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All Publications & Resources
This workshop, Redefining After School Programs to Support Student Achievement, provides an overview of current evaluation research, describes elements of effective after school programs, and discusses a theory of change approach to designing and implementing effective after school programs.
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 provides an overview of what the quasi-experimental and experimental evaluations in the HFRP's OST Database reveal about the impact of out-of-school time programs on an array of academic, prevention, and youth development outcomes. It also includes a resource list of other out-of-school time evaluation reviews and related evaluation information.
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 32-page issue of The Evaluation Exchange describes new developments in evaluating advocacy and policy change efforts that attempt to inform or influence public policy at the local, state, or federal levels.
This 2-day meeting brought together the perspectives of diverse stakeholders to inspire new ideas and foster stronger links between research, practice, and policy. Participants discussed issues of access, quality, professional development, the role of evaluation research, and systems-building efforts.
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.
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.
Efforts include GAP benchmarks; performance-based program budgeting, and the Florida Department of Children and Families accountability system for planning, budgeting, and evaluation.
Efforts include the Policy Council for Children and Families, Family Connection and Community Partnerships, and performance measures mandated by the Budget Accountability and Planning Act of 1993.
Efforts include the Council on Human Investment, Innovation Zones, and the Department of Management's strategic plan.
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 condensed 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.
Efforts include Minnesota Milestones, Children's Services Report Card, Performance Reporting, and Family Services and Children's Mental Health Collaboratives.
Efforts include the state's performance/program budgeting system, the Department of Health and Human Services, and Smart Start.
Efforts include Ohio Family and Children First, Early Start, the Wellness Block Grant, and the Family Stability Incentive Fund.
Efforts include Oregon Benchmarks, the Oregon Commission on Children and Families, the Oregon Option, and the Community Partnership Team.
Efforts include the State Team for Children and Families, Success by Six, and the Department of Education.
Priscilla Little presented the workshop Learning What Works: An Evaluation Overview, providing an overview of what we know about after school evaluation. It examines how programs are collecting meaningful data for accountability and program improvement and what they are finding.
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 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.
This double issue of The Evaluation Exchange examines the current state of and future directions for the family involvement field in research, policy, and practice. Featuring innovative initiatives, new evaluation approaches and findings, and interviews with field leaders, the issue is designed to spark conversation about where the field is today and where it needs to go in the future.
Written for program administrators and staff, this guide offers practical advice for evaluating family support programs.
This set of six volumes offers practical advice for establishing and managing a family support program.
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.