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— Portland Public Schools
(Multi-Component/Comprehensive)
Suggs, J. (2004). Portland Public Schools 21st Century Learning Centers evaluation report. Portland, OR: Portland Public Schools Department of Research, Evaluation, and Assessment.
21st Century Community Learning Centers—Colorado
Begun in 2004, these programs offer students in Colorado: (a) academic enrichment, including tutorial services; and (b) a broad array of additional services, programs, and activities, such as youth development activities, drug and violence prevention programs, counseling programs, art, fitness and recreation, technology education, and character education. They also offer literacy and related educational development for families of youth participants.
(Academic/Enrichment, Multi-Component/Comprehensive, Tutoring/Extra Instruction)
Colorado Department of Education. (2006). Overview (characteristics and outcomes) of the Colorado 21st Century Community Learning Centers Program 2003–2004. Denver: Author.
Colorado Department of Education. (2009). External evaluation of the Colorado 21st Century Community Learning Centers Program, 2008–2009. Denver: Author. www.cde.state.co.us/21stCCLC/downloads/21stCCLC_Ext_Eval_Report_2008-09_final.pdf
21st Century Community Learning Centers—Delaware
These out-of-school time programs in Delaware offer students and their families opportunities for academic and cultural enrichment and assist students in meeting state academic standards in core subjects.
(Academic/Enrichment, Multi-Component/Comprehensive, Tutoring/Extra Instruction)
Jurich, S., Russell, W., & Frye, M. (2006). Delaware 21st Century Community Learning Centers: Evaluation report (SY 2003–04–SY 2005–06). Arlington, VA: RMC Research Corporation. elo.ccsso.org/alfresco/d/d/workspace/SpacesStore/3ad702a8-b9a3-11dd-84ce-1bf8a914463c/DE_2005-06.pdf
Jurich, S., & Frye, M. (2009). Evaluation report: Delaware 21st Century Community of Learning Centers. Arlington, VA: RMC Research Corporation.
21st Century Community Learning Centers—District of Columbia
This program ran from 1999 to 2002, and included afterschool, summer, and weekend programs for youth in Washington, D.C.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
Raphael, J., Chaplin, D., & Redd, Z. (2000). Formative report on the District of Columbia 21st Century Community Learning Center summer program. Washington, DC: The Urban Institute. www.urban.org/url.cfm?ID=409651
Raphael, J., Chaplin, D., Miller, L., & Redd, Z. (2000). Formative report on the DC 21st Century Community Learning Center after-school program. Washington, DC: The Urban Institute. www.urban.org/url.cfm?ID=410440
Liu, M., Russell, V., Chaplin, D., Raphael, J., Fu, H., & Anthony, E. (2002). Using technology to improve academic achievement in out-of-school-time programs in Washington, D.C. Washington, DC: The Urban Institute. www.urban.org/url.cfm?ID=410578
21st Century Community Learning Centers—Evansville-Vanderburgh School Corporation
Begun in 2001 in Evansville, Indiana, these programs provide enriched learning opportunities in a safe, healthy, and drug-free environment during before school, after school, and summer hours. The goals are to increase youth academic achievement through educational enhancement, community services, and family intervention; and to reduce drug use and violence.
(Academic/Enrichment, Multi-Component/Comprehensive)
Diehl, D. (2005). Evaluation of the Evansville-Vanderburgh School Corporation: 21st Century Community Learning Centers. Evansville, IN: Author.
21st Century Community Learning Centers—Florida
This program provides expanded academic enrichment and tutorial activities to help youth attending low-performing schools in Florida to meet local and state academic standards. Other services provided include youth development activities; drug and violence prevention programs; technology education programs; art, music, and recreational programs; counseling; and character education.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
Zhang, J. J., Fleming, D. S., & Bartol, B. L. (2004). The sunshine state does great things for its children: Assessing the effectiveness of 21st Century Community Learning Centers (21st CCLC) program. Tallahassee, FL: Florida Department of Education. www.learningpt.org/gateway/sea/FL_2004GeneralReport.pdf
21st Century Community Learning Centers—Fort Worth, Texas
Begun in Fort Worth, Texas, in 2001, these centers work to foster a community of lifelong learners. The centers aim to (a) serve children and community members who have the greatest need for expanded learning opportunities; (b) offer a range of high quality educational, developmental, and recreational services; (c) provide participants with educational and social benefits and positive behavioral changes.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
Arce-Agans, I., Ware, A., Stegall, T., Witt, P. A., & King, T. (2003). 21st Century Community Learning Centers year 2 (2002–2003) evaluation report. Fort Worth, TX: Fort Worth Independent School District.
21st Century Community Learning Centers—Four Counties for Kids
Funded in 2001, this comprehensive community learning center project provides afterschool programming including academic tutoring, recreation and life-skills training, family and adult programming, and a computer lab in four rural counties in western Illinois. It is designed to (a) extend learning beyond the school day, (b) offer alternatives to drug use and violence, (c) coordinate services among local agencies, (d) coordinate programs among school districts, and (e) improve families' access to services and technology.
(Family/Community Involvement, Multi-Component/Comprehensive, Positive Youth Development)
University of Illinois, Urbana-Champaign Center for Prevention Research and Development. (2003). 4C4K 21st Century Community Learning Center: The second year evaluation report. Champaign, IL: Author.
University of Illinois, Urbana-Champaign Center for Prevention Research and Development. (2004). 4 Counties for Kids—The implementation of the 21st Century Community Learning Centers program: Final evaluation report. Champaign, IL: Author.
21st Century Community Learning Centers—Georgia
These community learning centers in Georgia operate during out-of-school hours. They aim to (a) provide opportunities for academic enrichment and tutorial services; (b) offer students a broad array of additional services, programs, and activities to reinforce and complement the regular academic program; and (c) offer families opportunities for literacy and related educational development.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
Gowen, S., Furlow, C., Skelton, S., & Krug, B., (2005). Evaluation of Georgia's 21st Century Community Learning Centers and the implementation of a data management system: Phase I formative evaluation report. Atlanta: Georgia State University.
Gowen, S., Furlow, C., Skelton, S., Krug, B., Lingle, J., & Van De Water, E. (2006). Evaluation of Georgia's 21st Century Community Learning Centers and the implementation of a data management system: Phase I report. Atlanta: Georgia State University. www.doe.k12.ga.us/ci_iap_learning.aspx
21st Century Community Learning Centers—Harris County, Texas
(Academic/Enrichment, Multi-Component/Comprehensive)
Montecel, M. R. (2003). 21st Century Community Learning Centers After-School Program 2002–03 final evaluation report: An evaluation of after-school programs implemented by Harris County Department of Education Cooperative for After-School Enrichment (CASE) Program. San Antonio, TX: Intercultural Development Research Association.
21st Century Community Learning Centers—Hawaii
First funded in 2002 in Hawaii, this program provides a broad array of out-of-school services to youth and community members in the state.
(Academic/Enrichment, Multi-Component/Comprehensive)
Kaulukukui, S. W. (2007). Performance results for 21st Century Community Learning Centers program year 2006–2007 (Revised). Honolulu, HI: Pacific Resources for Education and Learning. elo.ccsso.org/alfresco/d/d/workspace/SpacesStore/5f99e91b-dd5a-11dd-84ce-1bf8a914463c/HI_2006-07.pdf
21st Century Community Learning Centers—Houston, San Antonio, and Ben Wheeler, Texas
The program, implemented in three Texas districts in 1998, is designed to address the community's educational needs after school, on weekends, and during summers. Each program aims to provide school-linked services to build individual skills and local opportunities.
(Family/Community Involvement, Multi-Component/Comprehensive, Tutoring/Extra Instruction)
Reyna, R. A. (2001). The effects of the 21st Century Community Learning Centers on parental involvement and student classroom performance as perceived by K–8 teachers and parents in first cycle funded projects in selected Texas public schools (Unpublished doctoral dissertation). Texas A&M University, College Station.
