Jump to:Page Content
You are seeing this message because your web browser does not support basic web standards. Find out more about why this message is appearing and what you can do to make your experience on this site better.
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.
All Publications & Resources |
|
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.
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.
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.
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.
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.
Dynamic Pittsburgh! Hundreds of the city’s PreK–12 educators, artists, technologists, and families are working together to remake learning.
Culture expert Marsha L. Semmel notes that museums and libraries are increasing their offerings for families in support of such vital 21st-century learning skills as problem solving, digital media literacy, and creativity. Learn how these institutions play important roles in addressing our children’s digital learning needs.
Katie Salen Tekinbaş outlines strategies and activities that New York City public school Quest to Learn has implemented to ensure that families are engaged in the digital learning life of students.
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?
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.
Through connected learning, says Mizuko Ito, schools, museums, and libraries are employing innovative strategies, leveraging digital media to make learning more relevant and engaging to youth, and linking the crucial spheres in a learner’s life—peers, interests, and academic pursuits.
Cities around the country are building systems that seek to make the most of public and private resources to provide widespread, high-quality, out-of-school time (OST) opportunities. Participation in OST programs not only benefits young people, but also the cities in which they live—with the potential to help reduce crime and create a more skilled workforce. This guide by the National League of Cities and HFRP provides municipal leaders and their key partners with strategies for collecting and using information to strengthen citywide OST systems.
In the first brief in our ELO Research, Policy, and Practice series with the National Conference of State Legislatures, we examine the benefits of expanded learning opportunities (ELOs) for older youth as well as the policy implications of recent research. Helping Older Youth Succeed Through Expanded Learning Opportunities provides examples of positive youth outcomes, common characteristics of high quality programs and initiatives, and policy recommendations based on these findings.
This Research Update addresses the benefits, challenges, and successful strategies of OST programs for older youth, based on data from eight recent evaluations and research studies profiled in our OST Research and Evaluation Database.
This article in Afterschool Matters discusses strategies used by OST programs with high rates of participation.
This research synopsis summarizes the findings from Engaging Older Youth, a new report from Harvard Family Research Project and Public/Private Ventures that highlights key strategies to promote out-of-school-time program participation among older youth.
This new report from Harvard Family Research Project and Public/Private Ventures highlights key strategies to promote out-of-school-time program participation among older youth.
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.
This publication explores how out-of-school time programs use evaluation to inform their programming and serve older youth and their families.
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.
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.
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.
This article examines both the incentives and barriers that affect adolescents' participation in out-of-school time programs.