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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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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.
This issue of The Evaluation Exchange explores the promising practices and challenges associated with taking an enterprise to scale, along with the role that evaluation can and should play in that process. It is the second in our “hard-to-measure” series, which we inaugurated with our Spring 2007 issue on evaluating advocacy.
Free. 24 Pages.
This resource highlights tools, publications, and reports that provide examples of promising practices for and guidance on data sharing for afterschool and expanded learning programs and systems.
Free. Available online only.
This paper examines whether demographic differences exist in getting youth “in the door” of OST activities, as well as in the number of activities and the amount of time youth spend in activities. Results from two nationally representative datasets show that disadvantaged youth were less likely to participate in a variety of activities than their peers and that they participated in fewer activities.
This 2-page Research Summary synthesizes findings from two HFRP publications that examine demographic differences in children's OST participation. This summary, which contains a subset of findings contained in the Fact Sheet, presents key findings on differences in multiple dimensions of participation in a range of OST activities and among youth from varying family income levels and racial and ethnic groups.
Free. Available online only.
Ted Jurkiewicz and Charles Hohmann from the High/Scope Educational Research Foundation describe the design of High/Scope's new Youth Program Quality Assessment tool.
This Snapshot describes the common data collection methods used by current out-of-school time programs to evaluate their implementation and outcomes.
Free. 6 Pages.
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.
A collaboration with the Finance Project, this brief provides practitioners of local out-of-school time programs with techniques, tools, and strategies for improving their program and tracking their effectiveness over time.
Free. Available online only.
Sandra Simpkins of HFRP integrates findings from academic research and program evaluation to provide a comprehensive look at the relationship between participation in out-of-school time (OST) activities and positive youth outcomes, and points to new directions for OST research and evaluation.
Suzanne Bouffard of HFRP examines the new science-based research standards brought in by the No Child Left Behind Act.
Roblyn Anderson Brigham and Jennifer Nahas discuss the implications of Brigham Nahas Research Associates’ evaluation of the Children’s Aid Society/Carrera Integrated School Model for expansion of the model to new school settings.
What are effective interventions for at-risk children? This course will address this question with a focus on children in poverty and children suffering social and emotional risks. We will examine several school initiatives—including the movement to implement standards and high-stakes tests, promising charter and pilot schools, and efforts to improve teaching, as well as selected early childhood initiatives, mentoring programs, and after school interventions. While the primary focus of the course will be on the impact of interventions on children's academic development, we will also look at their impact on children's social and ethical development.
Free. Available online only.
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.
A list of useful resources on the Internet.
This article examines both the incentives and barriers that affect adolescents' participation in out-of-school time programs.
A group of researchers illlustrate how the practice of family engagement can link the out-of-school time, school, and home contexts.
To be successful, children need a strong science, technology, engineering, and math foundation. Learn how Iridescent, a project funded in part by the National Science Foundation, connects families, engineers, and children to develop these skills early on in school.
This new report from Harvard Family Research Project and Public/Private Ventures highlights key strategies to promote out-of-school-time program participation among older youth.
Free. Available online only.
This research synopsis summarizes the findings from Engaging Older Youth, a new report from Harvard Family Research Project and Public/Private Ventures that highlights key strategies to promote out-of-school-time program participation among older youth.
Free. 12 Pages.
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.
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.
Charlie Schlegel of Citizen Schools explains how their evaluation strategy successfully balances the need to determine program impact with the need for continuous improvement.
To inform municipal leaders who are developing out-of-school time evaluations, HFRP scanned the city-level initiatives in its evaluation profiles database and prepared this short brief that describes the evaluation approaches, methods, and performance measures that some cities are using for evaluation.
Free. Available online only.
This is the third issue of The Evaluation Exchange (Harvard Family Research Project's quarterly evaluation periodical) devoted to exploring the challenges and solutions associated with evaluating out-of-school (OST) programs. This issue includes articles on what we know from existing research and evaluation about the results that are possible from OST programming, expert commentary on what the future OST research and evaluation agenda should look like, and information about hands-on research and evaluation tools and resources. It is also includes a special report with expert commentary on the implications of the first year findings in Mathematica's evaluation of the national 21st Century Community Learning Centers program. To read the previous issues on out-of-school time, go to our issue archive.
Free. 24 Pages.