This bibliography contains citations for all the out-of-school time (OST) program evaluations and research studies that Harvard Family Research Project is currently tracking. Some of these evaluations and research studies we have profiled and added to our Out-of-School Time Program Research and Evaluation Database. For those in this bibliography that we have not profiled yet, we do not have detailed information on the evaluations and studies, but we do provide basic program or research study information as well as links to relevant evaluation and research reports.
Last updated
The last update to the bibliography was in April 2009.
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new! 21st Century Community Learning Centers—Brockton Summer School Programs
These programs provide summer math and English instruction to students in grades K–9 in Brockton, Massachusetts, who are struggling learners.
(Academic/Enrichment, Tutoring/Extra Instruction)
DosRemedios, T. (2008). Brockton Public Schools' 21st Century Summer School Programs: An evaluation of implementation. Unpublished manuscript.
updated! 21st Century Community Learning Centers—Broward County, Florida
This program expands services (such as extended learning opportunities, recreational and cultural activities, tutorials, and health services) provided to middle school students and their parents in Broward County, Florida. The goal is to improve behavior and academic performance and prevent or reduce drug use and violence.
(Academic/Enrichment, Prevention)
Rendulic, P., & Green, M. (2002). 21st Century Community Learning Centers evaluation report. Broward County, FL: School Board of Broward County Office of Research and Evaluation. www.broward.k12.fl.us/research_evaluation/Evaluations/21century%20community%20learning%20centers.PDF
updated! 21st Century Community Learning Centers—Florida
This program provides expanded academic enrichment and tutorial activities to help youth attending low-performing schools in Florida to meet local and state academic standards. Other services provided include youth development activities; drug and violence prevention programs; technology education programs; art, music, and recreational programs; counseling; and character education.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
Zhang, J. J., Fleming, D. S., & Bartol, B. L. (2004). The sunshine state does great things for its children: Assessing the effectiveness of 21st Century Community Learning Centers (21st CCLC) program. Tallahassee, FL: Florida Department of Education. www.learningpt.org/gateway/sea/FL_2004GeneralReport.pdf
updated! 21st Century Community Learning Centers—Fort Worth, Texas
Begun in Fort Worth, Texas, in 2001, these centers work to foster a community of lifelong learners. The centers aim to (a) serve children and community members who have the greatest need for expanded learning opportunities; (b) offer a range of high quality educational, developmental, and recreational services; (c) provide participants with educational and social benefits and positive behavioral changes.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
Arce-Agans, I., Ware, A., Stegall, T., Witt, P. A., & King, T. (2003). 21st Century Community Learning Centers year 2 (2002–2003) evaluation report. Fort Worth, TX: Fort Worth Independent School District.
updated! 21st Century Community Learning Centers—Ohio
This program provides expanded academic enrichment opportunities for children attending low-performing schools in Ohio. Tutoring and academic enrichment activities are designed to help students meet local and state academic standards in core subjects (i.e., reading and math).
(Academic/Enrichment, Tutoring/Extra Instruction)
Beers, M., Carr, K., & Moore, M. (2005). Final report: Ohio’s 21st Century Community Learning Centers (CCLC) statewide evaluation: Program year 2004-05. Columbus, OH: Strategic Research Group, Inc. www.learningpt.org/gateway/sea/OH_Evaluation.pdf
updated! 21st Century Community Learning Centers—Texas
First funded in 2003, these programs throughout the state of Texas are designed to (a) provide opportunities for academic enrichment, (b) offer students a wide variety of additional services, programs, and activities, and (c) offer families opportunities for literacy and related educational development.
(Academic/Enrichment, Family/Community Involvement, Multi-Component/Comprehensive)
Texas Education Agency. (2004). 21st Century Community Learning Centers: Evaluation of projects funded for the 2003–04 school year. Austin, TX: Author.
Dodson, M., & McCann, E. (2006). The evaluation of Texas 21st Century Community Learning Center projects: Case study report. Austin, TX: Southwest Educational Development Laboratory Evaluation Services.
