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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.
Policy issues need both visibility and momentum to be transformed into political action. Harvard Family Research Project's bellwether methodology helps evaluators assess if both characteristics are emerging.
Harvard Family Research Project explains how it helps to ground evaluation in theories of the policy process.
This study finds that maternal employment is associated with low-income mothers' involvement in their children's education in complex ways and that working mothers use a variety of strategies to stay involved in their children's education.
Free. Available online only.
This research brief synthesizes the latest research that demonstrates how family involvement contributes to elementary-school-age children's learning and development. The brief summarizes the latest evidence base on effective involvement—specifically, the research studies that link family involvement during the elementary school years to outcomes and programs that have been evaluated to show what works.
Free. 12 Pages.
This groundbreaking study demonstrates that when families' involvement in school increases over the elementary years, children's achievement increases. Furthermore, the authors show that family involvement in school matters most for children whose mothers have less education.
Free. Available online only.
This article describes five ways for teachers to use family involvement storybooks in their early childhood education classrooms. The article also includes a vignette about the impact of sharing a family involvement storybook in one third-grade class.
Free. Available online only.
This report summarizes the most dependable evidence on the effect of parental involvement intervention programs for improving the academic performance of elementary school-age children. The authors show that parent involvement has a positive and significant effect on children's overall academic performance.
Free. Available online only.
Examine how effective family-strengthening interventions can positively impact families and children in this practitioner-friendly brief from Harvard Family Research Project. Lessons From Family-Strengthening Interventions: Learning From Evidence-Based Practice is based on our review of interventions that have been rigorously evaluated through experimental and quasi-experimental studies. We offer educators, service providers, and evaluators recommendations for creating successful programs and evaluations.
Free. Available online only.
This brief looks at evaluations of 34 academically focused summer programs in order to distill challenges and compile promising strategies for creating quality summer programs.
Free. Available online only.
Jessica Intrator from the Children's Discovery Museum describes a program that connects youth with a community institution to promote technology skills, health awareness, and positive social and academic outcomes.
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.
Priscilla Little reviews promising strategies to promote OST–school connections, culling lessons from a review of out-of-school time evaluations.
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.
Alison Black and Fred Doolittle from MDRC describe the evaluation of an enhanced academic instruction approach for after school programs.
Jim Sass and Craig Blumenthal from LA's BEST describe how the BEST Fit initiative links with multiple organizations to support child and family health.
Jennifer Maltby from Boston After School & Beyond describes the evaluation design and goals of the Partners for Student Success initiative.
Harvard Family Research Project discusses the connection between parents' behavior and adolescents' participation in out-of-school time activities.
Linda Lee explains how foundations, local and state governments, schools, and other entities have formed a multimember collaboration to support the Mayor's Time after school initiative.
Holly Morehouse describes how out-of-school time programs connected to the school day transformed one district's school culture.
City Year staff member Erika Rasmussen describes how City Year Seattle/King County works with the local school district and with community organizations to offer high-quality OST programming.
Karen Walking Eagle, Sebastian Castrechini, and Monica Mielke from Policy Studies Associates preview a new assessment of programs that connect youth with multiple out-of-school supports to promote future success.
Susan Porter, Project Director at Cooperative Artists Institute, describes how the Peace Drum Project makes connections with community members through the arts.
Michael Vaden-Kiernan and Debra Hughes Jones from SEDL describe a U.S. Department of Education initiative to support rigorous research on the potential of after school programs to affect academic performance.
The New & Noteworthy section features an annotated list of papers, organizations, initiatives, and other resources related to the issue's theme of Building and Evaluating Out-of-School Time Connections.
Julie Bott reviews the strategies she and her colleagues use to link the Gardner Extended Services School's after school program with the school day.