21st Century Community Learning Centers—Idaho
This program in Idaho is designed to provide academic enrichment opportunities, art, music, recreation, sports, drug and violence prevention, and youth development activities to students during non-school hours. The program also offers opportunities for educational development to families of students served by community learning centers.
(Academic/Enrichment, Family/Community Involvement, Multi-Component/Comprehensive)
Idaho State Department of Education. (2011). 21st Century Community Learning Centers Program, 2009–2010 final report. Boise: Author. www.sde.idaho.gov/site/cclc/cclc_docs/2009-10%20ID%20Final%20Report.pdf
21st Century Community Learning Centers—Illinois
Begun in Illinois in 2003, this program provides opportunities for students and their families to continue to learn new skills and discover new abilities after the school day has ended.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
Billman, P., & Smith, J. H. (2006). 21st Century Community Learning Centers Illinois Statewide formative evaluation: Program year 2005–2006. DeKalb: Northern Illinois University.
Billman, P., & Smith, J. H. (2007). 21st Century Community Learning Centers: Illinois statewide evaluation, program year 2006–2007. DeKalb: Northern Illinois University.
Billman, P., & Smith, J. H. (2008). 21st Century Community Learning Centers Illinois annual statewide evaluation: Program year 2007–2008. DeKalb: Northern Illinois University.
Billman, P., & Smith, J. H. (2009). 21st Century Community Learning Centers Illinois annual statewide evaluation: Program year 2008–2009. Final version. DeKalb: Northern Illinois University.
21st Century Community Learning Centers—Indiana
Located in Indiana, these afterschool programs provide a range of services to support student learning and development, including academic enrichment, tutoring and mentoring, and homework help, as well as music, arts, sports and cultural activities. They also offer literacy and other educational services to the families of participating children.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
King, M. H., Farmer, M., & Holstead, J. (2008). Evaluation of the Indiana 21st Century Community Learning Centers Initiative: 2007–2008 summative data analysis. Bloomington, IN: Center for Evaluation & Education Policy.
21st Century Community Learning Centers—Kentucky
Begun in 2003, these programs offer students in Kentucky academic enrichment, including tutorial services and a broad array of additional services, programs, and activities, such as youth development activities, drug and violence prevention programs, counseling programs, art, fitness and recreation, technology education, and character education. They also offer literacy and related educational development for families of youth participants.
(Academic/Enrichment, Multi-Component/Comprehensive, Tutoring/Extra Instruction)
King, H. M., Kemp, A. M., Muller, P. A., Simmons, A. B., & Gorrell, L. L. (2005). Evaluation of Kentucky 21st Century Community Learning Centers year 2 interim report. Bloomington, IN: Center for Evaluation and Education Policy. http://education.ky.gov/NR/rdonlyres/086C8EE9-500C-4548-9FCB-8326DA233AAF/0/Year2EvaluationReport.pdf
21st Century Community Learning Centers—L.A. Cops
Begun in 1999–2000, this initiative was formed to address the need for meaningful afterschool programming serving at-risk high school youth in Los Angeles.
(Academic/Enrichment, Family/Community Involvement, Multi-Component/Comprehensive)
Butler, M., Marx, P. Jesse, G., & Villanueva, V. (2002). LA COPS 21st Century Community Learning Centers Program: Evaluation of after-school program implementation, 2001–2002. Pasadena, CA: Public Works.
Butler, M., Jesse, G., & Villanueva, V. (2003). LA COPS 21st Century Community Learning Centers Program: Evaluation of after-school program implementation, 2002–2003. Pasadena, CA: Public Works.
21st Century Community Learning Centers—Louisville, Kentucky
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
Munoz, M. A. (2002). Outcome-based community-schools partnerships: The impact of the after-school programs on non-academic and academic indicators. Louisville, KY: Jefferson County Public Schools.
21st Century Community Learning Centers—Massachusetts
Operating in Massachusetts, this program seeks to establish or expand community learning centers that operate during out-of-school hours and provide students with academic enrichment opportunities along with other activities designed to complement the students' regular academic program.
(Academic/Enrichment, Multi-Component/Comprehensive)
Massachusetts Department of Education. (2006). No Child Left Behind (NCLB) Title IVB 21st Century Community Learning Centers Massachusetts Grant Programs year end report—Fiscal year 2005. Malden, MA: Author.
Massachusetts Department of Education. (2007). No Child Left Behind (NCLB) Title IVB 21st Century Community Learning Centers year end report—Fiscal year 2006. Malden, MA: Author.
Massachusetts Department of Education. (2008). No Child Left Behind (NCLB) Title IVB 21st Century Community Learning Centers year end report—Fiscal year 2007. Malden, MA: Author.
Massachusetts Department of Education. (2009). No Child Left Behind (NCLB) Title IVB 21st Century Community Learning Centers year end report—Fiscal year 2008. Malden, MA: Author.
www.doe.mass.edu/21cclc/reports.html
Massachusetts Department of Elementary and Secondary Education. (2010). No Child Left Behind (NCLB) Title IVB 21st Century Community Learning Centers (CCLC) year end report—Fiscal year 2009. Malden, MA: Author. www.doe.mass.edu/21cclc/fy09report.pdf
21st Century Community Learning Centers—Michigan
These after school programs in Michigan offer homework help, tutoring, and academic enrichment activities to help students meet state academic standards in subjects such as reading and math. They also provide other enrichment activities focused on youth development, drug and violence prevention, technology, art, music, recreation, and character education.
(Academic/Enrichment, Multi-Component/Comprehensive, Tutoring/Extra Instruction)
Van Egeren, L. A., Bates, L., & Reed, C. S. (2003). 21st Century Community Learning Centers state evaluation report: Implementation of the state evaluation/baseline data. East Lansing: University Outreach & Engagement, Michigan State University. http://outreach.msu.edu/CERC/documents/21stCentury_2003_baseline.pdf
Reed, C. S., Bates, L. V., Van Egeren, L. A., Baker, D., Dunbar, C., Smith, B., et al. (2004). 21st Century Community Learning Centers state evaluation: Implementation report, January–June, 2003. East Lansing: University Outreach & Engagement, Michigan State University. http://outreach.msu.edu/CERC/documents/21stCentury_2003.pdfBates, L. V., Reed, C. S., Donahue, T. S., Prince, B., Smith, A., & Van Egeren. L. A. (2004). 21st Century Community Learning Centers state evaluation: Mid-year implementation report, July 2003–February, 2004. East Lansing: University Outreach & Engagement, Michigan State University. http://outreach.msu.edu/CERC/documents/21stCCLC_2004_midyear_Final.pdf
Reed, C. S., Van Egeren, L. A., & Bates, L. V. (2008). 21st Century Community Learning Centers state evaluation annual report, 2005–2006. East Lansing: University Outreach & Engagement, Michigan State University. http://outreach.msu.edu/CERC/documents/ARF_report_2005-06-FINAL.pdf
Reed, C.S., Van Egeren, L. A., & Bates, L. V. (2009). 21st Century Community Learning Centers state evaluation annual report, 2006–2007. East Lansing: University Outreach & Engagement, Michigan State University. http://outreach.msu.edu/CERC/documents/08_ARF_Report_to_MDE_for_06-07.pdfReed, C. S., Van Egeren, L. A., & Bates, L. V. (2009). Michigan 21st Century Community Learning Centers state evaluation annual report, 2007–2008. East Lansing: University Outreach & Engagement, Michigan State University. http://outreach.msu.edu/CERC/documents/09-09-08_Final.pdf
Reed, C.S., Van Egeren, L. A., & Bates, L. V. (2009). Michigan 21st Century Community Learning Centers state evaluation annual report, 2008-2009. East Lansing: University Outreach & Engagement, Michigan State University. http://outreach.msu.edu/CERC/documents/08-09_Final_Annual_Report.pdf
21st Century Community Learning Centers—Midwestern State
These centers in an unspecified Midwestern state endeavor to offer quality out-of-school time programs to children in high-need communities. These centers are typically housed in schools that: serve underachieving students; have high rates of juvenile crime, school violence, and student drug abuse; and lack the resources to establish afterschool centers.
