Jump to:Page Content
You are seeing this message because your web browser does not support basic web standards. Find out more about why this message is appearing and what you can do to make your experience on this site better.
All Publications & Resources
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 presentation examines the “essential data” that OST providers and intermediaries should consider collecting for an evaluation, and the important role families can play throughout the process.
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.
Erin Harris and Priscilla Little discuss how Harvard Family Research Project used a multidimensional concept of scale to evaluate The Atlantic Philanthropies’ Integrated Learning Cluster strategy.
Elizabeth Reisner of Policy Studies Associates discusses how the learning gains of STC’s children’s literacy program relate to the program’s scaling process: evidence of participant learning influenced the growth and further development of the program positively and powerfully.
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.
Heidi Rosenberg of HFRP and Helen Westmoreland of the Flamboyan Foundation spoke with three evaluators, who share lessons from their experiences in evaluating programs as they went to scale, to discover how evaluation can inform and assess scaling efforts.
Helen Janc Malone of HFRP describes an afterschool program’s strategy for scaling its services and the role of evaluation in the scaling process.
Erin Harris of HFRP reviews the literature on this topic and discusses how nonprofits can successfully scale up an intervention, thus expanding impact to reach larger populations.
Many nonprofits collect data to measure their impact. But as Ginny Deerin, CEO of WINGS for kids, describes, they can also mine a treasure trove of performance data to improve their program models even before they undergo the scaling process.
This publication explores how out-of-school time programs use evaluation to inform their programming and serve older youth and their families.
This Snapshot describes instruments used by current out-of-school time programs to evaluate their implementation and outcomes.
Sharon Hemphill and Holly Kreider describe how the Boys & Girls Clubs of America is implementing and evaluating an initiative that goes “beyond the walls” to support families in order to promote children’s success.
This research brief draws on seminal research and evaluation studies to address two primary questions: (a) Does participation in after school programs make a difference, and, if so (b) what conditions appear to be necessary to achieve positive results? The brief concludes with a set of questions to spur conversation about the evolving role of after school in efforts to expand time and opportunities for children and youth in the 21st century.
Synthesizes findings from the profiles of 13 research and evaluation reports added to the OST Program Research and Evaluation Database in August 2007.
This Research Update synthesizes findings from the profiles of 15 research and evaluation reports added to the Out-of-School Time Program Research and Evaluation Database in December 2006. It highlights strategies for assessing program processes as well as key outcomes and features of programs that promote positive outcomes.
This brief looks at evaluations of 34 academically focused summer programs in order to distill challenges and compile promising strategies for creating quality summer programs.
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.
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.
Barton Hirsch and Larry Hedges present their innovative design for evaluating After School Matters, a Chicago initiative that draws on connections with community members, businesses, and schools.
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.
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.
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.
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.
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.