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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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This workshop, Redefining After School Programs to Support Student Achievement, provides an overview of current evaluation research, describes elements of effective after school programs, and discusses a theory of change approach to designing and implementing effective after school programs.
Free. Available online only.
An annotated list of organizations and initiatives related to the issue's theme of Early Childhood Programs and Evaluation.
Jack Tweedie, from the National Conference of State Legislatures, explains how to convey research to legislators in ways likely to influence their policymaking.
Anna Lovejoy, from the National Governors Association Center for Best Practices, describes how the organization keeps governors informed about emerging issues in early childhood.
Economist Art Rolnick discusses his approach to early childhood investment, which he describes as “economic investment in human capital.”
Heather Weiss, HFRP director, describes a consortium of national organizations working to improve home visitation models.
This issue of The Evaluation Exchange charts the course of early childhood programming and evaluation over nearly half a century. Contributing authors offer a range of views on how best to communicate the importance of investing in a child’s early years and how to improve early childhood programs and policies. Several articles consider the explosion of science—from longitudinal studies of child outcomes to a large-scale demonstration program—that has helped forward our understanding of how young children learn and grow. Finally, a number of articles suggest that better information is needed to close the persistent gap in achievement between children from low-income families and those from middle-income homes.
Free. 32 Pages.
Helen Raikes, John Love, and Rachel Chazan-Cohen from the Early Head Start Research and Evaluation team discuss the importance of intervention in the early years.
Charles Bruner of the Child and Family Policy Center outlines three factors of good family strengthening programs that evaluators are not adequately measuring in their evaluations.
Elizabeth Burke Bryant and Catherine Walsh, of Rhode Island Kids Count, give an account of the School Readiness Indicators Initiative.
An introduction to the issue on Early Childhood Programs and Evaluation by HFRP's Founder & Director, Heather B. Weiss, Ed.D.
Catherine Ayoub and Barbara Pan, from the Harvard Graduate School of Education, describe their work collecting and analyzing longitudinal data to supplement national findings from the Early Head Start study.
Lisa Klein, guest editor for this issue, reflects on the progress made inthe early childhood field over the past 40 years and on the work that still has to be done.
Barbara Gebhard of Build describes the initiative's interactive evaluation approach.
Jack Shonkoff, dean of the Heller School at Brandeis University, describes the highly politicized environment of program evaluation and its attendant challenges.
This article describes a Knight Foundation early literacy initiative in Philadelphia and its ongoing evaluation.
Robert Pianta of the University of Virginia's the Curry School of Education discusses helping young children to better transition from preschool to kindergarten and into the early years of grade school.
Donna Bryant and Karen Ponder describe the past 10 years of evaluating North Carolina's nationally recognized early childhood initiative.
Ed Zigler, Ron Haskins, and G. Reid Lyon discuss the past and future of Head Start, the country's first federally funded early childhood program.
Jana Martella, from the Council of Chief State School Officers, describes a data-driven approach to developing and integrating policy into the nation's school systems.
Marilou Hyson and Heather Biggar, from the National Association for the Education of Young Children, offer ideas for how stakeholders in early childhood can share research results.
This Snapshot provides an overview of how researchers are evaluating out-of-school time programs’ engagement with families.
Hard copy out of stock. Available online only.
This article in the Spring 2004 edition of Afterschool Matters (pp. 15–23) uses information in our Out-of-School Time Program Research and Evaluation Database to examine how community-based organizations and schools can work together to build and leverage resources in creating successful after school programming.
Gary L. Bowen from the University of North Carolina at Chapel Hill describes the evaluation of an intervention system that uses assessment to design and implement high quality individualized youth services.