(Multi-Component/Comprehensive)
Mollenkopf, D. L. (2002). Students with disabilities in 21st Century Community Learning Centers: Inclusion issues for after-school programs. Unpublished doctoral dissertation, University of Kansas, Lawrence.
21st Century Community Learning Centers—Milwaukee, Wisconsin
Begun in 1998, these centers use neighborhood schools and facilities to provide a wide variety of programs and services to local children, families, and residents in Milwaukee, Wisconsin. The centers aim to help children become high academic achievers, provide opportunities for adult lifelong learning, and help the community create safe and viable neighborhoods.
(Academic/Enrichment, Family/Community Involvement, Multi-Component/Comprehensive)
The School/Community Integrated Services Network Evaluation Committee. (2001). A report to the Milwaukee community 21st Century Community Learning Centers. Milwaukee, WI: Author.
The School/Community Integrated Services Network Evaluation Committee. (2002). Milwaukee Public Schools 21st Century Community Learning Centers 2001–02: A report to the community. Milwaukee, WI: Author.
21st Century Community Learning Centers—National
Begun in 1997 and authorized under the federal Elementary and Secondary Education Act, this program provides expanded learning opportunities for participating elementary and middle school children in a safe, drug-free, and supervised environment. States receive funding, administered by the U.S. Department of Education, to allocate to local educational agencies.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
U.S. Department of Education, Office of the Under Secretary. (2003). When schools stay open late: The national evaluation of the 21st-Century Learning Centers program, first year findings. Washington, DC: Author. www.ed.gov/pubs/21cent/firstyear
Dynarski, M., James-Burdumy, S., Moore, M., Rosenberge, L., Deke, J., & Mansfield, W. (2004). When schools stay open late: The national evaluation of the 21st Century Community Learning Centers Program: New findings. Washington, DC: U.S. Department of Education, National Center for Education Evaluation and Regional Assistance, U.S. Government Printing Office. www.ed.gov/rschstat/eval/other/learningcenters/index.html
James-Burdumy, S., Dynarski, M., Moore, M., Deke, J., Mansfield, W., & Pistorino, C. (2005). When schools stay open late: The national evaluation of the 21st Century Community Learning Centers Program: Final report. Washington, DC: U.S. Department of Education, National Center for Education Evaluation and Regional Assistance, U.S. Government Printing Office. www.mathematica-mpr.com/publications/pdfs/21stfinal.pdf
James-Burdumy, S., Dyanarski, M., & Deke, J. (2008). After-school program effects on behavior: Results from the 21st Century Community Learning Centers Program national evaluation. Economic Inquiry, 46(1): 13–18. http://papers.ssrn.com/soI3/papers.cfm?abstract_id=1105979
Huang, D., Cho, J., Mostafavi, S., Nam, H., H., Oh, C., Harven, A., & Leon, S. (2009). What works? Common practices in high functioning afterschool programs across the nation in math, reading, science, arts, technology, and homework—A study by the National Partnership. The afterschool program assessment guide (CRESST Report 768). Los Angeles: University of California, National Center for Research on Evaluation, Standards, and Student Testing (CRESST). www.cse.ucla.edu/products/summary.asp?report=768
21st Century Community Learning Centers—Nebraska
The Nebraska Department of Education administers these grants for projects to offer students a broad array of services, programs, and activities during nonschool hours. The goals of this program are to (a) improve student learning performance in one or more core academic areas, (b) increase social benefits and positive behavioral changes, and (c) increase family and community engagement in supporting students’ education.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
Nebraska Department of Education. (2005). Annual evaluation report: Nebraska 21st Century Community Learning Centers, July 2004–June 2005. Lincoln, NE: Author.
Nebraska Department of Education. (2006). Annual evaluation report: Nebraska 21st Century Community Learning Centers, July 2005 to June 2006. Lincoln, NE: Author.
Nebraska Department of Education. (2007). Annual evaluation report: Nebraska 21st Century Community Learning Centers, July 2006 to June 2007. Lincoln, NE: Author.
Nebraska Department of Education. (2008). Annual evaluation report, 2007–2008 school year: Nebraska 21st Century Community Learning Centers. Lincoln, NE: Author.
Nebraska Department of Education. (2009). Annual evaluation report, 2008–2009 school year: Nebraska 21st Century Community Learning Centers. Lincoln, NE: Author.
www.nde.state.ne.us/21stcclc/ProgramEvaluationMain.htm
21st Century Community Learning Centers—North Carolina
This program establishes programs in North Carolina during nonschool hours that provide youth with academic enrichment opportunities along with activities designed to complement students’ regular academic program.
(Academic/Enrichment, Multi-Component/Comprehensive)
North Carolina Department of Public Instruction. (2006). 21st Century Community Learning Centers 2004–05 APR and cross-year analysis of performance data. Raleigh, NC: Author.
North Carolina Department of Public Instruction. (2008). 21st Century Community Learning Centers 2006–07 APR and cross-year analysis of performance data. Raleigh, NC: Author.
North Carolina Department of Public Instruction. (2010). 21st Century Community Learning Centers 2008–09 APR and cross-year analysis of performance data. Raleigh, NC: Author.
21st Century Community Learning Centers—Northeast Kansas Education Service Center
Begun in 1999, these afterschool programs run in elementary schools in five rural Kansas school districts. Based on resiliency research and social development theory, the program's mission is to improve academic skills, build healthy human relationships, and widen student horizons.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
Kraft, N. (2001). Critical characteristics of successful after-school programs: An evaluation of the 21st Century initiative. Paper presented at the annual meeting of American Educational Research Association, Seattle, WA. www.kcresearch.org/cgi-bin/showfile.exe?CISOROOT=/coll&CISOPTR=2326&filename=2327.pdf
21st Century Community Learning Centers—Orleans Southwest Supervisory Union, Vermont
Begun in 2001 in Orleans County, Vermont, these centers are designed to improve the academic and social well-being of area residents through expanded and integrated education, health, safety, social services, cultural, and recreation program opportunities for youth and adults. Centers provide summer programs, afterschool programs, evening programs, and family-oriented cultural and recreational programs.
(Family/Community Involvement, Multi-Component/Comprehensive, Positive Youth Development)
Teran, G. A., & Koliba, C. (2002). Creating learning communities: 21st Century Community Learning Centers first year evaluation report, Orleans Southwest Supervisory Union. Burlington: University of Vermont, College of Education and Social Services, John Dewey Project on Progressive Education.
21st Century Community Learning Centers—Owensboro, Kentucky Public Schools
Begun in August 2000 and scheduled to run through June 2003, this year-round program consists of five Community Learning Centers that provide safe, supervised, and fun learning opportunities to children (kindergarten to 12th grade) in Owensboro, Kentucky.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
Illback, R. J., & Birkby, B. W. (2001). Formative evaluation of the 21st Century Community Learning Centers, year 1. Louisville, KY: REACH of Louisville.
Birkby, B. W., & Illback, R. J. (2002). Evaluation of the 21st Century Community Learning Centers Program: Year 2. Louisville, KY: REACH of Louisville.
21st Century Community Learning Centers—Palm Beach County, Florida
This program offers activities to at-risk elementary students in Palm Beach County, Florida, designed to provide opportunities to improve reading and math skills, develop positive social skills, share recreational activities, and share art and cultural experiences.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
Lacey, C. H., & LeBlanc, P. R. (2001). Advocacy for all: A 21st Century Community Learning Center for at-risk students. Paper presented at the 81st annual meeting of the Association for Teacher Educators, New Orleans, LA.
21st Century Community Learning Centers—Pathways to Progress
Funded in 2000–2003, these community learning centers in elementary and middle schools provided coordinated expanded-day and expanded-year community-learning activities for students, families, and community members in St. Paul, Minnesota. The goals were to increase student academic achievement, reduce drug use and violence among youth, and increase parental capacity to support their children’s education.
