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www.HFRP.org

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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Transforming Pittsburgh Into Kidsburgh!

Dynamic Pittsburgh! Hundreds of the city’s PreK–12 educators, artists, technologists, and families are working together to remake learning.

Gregg Behr (April 24, 2014) 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

“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

Engaging Older Youth: Program and City-level Strategies to Support Sustained Participation in Out-of-School Time

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.

Sarah N. Deschenes , Amy Arbreton, Priscilla M. Little, Carla Herrera, Jean Baldwin Grossman, Heather B. Weiss, with Diana Lee (April 2010) Research Report

Engaging Older Youth: Program and City-level Strategies to Support Sustained Participation in Out-of-School Time (RESEARCH SYNOPSIS)

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.

Sarah N. Deschenes , Amy Arbreton, Priscilla M. Little, Carla Herrera, Jean Baldwin Grossman, Heather B. Weiss, with Diana Lee (April 2010) Research Report

Participation Over Time: Keeping Youth Engaged from Middle School to High School

This article in Afterschool Matters discusses strategies used by OST programs with high rates of participation.

Sarah Deschenes , Priscilla Little, Jean Grossman, Amy Arbreton (January 2011) Research Report

Research Update 3: Highlights From the Out-of-School Time Database

This publication explores how out-of-school time programs use evaluation to inform their programming and serve older youth and their families.

Erin Harris (September 2008) Research Report

Helping Older Youth Succeed Through Expanded Learning Opportunities

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.

Erin Harris , Sarah Deschenes, & Ashley Wallace (August 2011) Research Report

Perspectives: Guiding Families on Children’s Media Use

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?

Harvard Family Research Project (April 24, 2014) Research Report

Q & A With S. Craig Watkins: Family Engagement in Connected Learning

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.

Harvard Family Research Project (May 27, 2015) Research Report

Seamless and Connected—Education in the Digital Age

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.

Mizuko Ito (April 24, 2014) Research Report

Engaging Adolescents in Out-of-School Time Programs: Learning What Works

This article examines both the incentives and barriers that affect adolescents' participation in out-of-school time programs.

Priscilla M. D. Little , Sherri Lauver (2005) 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

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

Strategy Guide: Collecting and Using Information to Strengthen Citywide Out-of-School Time Systems

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.

Lane Russell , Priscilla Little (August 2011) Research Report

What About the Parents?

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.

Katie Salen Tekinbaş (April 24, 2014) Research Report

Lessons From Museums and Libraries: Five Ways to Address Families’ Digital Learning Needs

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.

 

Marsha L. Semmel (April 24, 2014) 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

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

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

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

Research Update 7: Out-of-School Time Programs for Older Youth

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.

Chris Wimer , Erin Harris (May 2011) Research Report

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Published by Harvard Family Research Project