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All Publications & Resources
The transition to school is a process—not just a one-time event—and begins during children’s preschool years and continues into and on through the early elementary grades. Find out four important things research tells us about the transition.
What is the evidence base to support family engagement in the transition to school? You can check out the articles in this bibliography to read about why transition to school matters for children, families, and communities.
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.
To honor Dr. Martin Luther King, Jr.’s vision of freedom and justice, we highlight key messages from our contributors about transforming family engagement to promote educational equity.
Through its Race to the Top–Early Learning Challenge funds, Massachusetts has created strategic partnerships with museums and libraries, public television, family and community programs, community nonprofits, and public transportation to build a robust and growing statewide family engagement system.
K–12 schools are the foundation for children’s learning, and students in schools with positive climates tend to do well academically. Read about and download a new survey tool that families and school reformers can use to measure parents’ perceptions of school climate.
This Research Spotlight, which follows up on our 2013 fall FINE Newsletter, has been compiled in response to our readers’ interest in using data for continuous improvement.
We are committed to keeping you up to date on what's new in family engagement. View our list of links to current reports, articles, resources, and events in the field.
In this Commentary, Harvard Family Research Project’s Heidi Rosenberg discusses how continuous improvement processes can strengthen family engagement strategies, and outlines the mindset and key practices that organizations need to adopt in order to use data to understand and improve upon their work.
Deborah J. Brown, external evaluator for Save the Children, discusses how continuous improvement processes have helped strengthen one of Save the Children’s language development and pre-literacy programs, Early Steps to School Success.
A new interactive online learning module, Data in Head Start and Early Head Start: Creating a Culture that Embraces Data, developed by the National Center on Program Management and Fiscal Operations, helps Head Start/Early Head Start leaders understand how to use data to inform their decision making.
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.
Afterschool Evaluation 101 is a how-to guide for conducting an evaluation. It is designed to help out-of-school time (OST) program directors who have little or no evaluation experience develop an evaluation strategy. The guide will walk you through the early planning stages, help you select the evaluation design and data collection methods that are best suited to your program, and help you analyze the data and present the results.
This presentation examines the “essential data” that OST providers and intermediaries should consider collecting for an evaluation, and the important role families can play throughout the process.
This brief offers lessons and best practices from foundations across the country on grantmaking to school districts. It offers advice to foundations that are considering school district investments for the first time. It also offers a useful "check" to more experienced foundations that want to examine their thinking and approaches against the lessons and practices of other foundations.
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.
How to Develop a Logic Model for Districtwide Family Engagement Strategies, a tool from Harvard Family Research Project, guides school districts to create a logic model that can aid in planning, implementing, assessing, and communicating about their systemic family engagement efforts.
A User's Guide to Advocacy Evaluation Planning was developed for advocates, evaluators, and funders who want guidance on how to evaluate advocacy and policy change efforts. This tool takes users through four basic steps that generate the core elements of an advocacy evaluation plan, including what will be measured and how.
This brief summarizes Harvard Family Research Project's evaluation findings about the Preschool for California's Children grantmaking program at its 5-year midpoint.
This publication explores how out-of-school time programs use evaluation to inform their programming and serve older youth and their families.
This Snapshot describes instruments used by current out-of-school time programs to evaluate their implementation and outcomes.
This double issue of The Evaluation Exchange examines the current state of and future directions for the family involvement field in research, policy, and practice. Featuring innovative initiatives, new evaluation approaches and findings, and interviews with field leaders, the issue is designed to spark conversation about where the field is today and where it needs to go in the future.
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.
Harvard Family Research Project completed a a case study evaluation of Sports4Kids, a school-based program that that provides opportunities for physical activity and safe, meaningful play at elementary schools. This study examined one program site in Boston, to provide data to test whether Sports4Kids was implemented as planned and achieved its intended outcomes. Data were collected through a variety of instruments, including observations, interviews, and surveys and from a variety of sources, including from teachers, the principal, students, and the program site coordinator.
Synthesizes findings from the profiles of 13 research and evaluation reports added to the OST Program Research and Evaluation Database in August 2007.