(Academic/Enrichment, Family/Community Involvement, Multi-Component/Comprehensive)
Wahlstrom, K., Sheldon, T., Anderson, R., & Zorka, H. (2001). Annual evaluation report: 21st Century Community Learning Centers Pathways to Progress Project, Saint Paul public schools. St. Paul: University of Minnesota, Center for Applied Research and Educational Improvement.
Wahlstrom, K., Sheldon, T., & Lewis, A. (2004). Final evaluation report: 21st Century Community Learning Centers Pathways to Progress, Saint Paul Public Schools. St. Paul: University of Minnesota, Center for Applied Research and Educational Improvement. http://cehd.umn.edu/CAREI/Reports/docs/PathwaysFinalEvalReport-2004.pdf
21st Century Community Learning Centers—Pittsburg, California, Unified School District
Initiated in Pittsburg, California, in 2002, this 21st CCLC program provides students with a variety of academic, recreation, and enrichment activities at five schools in the district, including three elementary schools, one junior high school, and one high school.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
Center for Evaluation and Research. (2002). 2002 evaluation report: year 1. Redding, CA: Author.
21st Century Community Learning Centers—San Francisco, California
This program, initiated in 1998 in San Francisco, California, allows schools to stay open longer and provides a safe place for homework centers, intensive basic skills mentoring, drug and violence prevention counseling, academic enrichment activities, recreational activities, arts, technology, and services for disabled youth.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
Trousdale, D. (2000). First-year evaluation of an after-school program for middle school youth. ERS Spectrum, 18, 3–11.
21st Century Community Learning Centers—South Carolina
This program in South Carolina provides academic, artistic, and cultural enrichment opportunities to students and their families when school is not in session.
(Academic/Enrichment, Family/Community Involvement, Multi-Component/Comprehensive)
System Wide Solutions, Inc. (2007). The 2006–2007 evaluation of the South Carolina 21st Century Community Learning Center Program Volume I: Federal objectives and evaluation requirements. Columbia, SC: Author.
Appenzeller, G. W., Nelson, M., Meadows, S., & Powell, T. (2008). The 2006–2007 evaluation of the South Carolina 21st Century Community Learning Center Program Volume II: Identification of best practices. Columbia, SC: System Wide Solutions, Inc.
System Wide Solutions, Inc. (2009). The 2007–2008 evaluation of the South Carolina 21st Century Community Learning Center Program Volume I: Federal objectives and evaluation requirements. Columbia, SC: Author.
Appenzeller, G. W., Nelson, M., Meadows, S., & Powell, T. (2009). The 2007–2008 evaluation of the South Carolina 21st Century Community Learning Center Program Volume IV: An examination of differences In outcomes among South Carolina 21st CCLC service provision organizations. Columbia, SC: System Wide Solutions, Inc.
www.swsolutionsinc.com/education.html
System Wide Solutions, Inc. (2010). The 2008–2009 evaluation of the South Carolina 21st Century Community Learning Center Program. Columbia, SC: Author. http://www.swsolutionsinc.com/reports/edu/2008-200921stCCLCEvaluationReport-Final031510.pdf
21st Century Community Learning Centers—Springfield, Illinois
Funded in 2001, this program is a comprehensive afterschool/community learning center project in Springfield, Illinois. The vision is to improve the academic achievement and behaviors of at-risk youth living in inner-city communities by providing programs that address identified community needs in the areas of education, health, social services, recreation, and cultural enrichment.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
University of Illinois, Urbana-Champaign Center for Prevention Research and Development. (2003). Springfield 21st Century Community Learning Center: Report on the relationship between program attendance and academic performance. Champaign, IL: Author.
21st Century Community Learning Centers—St. Louis, Missouri
This program was implemented in 1998 in seven St. Louis, Missouri, public elementary and middle schools to effect major changes in student performance. Activities generally address academic tutoring, recreational activities, and social/behavioral issues.
(Academic/Enrichment, Multi-Component/Comprehensive)
Nance, E. E., Moore, D. H., & Lewis, C. F. (1999/2000). 21st Century Community Learning Centers: Do they affect student achievement? Community Education Journal, 27(1–2), 7–11. http://ncea.com/files/ncea/files/21stCCLCAffect_Student_Achievement.doc
21st Century Community Learning Centers—Texas
First funded in 2003, these programs throughout the state of Texas are designed to (a) provide opportunities for academic enrichment, (b) offer students a wide variety of additional services, programs, and activities, and (c) offer families opportunities for literacy and related educational development.
(Academic/Enrichment, Family/Community Involvement, Multi-Component/Comprehensive)
Texas Education Agency. (2004). 21st Century Community Learning Centers: Evaluation of projects funded for the 2003–04 school year. Austin, TX: Author.
Dodson, M., & McCann, E. (2006). The evaluation of Texas 21st Century Community Learning Center projects: Case study report. Austin, TX: Southwest Educational Development Laboratory Evaluation Services.
Dodson, M., & McCann, E. (2006). The evaluation of Texas 21st Century Community Learning Center projects: Common features of promising afterschool programs in Texas. Austin, TX: Southwest Educational Development Laboratory Evaluation Services.
Moellmer, A., Rapaport, A., Adachi, E. & Sievert, J. (2007). 21st Century Community Learning Centers: Evaluation of projects funded during the 2004–2005 school year. Austin: Texas Education Agency.
Farris, J., Nunnery, J. A., Ross, S. M., & Zoblotsky, T. A. (2008). Texas 21st Century Community Learning Centers: Annual report 2006–07. Naperville, IL: Learning Points Associates.
Burgette, J., Zoblotsky, T., Neergaard, L., Akerstrom, J., Gibbs, C., Naftzger, N., Vinson, M., & Nunnery, J. (2009). Texas 21st Century Community Learning Centers evaluation 2007–2008. Memphis, TN: Center for Research in Educational Policy. ritter.tea.state.tx.us/opge/progeval/OutOfSchoolLearning/21CCLS_Final_0809.pdf
Accelerated Science Achievement Program—Texas
The purpose of this initiative is to implement afterschool and summer-school programs designed to increase 10th and 11th grade student science achievement at under-performing schools in Texas.
(Multi-Component/Comprehensive, Science/Technology/Mathematics)
Coneway, C., & Alderete, K. (2006). Texas Accelerated Science Achievement Program: Summary report, 2005–2006. Austin, TX: Austin Independent School District. www.austinisd.org/inside/docs/ope_2005_06_TXASAP_Feedback_Rpt_082906.pdf
Pazera, C. (2010) Texas Accelerated Science Achievement Program: Summary report, 2008–2009. Austin, TX: Austin Independent School District. www.austinisd.org/inside/docs/ope_08-93_TXASAP_final_eval.pdf
After School Arts Program
(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.
After School Matters
This public–private collaboration works to create a citywide system of OST opportunities for adolescents in Chicago. The collaboration uses three strategies to build the system: (a) create a comprehensive network of OST opportunities that mobilizes and builds on what exists; (b) pursue both a neighborhood-based and a citywide strategy; and (c) enlist key sectors to align their contributions in order to create a sustainable infrastructure of quality opportunities.
(Multi-Component/Comprehensive, System-Building)
Halpern, R. (2006). After-school matters in Chicago: Apprenticeship as a model for youth programming. Youth & Society, 38, 203–235.
Goerge, R., Cusick, G. R., Wasserman, M., & Gladden, R. M. (2007). After-school programs and academic impact: A study of Chicago’s After School Matters. Chicago, IL: Chapin Hall Center for Children. www.chapinhall.org/sites/default/files/publications/ChapinHallDocument(2)_0.pdf
Hirsch, B. J., Hedges, L. V., Stawicki, J., & Mekinda, M. A. (2011). After-school programs for high school students: An evaluation of After School Matters. Technical report. Evanston, IL: Northwestern University. www.sesp.northwestern.edu/docs/publications/19023555234df57ecd0d6c5.pdf
Beacon Community Centers Middle School Initiative—New York, New York
Launched in 2007, this initiative enrolls participants in grades 5–8 in structured programming developed and delivered by New York City’s 80 Beacon Community Centers. The initiative offers activities and services to enhance the intellectual, physical, emotional, and social growth of young adolescents.