Dodson, M., & McCann, E. (2006). The evaluation of Texas 21st Century Community Learning Center projects: Common features of promising afterschool programs in Texas. Austin, TX: Southwest Educational Development Laboratory Evaluation Services.
Moellmer, A., Rapaport, A., Adachi, E. & Sievert, J. (2007). 21st Century Community Learning Centers: Evaluation of projects funded during the 2004–2005 school year. Austin, TX: Texas Education Agency.
Farris, J., Nunnery, J. A., Ross, S. M., & Zoblotsky, T. A. (2008). Texas 21st Century Community Learning Centers: Annual report 2006–07. Naperville, IL: Learning Points Associates.
www.tea.state.tx.us/opge/progeval/OutOfSchoolLearning/index.html
new! 4-H Afterschool–3 California Counties: Life Skills Development
This study examined the effectiveness of 4-H after school programs in three California counties in developing life skills among children in grades K–6.
(Positive Youth Development, Research Studies)
Junge, S. K., Manglallan, S., & Raskauskas, J. (2003). Building life skills through afterschool participation in experiential and cooperative learning. Child Study Journal, 33(3), 165–174.
new! 4-H Council—Texas: Leadership and Emotional Intelligence
Conducted in 2005–2006, this study examines whether higher levels of leadership among Texas 4-H Council members positively correlate with higher levels of emotional intelligence.
(Research Studies)
Leech, K. K., Boleman, C. T., Akers, C., & Boyd, B. L. (2008). Do higher levels of 4-H leadership affect emotional intelligence? Journal of Youth Development, 3(3). www.nae4ha.org/directory/jyd/index.html
new! 4-H Environmental Impact Program—Oklahoma: Youth–Adult Partnerships
Conducted in 2005–2006, this study examined whether youth and adult participants in a 4-H program in Oklahoma perceived youth–adult partnerships as an effective means to enhance youth’s life skills development.
(Research Studies, Youth Leadership)
Sallee, J., & Cox, C. (2008). Perceived effectiveness of youth–adult partnerships on enhancing life skill development through 4-H. Journal of Youth Development, 3(3). www.nae4ha.org/directory/jyd/index.html
new! 4-H Robotics— Nebraska
This statewide initiative in Nebraska offers lessons to children ages 7–11 through after school 4-H clubs focused on teaching participants about robotics.
(Science/Technology/Mathematics)
Barker, B. & Ansorge, J. (2007). Robotics as means to increase achievement scores in an informal learning environment. Journal of Research on Technology Education, 39(3), 229–243.
Barker. S. B., Nugent, G., Grandgenett, N., & Hampton, A. (2008). Examining 4-H Robotics in the learning of science, engineering and technology topics and the related student attitudes. Journal of Youth Development, 2(3). www.nae4ha.org/directory/jyd/index.html
updated! 4-H Study of Positive Youth Development
Begun in 2002, this longitudinal study is designed to test a theoretical model about the role of developmental assets in the promotion of positive youth development. The study focuses on 4-H sites located in 13 states.
(Positive Youth Development, Research Studies)
Theokas, C., Lerner, J. V., Phelps, E., & Lerner, R.M. (2006). Cacophony and change in youth after school activities: Findings from the 4-H study on positive youth development. Journal of Youth Development, 1(1). www.nae4ha.org/directory/jyd/index.html
Li, Y., Bebiroglu, N., Phelps, E., Lerner, R. M., & Lerner, J. V. (2008). School engagement and positive youth development: Findings from the 4-H Study of Positive Youth Development. Journal of Youth Development 3(3). www.nae4ha.org/directory/jyd/index.html
Lerner, R. M., Lerner, J. V., Phelps, E. & Colleagues. (2008). The 4-H study of positive youth development: Report of the findings from the first four waves of data collection: 2002-2003, 2003-2004, 2004-2005, and 2005-2006. Medford, MA: Institute for Applied Research in Youth Development, Tufts University ase.tufts.edu/iaryd/documents/4HStudyAnnualReport2008.pdf
new! 4-H Study of Youth Voice in the Decision-Making Process
This national study examines obstacles to youth voices in the decision-making process in the 4-H youth development program. Data were collected in 2006 through surveys of 4-H program leaders, youth development specialists, and youth agents/educators.
