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All Publications & Resources |
Parenting Behaviors and Adolescent OST Participation
Harvard Family Research Project discusses the connection between parents' behavior and adolescents' participation in out-of-school time activities.
Community Service by and for Youth: Supporting OST Programs in Seattle
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.
Professional Development Revisited
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.
Linking School and After School: Strategies for Success
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.
Building Complementary Learning: School and 4-H Linkages
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.
From the Director's Desk
An introduction to the issue on Building and Evaluating Out-of-School-Time Connections by HFRP's Founder & Director, Heather B. Weiss, Ed.D.
Building a Road Map for OST Collaborations
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.
It's Never Too Early: Promoting College Prep in Middle School After School Programs
Lucy Friedman describes how a collaborative after school initiative links with universities and families to promote college and career preparation among middle school youth.
An Impact Evaluation of Academic Instruction for After School Programs
Alison Black and Fred Doolittle from MDRC describe the evaluation of an enhanced academic instruction approach for after school programs.
The Peace Drum Project: Intergenerational Connections Through the Arts
Susan Porter, Project Director at Cooperative Artists Institute, describes how the Peace Drum Project makes connections with community members through the arts.
Evaluating Partners for Student Success
Jennifer Maltby from Boston After School & Beyond describes the evaluation design and goals of the Partners for Student Success initiative.
A Conversation With Audrey Hutchinson
Audrey Hutchinson of National League of Cities Institute for Youth, Education, and Families discusses the evaluation of linked after school services by cities.
Using a Data Management Tool to Better Serve Middle School Youth Across a Variety of Settings
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.
Measuring Change: Out-of-School Time Programs and School Culture
Holly Morehouse describes how out-of-school time programs connected to the school day transformed one district's school culture.
An Emerging Assessment of College Preparation, Media, and Arts Programs
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.
Building and Evaluating Out-of-School Time Connections
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.
Efficacy Trials of Promising After School Programs: Supporting Experimental Studies Through a Research Consortium
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.
New & Noteworthy
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.
New & Noteworthy: Expanded Web Only Version
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.
Learning from Small-Scale Experimental Evaluations of After School Programs
This Snapshot reviews small-scale experimental evaluations of after school programs, highlighting these studies' evaluation strategies and results.
Classroom Observation, Professional Development and Teacher Quality
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.
Teacher Professional Development: How Do We Establish It and Know That It's Working?
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.
Key Strategies to Educate Public Child Welfare Workers and Improve Child Welfare Systems
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.
The Three- Step Assessment Tango: Nurturing and Measuring Learning in Online Professional Development: Expanded Web Only Version
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.
Thinking Like an Educator: An Integrative Approach to Preparing Educators
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.”