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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 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.
This Snapshot outlines the academic, youth development, and prevention performance measures currently being used by out-of-school time programs to assess their progress, and the corresponding data sources for these measures.
Jennifer Smith from HFRP writes about involving youth in evaluation and research.
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.
Christopher Wimer from HFRP describes three promising methodological approaches to studying program quality in the OST arena.
To honor Dr. Martin Luther King, Jr.’s vision of freedom and justice, we highlight key messages from our contributors about transforming family engagement to promote educational equity.
Elizabeth Reisner of Policy Studies Associates discusses how the learning gains of STC’s children’s literacy program relate to the program’s scaling process: evidence of participant learning influenced the growth and further development of the program positively and powerfully.
Sara Tenney-Espinosa, of the Seattle School District, describes the evaluation goals and early findings from a collaboration between the district and local after school providers.
Mark Ouellette and Audrey Hutchinson of the National League of Cities describes strategies to meet the challenges of evaluating citywide after school programs.
Lynne Borden, from the University of Arizona, describes the use of online surveys in a national study of the out-of-school time activity participation of middle and high school youth.
Erin Harris of HFRP outlines what information the HFRP Out-of-School Time Evaluation Database includes, how it is organized, and its practical applications.
Helen Janc Malone of HFRP describes an afterschool program’s strategy for scaling its services and the role of evaluation in the scaling process.
This brief reviews developmental research and out-of-school time program evaluations to examine three research-based indicators of attendance—intensity, duration, and breadth—offering different models for how attendance in out-of-school time programs can influence youth outcomes.
Elizabeth Devaney and Hillary Salmons from the Providence After School Alliance describe how a citywide data collection system helps track and improve after school services and strengthen linkages with community organizations, schools, and families.
Helen Westmoreland from HFRP discusses how OST programs are using quality assessment tools to evaluate and promote linkages with families, schools, and communities.
Tajel Shah and Nani Coloretti of the San Francisco Department of Children, Youth and Their Families describe a web-based contract management system for youth programs.
This presentation examines the “essential data” that OST providers and intermediaries should consider collecting for an evaluation, and the important role families can play throughout the process.
Olatokunbo (Toks) Fashola, Associate Research Scientist at the Johns Hopkins University Center for Research on the Education of Students Placed at Risk (CRESPAR), reveals the steps new programs can take to initiate evaluation.
This brief offers expert commentary on the implications of the first-year report of the national evaluation of the 21st Century Community Learning Centers program for future evaluation and research. It includes a methodological critique of that study, written by Deborah Vandell.