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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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The New & Noteworthy section features an annotated list of papers, organizations, initiatives, and other resources related to the issue's theme of Out-of-School Time.
This web only version of the New & Noteworthy section features an expanded annotated list of organizations and initiatives related to the issue's theme of Evaluating Out-of-School Time Program Quality.
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.
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 Professional Development.
Today’s children and youth are increasingly exposed to new forms of learning beyond the classroom, especially in the form of out-of-school time programs and digital media. Developments in these areas have opened up new ways that families can become involved in their children’s education and development. In this FINE Newsletter Commentary, HFRP’s Heidi Rosenberg and M. Elena Lopez discuss the new roles for families in supporting student learning.
This report examines trends in foundation grantmaking for children and youth among 19 foundations. The foundations include most of the largest and wealthiest and those whose grantmaking heavily focuses on children and youth. Survey results indicate that, because the problems of youth are interconnected and require comprehensive solutions, foundations are shifting their grantmaking strategies. Several are concentrating more resources on long-term, place-based community strategies designed to improve outcomes for children and youth.
$10.00 . 67 Pages.
Mark Carter, Executive Director of the National School-Age Care Alliance (NSACA), describes how the NSACA accreditation process helps after school programs build evaluation capacity.
A number of informal conversations are occurring online about this topic (including the implications for evaluation), especially on blogs. This resource provides links to some of these recent conversations, which represent a wide range of views and opinions.
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.
See other organizations' publications and resources related to community youth development and youth civic engagement, and The National 21st Century Community Learning Centers program evaluation.
The Fall 2000 issue, the first of a series of two dedicated to the field of out-of-school time and after school, addresses the challenges and possibilities for evaluating after school programs in the new era of accountability. The issue includes an interview with National Institute on Out-of-School Time founder Michelle Seligson, articles relating on-the-ground experiences with evaluation, and our new column, “Ask the Expert.”
The Spring 2001 issue is the second in a series of two dedicated to the field of out-of-school time and after school that was started in the Volume VI, Number 1 issue. This issue features a conversation with Jane Quinn about the out-of-school time field, descriptions of national and local evaluations that are under way, a discussion of developmental research and evaluating after school programs, a description of practices that involve youth in evaluation and research, and some practical advice about using logic models in evaluating after school programs.
Erin Harris from HFRP discusses the importance of out-of-school time programs for immigrant youth.
Harvard Family Research Project discusses the connection between parents' behavior and adolescents' participation in out-of-school time activities.
This is a special issue of New Directions for Youth Development journal edited by Heather B. Weiss, Priscilla M. D. Little, and Suzanne Bouffard, Vol. 2005, No. 105, Spring 2005. This issue unpacks the construct of participation in out-of-school time programming, posing a three-part equation: participation = enrollment + attendance + engagement.
This article in Afterschool Matters discusses strategies used by OST programs with high rates of participation.
In this paper, we draw on the experiences of national organizations and a set of community schools that have built learning partnerships, and examine seven key elements that we find to be essential in building them. Our paper serves as a guide to school districts and their partners as they consider whether and how to implement a partnerships for learning model. It also informs those who have already established these partnerships and wish to reflect on how to maximize partnership—and student—success.
Free. Available online only.
This new report from HFRP is aimed to help out-of-school time (OST) program leaders, decision-makers, and funders to understand and implement effective OST–school partnerships for learning.
This Snapshot outlines the academic, youth development, and prevention performance measures currently being used by out-of-school time programs to assess their progress, and the corresponding data sources for these measures.
Free. Available online only.
Three experts reflect on their work in engaging families in a digital learning environment. We asked them to address the question, How can institutions offer relevant and useful guidance to parents and families about scaffolding their children’s digital media use?
Jennifer Smith from HFRP writes about involving youth in evaluation and research.
Participation in out-of-school time programs is a key ingredient to achieving positive outcomes for young people. Priscilla Little presented two workshops, which provided overviews of key participation challenges: collecting meaningful attendance data and attracting and sustaining youth participation in OST programs.
Free. Available online only.
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.
Sarah Levin Martin, currently with the Centers for Disease Control and Prevention, describes an innovative, cost-effective way to collect and report evaluation data for program quality improvement.
In this article, Barbara Jentleson and Helen Westmoreland, from Duke University, highlight the mechanism of connecting complementary-learning contexts through staffing patterns and practices.