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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.

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Learning for All: The Value of Field Experience in Training a New Generation of Program Evaluators

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.

Carolina Buitrago with Sunindiya Bhalla, Nomi Davidson, Sarah Davila, Anairis Hinojosa, Babe Liberman, and Katie Tosh (December 3, 2015) 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

Webinar Archive—OST Data and Evaluation: Collecting and Sharing Data to Support Communities

This presentation examines the “essential data” that OST providers and intermediaries should consider collecting for an evaluation, and the important role families can play throughout the process.

Sarah Deschenes , Erin Harris, Evelyn Brosi (October 24, 2011) Conferences and Presentations

Current Issue - Scaling Impact

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.

Evaluation Exchange Issue

Supporting Student Outcomes Through Expanded Learning Opportunities

This paper looks at the role of after school and summer learning programs in supporting student success. The paper explores how to bridge the divide between out-of-school time programs and schools by offering research-derived principles for effective expanded learning partnerships. It was commissioned by Learning Point Associates and the Collaborative for Building After-School Systems (CBASS) as part of a report on school reform and expanded learning.

Priscilla M. Little (February 11, 2009) Research Report

After School Programs in the 21st Century: Their Potential and What it Takes to Achieve It

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.

Priscilla M.D. Little , Christopher Wimer, Heather B. Weiss, Harvard Family Research Project (February 2008) Research Report

Research Update 1: Highlights from the OST Database

This Research Update synthesizes findings from the profiles of 15 research and evaluation reports added to the Out-of-School Time Program Research and Evaluation Database in December 2006. It highlights strategies for assessing program processes as well as key outcomes and features of programs that promote positive outcomes.

Chris Wimer (April 2007) Research Report

Relations Between Parenting and Positive Youth Development

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.

Suzanne Bouffard , S.Simpkins, H. Kreider (July 2006) 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

American Youth Policy Forum

In this presentation, Engaging Adolescents in Out-of-School Time Programs: Learning What Works, Priscilla Little reported on the benefits of participation in out-of-school time activities, contextual predictors of youth participation in such activities, and strategies for improving recruitment and retention in out-of-school time programs. Remarks were presented at a session on engaging adolescents in out-of-school time programs at the American Youth Policy Forum in Washington, D.C., on October 7, 2005.

Heather B. Weiss , Sherri Lauver, Stephanie Davolos Harden (October 7, 2005) Conferences and Presentations

A Review of Activity Implementation in Out-of-School Time Programs

This Snapshot examines the range and scope of activities being implemented in current out-of-school time programs to set a context for understanding the links between program activities and positive outcomes for youth.

Suzanne Bouffard , Priscilla M. D. Little (August 2003) Research Report

A Review of Out-of-School Time Program Quasi-Experimental and Experimental Evaluation Results

This Snapshot provides an overview of what the quasi-experimental and experimental evaluations in the HFRP's OST Database reveal about the impact of out-of-school time programs on an array of academic, prevention, and youth development outcomes. It also includes a resource list of other out-of-school time evaluation reviews and related evaluation information.

Priscilla M. D. Little , Erin Harris (July 2003) Research Report

Effective Interventions and School Reforms for At-Risk Children

What are effective interventions for at-risk children? This course will address this question with a focus on children in poverty and children suffering social and emotional risks. We will examine several school initiatives—including the movement to implement standards and high-stakes tests, promising charter and pilot schools, and efforts to improve teaching, as well as selected early childhood initiatives, mentoring programs, and after school interventions. While the primary focus of the course will be on the impact of interventions on children's academic development, we will also look at their impact on children's social and ethical development.

Rick Weissbourd (Spring 2003) Syllabus

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