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.
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Finding the Right Hook: Strategies for Attracting and Sustaining Participation in After-School Programs
This article offers promising recruitment and retention strategies to school administrators seeking to boost participation rates in their school-based after school programs.
Selection Into Out-of-School Time Activities: The Role of Family Contexts Within and Across Neighborhood
This poster examined disadvantage at the family and neighborhood level and their associations with participation in out-of-school time activities. Specifically, the authors demonstrate that neighborhood socioeconomic status (SES) characteristics (i.e., income, education, and employment) mediate the association between family income, parent education, and ethnicity and children's participation in a variety of activities outside of school. Family income and parent education, for example, are positively associated with an increased probability of youth participating in before- and after-school programs, community programs, and community center activities, but this increased probability is explained entirely by the fact that children in higher income and more educated families live in higher SES neighborhoods. Poster session submitted to Society for Research on Adolescence 2006 Bienniel Meeting, San Francisco, CA.
Engaging Adolescents in Out-of-School Time Programs: Learning What Works
This article examines both the incentives and barriers that affect adolescents' participation in out-of-school time programs.
The National Youth Participation Study: Using Online Surveys to Reach Large Numbers of Youth
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.
Understanding and Measuring Attendance in Out-of-School Time Programs
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.
Plus Time New Hampshire 3-Day Training Institute
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.
Moving Beyond the Barriers: Attracting and Sustaining 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.
Evaluating Out-of-School Time Program Quality
This issue of The Evaluation Exchange is the fourth devoted to exploring issues in the out-of-school time (OST) field. Its focus is assessing and improving the quality of out-of-school time and youth development programs. Articles cover innovative methodologies and new technology systems for assessing quality, strategies for recruitment and retention, and understanding and measuring participation.
Characterizing and Measuring Participation in Out-of-School Time Programs
Sandra Simpkins Chaput from HFRP summarizes recent developmental research examining dimensions of participation in out-of-school activities.
Attracting and Sustaining Youth Participation in After School Programs
Sherri Lauver from HFRP proposes a set of strategies for recruiting and retaining youth participation in out-of-school time programs.
Does Youth Participation in Out-of-School Time Activities Make a Difference?
Sandra Simpkins of HFRP integrates findings from academic research and program evaluation to provide a comprehensive look at the relationship between participation in out-of-school time (OST) activities and positive youth outcomes, and points to new directions for OST research and evaluation.
How can research and evaluation improve practice regarding access and equity in out-of-school time 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.
Reflections on Access and Equity Implications for After School Program Evaluations
Laurie Olsen, Executive Director California Tomorrow, highlights the importance of addressing issues of access and equity in the evaluation of after school programs.