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This section features an annotated list of papers, organizations, initiatives, and other resources related to the issue’s theme.
HFRP summarizes key observations raised in this issue of The Evaluation Exchange. Based on findings from research and evaluation, these themes highlight what the field needs to know and do to move family involvement forward in policy and practice.
Mehmet Öztürk discusses findings from a review of evaluations of programs at selective colleges and universities to be used for improving undergraduate academic outcomes for underrepresented minority or disadvantaged students.
HFRP summarizes key observations in this issue of The Evaluation Exchange. Scaling impact often refers to scaling programs or interventions, but ideas, technologies, skills, and policies can also be scaled. Thinking about scale more broadly can reveal possibilities for scaling impact beyond the traditional business model of replication.
This section features an annotated list of papers, organizations, initiatives, and other resources related to this issue’s theme of scaling impact.
The Washington Heights Community Schools Project conducts an evaluation to support educational and health outcomes.
Dr. Gary Orfield, Professor of Education and Social Policy at Harvard University, shares his research on poverty to situate CBIs in the context of the larger social and economic factors that may affect their success.
Cami Anderson and Sybilla Dorros from Harvard Family Research Project describe four new approaches and innovations of established methods for evaluating CBIs with examples.
Roblyn Anderson Brigham and Jennifer Nahas discuss the implications of Brigham Nahas Research Associates’ evaluation of the Children’s Aid Society/Carrera Integrated School Model for expansion of the model to new school settings.
Dennis Arroyo describes the performance-monitoring mechanisms that nongovernment agencies use to make public officials accountable to citizens.
Edith Asibey and David Devlin-Foltz describe the new Continuous Progress website, which helps advocates and grantmakers collaboratively plan and evaluate advocacy efforts.
Catherine Ayoub and Barbara Pan, from the Harvard Graduate School of Education, describe their work collecting and analyzing longitudinal data to supplement national findings from the Early Head Start study.
Stephen Bagnato, Robert Grom, and Leon Haynes describe an evaluation design that provides scientific rigor in a community setting.
Suresh Balakrishnan describes the use of multimedia to disseminate evaluation results in Bangalore, India.
John Bare of the Arthur M. Blank Family Foundation explains how nonprofits can learn about setting evaluation priorities based on storytelling and “sacred bundles.”
John Bare of the Knight Foundation shares his foundation's definition of the term “risk” when it comes to investing in initiatives, borrowing from the language of money managers.
Revery Barnes and Kaira Espinoza of Rising Youth for Social Equity share the results of their youth-run organization serving as the youth evaluation team on a project to reform San Francisco’s juvenile justice system.
Megan Beckett, Sandy Berry, and Kristin Leuschner of RAND Corporation describe a framework approach for transforming research findings into a practical tool for policymakers, parents, and practitioners.
Jay Bell of James Bell Associates describes the National Learning Project Evaluation of the United Way.
Tony Berkley of the W. K. Kellogg Foundation describes the application of a theory of change to a complex initiative to facilitate team learning, strategic management, and program improvement.
Janet Bitner of the Carl Vinson Institute of Government at the University of Georgia, draws on the experiences of Georgia to share some insights about engaging assistance in the development of RBA systems.
Alison Black and Fred Doolittle from MDRC describe the evaluation of an enhanced academic instruction approach for after school programs.
Policy issues need both visibility and momentum to be transformed into political action. Harvard Family Research Project's bellwether methodology helps evaluators assess if both characteristics are emerging.
Susan Blank, Program Officer of the Foundation for Child Development, presents some of her observations from a recent study she conducted of MIS development and use in community-based agencies.
Katrina Bledsoe of the College of New Jersey writes about the inclusion of student voices in the evaluation of an obesity prevention program