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Engaging Older Youth: Program and City-level Strategies to Support Sustained Participation in Out-of-School Time
This new report from Harvard Family Research Project and Private/Public Ventures highlights key strategies to promote out-of-school-time program participation among older youth.
Engaging Older Youth: Program and City-level Strategies to Support Sustained Participation in Out-of-School Time (RESEARCH SYNOPSIS)
This research synopsis summarizes the findings from Engaging Older Youth, a new report from Harvard Family Research Project and Private/Public Ventures that highlights key strategies to promote out-of-school-time program participation among older youth.
Current Issue - Scaling Impact
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.
Partnerships for Learning: Profiles of Three School-Community Partnership Efforts
These three site-based profiles provide a snapshot of school–community partnerships in action and illustrate how diverse programs and models take advantage of these five core strategies to effectively build and sustain partnerships for learning.
Partnerships for Learning: Resource Guide to Building School–OST Program Partnerships
An annotated bibliography of evaluations, reports, and case studies of school–OST program partnerships.
Partnerships for Learning: Promising Practices in Integrating School and Out-of-School Time Program Supports
This new report from HFRP is aimed to help out-of-school time (OST) program leaders, decision-makers, and funders to understand and implement effective OST–school partnerships for learning.
Expanded Learning Opportunities — Pathways to Student Success
This paper highlights research on the promise of expanded learning approaches — including after-school, summer, extended day, and community networks—for education reform.
The Federal Role in Out-of-School Learning: After-School, Summer Learning, and Family Involvement as Critical Learning Supports (Voices in Urban Education, Summer 2009)
Our article in Voices for Urban Education makes a research-based case for the federal provision of out-of-school complementary learning supports.
Complementary Learning Connections With Out-of-School Time Programs in Nebraska
When families, schools, and out-of-school supports work together, children are more likely to succeed. Lisa St. Clair writes about how the Nebraska State Parental Information and Resource Center is using a complementary learning approach to link family support programs with schools, early childhood programs, and out-of-school time programs.
Strengthening and Sustaining Family Engagement in Out-of-School Time
As national dialogue elevates the importance of out-of-school time and of complementary connections among learning supports, family engagement in OST has become a critical issue for program staff, policymakers, educators, administrators, and parents. In this forthcoming Issues and Opportunities in Out-of-School Time Evaluation brief, Harvard Family Research Project explores the benefits of and strategies for engaging families in OST programs, as well as the role of systems and intermediaries in supporting family engagement in OST.
Family Involvement Across Learning Settings
Families play important roles in supporting children’s learning not just in school but also in the many out-of-school contexts in which they learn. Harvard Family Research Project’s Helen Westmoreland talks about how families and nonschool learning settings, such as out-of-school time programs, museums, and libraries, can work together to promote student achievement.
Featured Teaching Case: After School for Cindy
Harvard Family Research Project’s Teaching Cases support teacher training and professional development by highlighting challenges that schools, families, and communities may encounter in supporting children’s learning. In this month’s FINE newsletter, we feature After School for Cindy, which explores the roles that family members, school staff, and community organizations play in one child’s out-of-school time and demonstrates the importance of family engagement across learning contexts.
A Day in the Life: Family Engagement in Citizen Schools
Emily Schneider-Krzys, the Deputy Program Director of Citizen Schools in Texas, explains how the Citizen Schools program’s focus on creating networks, building intentional relationships, and establishing consistent communication helps to engage families and support student learning.
Strengthen What Happens Outside School to Improve What Happens Inside
This article by Harvard Family Research Project in the April 2009 issue of Phi Delta Kappan offers research-based recommendations for federal education legislation.
The Federal Role in Out-of-School Learning: After-School, Summer Learning, and Family Involvement as Critical Learning Supports
Four decades of research demonstrate that it is necessary to redefine learning—both where and when it takes place—if the country is to achieve the goal of educating all of its children. This report from Harvard Family Research Project (HFRP) makes a research-based case for federal provision of out-of-school complementary learning supports, so that all students gain the skills necessary for success in the 21st century.
Supporting Student Outcomes Through Expanded Learning Opportunities
This paper looks at the role of after school and summer learning programs in supporting student success. The paper explores how to bridge the divide between out-of-school time programs and schools by offering research-derived principles for effective expanded learning partnerships. It was commissioned by Learning Point Associates and the Collaborative for Building After-School Systems (CBASS) as part of a report on school reform and expanded learning.
Strengthening Out-Of-School Time Nonprofits: The Role of Foundations in Building Organizational Capacity
Commissioned by the Wallace Foundation as part of a three-part series, this paper looks at the role that foundations can play in building out-of-school time (OST) nonprofits' organizational capacity. In it, we suggest seven possible approaches to strengthening OST organizations, including methods to ensure that providers become stronger partners with other groups and more adept advocates for their field.
Research Update 3: Highlights From the Out-of-School Time Database
This publication explores how out-of-school time programs use evaluation to inform their programming and serve older youth and their families.
Measurement Tools for Evaluating Out-of-School Time Programs: An Evaluation Resource
This Snapshot describes instruments used by current out-of-school time programs to evaluate their implementation and outcomes.
What is Complementary Learning?
This short publication will give you a quick overview and some concrete examples of complementary learning. It includes information about what complementary learning looks like, some examples of complementary learning systems in practice today, and a description about what is different about complementary learning from traditional programs and services. Finally, we'll introduce you to Marcus, a fictional teenager whose story illustrates how complementary learning can positively affect the lives of students from birth through adolescence.
Testimony by Priscilla Little at the Hearing on "After School Programs: How the Bush Administration's Budget Impacts Children and Families"
HFRP's Priscilla Little testified at the Early Childhood, Elementary, and Secondary Education Subcommittee Hearing, “After School Programs: How the Bush Administration's Budget Impacts Children and Families” for the United States House of Representatives Committee on Education and Labor on March 11, 2008.
After School Programs in the 21st Century: Their Potential and What it Takes to Achieve It
This research brief draws on seminal research and evaluation studies to address two primary questions: (a) Does participation in after school programs make a difference, and, if so (b) what conditions appear to be necessary to achieve positive results? The brief concludes with a set of questions to spur conversation about the evolving role of after school in efforts to expand time and opportunities for children and youth in the 21st century.
Research Update 2: Highlights from the OST Database
Synthesizes findings from the profiles of 13 research and evaluation reports added to the OST Program Research and Evaluation Database in August 2007.
Building Villages to Raise Our Children: Six Volume Set
This set of six volumes offers practical advice for establishing and managing a family support program.
The Quality of School-Age Child Care in After-School Settings
This brief, published by Child Care & Early Education Research Connections, offers an overview of the features of high-quality after school settings, including an examination of key research on links between program quality and developmental outcomes. The brief also reviews current practice in program quality assessment, and a set of quality-related considerations for policymakers.