(Research Studies, Youth Leadership)
Fox, J., Tarifa, T., & Machtmes, K. (2008). A qualitative examination of youth voice in the decision-making process within the 4-H Youth Development Program: Promoting promising practices in overcoming barriers. Journal of Youth Development, 3(3). www.nae4ha.org/directory/jyd/index.html
new! 4-H Summer Camps—California
These summer camps serve youth in California through teen-led week-long programs. Camps aim to provide supportive relationships, safety, youth involvement, skill building, and environmental stewardship.
(Positive Youth Development, Youth Leadership)
Bird, M., Borba, J., & Subramaniam, A. (2007). Beyond evaluation: Findings from the California 4-H camp study. Davis: University of California. groups.ucanr.org/_4Hbaseca/files/49276.pdf
new! 4-H Summer Camps—Missouri
These residential summer camps for youth in Missouri focus on life skills development relating to Head (managing and thinking), Heart (relating and caring), Hands (giving and working), and Health (living and being).
(Positive Youth Development)
Ellerbusch, K. M., Calkins, K. F., & Schwarz, J. (2005). An evaluation of the effectiveness of life skill development in Missouri’s 4-H youth resident summer camps: A survey of 4-H campers and their parents. Columbia: University of Missouri Extension. 4h.missouri.edu/resources/evaluation/camp/campreport05.pdf
Missouri Center for 4-H Youth Development. (2007). Missouri 4-H youth resident summer camps: An evaluation of the effectiveness of life skill development in Missouri’s 4-H youth resident summer camps: A survey of 4-H campers and their parents–Summer, 2006. Columbia: University of Missouri Extension. 4h.missouri.edu/resources/evaluation/camp/campreport06.pdf
Klem, M. D., & Nicholson, D. J. (2008). Proven effectiveness of Missouri 4-H Camps in developing life skills in youth. Journal of Youth Development, 2(3). www.nae4ha.org/directory/jyd/index.html
new! 4-H Youth Development Clubs—Florida
These clubs provide youth in Florida with opportunities for leadership, positive adult–youth relationships, and skill-building activities.
(Positive Youth Development, Youth Leadership)
Guion, L. A., & Rivera, B. E. (2008). A descriptive view of the 4-H Club experience through the lens of 4-H youth. Journal of Youth Development, 3(3). www.nae4ha.org/directory/jyd/index.html
new! 4-H Youth Health Officer Program—West Virginia
In 2006, the West Virginia 4-H Program piloted a youth health officer position, staffed by youth selected by their peers. This position leads health activities during club meetings and other 4-H events.
(Health, Youth Leadership)
Clark, B., Bowen, E., Higgins, C., Hutson, Z., Sharps, G., & Waugh, T. (2008). West Virginia’s response to the rotten truth about oral health. Journal of Youth Development, 3(3). www.nae4ha.org/directory/jyd/index.html
new! 4-H Youth in Governance Programs
This initiative, first funded in 2006, was designed to promote statewide adoption of youth participation in larger decision-making roles throughout 4-H youth development in Arizona, Maryland, Missouri, Montana, New Hampshire, and Wyoming.
(Complementary Learning, Youth Leadership)
Jones, K., & Zeldin, S. (2008). Youth–adult partnerships in community decision-making: An evaluation of five state 4-H Youth in Governance Programs. Chevy Chase, MD: National 4-H Council. www.4-hafterschool.org/uploadedFiles/Resource_Guides/4HYIGYAPMiniReport.pdf
new! Accelerated Reading and Mathematics Instruction—Texas
This program funds Texas school districts to provide intensive, targeted instruction for students in grades K–8 identified as at risk for reading or math difficulties. The program uses a three-tiered approach: in the classroom; before, during, or after school; and summer school.
