, S. (1998). Impact of the Children at Risk program. Comprehensive final report II. Washington, DC: Urban Institute.
Harrell, A., Cavanaugh, S., & Sridharan, S. (1999). Evaluation of the Children at Risk program: Results 1 year after the end of the program. Research in brief. Washington, DC: U.S. Department of Justice, Office of Justice Programs, National Institute of Justice. www.ncjrs.gov/pdffiles1/nij/178914.pdf
National Center for School Engagement. (2005). Evaluation report of CASA START Colorado programs. Denver, CO: Author.
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.
Greater Austin First Tee Youth Golf Life Skills Mentoring Program
(Mentoring, Positive Youth Development, Sports/Recreation)
Petrick, J. F., & Witt, P. A. (2000). Evaluation of the Greater Austin First Tee Youth Golf Life Skills Mentoring Program: Beta program. College Station: Department of Recreation, Park and Tourism Sciences, Texas A&M University. www.rpts.tamu.edu/Faculty/Petrick/final.pdf
Intel Computer Clubhouse Network
Begun in 2000, this national program encourages young people to use technology-rich environments to construct artifacts, explore ideas, and creatively express themselves, in collaboration with peers and local mentors.
(Digital Media and Learning, Mentoring, Science/Technology/Mathematics)
Pryor, T., Culp, K. M., Lutz, S., & John, K. (2001). Evaluation of the Intel Computer Clubhouse Network, year 1. New York: Center for Children and Technology, Education Development Center.
Lavine, M., & Hochman, J. (2002). Evaluation of the Intel Computer Clubhouse, year two report. New York: Center for Children and Technology, Education Development Center.
Juvenile Mentoring Program
Begun in 1995, the program has the following goals: reduce juvenile delinquency and gang participation, improve academic performance, and reduce school dropout rates through the provision of one-on-one mentoring for youth at risk.
(Academic/Enrichment, Mentoring, Prevention)
Office of Juvenile Justice and Delinquency Prevention. (1998). Juvenile Mentoring Program. 1998 report to Congress. Washington, DC: Author. www.ncjrs.org/html/ojjdp/173424/
Novotney, L. C., Mertinko, E., Lange, J., & Baker, T. K. (2000). Juvenile Mentoring Program: A progress review. Juvenile Justice Bulletin. Washington, DC: U.S. Department of Justice, Office of Justice Programs, Office of Juvenile Justice and Delinquency Prevention. www.ncjrs.org/html/ojjdp/2000_9_1/contents.html
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.
Minority Pre-Engineering Mentor Program
(Digital Media and Learning, Mentoring, Science/Technology/Mathematics, Vocational Education)
Dunn, C. W., & Veltman, G. C. (1989). Addressing the restrictive career maturity patterns of minority youth: A program evaluation. Journal of Multicultural Counseling and Development, 17, 156–165.
National Faith-Based Initiative
This initiative, begun in late 1998, consists of 12 sites across the country that focus on high-risk youth and provide programs including mentoring, education, and employment readiness. Sites also collaborate with faith-based institutions, justice institutions, and social service agencies to strengthen efforts to serve youth.
(Faith-Based, Mentoring, Prevention)
Bauldry, S., & Hartmann, T. A. (2004). The promise and challenge of mentoring high-risk youth: Findings from the National Faith-Based Initiative. Philadelphia: Public/Private Ventures. www.ppv.org/ppv/publications/assets/21_publication.pdf
Paul Robeson Institute for Positive Self-Development
(Culture/Heritage, Mentoring, Tutoring/Extra Instruction)
Dance, L. J. (2001). Shadows, mentors, and surrogate fathers: Effective schooling as critical pedagogy for inner-city boys. Sociological Focus, 34(4), 399–415.
PEER After School Mentoring Project
(Mentoring, Positive Youth Development, Tutoring/Extra Instruction)
Polite, F. G. (2002). The influence of an after school peer mentoring program on selected at risk African American student athletes. Unpublished doctoral dissertation, Florida State University, Tallahassee.
Project Effort
(Mentoring, Prevention, Sports/Recreation)
Martinek, T., Schilling, T., & Johnson, D. (2001). Transferring personal and social responsibility of underserved youth to the classroom. The Urban Review, 33(1), 29–45.
Project Mentor
Begun in 1997, this afterschool mentoring program matches middle school girls in New Hampshire with undergraduate mentors in order to improve the girls' academic achievement, attitudes toward math and science, self-esteem, and career aspirations.
