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All Publications & Resources
Harvard Family Research Project discusses the connection between parents' behavior and adolescents' participation in out-of-school time activities.
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.
In our last issue, we examined the evaluation of professional development in OST and other human service fields. Here, we highlight new resources that have come to our attention since the publication of that issue.
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.
Tena St. Pierre and Claudia Mincemoyer from the Pennsylvania State University's Cooperative Extension Service1 describe lessons learned from implementation and evaluation of a complementary learning pilot program.
An introduction to the issue on Building and Evaluating Out-of-School-Time Connections by HFRP's Founder & Director, Heather B. Weiss, Ed.D.
Dishon Mills from the Boston Public Schools describes a new quality assessment tool that is designed to engage and facilitate collaboration among OST programs, schools, and families.
Lucy Friedman describes how a collaborative after school initiative links with universities and families to promote college and career preparation among middle school youth.
Alison Black and Fred Doolittle from MDRC describe the evaluation of an enhanced academic instruction approach for after school programs.
Susan Porter, Project Director at Cooperative Artists Institute, describes how the Peace Drum Project makes connections with community members through the arts.
Jennifer Maltby from Boston After School & Beyond describes the evaluation design and goals of the Partners for Student Success initiative.
Audrey Hutchinson of National League of Cities Institute for Youth, Education, and Families discusses the evaluation of linked after school services by cities.
Elizabeth Devaney and Hillary Salmons from the Providence After School Alliance describe how a citywide data collection system helps track and improve after school services and strengthen linkages with community organizations, schools, and families.
Holly Morehouse describes how out-of-school time programs connected to the school day transformed one district's school culture.
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.
This double issue of The Evaluation Exchange focuses on creating and evaluating connections between out-of-school time (OST) programs and the other settings in which children and youth live, learn, and play.
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.
This web only version of the New & Noteworthy section features an expanded annotated list of papers, organizations, initiatives, and other resources related to the issue's theme of Building and Evaluating Out-of-School Time Connections.
This Snapshot reviews small-scale experimental evaluations of after school programs, highlighting these studies' evaluation strategies and results.
Robert Pianta from the University of Virginia describes a classroom assessment scoring system that measures teacher–child interactions and serves as the basis for individualized professional development to strengthen teachers' classroom practice.
Mary Russo, principal of the Richard J. Murphy School in Dorchester, Massachusetts, describes the professional development of school staff and school-level practices to assess its impact.
Joan Levy Zlotnik, Mary McCarthy, and Katharine Briar-Lawson review research and evaluation findings on public agency–university partnerships to educate public child welfare workers and the impact of such partnerships on workforce retention.
This web only version of the Promising Practices section features an expanded article by David Eddy Spicer, Roland Stark, and Martha Stone Wiske from WIDE World, describing their process of measuring learning in online professional development.
Veronica Boix Mansilla and Robert Kegan from the Harvard Graduate School of Education describe a new course that uses an integrative approach to help education students learn to “think like an educator.”