(Complementary Learning, Tutoring/Extra Instruction)
Curry, J. (2008). Accelerated reading and mathematics evaluation report, 2007–2008. Austin, TX: Austin Independent School District. www.austinisd.org/inside/docs/ope_Accelerated_Reading_and_Math_Instruction_Eval.pdf
updated! Achieve Boston Massachusetts Out-of-School Time Workforce Study
This study used available data to outline the characteristics of the OST workforce in Massachusetts in order to help identify the professional development needs of the field.
(Research Studies)
Dennehy, J., & Noam, G. G. (2005). Evidence for action: Strengthening after-school programs for all children and youth: The Massachusetts out-of-school time workforce. Wellesley, MA: Wellesley Centers for Women. www.pearweb.org/pdfs/OSTWorkforceReport.pdf
updated! After-School Math PLUS (ASM+)
This program, which was piloted in New York, New York, and St. Louis, Missouri, in 2004, uses the field of informal education as a venue for underserved youth in grades 3–8 to develop positive attitudes, build conceptual knowledge, and sharpen skills in math.
(Academic/Enrichment, Family/Community Involvement, Science/Technology/Mathematics)
Academy for Educational Development (2005). After-School Math PLUS (ASM+): First year evaluation report. New York: Author.
new! After-School Program for At Risk Children
Begun in 1998, this after school program aims to enhance academic progress of low-income and at-risk elementary and middle school students. The program curriculum is part of a nationwide effort to address the problems of poor school performance and enhance teacher effectiveness.
(Tutoring/Extra Instruction)
Orthner, D. K., Cook, P. G., Rose, R., & Flair, K. (2001). Longitudinal analysis of an after-school program for at risk children. Chapel Hill: University of North Carolina at Chapel Hill.
Orthner, D. K. & Rose, R. (2002). An after-school program for at-risk children: Three year follow-up. Chapel Hill: University of North Carolina at Chapel Hill.
new! After-School Programs Exploring (APEX) Science
In operation 2004–2007, this after school project run by the Miami Museum of Science and Planetarium was designed to enhance the capacity of community-based organizations to deliver quality science after school programming for children ages 5–10 in Miami, Florida.
(Science/Technology/Mathematics)
Institute for Learning Innovation. (2008). Year three summative evaluation. Miami, FL: Miami Science Museum.
new! American Indian Math Project
Initiated in 2007 at a school in Minneapolis, Minnesota, this project aims to increase the math scores, school connectedness, and capacity to become productive adults of American Indian students in grades 5–10 through culturally relevant after school and family activities.
(Culture/Heritage, Family/Community Involvement, Science/Technology/Mathematics)
Pierce, A., & Gaona, M. (2008). American Indian Math Project: Annual evaluation report. St. Paul, MN: Wilder Research. www.wilder.org/reportsummary.0.html?&no_cache=1&tx_ttnews[pointer]=4&tx_ttnews[tt_news]=2093&tx_ttnews[backPid]=111&cHash=4554ceac20
new! Appalachian Regional Commission Oak Ridge National Laboratory Summer Institute for Math/Science/Technology
In operation since 1990, this summer program provides high school students and teachers from the Appalachian region the opportunity to work with mentor scientists on inquiry-based, applied projects in science, math, and computer technology.
(Science/Technology/Mathematics)
Simkin, L. S., & Futch, V. (2006). Evaluation of the Appalachian Regional Commission Oak Ridge National Laboratory Summer Institute for Math/Science/Technology. Washington DC: Appalachian Regional Commission. scs.aed.org/publications/arc_ornl.pdf
updated! Ascend Summer Youth Program
This program for teens in Washington, DC, provides mentoring, workforce readiness awareness, and project-based learning experiences using information technology to address a variety of social, affective, cognitive, and academic outcomes necessary for postsecondary success.
(Positive Youth Development, Science/Technology/Mathematics, Vocational Education)
Nielsen, N. (2005). Evaluation of the Ascend Summer Youth Program 2005: Summative report. Washington, DC: Ascend, Inc. policyweb.sri.com/cep/projects/displayProject.jsp?Nick=easyp
new! Baltimore After School Strategy
Launched in 1998, this city-wide initiative supports the development of an after school system and infrastructure as well as after school programs’ expansion and quality improvement in Baltimore, Maryland.
