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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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Andrew Mott, Director of the Community Learning Project and former Executive Director of the Center for Community Change, on the importance of building on grassroots approaches to assessment and learning.
Beth Weitzman and Diana Silver from New York University’s Center for Health and Public Service Research share their experience integrating a comparison group design into a theory of change approach.
Marielle Bohan-Baker describes the instructive and collaborative approach to planning and evaluation of six community partners in Long Beach, California.
Stephen Bagnato, Robert Grom, and Leon Haynes describe an evaluation design that provides scientific rigor in a community setting.
This Snapshot examines the range and scope of activities being implemented in current out-of-school time programs to set a context for understanding the links between program activities and positive outcomes for youth.
Free. 4 Pages.
This Snapshot provides an overview of what the quasi-experimental and experimental evaluations in the HFRP's OST Database reveal about the impact of out-of-school time programs on an array of academic, prevention, and youth development outcomes. It also includes a resource list of other out-of-school time evaluation reviews and related evaluation information.
Hard copy out of stock. Available online only.
This paper examines how communication campaigns with different purposes (individual behavior change and policy change) have been evaluated. It offers a discussion of theories of change that can guide evaluation planning, along with five case studies of completed campaign evaluations. Each case study includes lessons from the evaluation and the paper finishes with a set of cross-case-study lessons gleaned from these evaluations and others.
Free. Available online only.
This brief offers expert commentary on the implications of the first-year report of the national evaluation of the 21st Century Community Learning Centers program for future evaluation and research. It includes a methodological critique of that study, written by Deborah Vandell.
Free. 8 Pages.
María Elena Torre and Michelle Fine describe the process and potential of participatory action research with youth researchers to investigate race, ethnicity, class, and opportunity gaps in education.
Megan Beckett, Sandy Berry, and Kristin Leuschner of RAND Corporation describe a framework approach for transforming research findings into a practical tool for policymakers, parents, and practitioners.
Wendy Puriefoy is President of Public Education Network (PEN). She spoke with HFRP about standards-based reform, its evaluation, communicating about it to the public, and the No Child Left Behind Act.
Based on their research with community-organizing groups, Eva Gold and Elaine Simon from Research for Action and Chris Brown from the Cross City Campaign for Urban School Reform describe four strategies for building public accountability for education.
This special report offers commentaries from experts on the challenges and opportunities presented by the current federal policy’s emphasis on scientifically based research for the practice and evaluation of education reform.
Ellen Condliffe Lagemann, Dean at the Harvard Graduate School of Education and leading education historian, speaks to the role of schools of education in preparing future researchers and in contributing to the public discourse on education.
Education reform is complex and so are its evaluations. This issue of The Evaluation Exchange explores key dimensions of reform, including standards-based reform, technology in education, Comer schools, and new forms of public accountability. It addresses the links among education policy, practice, and evaluation and how research and evaluation can inform policy and practice.
Free. 24 Pages.
Craig Jerald of the Education Trust describes several basic ways of analyzing data to reveal a more complete picture of what education offers different groups of students.
Education reform policies place new emphasis on educational technology. Katherine McMillan Culp and Margaret Honey from the Center for Children and Technology have learned the importance of research rigor and local validity in their evaluations of educational technology.
Marjorie Weschler of SRI and Jane David of the Bay Area Research Group describe the importance of flexibility and feedback in conducting formative evaluation.
This section features an annotated list of papers, organizations, initiatives, and other resources related to the issue's theme of Evaluating Education Reform.
An introduction to the issue on Evaluating Education Reform by HFRP's Founder & Director, Heather B. Weiss, Ed.D.
M. Elena Lopez and Holly Kreider of HFRP present a framework of authentic parent participation in school reform and its implications for evaluation.
Lois-ellin Datta of Datta Analysis points to the importance of studying control and comparison group experiences when conducting experimental studies.
This section features an annotated list of resources related to the issue's theme of Evaluating Out-of-School Time.
Five experts in the field of youth development and OST programming address the question of how research and evaluation can improve practice regarding access and equity in out-of-school time programs.
Erin Harris and Priscilla Little, from Harvard Family Research Project, describe the implementation of the new 21st Century Community Learning Centers program’s evaluation requirements in the context of the federal No Child Left Behind Act of 2001.