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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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Audrey Hutchinson of National League of Cities Institute for Youth, Education, and Families discusses the evaluation of linked after school services by cities.
Emily Schneider-Krzys, the Deputy Program Director of Citizen Schools in Texas, explains how the Citizen Schools program’s focus on creating networks, building intentional relationships, and establishing consistent communication helps to engage families and support student learning.
Second grade teacher Nikki believes that participation in a formal after school program would help her student Cindy academically at school. However, Cindy's single working mother Marla prefers to keep Cindy with her in the afternoons after her numerous struggles with securing quality affordable care in the community. What are the roles of family, school, and community in promoting children's learning and development in out-of-school time?
Barton Hirsch and Larry Hedges present their innovative design for evaluating After School Matters, a Chicago initiative that draws on connections with community members, businesses, and schools.
Priscilla Little presented the workshop Learning What Works: An Evaluation Overview, providing an overview of what we know about after school evaluation. It examines how programs are collecting meaningful data for accountability and program improvement and what they are finding.
Harvard Family Research Project introduces complementary learning as a concept for improving learning outcomes without relying solely on school-based reform.
Dishon Mills from the Boston Public Schools describes a new quality assessment tool that is designed to engage and facilitate collaboration among OST programs, schools, and families.
This double issue of The Evaluation Exchange focuses on creating and evaluating connections between out-of-school time (OST) programs and the other settings in which children and youth live, learn, and play.
Suzanne Bouffard, Priscilla Little, and Heather Weiss build a research-based case that a network of supports, with out-of-school time programs as a key component, are critical to positive learning and developmental outcomes for children and youth.
Tena St. Pierre and Claudia Mincemoyer from the Pennsylvania State University's Cooperative Extension Service1 describe lessons learned from implementation and evaluation of a complementary learning pilot program.
Ian Fordham, Pam Boyd, and Tony Apicella of ContinYou, a leading youth development organization in the United Kingdom, describe their efforts to improve quality in OST programming nationwide.
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.
City Year staff member Erika Rasmussen describes how City Year Seattle/King County works with the local school district and with community organizations to offer high-quality OST programming.
When families, schools, and out-of-school supports work together, children are more likely to succeed. Lisa St. Clair writes about how the Nebraska State Parental Information and Resource Center is using a complementary learning approach to link family support programs with schools, early childhood programs, and out-of-school time programs.
Nathaniel Riggs describes the implementation and evaluation of the Generación Diez program, which connects Latino families with after school programming, social services, and the school community.
Kathleen Hebbeler of SRI International describes the evaluation of CORAL, which seeks to help communities view academic achievement as the shared responsibility of multiple sectors of the community.
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 resource highlights tools, publications, and reports that provide examples of promising practices for and guidance on data sharing for afterschool and expanded learning programs and systems.
Roblyn Anderson Brigham and Jennifer Nahas discuss the implications of Brigham Nahas Research Associates’ evaluation of the Children’s Aid Society/Carrera Integrated School Model for expansion of the model to new school settings.
A group of researchers illlustrate how the practice of family engagement can link the out-of-school time, school, and home contexts.
Jim Sass and Craig Blumenthal from LA's BEST describe how the BEST Fit initiative links with multiple organizations to support child and family health.
Jennifer Maltby from Boston After School & Beyond describes the evaluation design and goals of the Partners for Student Success initiative.
Laura Pinsoneault and James Sass from Alliance for Children and Families on their organization's replication and evaluation of the middle school adaptation of the Families and Schools Together (FAST) program.
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.