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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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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.
Dynamic Pittsburgh! Hundreds of the city’s PreK–12 educators, artists, technologists, and families are working together to remake learning.
Julie Bott reviews the strategies she and her colleagues use to link the Gardner Extended Services School's after school program with the school day.
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.
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.
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.
Elizabeth Devaney and Hillary Salmons from the Providence After School Alliance describe how a citywide data collection system helps track and improve after school services and strengthen linkages with community organizations, schools, and families.
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.
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.
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.
Lucy Friedman describes how a collaborative after school initiative links with universities and families to promote college and career preparation among middle school youth.
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 brief provides examples of year-round learning programs along with recommendations for policymakers looking for ways to increase youth engagement in learning,
In this paper, we draw on the experiences of national organizations and a set of community schools that have built learning partnerships, and examine seven key elements that we find to be essential in building them. Our paper serves as a guide to school districts and their partners as they consider whether and how to implement a partnerships for learning model. It also informs those who have already established these partnerships and wish to reflect on how to maximize partnership—and student—success.
This web only version of the New & Noteworthy section features an expanded annotated list of papers, organizations, initiatives, and other resources related to the issue's theme of Building and Evaluating Out-of-School Time Connections.
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?
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.
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.
Written for program administrators and staff, this guide offers practical advice for establishing and managing community outreach in a family support program.
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.
Written for program administrators and staff, this guide offers practical advice for establishing and linking programs to service systems in a family support program.
This short publication will give you a quick overview and some concrete examples of complementary learning. It includes information about what complementary learning looks like, some examples of complementary learning systems in practice today, and a description about what is different about complementary learning from traditional programs and services. Finally, we'll introduce you to Marcus, a fictional teenager whose story illustrates how complementary learning can positively affect the lives of students from birth through adolescence.
Harvard Family Research Project’s Teaching Cases support teacher training and professional development by highlighting challenges that schools, families, and communities may encounter in supporting children’s learning. In this month’s FINE newsletter, we feature After School for Cindy, which explores the roles that family members, school staff, and community organizations play in one child’s out-of-school time and demonstrates the importance of family engagement across learning contexts.