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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.
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.
When families, schools, and out-of-school supports work together, children are more likely to succeed. Lisa St. Clair writes about how the Nebraska State Parental Information and Resource Center is using a complementary learning approach to link family support programs with schools, early childhood programs, and out-of-school time programs.
This profile from the Complementary Learning in Action series illustrates how Alignment Nashville brings together diverse community members and organizations to leverage existing resources in support of Nashville's youth and the Metro Nashville Public Schools.
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This profile from the Complementary Learning in Action series describes how the Jacksonville Children's Commission aims for a coordinated system of care from birth through adolescence.
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This profile from the Complementary Learning in Action series tells the story of Multnomah County's (Oregon) SUN Service System, an antipoverty and prevention effort that connects educational, social, health, and other services under one umbrella.
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This annotated bibliography compiles recent publications on complementary learning and related concepts, demonstrating a growing national momentum for connected nonschool supports.
Louisa Lund from Harvard Family Research Project summarizes the findings of her paper on common themes in community development.
This report identifies four conceptual dimensions of family involvement
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Researchers at the University of Nebraska-Lincoln studied the effectiveness of a behavioral intervention model where parents, educators, and service providers work collaboratively to address children's developmental needs in a Head Start program.
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Elementary school principal and “connected educator” Joe Mazza discusses how he has integrated technology—including social media—into his school’s family engagement strategies to enhance his school’s ability to connect with families. He also stresses the importance of balancing technology-based engagement strategies with in-person relationship-building efforts.
Susan Frankel of RMC Research Corporation outlines the evaluation of Connecticut's school-based family resource model.
Three experts in conducting Family Impact Seminars share their techniques for bringing research about families to legislators in a way that not only grabs their attention, but also supports policy change.
Nathaniel Riggs describes the implementation and evaluation of the Generación Diez program, which connects Latino families with after school programming, social services, and the school community.
Janice Hirota and Robin Jacobowitz describe three paradigms that show how constituency building and policy change efforts can work together to achieve sustainable and systemic reform.
Deborah J. Brown, external evaluator for Save the Children, discusses how continuous improvement processes have helped strengthen one of Save the Children’s language development and pre-literacy programs, Early Steps to School Success.
Edith Asibey and David Devlin-Foltz describe the new Continuous Progress website, which helps advocates and grantmakers collaboratively plan and evaluate advocacy efforts.
Donna Peterson, Mary Marczak, Sherry Betts, and Erik Earthman, The University of Arizona Institute for Children, Youth and Families, write about their evaluation of the Children, Youth and Families At Risk (CYFAR) National Initiative.
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.
Brian Yates from American University explains the value of both cost-effectiveness and cost–benefit analyses in promoting investments in family involvement.
This course focuses upon the unique challenges diversity brings to the provision of counseling and psychological services to children, youth, and parents. Students will learn the history, culture, and expectations of various ethnic and cultural groups and develop the cross-cultural communication skills necessary to effectively work with families of varying cultural and socioeconomic backgrounds. Students will also explore how issues such as immigration, poverty, sexism, and racism affect counseling practices and the development of effective interventions.
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Learn how this course explores a variety of approaches to program evaluation through the readings and assignments outlined in this course syllabus designed by Candice Bocala, adjunct lecturer at Harvard Graduate School of Education.
HFRP offers the Covering Kids strategic communications campaign as an example of how a strategic communications campaign can be strengthened by using a research and evaluation framework.
In this Commentary, Harvard Family Research Project’s Senior Research Analyst, Heidi Rosenberg, looks at the ways in which schools, programs, and other community institutions can help facilitate continuous family engagement to help children succeed.
Communication is key during the transition to school, and a mock team meeting based on the perspectives presented in the Bridging Worlds case helped school psychologists gain confidence talking with representatives from different learning settings.
For this issue's FINE Newsletter commentary , HFRP consultant Margaret Caspe talks with Heather Weiss, Sherry Cleary, and Jane Quinn about innovation in their respective disciplines. Caspe, who is also Associate Director of Early Childhood Programs at the Children's Aid Society, presents the central themes through a framework designed to help schools and organizations move beyond typical problem solving to discover new ways of thinking.