(Academic/Enrichment, Mentoring, Science/Technology/Mathematics)
Fachin Lucas, K. M. (1999). Mentoring in adolescence: A sociocultural and cognitive developmental study of undergraduate women and sixth grade girls in a mentoring program. (Unpublished doctoral dissertation). University of New Hampshire, Durham.
Project SOAR (Super Opportunities With After-School Resources)
Programs provided intensive academic assistance, telecommunications and computer technology training, mentors, recreational and enrichment activities, health and nutrition programs, and expanded media center hours for K–12 students in Wake County, North Carolina.
(Digital Media and Learning, Mentoring, Multi-Component/Comprehensive)
EDSTAR. (2001). Wake County Public School System Project SOAR evaluation report for school year 2000–2001. Raleigh-Durham, NC: Author.
Johnson, J., Hall, M., Van Vleck, P., & Peach, J. (2004). SOAR: Super Opportunities With After-School Resources Wake County Public Schools 2000–2004. Raleigh, NC: EDSTAR.
Johnson, J. L., Hall, M., Van Vleck, P., Peach, J. S., & Lewis, R. G. (2007). Effectiveness and successful program elements of SOAR's afterschool programs. Journal of Youth Development, 1(3).
Quantum Opportunities Program
This pilot initiative was implemented 1989–1993 to test whether youth from families receiving public assistance could make a “quantum leap” up the ladder of opportunity if given a comprehensive and multi-year set of supports.
(Mentoring, Multi-Component/Comprehensive, Positive Youth Development)
Hahn, A., Leavitt, T., & Aaron, P. (1994). Evaluation of the Quantum Opportunities Program: Did the program work? Waltham, MA: Brandeis University.
Lattimore, C. B., Grotpeter, J. K., & Taggart, R. (1998). Blueprints for violence prevention, book four: Quantum Opportunities Program. Boulder, CO: Center for the Study and Prevention of Violence.
Schirm, A., Rodriguez-Planas, N., Maxfield, M., & Tuttle, C. (2003). The Quantum Opportunities Program demonstration: Short-term impacts. Washington, DC: Mathematica Policy Research. www.mathematica-mpr.com/publications/PDFs/quanshort.pdf
Maxfield, M., & Castner, L., Maralani, V., & Vencill, M. (2003). The Quantum Opportunities Program demonstration: Implementation findings. Washington, DC: Mathematica Policy Research. www.mathematica-mpr.com/publications/PDFs/quanimp.pdf
Maxfield, M., Schirm, A., & Rodriguez-Planas, R. (2003). The Quantum Opportunities Program demonstration: Implementation and short-term impacts. Washington, DC: Mathematica Policy Research. www.mathematica-mpr.com/publications/PDFs/quanimpshort.pdf
Schirm, A., & Rodriguez-Planas, N. (2004). The Quantum Opportunities Program demonstration: Initial post-intervention impacts. Washington, DC: Mathematica Policy Research. www.mathematica-mpr.com/publications/PDFs/QOPpostintervention.pdf
Schirm, A., Stuart, E., McKie, A. (2006). The Quantum Opportunity Program Demonstration: Final impacts. Mathematica Policy Research, Inc. www.mathematica-mpr.com/publications/PDFs/QOPfinalimpacts.pdf
Science Club for Girls
This club provides hands-on science activities to girls in grades K–8 at various school sites in Massachusetts. Girls in grades 8–12 have the opportunity to serve as mentors for younger girls and also to work with adult mentors.
(Mentoring, Science/Technology/Mathematics)
Pallais, A. (2006). An evaluation of Science Club for Girls. Cambridge, MA: Science Club for Girls.
SECME RISE (Raising Interest in Science & Engineering)
Begun in 1998, this 3-year program aimed to increase middle school girls' self-esteem and confidence in learning mathematics and science, therefore reducing the attrition in advanced level mathematics and science coursework that occurs as girls move from middle school to high school.
(Mentoring, Positive Youth Development, Science/Technology/Mathematics)
Jarvis, C. (1999). SECME RISE Raising Interest in Science & Engineering: Year one progress report. Miami, FL: Miami Museum of Science.
Jarvis, C. (1999). SECME RISE Raising Interest in Science & Engineering: Year two progress report. Miami, FL: Miami Museum of Science.
Jarvis, C. (2002). SECME RISE Raising Interest in Science & Engineering: Final evaluation report, September 1, 1998–August 31, 2001. Miami, FL: Miami Museum of Science.
