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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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The New & Noteworthy section features an annotated list of papers, organizations, initiatives, and other resources related to this issue's theme of Out-of School Time.
Harvard Family Research Project provides information on initiatives in Texas, California, and Massachusetts.
The Spring 2001 issue is the second in a series of two dedicated to the field of out-of-school time and after school that was started in the Volume VI, Number 1 issue. This issue features a conversation with Jane Quinn about the out-of-school time field, descriptions of national and local evaluations that are under way, a discussion of developmental research and evaluating after school programs, a description of practices that involve youth in evaluation and research, and some practical advice about using logic models in evaluating after school programs.
An introduction to the second issue on Out-of-School Time by HFRP's Founder & Director, Heather B. Weiss, Ed.D.
Jacquelynne Eccles, Professor at the University of Michigan, shares her thoughts about the contribution of developmental research to the after school conversation and the need for an infrastructure to support this.
Kathleen Hebbeler of SRI International describes the evaluation of CORAL, which seeks to help communities view academic achievement as the shared responsibility of multiple sectors of the community.
An introduction to the first issue on Out-of-School Time by HFRP's Founder & Director, Heather B. Weiss, Ed.D.
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.
HFRP provides a quick run-down of 12 current out-of-school time program evaluations.
The Fall 2000 issue, the first of a series of two dedicated to the field of out-of-school time and after school, addresses the challenges and possibilities for evaluating after school programs in the new era of accountability. The issue includes an interview with National Institute on Out-of-School Time founder Michelle Seligson, articles relating on-the-ground experiences with evaluation, and our new column, “Ask the Expert.”
The New & Noteworthy section features an annotated list of papers, organizations, initiatives, and other resources related to the issue's theme of Out-of-School Time.
Karen Horsch and Kathleen Hart of HFRP summarize HFRP's conversations with after school evaluators, researchers, and stakeholders to map the out-of-school time field.
Laurie Olsen, Executive Director California Tomorrow, highlights the importance of addressing issues of access and equity in the evaluation of after school programs.
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.
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.
Karen Walker, director of community studies at Public/Private Ventures (P/PV), reveals what evaluation approaches can be used to understand the connection between academic outcomes and program activities.
These Web documents were produced by HFRP as part of its initial efforts to “map” the out-of-school time field, and detail federal funding streams for out-of-school time programs and related programming alongside their accountability requirements and evaluations. A summary section offers a narrative description of each funding stream. Funding streams are classified as major or minor depending on the amount of money they make available for out-of-school time efforts.
The out-of-school time field has grown rapidly over the past decade, with a constant influx of new voices and approaches. This publication is a summary, but far from a complete review, of organizations active in out-of-school time, grouped by topical area.
Laura Pinsoneault and James Sass from Alliance for Children and Families on their organization's replication and evaluation of the middle school adaptation of the Families and Schools Together (FAST) program.
Kristen Zimmerman and Nancy Erbstein, Co-Directors of Community LORE, reveal how their organization promotes and supports youth participation in research, evaluation, and planning.
Revery Barnes and Kaira Espinoza of Rising Youth for Social Equity share the results of their youth-run organization serving as the youth evaluation team on a project to reform San Francisco’s juvenile justice system.
This report examines trends in foundation grantmaking for children and youth among 19 foundations. The foundations include most of the largest and wealthiest and those whose grantmaking heavily focuses on children and youth. Survey results indicate that, because the problems of youth are interconnected and require comprehensive solutions, foundations are shifting their grantmaking strategies. Several are concentrating more resources on long-term, place-based community strategies designed to improve outcomes for children and youth.
Written for program administrators and staff, this guide offers practical advice for establishing and managing community outreach in a family support program.
Written for program administrators and staff, this guide offers practical advice for establishing and linking programs to service systems in a family support program.
Written for program administrators and staff, this guide offers practical advice for evaluating family support programs.