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www.HFRP.org

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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A Day in the Life: Family Engagement in Citizen Schools

Emily Schneider-Krzys, the Deputy Program Director of Citizen Schools in Texas, explains how the Citizen Schools program’s focus on creating networks, building intentional relationships, and establishing consistent communication helps to engage families and support student learning.

Emily Schneider-Krzys (August 2009) Research Report

Complementary Learning Connections With Out-of-School Time Programs in Nebraska

When families, schools, and out-of-school supports work together, children are more likely to succeed. Lisa St. Clair writes about how the Nebraska State Parental Information and Resource Center is using a complementary learning approach to link family support programs with schools, early childhood programs, and out-of-school time programs.

Lisa St. Clair (August 2009) Research Report

The Federal Role in Out-of-School Learning: After-School, Summer Learning, and Family Involvement as Critical Learning Supports

Four decades of research demonstrate that it is necessary to redefine learning—both where and when it takes place—if the country is to achieve the goal of educating all of its children. This report from Harvard Family Research Project (HFRP) makes a research-based case for federal provision of out-of-school complementary learning supports, so that all students gain the skills necessary for success in the 21st century.

Heather B. Weiss , Priscilla M. D. Little, Suzanne M. Bouffard, Sarah N. Deschenes, Helen Janc Malone (February 2009) Research Report

Building Villages to Raise Our Children: Six Volume Set

This set of six volumes offers practical advice for establishing and managing a family support program.

Harvard Family Research Project (1993) Research Report

Findings From HFRP's Study of Predictors of Participation in Out-of-School Time Activities: Fact Sheet

This Fact Sheet summarizes findings and implications from HFRP's recently completed Study of Predictors of Participation in OST Activities. With funding from the W.T. Grant Foundation, we examined the child, family, school, and neighborhood predictors of children's participation in OST activities, paying special attention to disadvantaged youth.

Harvard Family Research Project (April 2007) Research Report

Relations Between Parenting and Positive Youth Development

This paper examines the bidirectional relationship between (a) parental involvement in education and out-of-school time (OST) activities and (b) youth participation in OST activities. Using longitudinal data from the National Education Longitudinal Study, the paper examines the direction of the parent involvement-youth participation relationship and whether youth OST participation mediates the relationship between parental involvement and youth academic and social outcomes.

Suzanne Bouffard , S.Simpkins, H. Kreider (July 2006) Research Report

Focus on Families! How to Build and Support Family-Centered Practices in After School

This comprehensive, easy-to-read guide to understanding how to engage families in after school programs is a critical resource for after school providers looking to create or expand an existing family engagement program. It offers a research base for why family engagement matters, concrete program strategies for engaging families, case studies of promising family engagement efforts, and an evaluation tool for improving family engagement practices.

Zenub Kakli , Holly Kreider, Priscilla Little, Tania Buck, Maryellen Coffrey (February 2006) Research Report

After School for Cindy: Family, School, and Community Roles in Out-of-School Time Teaching Case

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?

Ellen Mayer (2005) Teaching Case

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.

Christopher Wimer , Eric Dearing (2005) Research Report

Understanding and Evaluating Family Engagement in Out-of-School Time (Workshop)

Engaging with families is one of the many strategies that out-of-school time (OST) programs use to create quality, adult-supervised experiences for youth during nonschool hours. This workshop introduced participants to the latest research and evaluation findings on family involvement in OST programs, and shared strategies for engaging with families, using two case studies to illustrate these practices in context.

Harvard Family Research Project (October 26, 2004) Conferences and Presentations

Engaging With Families in Out-of-School Time Learning

This Snapshot provides an overview of how researchers are evaluating out-of-school time programs’ engagement with families.

Erin Harris , Christopher Wimer (April 2004) Research Report

Improve Family Involvement in After School Programs

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.

Ellen Mayer , Holly M. Kreider (October/November 2006) Research Report

Family, School, & Society: The Social Context of Development and Learning

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.

Joanne Kersh (Spring 2003) Syllabus

Beyond the Head Count: Evaluating Family Involvement in Out-of-School Time

This brief offers an overview of how out-of-school time programs can evaluate their family involvement strategies and practices. It draws on findings from our OST Evaluation Database, interviews, and email correspondence.

Margaret Caspe , Flora Traub, Priscilla M.D. Little (August 2002) Research Report

Building Villages to Raise Our Children: Collaboration

Written for program administrators and staff, this guide offers practical advice for establishing and managing community outreach in a family support program.

Harvard Family Research Project (1993) Research Report

Building Villages to Raise Our Children: Community Outreach

Written for program administrators and staff, this guide offers practical advice for establishing and linking programs to service systems in a family support program.

Harvard Family Research Project (1993) Research Report

Building Villages to Raise Our Children: Evaluation

Written for program administrators and staff, this guide offers practical advice for evaluating family support programs.

Harvard Family Research Project (1993) Research Report

Building Villages to Raise Our Children: Programs to Service Systems

Written for program administrators and staff, this guide offers practical advice for establishing and managing collaboration in a family support program.

Harvard Family Research Project (1993) Research Report

Building Villages to Raise Our Children: Funding and Resources

Written for program administrators and staff, this guide offers practical advice for funding and additional resources to support a family program.

Harvard Family Research Project (1993) Research Report

© 2016 Presidents and Fellows of Harvard College
Published by Harvard Family Research Project