(System-Building)
Marzke, C., & Pearson, L. (2003). Assessing after-school program quality in Baltimore: Interim findings of an in-depth study of eight programs. Washington, DC: Policy Studies Associates. safeandsound.org/files/public/documents/PSA09-03interim.pdf
new! Baltimore County Middle School After-School Collaboration Project: Study of Adolescent Attrition
Conducted during the 2006–2007 school year, this study identifies the reasons for nonattendance in a sample of after school programs serving middle school students in Baltimore County, Maryland.
(Research Studies)
Okeke, L. (2008). Attrition in adolescent after-school programs: Addressing the concern via interviews with program dropouts. Journal of Youth Development, 3(3). www.nae4ha.org/directory/jyd/index.html
updated! Big Brothers and Big Sisters of America Program
Founded in 1904, this program has nationwide affiliates that provide one-on-one mentoring to at-risk youth between the ages of 10 and 16.
(Mentoring)
Grossman, J. B., & Tierney, J. P. (1998). Does mentoring work? An impact study of the Big Brothers Big Sisters program. Evaluation Review, 22(3), 402–425.
Rhodes, J. E., Grossman, J. B., & Resch, N. L. (2000). Agents of change: Pathways through which mentoring relationships influence adolescents’ academic adjustment. Child Development, 71, 1662–1671.
Tierney, J. P., Grossman, J. B., & Resch, N. L. (2000). Making a difference: An impact study of Big Brothers Big Sisters. Philadelphia: Public/Private Ventures. www.ppv.org/ppv/publications/publications.asp?search_id=20
Grossman, J. B., & Rhodes, J. E. (2002). The test of time: Predictors and effects of duration in youth mentoring relationships. American Journal of Community Psychology, 30(2), 199–219.
Rhodes, J. E., Reddy, R., & Grossman, J. B. (2005). The protective influence of mentoring on adolescents’ substance use: Direct and indirect pathways. Applied Developmental Science, 9, 31–47.
Herrera, C., Grossman, J. B., Kauh, T. J., Feldman, A. F. & McMaken, J. (2007). Making a difference in schools: The Big Brothers Big Sisters school-based mentoring impact study. Philadelphia, PA: Public/Private Ventures. www.ppv.org/ppv/publications/assets/220_publication.pdf
Herrera, C., Kauh, T. J., Conney, S. M., Grossman, J. B., & McMaken, J. (2008). High school students as mentors: Findings from the Big Brothers Big Sisters school-based mentoring impact study. Philadelphia: Public/Private Ventures. www.ppv.org/ppv/publications/assets/252_publication.pdf
new! Boston’s After-School for All Partnership School Sites Initiative
This initiative, begun in 2001, seeks to expand existing school-based after school programs in Boston, Massachusetts.
(System-Building)
Kaplan, C. (2004). Opening doors for Boston’s children: Lessons learned in expanding school-based after-school programs. Boston: Boston’s After-School for All Partnership. www.tbf.org/UtilityNavigation/MultimediaLibrary/ReportsDetail.aspx?id=5834&parentId=9388
new! Boy Scouts of America—Indianhead Council
This council provides programs in several Minnesota counties for boys ages 6–20 and girls ages 14–20 that strengthen character, self-esteem, and the ability to work with others.
(Positive Youth Development)
Nelson-Christinedaughter, J., & Owen, G. (2001). Indianhead Council Boy Scouts of America: An analysis of risk characteristics of youth scouting participants as reported by leaders, and behavior and attitude changes as reported by youth and their parents. St. Paul, MN: Wilder Research Center. www.wilder.org/reportsummary.0.html?&no_cache=1&tx_ttnews[swords]=boy%20scouts&tx_ttnews[tt_news]=1118&tx_ttnews[backPid]=311&cHash=ce1a8f4a39
new! Boy Scouts of America—Northern Star Council
This council serves boys ages 6–21 in central Minnesota and four counties in Western Wisconsin. The council’s mission is to lead youth to be healthy, contributing citizens and leaders in their families, communities and the world.