(Multi-Component/Comprehensive, Positive Youth Development)
Russell, C. A., LaFleur, J., Scott, T. A., Low, M., Palmiter, A. S., & Reisner, E. R. (2010). The Beacon Community Centers Middle School Initiative: Report on implementation and youth experience in the initiative’s second year. Washington, DC: Policy Studies Associates. www.wallacefoundation.org/KnowledgeCenter/KnowledgeTopics/CurrentAreasofFocus/Out-Of-SchoolLearning/Documents/2nd-year-evaluation-of-the-Beacon-middle-school-initiative.pdf
Beacon Initiative—San Francisco, California
This initiative, begun in 1994, aims to help youth in San Francisco, California, develop competencies that will help them become responsible adults.
(Family/Community Involvement, Multi-Component/Comprehensive, Positive Youth Development)
Walker, K. E., & Arbreton, A. J. A. (2001). Working together to build Beacon Centers in San Francisco: Evaluation findings from 1998–2000. Philadelphia: Public/Private Ventures. www.ppv.org/ppv/publications/assets/118_publication.pdf
Walker, K. E., & Arbreton, A. J. A. (2004). After-school pursuits: An examination of outcomes in the San Francisco Beacon Initiative. Philadelphia: Public/Private Ventures.www.ppv.org/ppv/publications/assets/168_publication.pdf
Tripp, F. L., Schwartz, J. L., & Bennett, R. W. (2004). San Francisco Beacon Initiative: Individual Beacon profile June 2004 evaluation report. Oakland, CA: Resource Development Associates. www.sfbeacon.org/00_Evaluations/Evaluations/2004_Annual_Evaluation_RDA.pdf
Schwartz, J. L., Reyes, P., Tharp, J., & Bennett, P. M. (2005). San Francisco Beacon Initiative: Second year (2005) evaluation report. Oakland, CA: Resource Development Associates. www.sfbeacon.org/00_Evaluations/Evaluations/2005_Evaluation_RDA.pdf
Moonka, N., Reyes, P., Tharp, J., & Bennett, P. M. (2006). San Francisco Beacon Initiative: Third year (2006) evaluation report. Oakland, CA: Resource Development Associates. www.sfbeacon.org/00_Evaluations/Evaluations/2006_Evaluation_RDA.pdf
Yu, H. C., Lea, C. Leufgen, J, & Rubin, A. (2008). Evaluation of the San Francisco Beacon Initiative: Final report. Oakland, CA: Social Policy Research Associates. www.sfbeacon.org/00_Evaluations/Evaluations/2008_Beacon_Evaluation_Report_SPR_Full_Report.pdf
Baker, A., & Tamanas, E. (2009). Youth Development Institute’s Beacons Young Adolescent Initiative: Evaluation update. Philadelphia: Youth Development Institute, OMG Center for Collaborative Learning. www.sfbeacon.org/00_Evaluations/BYA_Evaluations/2009_BYA%20Evaluation_OMG.pdf
Beacons Initiative—New York, New York
Begun in 1991, this initiative links community-based and nonprofit organizations with schools to increase supports for youth and families in New York City, New York.
(Family/Community Involvement, Multi-Component/Comprehensive, Positive Youth Development)
Warren, C., Brown, P., & Freudenberg, N. (1999). Evaluation of the New York City Beacons: Summary of phase I findings. New York: Academy for Educational Development.
Warren, C., Feist, M., & Nevarez, N. (2002). A place to grow: Final evaluation of the New York City Beacons, a summary report. New York: Academy for Educational Development. scs.aed.org/publications
BELL Accelerated Learning Summer Program
Founded in 1992 in Boston, New York City, and Washington, DC, this comprehensive academic camp for kindergarteners through sixth graders includes intensive academic instruction; hands-on educational, cultural, artistic and recreational activities; guest speakers; community service projects; and field trips. Its goals are to help youth improve their academic performance, self-concept, and social skills.
(Academic/Enrichment, Multi-Component/Comprehensive, Tutoring/Extra Instruction)
BELL. (2001). BELL Accelerated Learning Summer Program 2001 evaluation report. Dorchester, MA: Author.
BELL. (2002). BELL Accelerated Learning Summer Program 2002 national evaluation report. Dorchester, MA: Author.
BELL. (2003). BELL Accelerated Learning Summer Program: 2003 program outcomes. Dorchester, MA: Author.
Chaplin, D., & Capizzano, J. (2006). Impacts of a summer learning program: A random assignment study of Building Educated Leaders for Life (BELL). Washington, DC: The Urban Institute. www.urban.org/publications/411350.html
Capizzano, J., Bischoff, K., Woodroffe, N., & Chaplin, D. (2007). Ingredients of a successful summer learning program: A case study of the Building Educated Leaders for Life (BELL) Accelerated Learning Summer Program. Washington, DC: The Urban Institute. www.urban.org/publications/411493.html
BELL. (2008). BELL Summer Program: 2008 national program outcomes. Dorchester, MA: Author.
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.
Boys & Girls Clubs of America—Project Learn/Educational Enhancement Program
Begun in 1996, this community-based program is implemented in local Boys & Girls Clubs across the country and is designed to improve academic achievement of at-risk students.
(Multi-Component/Comprehensive, System-Building, Tutoring/Extra Instruction)
Schinke, S. P., Cole, K. C., & Poulin, S. R. (2000). Enhancing the educational achievement of at-risk youth. Prevention Science, 1(1), 51–60.
Boys & Girls Clubs of America—Public Housing Developments
(Multi-Component/Comprehensive, Positive Youth Development, Prevention)
Schinke, S. P., Orlandi, M. A., & Cole, K. C. (1992). Boys & Girls Clubs in public housing developments: Prevention services for youth at risk. Journal of Community Psychology, OSAP Special Issue, 118–128.
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
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.
Capital Kids
Initiated in 2000 in Columbus, Ohio, the mission of this local after school initiative is to (a) provide a safe, caring, and enriching environment for children during nonschool hours; (b) provide places where children can increase their academic, interpersonal, and social skills; (c) involve families in planning and participating in activities; and (d) foster positive connections between family, school, and community.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
Anderson-Butcher, D. (2001). An evaluation report for the Cap City Kids program: Phase one. Columbus: Center for Learning Excellence, Ohio State University.
Anderson-Butcher, D. (2002). An evaluation report for the Cap City Kids program: Phase two. Columbus: Center for Learning Excellence, Ohio State University.
Anderson-Butcher, D. D., Midle, T., Fallara, L., Hansford, C., Uchida, K., Grotevant, S., et al. (2003). Youth development programs in central Ohio: An evaluation report for the City of Columbus and United Way of Central Ohio. Columbus: Center for Learning Excellence, Ohio State University.
Children Defense Fund Freedom Schools® Initiative
Created in 1993, this national program provides summer and after school enrichment to help children in grades k–8 fall in love with reading, increase their self-esteem, and generate more positive attitudes toward learning.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
Philliber Research Associates. (2008). Evaluation of the Kansas City CDF Freedom Schools Science Initiative. Accord, NY: Author. sites.kauffman.org/pdf/2008_CDF_FS_Evaluation_Report.pdf
Portwood, S. G., Parara-Rogers, C., & Taylor, B. (2009). Seigle Avenue Partners Children’s Defense Fund Freedom Schools® pilot outcomes evaluation. The University of North Carolina at Charlotte Institute for Social Capital, Inc.
Children's Aid Society Carrera—Model Teen Pregnancy Prevention Program
Implemented in 1984, the program aims to empower youth, help them develop a desire for a productive future, and aid young people in improving their sexual literacy and their understanding of the consequences of sexual activity.
(Multi-Component/Comprehensive, Prevention)
Philliber, S., Kaye, J. W., & Herrling, S. (2001). The national evaluation of the Children's Aid Society Carrera-Model Program to prevent teen pregnancy. Accord, NY: Philliber Research Associates.
