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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 Leading the Field profile, Sandra Gutierrez, national director of the Latino family-focused Abriendo Puertas/Opening Doors program, shares her vision of how families are fundamental to transforming the lives of our children and our communities. [Este artículo también está disponible en español como Padres de Familia como Agentes de Cambio.]
En este Perfil de Liderando el Ramo, Sandra Gutiérrez, la directora nacional del programa Abriendo Puertas/Opening Doors, programa que está enfocado en la familia latina, comparte su visión de cómo las familias son fundamentales para transformar las vidas de nuestros hijos y de nuestras comunidades. [This article is also available in English as Parents as Agents of Change.]
Geneva Haertel and Barbara Means of SRI International suggest ways evaluators and policymakers can work together to produce “usable knowledge” of technology’s effects on learning.
Joe Hall, President of Banana Kelly International, and Marianne Cocchini, Founder of AER/MAC Consulting, write about evaluation as a learning enterprise for a CBI.
Martin, an African-American student struggles with peer problems at his elementary school. He experiences racism and classism. How can Martin's mother and his teacher dialogue about sensitive issues?
Free. Available online only.
Erin Harris of HFRP outlines what information the HFRP Out-of-School Time Evaluation Database includes, how it is organized, and its practical applications.
This brief provides examples of year-round learning programs along with recommendations for policymakers looking for ways to increase youth engagement in learning,
Free. Available online only.
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.
Philip Harris and Lori Grubstein of the Crime and Justice Research Center describe the “bottom-up” development of ProDES, an outcome-based information system that tracks youth in the juvenile justice system.
JuNelle Harris of HFRP outlines the basics of designing logic models.
This research report reviews parent involvement modules created for preservice teachers focusing on parent-teacher communication and collaborating with community. The online, problem-based modules were designed by the North Texas Partnership for Parent Engagement.
Free. Available online only.
Out-of-school time (OST) programming can be a crucial asset to families in rural areas where resources to support children’s learning and development are often insufficient to meet the community’s needs. This issue in our Research Update series addresses the benefits, challenges, and successful strategies of OST programs in rural areas.
Free. Available online only.
Afterschool Evaluation 101 is a how-to guide for conducting an evaluation. It is designed to help out-of-school time (OST) program directors who have little or no evaluation experience develop an evaluation strategy. The guide will walk you through the early planning stages, help you select the evaluation design and data collection methods that are best suited to your program, and help you analyze the data and present the results.
Free. Available online only.
Erin Harris from Harvard Family Research Project with Suzanne Muchin, CEO of Civitas, illustrate the design concept “information architecture” for displaying complex information clearly and simply.
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 publication explores how out-of-school time programs use evaluation to inform their programming and serve older youth and their families.
Free. Available online only.
Erin Harris of HFRP reviews the literature on this topic and discusses how nonprofits can successfully scale up an intervention, thus expanding impact to reach larger populations.
Erin Harris and Priscilla Little discuss how Harvard Family Research Project used a multidimensional concept of scale to evaluate The Atlantic Philanthropies’ Integrated Learning Cluster strategy.
Foundation executives discuss their efforts to connect the many contexts in which children live and learn in order to increase the impact of their investments in these areas.
Erin Harris from HFRP provides an overview of software programs for nonprofit program evaluation.
This is the second brief in our ELO Research, Policy, and Practice series with the National Conference of State Legislatures. In this brief, we explore the ways that families and expanded learning opportunities (ELOs) must work as equal partners in order to ensure ELOs are contributing to children's learning in meaningful ways.
The 21st Century Community Learning Centers (21st CCLC) initiative provides funds for afterschool programs across the country and is the only federal funding source dedicated exclusively to afterschool programming. This issue in our Research Update: Highlights from the OST Database series, discusses the features and benefits of afterschool programs funded by the 21st CCLC initiative.
Free. Available online only.
This section features an annotated list of resources related to the issue's theme of Public Communications Campaigns and Evaluation.
Erin Harris from HFRP discusses the importance of out-of-school time programs for immigrant youth.
This section features an annotated list of papers, organizations, initiatives, and other resources related to the issue's theme of Harnessing Technology for Evaluation.