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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.

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Learning for All: The Value of Field Experience in Training a New Generation of Program Evaluators

Field experience in evaluation inquiry is a promising approach to preparing the next generation of evaluators. Learn what one group of student consultants and organizations did to make a field experience in evaluative inquiry a positive one.

Carolina Buitrago with Sunindiya Bhalla, Nomi Davidson, Sarah Davila, Anairis Hinojosa, Babe Liberman, and Katie Tosh (December 3, 2015) Research Report

Framing Program Evaluation: Why We Should Tinker With Theories of Change and Logic Models

While evaluation needs may vary, all organizations can benefit from utilizing theory-based evaluation tools to frame evaluation efforts. This article explores how three organizations developed their program’s theory of change and logic model.

Carolina Buitrago (November 19, 2015) Research Report

Leave Them Wanting More!: Engaging Youth in Afterschool

Afterschool programs are a powerful influence in the lives of young people, but their benefits can only be realized if youth are engaged. This commentary explores the different dimensions of youth engagement in afterschool programs and offers promising practices for those seeking to promote and foster youth engagement.

M. Elena Lopez (May 20, 2015) Research Report

“This Is Their House, Too”: An Afterschool Space Designed for and by Teenagers

Engagement in afterschool programming is one way to keep middle and high school youth engaged in their education. Learn about how the Everett Boys & Girls Club located just outside of Boston, uses intentional informality to keep students coming back and wanting more.

Deepa Vasudevan & Jessica Fei (May 20, 2015) Research Report

Q & A With Susan Leger Ferraro and Fran Hurley: Learning Through Technology-Infused Play

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.

Harvard Family Research Project (June 9, 2014) Research Report

Family Engagement in Anywhere, Anytime Learning

Explore the world of anywhere, anytime learning with us! Read how researchers and practitioners are helping to close the opportunity gap by creating innovative spaces, developing strategic collaborations to ensure children’s success, and engaging families and children as partners in meaningful learning experiences, both in and out of school.

M. Elena Lopez, Margaret Caspe (June 9, 2014) Research Report

Family Engagement as a Shared Responsibility in a Digital Learning Environment

HFRP director Heather B. Weiss examines how families and others involved with children and youth can ensure that children obtain the access, supports, and opportunities that they need to get the full benefits of digital media for learning.

Heather B. Weiss (April 24, 2014) Research Report

Families and Expanded Learning Opportunities: Working Together to Support Children’s Learning

This is the second brief in our ELO Research, Policy, and Practice series with the National Conference of State Legislatures. In this brief, we explore the ways that families and expanded learning opportunities (ELOs) must work as equal partners in order to ensure ELOs are contributing to children's learning in meaningful ways.

Erin Harris , Heidi Rosenberg, & Ashley Wallace (April 2012) Research Report

Research Update 6: Out-Of-School Time Programs In Rural Areas

Out-of-school time (OST) programming can be a crucial asset to families in rural areas where resources to support children’s learning and development are often insufficient to meet the community’s needs. This issue in our Research Update series addresses the benefits, challenges, and successful strategies of OST programs in rural areas.

Erin Harris , Helen Malone, Tai Sunnanon (March 2011) Research Report

Research Update 4: 21st CCLC-Funded Afterschool Programs

The 21st Century Community Learning Centers (21st CCLC) initiative provides funds for afterschool programs across the country and is the only federal funding source dedicated exclusively to afterschool programming. This issue in our Research Update: Highlights from the OST Database series, discusses the features and benefits of afterschool programs funded by the 21st CCLC initiative.

Erin Harris (November 2010) Research Report

After School Programs in the 21st Century: Their Potential and What it Takes to Achieve It

This research brief draws on seminal research and evaluation studies to address two primary questions: (a) Does participation in after school programs make a difference, and, if so (b) what conditions appear to be necessary to achieve positive results? The brief concludes with a set of questions to spur conversation about the evolving role of after school in efforts to expand time and opportunities for children and youth in the 21st century.

Priscilla M.D. Little , Christopher Wimer, Heather B. Weiss, Harvard Family Research Project (February 2008) Research Report

The Quality of School-Age Child Care in After-School Settings

This brief, published by Child Care & Early Education Research Connections, offers an overview of the features of high-quality after school settings, including an examination of key research on links between program quality and developmental outcomes. The brief also reviews current practice in program quality assessment, and a set of quality-related considerations for policymakers.

Priscilla M.D. Little (June 2007) Research Report

Summer Success: Challenges and Strategies in Creating Quality Academically Focused Summer Programs

This brief looks at evaluations of 34 academically focused summer programs in order to distill challenges and compile promising strategies for creating quality summer programs.

Christopher Wimer , Rachel Gunther (October 2006) Research Report

Youth Out-of-School Time Participation: Multiple Risks and Developmental Differences

This paper examines whether youth who are at risk, according to child-, family-, school-, and neighborhood-level factors, are less likely to participate in out-of-school time activities, and whether the predictors depend on youth's age or socioeconomic status. Findings reveal that child- and family-level risks are most consistently related to youth's OST participation. However, these relationships emerge only in early and late adolescence, when youth have more autonomy in their decisions about non-school time use. For certain types of activities, namely those that require fees and financial commitments, contextual risks are more strongly associated with OST participation for higher SES families than for lower SES families.

Christopher Wimer , S. Simpkins, E. Dearing, S. Bouffard, P. Caronongan, H. Weiss (2006) Research Report

Society for Research on Adolescence Annual Meeting

This symposium featured findings from several studies funded by the William T. Grant Foundation on youth participation in out-of-school time activities, including contextual predictors, youth engagement, program quality, duration of participation, and youth outcomes.

Heather B. Weiss , Robert Granger, Chris Wimer, Reed Larson, Deborah Vandell, Jodie Roth (March 24, 2006) Conferences and Presentations

Exploring Quality Standards for Middle School After School Programs: What We Know and What We Need to Know Summit

This summit, made possible through a grant from the Nellie Mae Education Foundation, brought together after school staff, administrators, researchers, and funders to discuss how quality assessment looks and feels different for after school programs that serve middle school youth.

Helen Westmoreland , Priscilla Little (December 9, 2005) Conferences and Presentations

Promoting Quality Through Professional Development: A Framework for Evaluation

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.

Suzanne Bouffard , Priscilla M.D. Little (August 2004) Research Report

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.

Evaluation Exchange Issue

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