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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.
In this section of the Bridging Worlds Interactive Case, we examine some school-level data to develop a better understanding of the factors influencing Maya’s difficult transition to school.
This teaching case explores the complex issues surrounding the transition to kindergarten and the importance of family engagement in the process. Three expert commentaries and discussion questions are included. An interactive version is also available.
Free. Available online only.
One year after the National Policy Forum on Family, School, and Community Engagement, this report looks back at the major themes of the Forum discussions and offers a set of recommendations for driving family engagement in education as we move forward.
Mary Wagner and Shari Golan of SRI International share information from their evaluation of California's Healthy Start School-Linked Services Initiative and the use of evaluation information at local sites.
Etagegnhue Woldeab and the Information and Technology team from the Ontario Council of Agencies Serving Immigrants describe two web-based tools that are helping immigrant-serving agencies to operate more effectively.
Michelle Seligson describes a professional development initiative for after school practitioners.
This study explores the experiences of British Bangladeshi and Pakistani parents in their interactions with schools and their involvement in children’s education.
Free. Available online only.
Julia Coffman of HFRP and the Center for Evaluation Innovation describes four approaches to scale that differ on both what is scaled and how it is scaled.
The Cincinnati, Ohio-based Strive initiative has taken a complementary learning approach to scaffolding children’s educational growth to ensure a comprehensive, cradle-to-career system of support that includes family and community engagement. Harvard Family Research Project spoke with Jeff Edmondson, executive director of Strive, as well as two of Strive’s partners in the community, Liz Blume of the Community Building Institute, and Rolanda Smith of Parents for Public Schools of Greater Cincinnati, to find out more about Strive’s philosophy, successes, and challenges.
Rodney Hopson and Prisca Collins of Duquesne University describe a new graduate internship program designed to develop leaders in the evaluation field and improve evaluators' capacity to work responsively in diverse racial and ethnic communities.
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.
Jennifer Buher-Kane, Nancy Peter, and Susan Kinnevy of the Center for Research on Youth and Social Policy at the University of Pennsylvania share their experience of creating a tool kit designed specifically for those who provide professional development to out-of-school time program staff.
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.
This double issue of The Evaluation Exchange focuses on creating and evaluating connections between out-of-school time (OST) programs and the other settings in which children and youth live, learn, and play.
Free. 40 Pages.
In 2010, Silicon Valley Community Foundation started a bold and innovative initiative designed to ensure success by third grade for all children in San Mateo County, California. It focuses on ready children, ready families, ready schools, and ready communities
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.
Andy Muñoz of City Year and Glenn Zaccara of T-Mobile talk about how their organizations link OST programs, businesses, and communities to support quality programming for youth.
Marianne Kirner and Matt Storeygard explain how the Connecticut State PIRC is implementing and evaluating an effort to promote family involvement at the school district level.
Stacy Constantineau Meade of Michigan Public Health Institute writes about the increasingly important role of evaluation in enabling communities to promote and sustain change.
This volume looks at innovative initiatives that have made family services more responsive to the changing needs of children and families. Initiatives in North Dakota, Iowa, Florida, Vermont, and Massachusetts are covered.
$6.00 . 55 Pages.
Ian Fordham, Pam Boyd, and Tony Apicella of ContinYou, a leading youth development organization in the United Kingdom, describe their efforts to improve quality in OST programming nationwide.
Robert Kirchner, Senior Advisor for Evaluation at the U.S. Department of Justice, writes about how the Department of Justice has worked to strengthen evaluation capacity at the state and local levels.
Karen Stanford of the Commission on Government Accountability to the People in Florida reveals techniques to engage important stakeholders in the discussion about public outcomes.
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.
Juila Coffman of Harvard Family Research Project describes common qualities shared among “learning organizations,” examining them in the context of service programs.