Philliber, S., Kaye, J. W., Herrling, S., & West, E. (2002). Preventing pregnancy and improving health care access among teenagers: An evaluation of the Children's Aid Society—Carrera program. Perspectives on Sexual and Reproductive Health, 34(5), 244–251. www.guttmacher.org/pubs/journals/3424402.html
Brigham, R.A., & Nahas, J. (2008). Children’s Aid Society/Carrera Integrated School Model: Documentation of early implementation in four schools. Cambridge, MA: Brigham Nahas Research Associates.
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
CincyAfterSchool
This program aims to engage youth, parents, and the community in Cincinnati, Ohio to improve academic achievement and build healthy futures through afterschool and summer programming. It consists of nine components: tutoring and mentoring, telecommunication and technology, career exploration, service learning, fine arts, leadership development, health and wellness, nonschool-day programs, and family sessions.
(Academic/Enrichment, Multi-Component/Comprehensive)
Cincinnati Children’s Hospital Medical Center, Division of Psychology. (2007). Developmental assets: An evaluation of student needs and strengths: 2006–2007. Cincinnati, OH: Author.
Communities Organizing Resources to Advance Learning Initiative—Long Beach Youth Institute
This program was conceived as a way to engage high school students in Long Beach, California, giving them academic enrichment, work experience, and community involvement. The concept was created to serve as a “ladder of opportunity” where older youth learn skills and then pass on that knowledge to younger program participants.
(Academic/Enrichment, Multi-Component/Comprehensive)
O'Donnell, J. (2003). Outcome evaluation of the 2003 Long Beach Communities Organizing Resources to Advance Learning (CORAL) Youth Institute Intensive Summer Program. Long Beach: California State University, Long Beach Department of Social Work, Child Welfare Training Centre.
Regan, J. R. (2004). Focus group report of the Long Beach Communities Organizing Resources to Advance Learning (CORAL) Youth Institute. Long Beach: California State University, Long Beach, Department of Social Work.
Kirkner, S. L. (2004). CORAL Youth Institute report: September 2003–January 2004. Long Beach: California State University, Long Beach, Department of Social Work, Child Welfare Training Centre.
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.
Downtown L.A. School-Based After School Program
(Academic/Enrichment, Family/Community Involvement, Multi-Component/Comprehensive)
Rivera, E. (2001). Effects of a school-based after-school program on academic performance, school behavior, and attendance among low-income minority students. Unpublished doctoral dissertation, University of California, Santa Cruz.
Dynamy's John S. Laws Institute
Founded in 1989, this experience-based, 4-year, after school leadership and college-access program is designed to serve talented, low-income students from Worcester, Massachusetts, public schools who are eager to go to college, but are at risk of not reaching their full potential.
(Multi-Component/Comprehensive)
Brigham, R. A., Nahas, J., & Weiss, A. (2002). Dynamy's John S. Laws Institute: Graduate follow-up study. Cambridge, MA: Brigham Nahas Research Associates.
Family Participation in After-School Study
Conducted 2003–2004, this nationwide study examines programs that provide expanded learning opportunities for youth in a safe, drug-free, and supervised environment.
(Family/Community Involvement, Multi-Component/Comprehensive, Research Studies)
Weiss, A. R., & Brigham, R. A. (2003). The family participation in after-school study. Boston, MA: Institute for Responsive Education.
Strickland, C. S. (with Jean, I.). (2005). Promising Practices that promote family participation in after school programs: Another link to positive educational outcomes. Paper presented at the Annual Meeting of the American Educational Research Association, Montreal, Quebec, Canada. Institute for Responsive Education.
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.
Full-Service Community Schools Model in Iowa
This program provides middle school students in Des Moines, Iowa, with after school programs, health and wellness services, parent support groups, and summer programs.
(Multi-Component/Comprehensive)
Child and Family Policy Center. (2003). Reaching out: The first six months of the Urban Dreams and Des Moines Community School Partnership in developing full-service community schools. Des Moines, IA: Author.
LaFrance Associates. (2004). Report of progress on implementation of the Full-Service Community Schools Model in Iowa: Moulton Extended Learning Center & Harding Middle School. San Francisco: Author.
LaFrance Associates, LLC. (2005). Comprehensive evaluation of the Full-Service Community Schools Model in Iowa: Harding Middle School and Moulton Extended Learning Center. San Francisco, CA: Author.
GEAR UP Austin
This program works with students and their parents for 5 years to prepare for college, assisting with study skills, career exploration, job shadowing, financial planning, and scholarship opportunities on Austin, Texas, middle school campuses.
(Multi-Component/Comprehensive)
Office of Program Evaluation, Austin Independent School District. (2001). GEAR UP Austin: Impacting lives project: 2000–2001 evaluation. Austin, TX: Author.
Office of Program Evaluation, Austin Independent School District. (2002). GEAR UP Austin: Impacting lives project: 2001–2002 evaluation. Austin, TX: Author.
Office of Program Evaluation, Austin Independent School District. (2005). GEAR UP Austin: Impacting lives project, 2003–2004. Austin, TX: Author.
Office of Program Evaluation, Austin Independent School District. (2006). GEAR UP Austin: Impacting lives project, 2004–2005. Austin, TX: Author.
Office of Program Evaluation, Austin Independent School District. (2007). GEAR UP Austin: Impacting lives project, 2005–2006. A summative evaluation report. Austin, TX: Author.
www.austin.isd.tenet.edu/about/accountability/ope/reports.phtml
Girl Neighborhood Power
(Multi-Component/Comprehensive, Positive Youth Development)
Zweig, J. M., & Van Ness, A. (2001). The national study of Girl Neighborhood Power: An out-of-school program for girls ages 9 to 14. Washington, DC: The Urban Institute. www.urban.org/publications/410373.html
Girls Inc.—Friendly PEERsuasion Program
Girls Inc. developed this program to help girls identify and respond critically to messages and social pressures that encourage substance abuse, using a combination of adult leadership and peer reinforcement. Begun in 1988, this program has been implemented across the country.
(Multi-Component/Comprehensive, Positive Youth Development, Prevention)
Chaiken, M. R., Maltz, M. D., & Smith, C. (1990). Evaluation of Girls Incorporated's Friendly PEERsuasion program: A push in the right direction. Indianapolis, IN: Girls Incorporated National Resource Center.
Smith, C., & Kennedy, S. D. (1991). Final impact evaluation of the Friendly PEERsuasion targeted substance abuse education program of Girls Incorporated: A report on four demonstration sites. Indianapolis, IN: Girls Incorporated National Resource Center.
Weiss, F. L., & Nicholson, H. J. (1998). Friendly PEERsuasion against substance use: The Girls Incorporated model and evaluation. Drugs & Society, 12(1/2), 7–22.
Hispanic After School Program
This program serves elementary school Spanish-speaking children in a semi-rural northeastern town in Massachusetts. Children participate in Spanish Puerto Rican arts, crafts, and signing; discussion of ethnicity and ethnicity-related problems, morals, values, sex roles and skin color; and role modeling by male and female Latino professionals.
(Culture/Heritage, Multi-Component/Comprehensive, Prevention)
Garza Fuentes, E., & LeCapitaine, J. E. (1990). The effects of a primary prevention program on Hispanic children. Education, 110(3), 298–303.
Horizons Student Enrichment Program
Since 1964, these summer academic enrichment programs have served low-income, public-school, K–8 students, supported by school-year components. Now in 10 states, programs offer academic instruction in reading, writing, and math, and enrichment programming that includes swimming, arts, recreation and games, and science.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
Raden, A., Marsland, K., & Zigler, E. F. (1995). Evaluation of the Horizons Summer Enrichment Program. New Haven, CT: Yale University Department of Psychology and Bush Center in Child Development and Social Policy.
