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The Harvard Family Research Project separated from the Harvard Graduate School of Education to become the Global Family Research Project as of January 1, 2017. It is no longer affiliated with Harvard University.
Select a category below to narrow the list of publications about out-of-school time. Click on a column heading to sort, and then select a title to view the publication. If you are looking for a specific document, topic, or author, visit our Publications & Resources section to conduct an advanced search.
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An introduction to the first issue on Out-of-School Time by HFRP's Founder & Director, Heather B. Weiss, Ed.D.
An introduction to the issue on Evaluating Out-of-School Time Program Quality by HFRP's Founder & Director, Heather B. Weiss, Ed.D.
An introduction to the second issue on Out-of-School Time by HFRP's Founder & Director, Heather B. Weiss, Ed.D.
An introduction to the issue on Building and Evaluating Out-of-School-Time Connections by HFRP's Founder & Director, Heather B. Weiss, Ed.D.
An introduction to the issue on Evaluating Out-of-School Time by HFRP's Founder & Director, Heather B. Weiss, Ed.D.
Nicole Yohalem, Karen Pittman, and Alicia Wilson-Ahlstrom from the Forum for Youth Investment provide an overview of program quality assessment tools.
This Snapshot reviews the role of technology in OST programs, highlighting the evaluation methods and findings about implementation and youth outcomes.
The Harvard Family Research Project (HFRP) Out-of-School Time Program Evaluation Bibliography and Out-of-School Time Program Research and Evaluation Database both provide information on evaluations that have been conducted on sports/recreation and health-related out-of-school time (OST) programs, among other categories.
In the first brief in our ELO Research, Policy, and Practice series with the National Conference of State Legislatures, we examine the benefits of expanded learning opportunities (ELOs) for older youth as well as the policy implications of recent research. Helping Older Youth Succeed Through Expanded Learning Opportunities provides examples of positive youth outcomes, common characteristics of high quality programs and initiatives, and policy recommendations based on these findings.
Five experts in the field of youth development and OST programming address the question of how research and evaluation can improve practice regarding access and equity in out-of-school time programs.
Growing evidence tells us that parent involvement in after school programs can make a difference in children's lives, as well as benefit families, schools, and after school programs themselves. This article by Ellen Mayer and Holly M. Kreider draws from research conducted by HFRP in partnership with Build the Out-of-School Time Network and the United Way of Massachusetts Bay. It describes four strategies for engaging elementary school families in after school programs and provides examples of promising practices from family-focused programs serving ethnically diverse families. The article also offers implications for parents and parent leaders as they select and design after school programs.
Katherine Loflin of the Knight Foundation describes the utilization-focused evaluation efforts in one of Knight’s communities.
Lynn Mitchell, from Corporate Voices for Working Families, describes how businesses can promote policies and practices that support working families, using partnerships between private and public sectors.
HFRP asked Michelle Seligson, founder of the National Institute on Out-of-School Time, about the history of the out-of-school time field, the challenges it currently faces, and the role evaluation and research play.
Deborah Lowe Vandell and Elizabeth R. Reisner discuss whether and how participation in high quality after school programs matters for youth outcomes.
Linda Lausell Bryant, Director of Training at Partnership for After School Education, describes their New York City-based coalition committed to quality after school programs.
Lucy Friedman describes how a collaborative after school initiative links with universities and families to promote college and career preparation among middle school youth.
Harvard Family Research Project’s Senior Research Analysts Heidi Rosenberg, Erin Harris, and Shani Wilkes explore how the relationship between families and afterschool is shifting from a focus on increasing afterschool program participation toward a focus on parents’ supporting children’s learning and development in afterschool settings.
Field experience in evaluation inquiry is a promising approach to preparing the next generation of evaluators. Learn what one group of student consultants and organizations did to make a field experience in evaluative inquiry a positive one.
Dr. Peter A. Witt, the Elda K. Bradberry Recreation and Youth Development Chair at Texas A&M University, reflects on seven years of evaluating city after school programs in Texas.
This brief offers an in-depth review of logic models and how to construct them. A logic model can be a powerful tool for illustrating a program's theory of change to program staff, partners, funders, and evaluators. Moreover, a completed logic model provides a point of reference against which progress towards achievement of desired outcomes can be measured on an ongoing basis, both through performance measurement and evaluation.
Four experts in the out-of-school time field discuss their experiences using evaluation for program improvement.
This Snapshot reviews small-scale experimental evaluations of after school programs, highlighting these studies' evaluation strategies and results.
Afterschool programs are a powerful influence in the lives of young people, but their benefits can only be realized if youth are engaged. This commentary explores the different dimensions of youth engagement in afterschool programs and offers promising practices for those seeking to promote and foster youth engagement.
Heidi Rosenberg of HFRP and Helen Westmoreland of the Flamboyan Foundation spoke with three evaluators, who share lessons from their experiences in evaluating programs as they went to scale, to discover how evaluation can inform and assess scaling efforts.