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This Snapshot examines the range and scope of activities being implemented in current out-of-school time programs to set a context for understanding the links between program activities and positive outcomes for youth.
This Snapshot describes the common data collection methods used by current out-of-school time programs to evaluate their implementation and outcomes.
Recognizing the critical role that staff play in promoting quality OST programs, in this brief we examine OST professional development efforts and offer a framework for their evaluation.
In addition to summarizing noteworthy articles, research papers, unpublished reports, and books on results-based accountability (RBA), this guide includes a section on RBA sites on the Internet. It includes perspectives from both private and public sectors on how to develop and implement results-based accountability systems, academic literature on RBA theories, and information on how states and localities are developing and implementing RBA systems.
Examine how effective family-strengthening interventions can positively impact families and children in this practitioner-friendly brief from Harvard Family Research Project. Lessons From Family-Strengthening Interventions: Learning From Evidence-Based Practice is based on our review of interventions that have been rigorously evaluated through experimental and quasi-experimental studies. We offer educators, service providers, and evaluators recommendations for creating successful programs and evaluations.
This brief offers an overview of how out-of-school time programs can evaluate their family involvement strategies and practices. It draws on findings from our OST Evaluation Database, interviews, and email correspondence.
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 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 paper examines how communication campaigns with different purposes (individual behavior change and policy change) have been evaluated. It offers a discussion of theories of change that can guide evaluation planning, along with five case studies of completed campaign evaluations. Each case study includes lessons from the evaluation and the paper finishes with a set of cross-case-study lessons gleaned from these evaluations and others.
This report presents what has been happening in the field of public communication campaign evaluation in recent years. It examines evaluation challenges, criticisms, and practice and includes sections on relevant theory, outcomes, and useful methods for designing evaluations. It ends with opportunities for the road ahead.
Book chapter on using mixed methodology in the social sciences. In B. Somekh & C. Lewin (Eds.), Research methods in the social sciences. Thousand Oaks, CA: Sage.
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 Snapshot provides an overview of how researchers are evaluating out-of-school time programs’ engagement with families.
The Harvard Family Research Project (HFRP) Out-of-School Time Program Evaluation Bibliography and Out-of-School Time Program Research and Evaluation Database both provide information on evaluations that have been conducted on sports/recreation and health-related out-of-school time (OST) programs, among other categories.
This publication explores how out-of-school time programs use evaluation to inform their programming and serve older youth and their families.
As part of our evaluation work with United Way Worldwide on the Family Engagement for High School Success Initiative, HFRP worked with 15 local United Way chapters and their surrounding communities to develop comprehensive family engagement strategies through partnerships with schools, students and their families, and the local community, in support of boosting high school graduation rates and academic achievement. This grant report details the planning process with the 15 grantees and the lessons learned during the process.
This report highlights some of the important lessons in designing and developing results-based accountability (RBA) systems, based on the insights gained from studies of eight states: Florida, Georgia, Iowa, Minnesota, North Carolina, Ohio, Oregon, and Vermont. The report includes information on how these states overcame challenges in developing effective RBA systems and what the characteristics of promising RBA efforts are.
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.
This brief offers an in-depth review of logic models and how to construct them. A logic model can be a powerful tool for illustrating a program's theory of change to program staff, partners, funders, and evaluators. Moreover, a completed logic model provides a point of reference against which progress towards achievement of desired outcomes can be measured on an ongoing basis, both through performance measurement and evaluation.
The out-of-school time field has grown rapidly over the past decade, with a constant influx of new voices and approaches. This publication is a summary, but far from a complete review, of organizations active in out-of-school time, grouped by topical area.
These Web documents were produced by HFRP as part of its initial efforts to “map” the out-of-school time field, and detail federal funding streams for out-of-school time programs and related programming alongside their accountability requirements and evaluations. A summary section offers a narrative description of each funding stream. Funding streams are classified as major or minor depending on the amount of money they make available for out-of-school time efforts.
This set of six volumes offers practical advice for establishing and managing a family support program.
Written for program administrators and staff, this guide offers practical advice for evaluating family support programs.
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.