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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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In this course we will consider the social and cultural contexts which shape developmental and educational processes. The primary focus will be on understanding the nature of contemporary social problems including racism, sexism, ethnic prejudice, social class oppression, and ability discrimination as they affect children, families, and schooling. Emphasis will be given to the special role of education in linking community resources for an integrated approach to addressing problems in children's lives.
Describing a new study by HFRP, Holly Kreider illustrates how research and data can illuminate and facilitate links between complementary learning contexts.
When organizations invest in developing the competencies of its professionals to engage families everyone benefits. To help accomplish this we share five of our favorite resources on professional development in family engagement along with tips on why they work.
Sherri Lauver from HFRP proposes a set of strategies for recruiting and retaining youth participation in out-of-school time programs.
This brief culls information from several implementation and impact evaluations of out-of-school time programs to develop a set of promising strategies to attract and sustain youth participation in the programs.
This article offers promising recruitment and retention strategies to school administrators seeking to boost participation rates in their school-based after school programs.
Linda Lee explains how foundations, local and state governments, schools, and other entities have formed a multimember collaboration to support the Mayor's Time after school initiative.
This brief offers an in-depth look at the 21st Century Community Learning Center (21st CCLC) evaluation requirements (both performance measurement for accountability and program evaluation) and provides practical suggestions about how to implement 21st CCLC evaluation at the state and local level. It includes a checklist of issues to consider when designing state and local 21st CCLC evaluations.
A collaboration with the Finance Project, this brief provides practitioners of local out-of-school time programs with techniques, tools, and strategies for improving their program and tracking their effectiveness over time.
Beth Miller, senior research advisor to the National Institute for Out-of-School Time (NIOST), and Ellen Gannett, codirector of NIOST, discuss the characteristics of the after school workforce.
This paper highlights research on the promise of expanded learning approaches — including after-school, summer, extended day, and community networks—for education reform.
This Expanded Learning Opportunities (ELO) policy brief, prepared for New Jersey After 3’s Expanded Learning Time Summit in September 2010, describes the potential benefits of participation in a range of well-implemented ELO programs and initiatives for students of all ages, including afterschool and summer programming, and underscores the benefits of strong partnerships for learning between schools and out‐of‐school learning supports. It concludes with a set of key policy factors to consider when adopting different ELO approaches.
Four experts in the out-of-school time field discuss their experiences using evaluation for program improvement.
Priscilla Little from HFRP asks eight after school experts to identity the single ingredient essential to ensuring high quality OST programs.
Priscilla Little presented the workshop Learning What Works: An Evaluation Overview, providing an overview of what we know about after school evaluation. It examines how programs are collecting meaningful data for accountability and program improvement and what they are finding.
This workshop, Redefining After School Programs to Support Student Achievement, provides an overview of current evaluation research, describes elements of effective after school programs, and discusses a theory of change approach to designing and implementing effective after school programs.
Participation in out-of-school time programs is a key ingredient to achieving positive outcomes for young people. Priscilla Little presented two workshops, which provided overviews of key participation challenges: collecting meaningful attendance data and attracting and sustaining youth participation in OST programs.
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.
Erin Harris and Priscilla Little, from Harvard Family Research Project, describe the implementation of the new 21st Century Community Learning Centers program’s evaluation requirements in the context of the federal No Child Left Behind Act of 2001.
This special report offers expert commentary on the implication of When School Stay Open Late: The National Evaluation of the 21st Century Community Learning Centers Program, First Year Findings for future evaluation and research.
This brief, published by Child Care & Early Education Research Connections, offers an overview of the features of high-quality after school settings, including an examination of key research on links between program quality and developmental outcomes. The brief also reviews current practice in program quality assessment, and a set of quality-related considerations for policymakers.
This Snapshot provides an overview of what the quasi-experimental and experimental evaluations in the HFRP's OST Database reveal about the impact of out-of-school time programs on an array of academic, prevention, and youth development outcomes. It also includes a resource list of other out-of-school time evaluation reviews and related evaluation information.
This research brief draws on seminal research and evaluation studies to address two primary questions: (a) Does participation in after school programs make a difference, and, if so (b) what conditions appear to be necessary to achieve positive results? The brief concludes with a set of questions to spur conversation about the evolving role of after school in efforts to expand time and opportunities for children and youth in the 21st century.
HFRP's Priscilla Little testified at the Early Childhood, Elementary, and Secondary Education Subcommittee Hearing, “After School Programs: How the Bush Administration's Budget Impacts Children and Families” for the United States House of Representatives Committee on Education and Labor on March 11, 2008.