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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Community Service by and for Youth: Supporting OST Programs in Seattle
City Year staff member Erika Rasmussen describes how City Year Seattle/King County works with the local school district and with community organizations to offer high-quality OST programming.
Efficacy Trials of Promising After School Programs: Supporting Experimental Studies Through a Research Consortium
Michael Vaden-Kiernan and Debra Hughes Jones from SEDL describe a U.S. Department of Education initiative to support rigorous research on the potential of after school programs to affect academic performance.
The Peace Drum Project: Intergenerational Connections Through the Arts
Susan Porter, Project Director at Cooperative Artists Institute, describes how the Peace Drum Project makes connections with community members through the arts.
New & Noteworthy
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.
New & Noteworthy: Expanded Web Only Version
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.
Linking School and After School: Strategies for Success
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.
Professional Development Revisited
In our last issue, we examined the evaluation of professional development in OST and other human service fields. Here, we highlight new resources that have come to our attention since the publication of that issue.
The C. S. Mott Statewide Afterschool Networks: Statewide Collaboration to Further After School Policies
An-Me Chung of the C. S. Mott Foundation describes the Statewide Afterschool Networks, and three Statewide Afterschool Network coordinators—Jennifer Becker Mouhcine from Illinois, Zelda Waymer from South Carolina, and Janet Frieling from Washington—discuss how their Networks support and promote systems of after school program quality.
Building Complementary Learning: School and 4-H Linkages
Tena St. Pierre and Claudia Mincemoyer from the Pennsylvania State University's Cooperative Extension Service1 describe lessons learned from implementation and evaluation of a complementary learning pilot program.
A Conversation With Audrey Hutchinson
Audrey Hutchinson of National League of Cities Institute for Youth, Education, and Families discusses the evaluation of linked after school services by cities.
Using a Data Management Tool to Better Serve Middle School Youth Across a Variety of Settings
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.
From the Director's Desk
An introduction to the issue on Building and Evaluating Out-of-School-Time Connections by HFRP's Founder & Director, Heather B. Weiss, Ed.D.
Using Quality Assessment Tools to Evaluate OST Linkages
Helen Westmoreland from HFRP discusses how OST programs are using quality assessment tools to evaluate and promote linkages with families, schools, and communities.
Building and Evaluating Out-of-School Time Connections
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.
Building a Road Map for OST Collaborations
Dishon Mills from the Boston Public Schools describes a new quality assessment tool that is designed to engage and facilitate collaboration among OST programs, schools, and families.
Learning from Small-Scale Experimental Evaluations of After School Programs
This Snapshot reviews small-scale experimental evaluations of after school programs, highlighting these studies' evaluation strategies and results.
Free. 8 Pages.
Professional Development
This issue of The Evaluation Exchange focuses on evaluating professional development across a range of fields, including after school and youth development, education, child care, and child welfare. The issue features innovative methods in professional development, conceptual frameworks and practical tools for evaluating professional development, links between professional development and program quality, and the role of organizational contexts in supporting professional development and positive outcomes. Included in the issue is a Questions & Answers feature with Thomas Guskey, who describes his five-level model for evaluating professional development.
Free. 24 Pages.
The Three- Step Assessment Tango: Nurturing and Measuring Learning in Online Professional Development: Expanded Web Only Version
This web only version of the Promising Practices section features an expanded article by David Eddy Spicer, Roland Stark, and Martha Stone Wiske from WIDE World, describing their process of measuring learning in online professional development.
Key Strategies to Educate Public Child Welfare Workers and Improve Child Welfare Systems
Joan Levy Zlotnik, Mary McCarthy, and Katharine Briar-Lawson review research and evaluation findings on public agency–university partnerships to educate public child welfare workers and the impact of such partnerships on workforce retention.
A Conversation with Thomas R. Guskey
Thomas R. Guskey of the University of Kentucky discusses his five-step process for evaluating professional development in education and its connection to professional development planning.
Engaging Stakeholders in Professional Development and Its Evaluation
Ila Desmukh Towery and Rachel Oliveri offer lessons for engaging teacher and student stakeholders in the evaluation of a professional development program.
Thinking Like an Educator: An Integrative Approach to Preparing Educators
Veronica Boix Mansilla and Robert Kegan from the Harvard Graduate School of Education describe a new course that uses an integrative approach to help education students learn to “think like an educator.”
From the Director's Desk
An introduction to the issue on Professional Development by HFRP's Founder & Director, Heather B. Weiss, Ed.D.
Research Bibliography: Relations Between Workforce Development and Child Outcomes in Four Human Service Sectors
This web only version of the Theory & Practice section features an expanded article from Harvard Family Research Project that explores connections between workforce development and child outcomes in four human service sectors.
Evaluating the Impact of Professional Development in Eight Steps
Joellen Killion from the National Staff Development Council outlines an eight-step process for measuring the impact of professional development.