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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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Harvard Family Research Project discusses the connection between parents' behavior and adolescents' participation in 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 new book on family involvement in out-of-school time (OST), edited by former HFRP staff members Holly Kreider and Helen Westmoreland, includes information on promising practices, benefits, and concerns related to family involvement in OST, and features a chapter written by former HFRP staff members Suzanne Bouffard, Kelley O’Carroll, Helen Westmoreland, and Priscilla Little.
Suzanne Bouffard and Heather Weiss reframe family involvement as part of a broader complementary learning approach to promoting children’s success in education and in life.
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.
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.
This brief offers an overview of how out-of-school time programs can evaluate their family involvement strategies and practices. It draws on findings from our OST Evaluation Database, interviews, and email correspondence.
To be successful, children need a strong science, technology, engineering, and math foundation. Learn how Iridescent, a project funded in part by the National Science Foundation, connects families, engineers, and children to develop these skills early on in school.
How do families spend time supporting their children’s informal and formal learning beyond the school day and across settings? Find out how educators and institutions are helping families promote their children’s learning experiences anytime, in school and beyond.
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.
Ellen Lettvin from the U.S. Department of Education highlights how the 21st Century Community Learning Centers program is collaborating with various federal agencies to bring STEM into out-of-school time learning.
Kelly Faughnan from HFRP describes a program that connects families and schools in the Boston area through the mechanism of technology.
Public Library Association (PLA) president Felton Thomas Jr. writes about the importance of public libraries in engaging families, and how PLA and Harvard Family Research Project have begun a journey together to support libraries in this work.
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 Snapshot provides an overview of how researchers are evaluating out-of-school time programs’ engagement with families.
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.
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.
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.
Presidents’ Day is a time to reflect on the importance of leadership. Learn how policymakers, researchers, and practitioners are leading the field of family engagement.
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.
This set of six volumes offers practical advice for establishing and managing a family support program.
Written for program administrators and staff, this guide offers practical advice for establishing and managing community outreach in a family support program.
Written for program administrators and staff, this guide offers practical advice for establishing and linking programs to service systems in a family support program.
Written for program administrators and staff, this guide offers practical advice for evaluating family support programs.
Written for program administrators and staff, this guide offers practical advice for establishing and managing collaboration in a family support program.