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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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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.
Presidents’ Day is a time to reflect on the importance of leadership. Learn how policymakers, researchers, and practitioners are leading the field of family engagement.
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.
Free. Available online only.
This set of six volumes offers practical advice for establishing and managing a family support program.
Hard copy out of stock.
Written for program administrators and staff, this guide offers practical advice for establishing and managing community outreach in a family support program.
$10.00 . 66 Pages.
In this Q & A, the developers of Comienza en Casa │“It Starts at Home,” talk about supporting migrant families to ensure their children have smooth transitions to school through the use of real-world and digital activities.
The out-of-school time field has grown rapidly over the past decade, with a constant influx of new voices and approaches. This publication is a summary, but far from a complete review, of organizations active in out-of-school time, grouped by topical area.
Free. Available online only.
Written for program administrators and staff, this guide offers practical advice for establishing and linking programs to service systems in a family support program.
$10.00 . 62 Pages.
These Web documents were produced by HFRP as part of its initial efforts to “map” the out-of-school time field, and detail federal funding streams for out-of-school time programs and related programming alongside their accountability requirements and evaluations. A summary section offers a narrative description of each funding stream. Funding streams are classified as major or minor depending on the amount of money they make available for out-of-school time efforts.
Free. Available online only.
Written for program administrators and staff, this guide offers practical advice for evaluating family support programs.
$10.00 . 66 Pages.
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.
Sharon Hemphill and Holly Kreider describe how the Boys & Girls Clubs of America is implementing and evaluating an initiative that goes “beyond the walls” to support families in order to promote children’s success.
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.
Karen Horsch and Kathleen Hart of HFRP summarize HFRP's conversations with after school evaluators, researchers, and stakeholders to map the out-of-school time field.
This brief draws on information collected from focus group interviews with representatives of 14 programs that are involving youth in their evaluation and research efforts. It examines the elements of successful youth involved research projects and offers short profiles of the 14 organizations included in the study.
Hard copy out of stock. Available online only.
Denise Huang describes her work with the National Partnership for Quality Afterschool Learning to identify best practices for learning in after school programs, including characteristics of effective professional development.
Audrey Hutchinson of National League of Cities Institute for Youth, Education, and Families discusses the evaluation of linked after school services by cities.
Jessica Intrator from the Children's Discovery Museum describes a program that connects youth with a community institution to promote technology skills, health awareness, and positive social and academic outcomes.
Through connected learning, says Mizuko Ito, schools, museums, and libraries are employing innovative strategies, leveraging digital media to make learning more relevant and engaging to youth, and linking the crucial spheres in a learner’s life—peers, interests, and academic pursuits.
In this article, Barbara Jentleson and Helen Westmoreland, from Duke University, highlight the mechanism of connecting complementary-learning contexts through staffing patterns and practices.
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.
Ted Jurkiewicz and Charles Hohmann from the High/Scope Educational Research Foundation describe the design of High/Scope's new Youth Program Quality Assessment tool.
A group of researchers illlustrate how the practice of family engagement can link the out-of-school time, school, and home contexts.
This comprehensive, easy-to-read guide to understanding how to engage families in after school programs is a critical resource for after school providers looking to create or expand an existing family engagement program. It offers a research base for why family engagement matters, concrete program strategies for engaging families, case studies of promising family engagement efforts, and an evaluation tool for improving family engagement practices.
Free. 48 Pages.
Thomas J. Kane from the University of California, Los Angeles, distills lessons for future research from his review of four recent after school program evaluations.