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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.
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.
Three experts in conducting Family Impact Seminars share their techniques for bringing research about families to legislators in a way that not only grabs their attention, but also supports policy change.
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.
Harvard Family Research Project discusses the connection between parents' behavior and adolescents' participation in out-of-school time activities.
HFRP asked leading family involvement researchers about the most important research questions facing the field today and in the future. The highlights below represent just a cross-section of their responses to the following question: Based on your experience and the state of the family involvement field today, what are the most critical questions or topics for future research?
Rudy Crew, Superintendent of the Miami-Dade County Public Schools, talks about his book, Only Connect, and his efforts to close the achievement gap in Miami-Dade County.
Anne Brady and Julia Coffman of Harvard Family Research Project summarize the long-term evidence about two-generational interventions aimed at improving child development, parenting, and family economics.
Anne Brady and Julia Coffman of Harvard Family Research Project share results and lessons from HFRP's Parenting Study.
Charles Bruner of the Child and Family Policy Center outlines three factors of good family strengthening programs that evaluators are not adequately measuring in their evaluations.
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.
Margaret Caspe from HFRP describes the various measures family intervention and prevention programs use to evaluate family processes.
HFRP talks with five leaders in the family involvement arena about the current state of the field and promising areas for its future.
Jerrell Cassady and Jackie Garvey illustrate how an ongoing, collaborative process between director and evaluator has informed and im-proved the Indiana State PIRC’s programs to support family involvement.
Amy Aparicio Clark and Amanda Dorris describe how the PALMS Project supports educators’ efforts to engage Latino parents in college preparation and enrollment.
Richard Rothstein argues that narrowing the achievement gap requires substantial changes in social policy in addition to extensive school reform.
Director of an organizational development consulting practice, professor, and author, Michael Quinn Patton reveals historical and emerging trends in evaluation practice.
Eric Dearing, from the University of Wyoming, explains some of the basic uses of multilevel modeling, using examples from family involvement research and evaluation.
David Diehl of Family Support America outlines their top evaluation projects: compiling an online national database of family support programs and developing new ways to measure the effectiveness of family support programs.
Carl Dunst, Co-Director of the Orelena Hawks Puckett Institute, urges getting beyond the question of “what works” toward a more detailed scrutiny of the relationship among family support principles, program practice, and family outcomes.
Nancy Dunton of the New York State Department of Social Services discusses the challenges to data capacity for outcome-based accountability.
The purpose of this course is to provide the student with information on a broad array of issues relating to school and community collaboration with families. Systems interventions within the home, school, and community contexts will be considered. Emphasis is placed on system-level consultation theories, research, and practice. The course prepares school professionals to function as consultants in school and community settings.
Kelly Faughnan and Cassandra Wolos of HFRP present two listings of upcoming program evaluations, the first in parent leadership and organizing, the second in family involvement in education.
Paul Gertler, Harry Patrinos, and Marta Rubio-Codina summarize a study on the outcomes associated with a school-based management intervention in Mexico.