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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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Lynne Borden, from the University of Arizona, describes the use of online surveys in a national study of the out-of-school time activity participation of middle and high school youth.
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 paper examines whether demographic differences exist in getting youth “in the door” of OST activities, as well as in the number of activities and the amount of time youth spend in activities. Results from two nationally representative datasets show that disadvantaged youth were less likely to participate in a variety of activities than their peers and that they participated in fewer activities.
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.
Sandra Simpkins Chaput from HFRP summarizes recent developmental research examining dimensions of participation in out-of-school activities.
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.
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 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.
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.
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.
This 2-page Research Summary synthesizes findings from two HFRP publications that examine demographic differences in children's OST participation. This summary, which contains a subset of findings contained in the Fact Sheet, presents key findings on differences in multiple dimensions of participation in a range of OST activities and among youth from varying family income levels and racial and ethnic groups.
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.
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.
Describing a new study by HFRP, Holly Kreider illustrates how research and data can illuminate and facilitate links between complementary learning contexts.
Sherri Lauver from HFRP proposes a set of strategies for recruiting and retaining youth participation in out-of-school time programs.
This article offers promising recruitment and retention strategies to school administrators seeking to boost participation rates in their school-based after school programs.
This brief culls information from several implementation and impact evaluations of out-of-school time programs to develop a set of promising strategies to attract and sustain youth participation in the programs.
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.
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.
Five experts in the field of youth development and OST programming address the question of how research and evaluation can improve practice regarding access and equity in out-of-school time programs.
This article examines both the incentives and barriers that affect adolescents' participation in out-of-school time programs.
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.
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.