Terao, K., & Yuen, F. (2010). Horizons National Student Enrichment Program: Analysis of student evaluation results and end of summer parent and student questionnaire. Norwalk, CT: Horizons National. www.horizonsnational.org/files/Terao%20and%20Yuen%20Horizons%20Eval%20Report%2011-17-10-%20(2)(3).pdf
Horizons National. (2010). 2010 Literacy Initiative summary report. Norwalk, CT: Author. www.horizonsnational.org/files/2011-01-28%20Final%20Literacy%20Initiative%20Report%202010%20(2).pdf
Horizons National. (2011). Results and statistics 2011. Norwalk, CT: Author. www.horizonsnational.org/files/Results%202011%20Overview.pdf
I Have a Dream®
This national program helps children from low-income areas reach their education and career goals by providing a long-term program of mentoring, tutoring, and enrichment with an assured opportunity for higher education.
(Academic/Enrichment, Multi-Component/Comprehensive)
Higgins, C. Furano, K., Toso, C., & Branch, A.Y. (1991). “I Have a Dream”® in Washington, D.C.: Initial report. Philadelphia: Public/Private Ventures.
Kahne, J., & Bailey, K. (1997). The role of social capital in youth development: The case of “I Have a Dream”®. Chicago: University of Illinois.
McGrath, R. E., & Hayman, J. (1997). The Patterson, New Jersey, “I Have a Dream”® Program: Academic performances and outcomes. Teaneck, NJ: Fairleigh Dickinson University.
Shoemaker, M., & Sims, M. (1997). Delivering on a promise: An evaluation of the “I Have a Dream”® Foundation. Pasadena, CA: “I Have a Dream”® Foundation, Pasadena.
Davis, A. E., Hyatt, G., & Arrasmith, D. (1998). “I Have a Dream”® Program-Class one: Evaluation report. Portland, OR: Northwest Regional Educational Laboratory.
Kubayama, E. M. (2000). East Palo Alto “I Have a Dream”&® Program evaluation report. Stanford, CA: School of Education, Stanford University.
KIDCO
(Multi-Component/Comprehensive, Positive Youth Development)
Burton, R. L. & Hayes, J. M. (1996). KIDCO after-school and summer recreation program in Tucson, Arizona. In P. Witt & J. Crompton (Eds.), Recreation programs that work for at-risk youth: The challenge of shaping the future. State College, PA: Venture Publishing. rptsweb.tamu.edu/Faculty/Witt/CasestudyBook.htm
Tucson Parks & Recreation. (1999). Youth evaluation report. Tucson, AZ: Author.
Kids on Campus
(Academic/Enrichment, Multi-Component/Comprehensive)
The Institute for Local Government Administration and Rural Development at Ohio University. (2000). Kids on Campus: Ohio State University and Hocking College Summer enrichment program evaluation. Athens, OH: Author.
Philliber Research Associates. (2001). An evaluation of Kids on Campus 2000. Accord, NY: Author.
Lighthouses in the Community
(Academic/Enrichment, Family/Community Involvement, Multi-Component/Comprehensive)
Zarlengo, P. (2002). Executive summary: Lighthouse program for 2001–2002 evaluation. Bridgeport, CT: Lighthouse Program.
Local Investment Commission of Greater Kansas City, Missouri's Before and After School Program
Begun in 1999, School-Age Child Care programs provide enrichment activities for elementary school students in Kansas City, Missouri.
(Multi-Component/Comprehensive, Positive Youth Development)
Finn-Stevenson, M. (2002). Evaluation of the Local Investment Commission (LINC) of Greater Kansas City, Missouri's Before and After School Program: Final report. New Haven, CT: The Bush Center in Child Development and Social Policy, Yale University. www.kclinc.org/uploadedFiles/Data/reports/YaleBushEval.pdf
Minnesota After School Enrichment Program
Established in 1996 to provide out-of-school time services to 9- to 13-year-olds in St. Paul, Minnesota, the program provides supervised activities in the arts, computers, athletics, and community service.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
Bloomberg, L. (2001). After School Enrichment programs, 2000–2001. Roseville, MN: Minnesota Department of Children and Families.
Helmstetter, C., & Nelson, S. (2002). After School Enrichment Collaborative: Payne-Phalen/Daytons Bluff & North End: 2001 evaluation report. St. Paul, MN: Wilder Research Center. www.wilder.org/reportsummary.0.html?&tx_ttnews[pointer]=16&tx_
ttnews[tt_news]=970&tx_ttnews[backPid]=111&cHash=fe223f8e80
Neighborhood Youth Center Program
The program is designed to increase the range and extent of positive experiences for at-risk youth in Connecticut. It focuses specifically on supporting urban neighborhood youth centers that serve youth between the ages of 12 and 17.
(Multi-Component/Comprehensive, Positive Youth Development, Prevention)
Anderson, S. A., Sabatelli, R. M., & Britner, P. A. (2001). Final report: Neighborhood Youth Center Program evaluation. Storrs: School of Family Studies, University of Connecticut.
Anderson, S. A., Sabatelli, R. M., Liefield, J., & Rubinfeld, S. (2004). Final report: Neighborhood Youth Center program evaluation. Storrs: School of Family Studies, University of Connecticut.
Sabatelli, R. M., Anderson, S. A., Liefield, J., & Rubinfeld, S. (2006) Process evaluation report: Neighborhood Youth Center program evaluation. Storrs: School of Family Studies, University of Connecticut.
Sabatelli, R. M., Anderson, S. A.,Sanderson, J., Kosutic, I., &Trachtenberg, J. V. (2007). Process and outcome evaluation report: 2005-07 Neighborhood Youth Center program evaluation report. Storrs: School of Family Studies, University of Connecticut.
www.ct.gov/opm/cwp/view.asp?a=2974&q=383624#NYCEvaluations
New Communities After School Project
This program in two communities in Delaware provides homework help, nonacademic/unstructured activities, recreational/cultural activities, and tutoring to children in Grades K–7.
(Multi-Component/Comprehensive, Positive Youth Development, Tutoring/Extra Instruction)
Unger, D. G., & Cooksy, L. (2004). New Communities After School Project annual evaluation report 2003–2004. Newark: University of Delaware. http://dspace.udel.edu:8080/dspace/handle/19716/229
Oakland Out-of-School Time Programs
These school-based support programs in Oakland, California, include 86 afterschool programs serving youth in grades K–12 that provide a variety of activities including homework help, enrichment, recreation, and academic support; and 6 programs that provide social and academic support to middle school youth as they transition into middle and high school.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
Public Profit. (2010). Oakland After School Program evaluation findings report 2009–10. Oakland, CA: Oakland Fund for Children and Youth & OUSD After School Programs Office.
Public Profit. (2011). Out-of-School Time Program interim findings report. Oakland, CA: Oakland Fund for Children and Youth & OUSD After School Programs Office.
Public Profit. (2011). Oakland Out-of-School Time Program. Evaluation findings report 2010–11. Oakland, CA: Oakland Fund for Children and Youth & OUSD After School Programs Office.
Out-of-School-Time Academic Programs to Improve School Achievement: A Community Guide Health Equity Systematic Review
A 2015 meta-analysis of studies examining the influence of out-of-school-time programs on improving outcomes for low-income and minority at-risk youth reveals that focused-programs (reading-focused or math-focused) are more effective than general-academic programs at improving academic outcomes for these at-risk youth.
(Health, Multi-Component/Comprehensive, Research Studies)
Knopf, J. et al. (2015). Out-of-School-Time Academic Programs to Improve School Achievement: A Community Guide Healthy Equity Systematic Review. J Public Health Management Practice, 00(00), 1-15.
Polk Bros. Foundation's Full Service Schools Initiative
Begun in 1996, the initiative is designed to improve the physical and psychological well-being and school achievement for children in high risk communities in Chicago. The three participating schools, open after school and in the evening, offer recreation, school remediation, and tutoring programs.
(Academic/Enrichment, Multi-Component/Comprehensive, System-Building)
Whalen, S. P. (2002). Report of the evaluation of the Polk Bros. Foundation's Full Service Schools Initiative. Chicago: Chapin Hall Center for Children at the University of Chicago. www.polkbrosfdn.org/Full%20Service%20School%20Initiative%20Full%20Report.pdf
Project Back-on-Track
This after school program for 9–17-year-old juvenile offenders in Florida offers treatment consisting of group and family therapies, parent groups, educational sessions, community service projects, and empathy-building exercises.
