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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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See other organizations' publications and resources related to community youth development and youth civic engagement, and The National 21st Century Community Learning Centers program evaluation.
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 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 is a special issue of New Directions for Youth Development journal edited by Heather B. Weiss, Priscilla M. D. Little, and Suzanne Bouffard, Vol. 2005, No. 105, Spring 2005. This issue unpacks the construct of participation in out-of-school time programming, posing a three-part equation: participation = enrollment + attendance + engagement.
This article in Afterschool Matters discusses strategies used by OST programs with high rates of participation.
In this paper, we draw on the experiences of national organizations and a set of community schools that have built learning partnerships, and examine seven key elements that we find to be essential in building them. Our paper serves as a guide to school districts and their partners as they consider whether and how to implement a partnerships for learning model. It also informs those who have already established these partnerships and wish to reflect on how to maximize partnership—and student—success.
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.
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.
An annotated bibliography of evaluations, reports, and case studies of school–OST program partnerships.
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.
Three experts reflect on their work in engaging families in a digital learning environment. We asked them to address the question, How can institutions offer relevant and useful guidance to parents and families about scaffolding their children’s digital media use?
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.
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.
Recognizing the critical role that staff play in promoting quality OST programs, in this brief we examine OST professional development efforts and offer a framework for their evaluation.
Harvard Family Research Project and the Public Library Association call for libraries to join together with schools and community organizations to establish a system of family engagement that extends throughout a child’s life, supports children and families, and prepares children for success.
Creating high-quality early childhood systems necessitates a strong focus on family engagement. Check out how Oregon is adopting an equity lens and building a strong foundation to engage families by leveraging federal funds, community leadership, and philanthropic investments.
In this Q & A, the developers of Comienza en Casa │“It Starts at Home,” talk about supporting migrant families to ensure their children have smooth transitions to school through the use of real-world and digital activities.
How can you turn daily bedtime and mealtime routines into learning opportunities for young children? How can commuting, shopping, and other everyday activities offer vibrant learning moments for children? Read about the Let’s Play app to learn how!
In this Q & A, S. Craig Watkins discusses the family’s role in the connected learning model, and how students can link what they learn in schools, afterschool programs, and their communities using digital technology.
Creative anywhere, anytime learning experiences take center stage at Imajine That Museum and Educational Play Space, where families bring their children to play, socialize, and learn together as a family. Read this exciting Q and A with Susan Leger Ferraro and Fran Hurley, about how Imajine That provides an array of innovative learning opportunities to enthusiastic families.
Samantha Grant, a program evaluator at the University of Minnesota Extension Center for Youth Development, and a parent, offers guidance to families looking to make good decisions about their children’s out-of-school time activities.
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.
This Research Update synthesizes findings from the profiles of 15 research and evaluation reports added to the Out-of-School Time Program Research and Evaluation Database in December 2006. It highlights strategies for assessing program processes as well as key outcomes and features of programs that promote positive outcomes.
Synthesizes findings from the profiles of 13 research and evaluation reports added to the OST Program Research and Evaluation Database in August 2007.
This publication explores how out-of-school time programs use evaluation to inform their programming and serve older youth and their families.