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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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Susan Porter, Project Director at Cooperative Artists Institute, describes how the Peace Drum Project makes connections with community members through the arts.
The New & Noteworthy section features an annotated list of papers, organizations, initiatives, and other resources related to the issue's theme of Building and Evaluating Out-of-School Time Connections.
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.
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.
This presentation by HFRP staff was part of a conference entitled “Family–School Relations During Adolescence: Linking Interdisciplinary Research and Practice.” The conference was held July 20–21 and was hosted by the Sanford Institute of Public Policy at Duke University, sponsored by the American Psychological Association. The goal of the conference was to establish better links among research, practice, and policy related to family educational involvement during adolescence, particularly for families from ethnically and socioeconomically diverse backgrounds.
Free. Available online only.
Sarah Jonas describes the Children's Aid Society's model of site-based coaching for quality after school programming and the supports they provide to build the capacity of their coaches.
This research brief synthesizes the latest research that demonstrates how family involvement contributes to young children's learning and development. The brief summarizes the latest evidence base on effective involvement—specifically, the research studies that link family involvement in early childhood to outcomes and programs that have been evaluated to show what works.
Free. 8 Pages.
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?
Free. Available online only.
Dennie Palmer Wolf and Jennifer Bransom offer lessons from the evaluation of a Dallas-based effort to promote
The New & Noteworthy section features an annotated list of papers, organizations, and initiatives related to the issue
An introduction to the issue on Complementary Learning by HFRP's Founder & Director, Heather B. Weiss, Ed.D.
Priscilla Little of HFRP reviews Supplementary Education, a new compilation of essays and papers edited by Edmund Gordon, Beatrice Bridglall, and Aundra Saa Meroe.
On behalf of their partners in the Iowa Collaboration for Youth Development, Linda Miller and Carol Behrer describe a statewide interagency collaboration to coordinate educational policies, practices, and programs.
Describing a new study by HFRP, Holly Kreider illustrates how research and data can illuminate and facilitate links between complementary learning contexts.
Foundation executives discuss their efforts to connect the many contexts in which children live and learn in order to increase the impact of their investments in these areas.
Dr. Hector Garza of the National Council for Community and Education Partnerships describes what he looks for when evaluating educational partnerships.
The topic of this issue of The Evaluation Exchange is complementary learning. Complementary learning posits that we can bolster children's learning and achievement by linking and aligning both the school and nonschool arenas in which children live, learn, and play. This means, for example, linking schools with early childhood programs, out-of-school time programs, and other programs based in the community. In this issue we delve into the kinds of mechanisms that can create these linkages and sustain their effectiveness, and highlight promising approaches for evaluating the complementary-learning practices that already exist, both in terms of what outcomes to focus on and what methodologies to use.
Free. 25 Pages.
Tony Berkley of the W. K. Kellogg Foundation describes the application of a theory of change to a complex initiative to facilitate team learning, strategic management, and program improvement.
Harvard Family Research Project introduces complementary learning as a concept for improving learning outcomes without relying solely on school-based reform.
In this article, Barbara Jentleson and Helen Westmoreland, from Duke University, highlight the mechanism of connecting complementary-learning contexts through staffing patterns and practices.
Kelly Faughnan from HFRP describes a program that connects families and schools in the Boston area through the mechanism of technology.
A group of researchers illlustrate how the practice of family engagement can link the out-of-school time, school, and home contexts.
Lynn Mitchell, from Corporate Voices for Working Families, describes how businesses can promote policies and practices that support working families, using partnerships between private and public sectors.
Richard Rothstein argues that narrowing the achievement gap requires substantial changes in social policy in addition to extensive school reform.
Sara Tenney-Espinosa, of the Seattle School District, describes the evaluation goals and early findings from a collaboration between the district and local after school providers.