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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Using Quality Assessment Tools to Evaluate OST Linkages
Helen Westmoreland from HFRP discusses how OST programs are using quality assessment tools to evaluate and promote linkages with families, schools, and communities.
Building and Evaluating Out-of-School Time Connections
Suzanne Bouffard, Priscilla Little, and Heather Weiss build a research-based case that a network of supports, with out-of-school time programs as a key component, are critical to positive learning and developmental outcomes for children and youth.
Building a Road Map for OST Collaborations
Dishon Mills from the Boston Public Schools describes a new quality assessment tool that is designed to engage and facilitate collaboration among OST programs, schools, and families.
It's Never Too Early: Promoting College Prep in Middle School After School Programs
Lucy Friedman describes how a collaborative after school initiative links with universities and families to promote college and career preparation among middle school youth.
After School Programs for High School Students: Launching the Evaluation of After School Matters
Barton Hirsch and Larry Hedges present their innovative design for evaluating After School Matters, a Chicago initiative that draws on connections with community members, businesses, and schools.
The Posse Foundation: Moving Beyond Test Scores to Identify High-Potential Youth
Rassan Salandy of the Posse Foundation explains how one after school program works with universities and businesses to prepare high school students for success in college and beyond.
An Impact Evaluation of Academic Instruction for After School Programs
Alison Black and Fred Doolittle from MDRC describe the evaluation of an enhanced academic instruction approach for after school programs.
Connecting Latino Families With Out-of-School Time Opportunities
Nathaniel Riggs describes the implementation and evaluation of the Generación Diez program, which connects Latino families with after school programming, social services, and the school community.
Evaluating Partners for Student Success
Jennifer Maltby from Boston After School & Beyond describes the evaluation design and goals of the Partners for Student Success initiative.
Evaluating BEST Fit: A Program to Promote Child and Family Health After School
Jim Sass and Craig Blumenthal from LA's BEST describe how the BEST Fit initiative links with multiple organizations to support child and family health.
Parenting Behaviors and Adolescent OST Participation
Harvard Family Research Project discusses the connection between parents' behavior and adolescents' participation in out-of-school time activities.
Measuring Change: Out-of-School Time Programs and School Culture
Holly Morehouse describes how out-of-school time programs connected to the school day transformed one district's school culture.
Coaching for Quality
Sarah Jonas describes the Children's Aid Society's model of site-based coaching for quality after school programming and the supports they provide to build the capacity of their coaches.
Who is the Afterschool Workforce?
Beth Miller, senior research advisor to the National Institute for Out-of-School Time (NIOST), and Ellen Gannett, codirector of NIOST, discuss the characteristics of the after school workforce.
Staff Characteristics and Professional Development in Quality After School Programs
Denise Huang describes her work with the National Partnership for Quality Afterschool Learning to identify best practices for learning in after school programs, including characteristics of effective professional development.
Theory of Action in Practice
Claudia Weisburd and Tamara Sniad from Foundations, Inc. describe the use of a theory of change and a theory of action to help address questions about how to develop and evaluate professional development for after school staff.
Building an Evaluation Tool Kit for Professional Development
Jennifer Buher-Kane, Nancy Peter, and Susan Kinnevy of the Center for Research on Youth and Social Policy at the University of Pennsylvania share their experience of creating a tool kit designed specifically for those who provide professional development to out-of-school time program staff.
New & Noteworthy: Expanded Web Only Version
This web only version of the New & Noteworthy section features an expanded annotated list of papers, organizations, initiatives, and other resources related to the issue's theme of Professional Development.
New & Noteworthy
The New & Noteworthy section features an annotated list of papers, organizations, and initiatives related to the issue
Studying Contextual Predictors of Participation in Out-of-School Time Activities
Describing a new study by HFRP, Holly Kreider illustrates how research and data can illuminate and facilitate links between complementary learning contexts.
Increasing the Bottom Line by Supporting Families
Lynn Mitchell, from Corporate Voices for Working Families, describes how businesses can promote policies and practices that support working families, using partnerships between private and public sectors.
Seattle School District's Community Alignment Initiative
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.
Beyond the Classroom: Complementary Learning to Improve Achievement Outcomes
Harvard Family Research Project introduces complementary learning as a concept for improving learning outcomes without relying solely on school-based reform.
Project HOPE: Working Across Multiple Contexts to Support At-Risk Students
In this article, Barbara Jentleson and Helen Westmoreland, from Duke University, highlight the mechanism of connecting complementary-learning contexts through staffing patterns and practices.
Technology Goes Home: Connecting Families, Communities, and Schools
Kelly Faughnan from HFRP describes a program that connects families and schools in the Boston area through the mechanism of technology.