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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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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.
Julia Coffman of HFRP describes one approach OST programs can take to develop a logic model.
JuNelle Harris of HFRP outlines the basics of designing logic models.
Afterschool Evaluation 101 is a how-to guide for conducting an evaluation. It is designed to help out-of-school time (OST) program directors who have little or no evaluation experience develop an evaluation strategy. The guide will walk you through the early planning stages, help you select the evaluation design and data collection methods that are best suited to your program, and help you analyze the data and present the results.
This brief offers an in-depth review of logic models and how to construct them. A logic model can be a powerful tool for illustrating a program's theory of change to program staff, partners, funders, and evaluators. Moreover, a completed logic model provides a point of reference against which progress towards achievement of desired outcomes can be measured on an ongoing basis, both through performance measurement and evaluation.
In this article, Barbara Jentleson and Helen Westmoreland, from Duke University, highlight the mechanism of connecting complementary-learning contexts through staffing patterns and practices.
This workshop, Redefining After School Programs to Support Student Achievement, provides an overview of current evaluation research, describes elements of effective after school programs, and discusses a theory of change approach to designing and implementing effective after school programs.
Cindy McMahon of the YWCA of Ashville, North Carolina, shares how YWCA as a whole, and her after school program as a part of it, used a logic model to show they make a difference for women and families.
Claudia Weisburd and Tamara Sniad from Foundations, Inc. describe the use of a theory of change and a theory of action to help address questions about how to develop and evaluate professional development for after school staff.