(Multi-Component/Comprehensive, Prevention)
Myers, W. C., Burton, P., Sanders, P. D., Donat, K. M., Cheney, J., Fitzpatrick, T., et al. (2000). Project Back-on-Track at 1 year: A delinquency treatment program for early-career juvenile offenders. Journal of the American Academy of Child & Adolescent Psychiatry, 39, 1127–1134.
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).
Project Venture
This outdoor/experiential youth development program serves high-risk American Indian and other youth nationwide. Key components include classroom-based problem-solving initiatives, skills-focused outdoor experiential activities, adventure camps and wilderness treks, and community-oriented service learning.
(Adventure, Culture/Heritage, Multi-Component/Comprehensive)
Carter, S. L., Straits, K. J. E., & Hall, M. (2006). Project Venture: Evaluation of a positive, culture-based approach to substance abuse prevention with American Indian youth. Unpublished Manuscript.
Carter, S.L., Straits, J.E., & Hall, M. (2007). Project Venture: Evaluation of a positive, culture-based approach to substance abuse prevention with American Indian youth. Technical Report. The National Indian Youth Leadership Project. Gallup, NM. www.niylp.org/articles/Project-Venture-manuscript-final.pdf
Carter, S., Straits, J., & Hall, M. (2007). Project Venture: Evaluation of a positive, culture-based approach to substance abuse prevention with American Indian Youth. Journal of Experiential Education, 29(3), (397–400).
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
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.
Rhode Island Children's Crusade
Begun in 1989, this program guarantees scholarships to low-income Rhode Island youth in exchange for commitment to education. Participants attend various after school, weekend, and summer enrichment programs.
(Academic/Enrichment, Multi-Component/Comprehensive, Prevention)
Stone, R., Lanspery, S., & Leavitt, T. (2002). Every child holds the answer: Evaluation report, Rhode Island Children's Crusade. Waltham, MA: Center for Youth and Communities, Heller Graduate School, Brandeis University. www.nmefdn.org/uploads/RI%20Children%27s%20Crusade%20evaluation.pdf
San Diego's “6 to 6” Extended School Day Program
Begun in 1998, this program provides access to high quality, affordable enrichment programs before and afterschool to every elementary and middle school student in the city of San Diego, California.
(Academic/Enrichment, Multi-Component/Comprehensive)
Hoffman, J. (2001). San Diego After School Regional Consortium: Academic indicator report 1999–2000. San Diego, CA: Hoffman, Clark & Associates.
McCormick, T., Bojorquez, J. C., & Tushnet, N. (2002). Independent evaluation of San Diego's “6 to 6” Extended School Day Program: Final report. Los Alamitos, CA: WestEd.
Say Yes First
This multi-component, school-based drug-prevention project in rural Colorado provided primary and secondary prevention programs and services for students in fourth through eighth grade and their families. The project focused on protective and resiliency factors such as academic success and personal involvement in positive drug-free, family, school, and community experiences.
(Multi-Component/Comprehensive, Prevention)
Zavela, K. J., Battistich, V., Dean, B. J., Flores, R., Barton, R., & Delaney, R. J. (1997). Say Yes First: A longitudinal, school-based alcohol and drug prevention project for rural youth and families. Journal of Early Adolescence, 17(1), 67–96.
Zavela, K. J., Shaw, A. R., & Dean, B. J. (1998, June). Cost-benefit analysis of the Say Yes First—To Rural Youth and Family Alcohol/Drug Prevention Program. Paper presented at the XVI World Conference on Health Promotion and Health Education, San Juan, Puerto Rico.
Zavela, K. J., & Battistich, V. (2001). Say Yes First: Findings from the high school follow-up assessments. Unpublished report.
Zavela, K. J., Battistich, V., Gosselink, C. A., & Dean, B. J. (2004). Say Yes First: Follow up of a five-year rural drug prevention program. Journal of Drug Education, 34(1), 73–88. baywood.metapress.com/link.asp?id=tvu5fk00v5muk7tr
Schools Uniting Neighborhoods Initiative
Begun in 1999, this initiative’s mission is to improve the lives of children, their families, and the community through partnering with local school communities in the City of Portland and Multnomah County in Oregon, to extend the school day and develop schools as “community centers” in their neighborhoods.
(Family/Community Involvement, Multi-Component/Comprehensive)
The Sun Evaluation Workgroup. (2001). Schools Uniting Neighborhoods Initiative: Baseline report. Portland, OR: Author. www.co.multnomah.or.us/oscp/sunschools/pdf/baseline_eval_rep.pdf
Nave, G., Woo, A., & Kruger, R. (2006). Multnomah County Department of School and Community Partnerships SUN service system: 2004–05 evaluation report. Portland, OR: Northwest Regional Educational Laboratory. www2.co.multnomah.or.us/Public/EntryPoint?ct=736db699a37e1110VgnVCM1000003bc614acRCRD
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.
Teen REACH (Responsibility, Education, Achievement, Caring, and Hope)
Begun in 1998, this program offers positive services and activities for Illinois youth ages 6 to 17 during nonschool hours. Core services include academic enrichment activities; life skills education; parental involvement; recreation, sports, cultural, and artistic activities; positive adult mentors; and community service.
(Multi-Component/Comprehensive)
The Center for Prevention Research and Development, University of Illinois. (2001). Teen REACH: A summary of the pilot evaluation. Champaign, IL: Author.
The Center for Prevention Research and Development, University of Illinois. (2004). Teen REACH: Annual evaluation report. Champaign, IL: Author.
The Center for Prevention Research and Development, University of Illinois. (2004). Teen REACH: An executive summary of the FY04 evaluation. Champaign, IL: Author.
Think Together
Founded in 1997, this organization provides afterschool programs throughout Los Angeles, Orange, Riverside and San Bernardino Counties in California. These programs offer academic enrichment, homework assistance, physical activities, and nutrition education.
(Academic/Enrichment, Multi-Component/Comprehensive, Tutoring/Extra Instruction)
Vandell, D. L., Candiz, P .O., & Hall, V. (2009). High quality supplemental educational services and afterschool partnerships project: An evaluation study of THINK Together programs in the Santa Ana Unified School District. 2008–2009 year one report. Irvine, CA: University of California–Irvine; US Department of Education. www.gse.uci.edu/childcare/des9.html
Thunderbirds Teen Center Program
Begun in 1996, the Teen Center is a multifunctional facility in North Phoenix, Arizona, operated through the City of Phoenix Parks and Recreation Department. The Teen Center's mission is to promote the positive self-development of teens by providing a comprehensive service system during out-of-school time that focuses on the whole individual.
(Multi-Component/Comprehensive, Positive Youth Development, Prevention)
Baker, D., Hultsman, J., & Garst, B. (1998). Thunderbirds Teen Center Program evaluation. East Lansing, MI and Tempe, AZ: City of Phoenix Parks, Recreation and Library Department, Michigan State University and Arizona State University. rptsweb.tamu.edu/Faculty/Witt/conpubs/thunder.pdf
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
Woodrock Youth Development Project
Initiated in 1991 in Philadelphia, Pennsylvania, this project is a coherent program of intervention strategies and support systems that aim to reduce alcohol, tobacco, and other drug use among adolescents by improving youth problem-solving and coping skills, raising awareness about the dangers of substance abuse, and improving self-perception through increasing academic achievement and fostering cultural pride.
(Multi-Component/Comprehensive, Positive Youth Development, Prevention)
LoSciuto, L., Freeman, M. A., Harrington, E., Altman, B., & Lanphear, A. (1997). An outcome evaluation of the Woodrock Youth Development Project. Journal of Early Adolescence, 17(1), 51–66.
LoSciuto, L., Hilbert, S. M., Fox, M. M., Porcellini, L., & Lanphear, A. (1999). A two-year evaluation of the Woodrock Youth Development Project. Journal of Early Adolescence, 19(4), 488–507.