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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MAKESHOP: Family Engagement in Exploration, Creativity, and Innovation
Jane Werner and Lisa Brahms, from the Children’s Museum of Pittsburgh, discuss the Museum’s innovative MAKESHOP studio space, which invites children and families to co-create projects and transforms the traditional museum visit experience.
Current Issue - Scaling Impact
This issue of The Evaluation Exchange explores the promising practices and challenges associated with taking an enterprise to scale, along with the role that evaluation can and should play in that process. It is the second in our “hard-to-measure” series, which we inaugurated with our Spring 2007 issue on evaluating advocacy.
Partnerships for Learning: Resource Guide to Building School–OST Program Partnerships
An annotated bibliography of evaluations, reports, and case studies of school–OST program partnerships.
Partnerships for Learning: Profiles of Three School-Community Partnership Efforts
These three site-based profiles provide a snapshot of school–community partnerships in action and illustrate how diverse programs and models take advantage of these five core strategies to effectively build and sustain partnerships for learning.
Partnerships for Learning: Promising Practices in Integrating School and Out-of-School Time Program Supports
This new report from HFRP is aimed to help out-of-school time (OST) program leaders, decision-makers, and funders to understand and implement effective OST–school partnerships for learning.
The Federal Role in Out-of-School Learning: After-School, Summer Learning, and Family Involvement as Critical Learning Supports (Voices in Urban Education, Summer 2009)
Our article in Voices for Urban Education makes a research-based case for the federal provision of out-of-school complementary learning supports.
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.
Family Involvement Across Learning Settings
Families play important roles in supporting children’s learning not just in school but also in the many out-of-school contexts in which they learn. Harvard Family Research Project’s Helen Westmoreland talks about how families and nonschool learning settings, such as out-of-school time programs, museums, and libraries, can work together to promote student achievement.
Featured Teaching Case: After School for Cindy
Harvard Family Research Project’s Teaching Cases support teacher training and professional development by highlighting challenges that schools, families, and communities may encounter in supporting children’s learning. In this month’s FINE newsletter, we feature After School for Cindy, which explores the roles that family members, school staff, and community organizations play in one child’s out-of-school time and demonstrates the importance of family engagement across learning contexts.
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.
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.
Supporting Student Outcomes Through Expanded Learning Opportunities
This paper looks at the role of after school and summer learning programs in supporting student success. The paper explores how to bridge the divide between out-of-school time programs and schools by offering research-derived principles for effective expanded learning partnerships. It was commissioned by Learning Point Associates and the Collaborative for Building After-School Systems (CBASS) as part of a report on school reform and expanded learning.
Strengthening Out-Of-School Time Nonprofits: The Role of Foundations in Building Organizational Capacity
Commissioned by the Wallace Foundation as part of a three-part series, this paper looks at the role that foundations can play in building out-of-school time (OST) nonprofits' organizational capacity. In it, we suggest seven possible approaches to strengthening OST organizations, including methods to ensure that providers become stronger partners with other groups and more adept advocates for their field.
What is Complementary Learning?
This short publication will give you a quick overview and some concrete examples of complementary learning. It includes information about what complementary learning looks like, some examples of complementary learning systems in practice today, and a description about what is different about complementary learning from traditional programs and services. Finally, we'll introduce you to Marcus, a fictional teenager whose story illustrates how complementary learning can positively affect the lives of students from birth through adolescence.
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.
Building and Evaluating Out-of-School Time Connections
This double issue of The Evaluation Exchange focuses on creating and evaluating connections between out-of-school time (OST) programs and the other settings in which children and youth live, learn, and play.
Learning from Small-Scale Experimental Evaluations of After School Programs
This Snapshot reviews small-scale experimental evaluations of after school programs, highlighting these studies' evaluation strategies and results.
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?
Beyond School Hours VIII Annual Conference
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.
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.
Out-of-School Time Issue #2
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.
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.
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.