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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 issue of The Evaluation Exchange explores the promising practices and challenges associated with taking an enterprise to scale, along with the role that evaluation can and should play in that process. It is the second in our “hard-to-measure” series, which we inaugurated with our Spring 2007 issue on evaluating advocacy.
How to Develop a Logic Model for Districtwide Family Engagement Strategies, a tool from Harvard Family Research Project, guides school districts to create a logic model that can aid in planning, implementing, assessing, and communicating about their systemic family engagement efforts.
A User's Guide to Advocacy Evaluation Planning was developed for advocates, evaluators, and funders who want guidance on how to evaluate advocacy and policy change efforts. This tool takes users through four basic steps that generate the core elements of an advocacy evaluation plan, including what will be measured and how.
This Snapshot describes instruments used by current out-of-school time programs to evaluate their implementation and outcomes.
Christine McWayne and Gigliana Melzi from New York University’s Department of Applied Psychology discuss their investigation of Latino family involvement in early childhood education.
Steven Harvey and Gregory Wood describe how they created a methodology to capture data across a series of parenting workshops.
Brian Yates from American University explains the value of both cost-effectiveness and cost–benefit analyses in promoting investments in family involvement.
John Kalafat from Rutgers University describes how he and his colleagues used Innovative Configuration Analysis to evaluate a statewide family resource initiative’s implementation and impact.
Helen Westmoreland and Suzanne Bouffard describe the evolving evaluation strategy for the national Parental Information and Resource Centers program, the program’s potential to build the family involvement field, and the role of the National PIRC Coordination Center.
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.
Innovation Network describes their methodological innovation—the intense-period debrief—use to engage advocates in evaluative inquiry shortly after a policy window or intense period of action.
Marcia Egbert and Susan Hoechstetter offer nine principles to guide advocacy evaluation, based on a recent and groundbreaking Alliance for Justice tool on this topic.
Justin Louie and Kendall Guthrie of Blueprint Research and Design outline the steps for advocacy and policy change evaluators to follow in using a prospective approach to evaluation.
Authors from the Institute for Health Policy Studies at the University of California, San Francisco describe how they used both macro-level and individual grantee logic models to drive the evaluation design of the Clinic Consortia Policy and Advocacy Program.
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.
Jessica Intrator from the Children's Discovery Museum describes a program that connects youth with a community institution to promote technology skills, health awareness, and positive social and academic outcomes.
Andy Muñoz of City Year and Glenn Zaccara of T-Mobile talk about how their organizations link OST programs, businesses, and communities to support quality programming for youth.
Nathaniel Riggs describes the implementation and evaluation of the Generación Diez program, which connects Latino families with after school programming, social services, and the school community.
Susan Porter, Project Director at Cooperative Artists Institute, describes how the Peace Drum Project makes connections with community members through the arts.
Jim Sass and Craig Blumenthal from LA's BEST describe how the BEST Fit initiative links with multiple organizations to support child and family health.
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.
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.
Holly Morehouse describes how out-of-school time programs connected to the school day transformed one district's school culture.