Senior/Junior Friend Mentoring Program (not the real name due to a confidentiality agreement)
(Mentoring, Positive Youth Development, Prevention)
Keating, L. M., Tomishima, M. A., Foster, S., & Alessandri, M. (2002). The effects of a mentoring program on at-risk youth. Adolescence, 37, 717–734.
Society of Women Engineers and ExxonMobil Education Foundation's After-School Science Program
Initiated in 1999, this afterschool science program pairs minority female urban middle school students with female engineer mentors to work in cooperative learning groups with hands-on/minds-on activities. Mentors act as role models to positively influence girls' attitudes toward science.
(Mentoring, Science/Technology/Mathematics)
Ferreira, M. M. (2001). The effect of an after-school program addressing the gender and minority achievement gaps in science, mathematics, and engineering. ERS Spectrum, 19(2), 11–18.
South Baltimore Youth Center
(Mentoring, Positive Youth Development, Prevention)
Baker, K., Pollack, M., & Kohn, I. (1995). Violence prevention through informal socialization: An evaluation of the South Baltimore Youth Center. Studies On Crime and Crime Prevention, 4(1).
Sponsor-a-Scholar
Started in 1990 in Philadelphia, Pennsylvania, this program is a college preparatory program that provides students with one-on-one, long-term mentoring, academic support, and enrichment activities, college guidance, funds for college-related expenses, and ongoing staff support during high school and through college.
(Academic/Enrichment, Mentoring, Multi-Component/Comprehensive)
Johnson, A. W. (1999). Sponsor-a-Scholar: Long-term impacts of a youth mentoring program on student performance. Princeton, NJ: Mathematica Policy Research.
Stephen's Kids Developmental Mentoring Program
(Academic/Enrichment, Mentoring, Positive Youth Development)
Karcher, M. J., Davis, C., & Powell, B. (2002). The effects of developmental mentoring on connectedness and academic achievement. The School Community Journal, 12(2).
STUDIO 3D
Initiated in 2000, this Minnesota-based afterschool outreach program provides youth—aged 10–18 and now living in low-income, inner-city neighborhoods in Minneapolis and St. Paul—with access to equipment, software, and adult mentors to support them in learning and applying advanced digital design technologies.
(Digital Media and Learning, Mentoring, Science/Technology/Mathematics)
Volkov, B. B., & King, J. A. (2003). Report of STUDIO 3D project evaluation. Minneapolis: University of Minnesota, Department of Educational Policy and Administration, Evaluation Studies Program. www.smm.org/studio3d/mission.html
Summer Search
Began in 1990, this experiential learning social and academic support program serves high school students from low-income families in 7 cities across the country. The mission is to develop character and leadership by providing year-round mentoring, life changing summer experiences, college advising, and a lasting support network.
(Academic/Enrichment, Mentoring)
Kubo, M. M. (2007). Second year report —Summer Search evaluation. See change: Evaluation through a new lens. San Francisco: Summer Search National.
Saphir, M., et al. (2008). Summer Search longitudinal evaluation report, years 3 & 4: 2008 review and synthesis with theory of change. San Francisco: Summer Search National.
Urban Alliance High School Internship Program
Founded in 1996, this program serves Washington, DC public schools high school students by providing them with internship opportunities. Students also receive a professional mentor, skill-building opportunities, college/career planning, and a 3:1 matched savings account.
(Mentoring, Vocational Education)
Moran, N. (n.d.). Evaluation report: October 2005—September 2006. Washington, DC: The Urban Alliance Foundation, Inc.
Moran, N. (n.d.). Evaluation report: October 2006—February 2007: Mid-year report. Washington, DC: The Urban Alliance Foundation, Inc.
Moran, N. (n.d.). Evaluation report: October 2006—August 2007. Washington, DC: The Urban Alliance Foundation, Inc.
Youth and Congregations in Partnership Program
Established in 1997, this program in Brooklyn, New York, matches teenage offenders with mentors from local religious organizations, with the aim of reducing juvenile and adult recidivism.
(Faith-Based, Mentoring, Prevention)
Blank, S., & Davie, F. (2004). Faith in their futures: The Youth and Congregations in Partnership Program of the Kings County (Brooklyn, NY) District Attorney's Office. Philadelphia: Public/Private Ventures. www.ppv.org/ppv/publications/assets/170_publication.pdf