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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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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.
Katherine Loflin of the Knight Foundation describes the utilization-focused evaluation efforts in one of Knight’s communities.
This article examines both the incentives and barriers that affect adolescents' participation in out-of-school time programs.
To inform municipal leaders who are developing out-of-school time evaluations, HFRP scanned the city-level initiatives in its evaluation profiles database and prepared this short brief that describes the evaluation approaches, methods, and performance measures that some cities are using for evaluation.
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.
Explore the world of anywhere, anytime learning with us! Read how researchers and practitioners are helping to close the opportunity gap by creating innovative spaces, developing strategic collaborations to ensure children’s success, and engaging families and children as partners in meaningful learning experiences, both in and out of school.
Harvard Family Research Project and the Public Library Association call for libraries to join together with schools and community organizations to establish a system of family engagement that extends throughout a child’s life, supports children and families, and prepares children for success.
Helen Janc Malone of HFRP describes an afterschool program’s strategy for scaling its services and the role of evaluation in the scaling process.
Jennifer Maltby from Boston After School & Beyond describes the evaluation design and goals of the Partners for Student Success initiative.
Sarah Levin Martin, currently with the Centers for Disease Control and Prevention, describes an innovative, cost-effective way to collect and report evaluation data for program quality improvement.
Second grade teacher Nikki believes that participation in a formal after school program would help her student Cindy academically at school. However, Cindy's single working mother Marla prefers to keep Cindy with her in the afternoons after her numerous struggles with securing quality affordable care in the community. What are the roles of family, school, and community in promoting children's learning and development in out-of-school time?
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.
Cindy McMahon of the YWCA of Ashville, North Carolina, shares how YWCA as a whole, and her after school program as a part of it, used a logic model to show they make a difference for women and families.
Dishon Mills from the Boston Public Schools describes a new quality assessment tool that is designed to engage and facilitate collaboration among OST programs, schools, and families.
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.
Holly Morehouse describes how out-of-school time programs connected to the school day transformed one district's school culture.
Using a participatory/empowerment evaluation approach with Save the Children, Linda Morrell and Kenneth Terao from the Aguirre Group offer reflections and lessons learned from their experience.
Andy Muñoz of City Year and Glenn Zaccara of T-Mobile talk about how their organizations link OST programs, businesses, and communities to support quality programming for youth.
Through its Race to the Top–Early Learning Challenge funds, Massachusetts has created strategic partnerships with museums and libraries, public television, family and community programs, community nonprofits, and public transportation to build a robust and growing statewide family engagement system.
Gil Noam describes an evaluation to discover how well the New 3Rs, a proven school-based reading and risk prevention intervention, works in after school contexts.
Laurie Olsen, Executive Director California Tomorrow, highlights the importance of addressing issues of access and equity in the evaluation of after school programs.
Mark Ouellette and Audrey Hutchinson of the National League of Cities describes strategies to meet the challenges of evaluating citywide after school programs.
What steps can programs take to help families successfully transition to school and afterschool? How can families make informed choices about afterschool opportunities? What information do families need in this process? This video demonstrates how Cambridge, Massachusetts, is addressing these and related questions to help connect families to afterschool learning and enrichment opportunities prior to school entry.