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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 brief offers an in-depth look at the 21st Century Community Learning Center (21st CCLC) evaluation requirements (both performance measurement for accountability and program evaluation) and provides practical suggestions about how to implement 21st CCLC evaluation at the state and local level. It includes a checklist of issues to consider when designing state and local 21st CCLC evaluations.
Hard copy out of stock. Available online only.
Carl Dunst, Co-Director of the Orelena Hawks Puckett Institute, urges getting beyond the question of “what works” toward a more detailed scrutiny of the relationship among family support principles, program practice, and family outcomes.
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.
Director of an organizational development consulting practice, professor, and author, Michael Quinn Patton reveals historical and emerging trends in evaluation practice.
The Boston Parent Organizing Network (BPON) mobilizes parents, local organizations, and communities to improve the quality of education in the Boston Public Schools.
David Diehl of Family Support America outlines their top evaluation projects: compiling an online national database of family support programs and developing new ways to measure the effectiveness of family support programs.
Two evaluators from SRI describe the benefits realized by the Parent Institute for Quality Education when they prefaced their summative evaluation with a formative evaluation.
M. Elena Lopez, from Harvard Family Research Project, discusses the role that data plays in helping parents assess, and then work to change, the performance of their children’s schools.
Priscilla Little, from Harvard Family Research Project, describes the implementation of the Milwaukee Participatory Action Research project and how it improved the evaluation and advocacy skills of all its participants.
Kathe Johnson shares her experience from her work with the Women and Poverty Public Education Initiative, outlining four lessons she learned from this project, which connects professional academic and low-income women.
A grassroots network of families of children with special health care needs shares the lessons they learned about conducting research to improve the health care for their children.
The Spring 2002 issue looks at family support evaluations and their role in moving the field forward. This issue features a conversation with Michael Quinn Patton about historical and emerging trends in evaluation practice, descriptions of national and local evaluations that are underway, a discussion of using “effect size” to measure program effectiveness, advice on how to bring family research to legislators' attention, a look at how data can help parents assess schools, and much more.
M. Elena Lopez, from Harvard Family Research Project, discusses expanding the role of family support to include supporting families’ using information to improve their communities.
Kathleen McCartney and Eric Dearing from the Harvard Graduate School of Education provide an overview on effect size and what it reveals about the effectiveness of family support programs.
Pablo Stansbery, Senior Research Associate at Harder+Company Community Research, describes the process of developing an evaluation design that addresses the unique challenges created by California’s Children and Families Act.
An in-depth look at the challenges presented by the evaluation of the Early Head Start program - an evaluation which required the cooperation of multiple layers of research and program partners.
An introduction to the issue on Family Support by HFRP's Founder & Director, Heather B. Weiss, Ed.D.
This brief draws on information collected from focus group interviews with representatives of 14 programs that are involving youth in their evaluation and research efforts. It examines the elements of successful youth involved research projects and offers short profiles of the 14 organizations included in the study.
Hard copy out of stock. Available online only.
The purpose of this course is to provide the student with information on a broad array of issues relating to school and community collaboration with families. Systems interventions within the home, school, and community contexts will be considered. Emphasis is placed on system-level consultation theories, research, and practice. The course prepares school professionals to function as consultants in school and community settings.
Free. Available online only.
Mark Dynarski and Mary Moore of Mathematica Policy Research, reveal the challenges of evaluating a national program implemented in multiple locations with inherently different key elements.
Luis Carlos Greer and Tamara Martinez, youth living in Arizona, describe how they got involved by working with a local community organization to make a change in their community.
A list of useful resources on the Internet.
An introduction to the second issue on Out-of-School Time by HFRP's Founder & Director, Heather B. Weiss, Ed.D.
Jacquelynne Eccles, Professor at the University of Michigan, shares her thoughts about the contribution of developmental research to the after school conversation and the need for an infrastructure to support this.
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.