(Positive Youth Development, Youth Leadership)
Skrypek, M., & Hardeman, R. (2008). Northern Star Council Boy Scouts of America school outcomes study: Comparing academic performance and school behavior of Boy Scouts and non-Scouts. St. Paul, MN: Wilder Research. www.wilder.org/reportsummary.0.html?&no_cache=1&tx_ttnews[pointer]=2&tx_ttnews[tt_news]=2099&tx_ttnews[backPid]=111&cHash=c9a55b4fb3
updated! Boys & Girls Clubs of America—Increasing Opportunities for Older Youth Initiative
This initiative is aimed at increasing participation of at-risk youth in Boys and Girls Clubs in New York City, New York, and Boston, Massachusetts, and is focused on outreach, retention, and improved programming.
(System-Building)
Herrera, C., & Arbreton, A. J. A. (2003). Increasing opportunities for older youth in after-school programs: A report on the experiences of Boys & Girls Clubs in Boston and New York City. Philadelphia: Public/Private Ventures. www.ppv.org/ppv/publication.asp?section_id=23&search_id=&publication_id=146
updated! Boys & Girls Clubs of America—national
Begun in 1860, this community-based national organization seeks to improve the psychosocial development of youth while also inspiring them to become productive and responsive citizens. BGCA provides youth with a safe place to learn, ongoing relationships with caring professionals and life-enhancing programs.
(Positive Youth Development, Service-Learning/Civic Engagement)
Anderson-Butcher, D., Newsome, W. S., & Ferrari, T. M. (2003). Participation in Boys and Girls Clubs and relationships to youth outcomes. Journal of Community Psychology, 31(1), 39–53.
Roffman, J. G., Pagano, M. E., & Hirsch, B. J. (2001). Youth functioning and experiences in inner-city after-school programs among age, gender, and race groups. Journal of Child and Family Studies, 10(1), 85–100.
Arbreton, A. J. A., Sheldon, J., & Herrera, C. (2005). Beyond safe havens: A synthesis of research on the Boys & Girls Clubs. Philadelphia, PA: Public/Private Ventures. www.ppv.org/ppv/publications/publications.asp?search_id=20
Arbreton, A., Bradshaw, M. Metz, R., & Sheldon J. (2008). More time for teens: Understanding teen participation—frequency, intensity and duration—in Boys & Girls Clubs. Philadelphia: Public/Private Ventures. www.ppv.org/ppv/publication.asp?section_id=23&search_id=0&publication_id=231
updated! Boys & Girls Clubs—Gang Prevention Through Targeted Outreach Program
This program was initiated nationwide in 1991 to help Boys & Girls Clubs build a network of community representatives to assess local gang problems, recruit youth at risk of gang membership, and reduce gang involvement by providing these at-risk youth with alternative activities. The program offers youth activities centered around character and leadership development; health and life skills; the arts; sports, fitness, and recreation; and education.
(Complementary Learning, Multi-Component/Comprehensive, Prevention)
Arbreton, A. J. A., & McClanahan. (2005). Targeted outreach: Boys & Girls Clubs of America's approach to gang prevention and intervention. Philadelphia: Public/Private Ventures. www.ppv.org/ppv/publications/assets/148_publication.pdf
new! Capturing Youth Voice to Assess Learning in Urban Youth Development Programs
This study assesses the nature of the learning experiences and the learning environments in urban youth out-of-school programs.
(Complementary Learning, Research Studies)
Skuza, J. A., & Russo, J. P. (2008). Capturing youth voice to assess learning in urban youth development programs. Journal of Youth Development, 2(3). www.nae4ha.org/directory/jyd/index.html
new! College Station After-School Program and Time Use Study
This study, conducted 1997–1998, explores patterns of children's after school time use in College Station, Texas, to help determine any additional needed services in that city.
(Academic/Enrichment, Research Studies, Sports/Recreation)
Bundrick, D., & Witt, P. A. (1998). College Station after-school program and time use study. College Station: Texas A&M University. www.rpts.tamu.edu/Faculty/Witt/wittpub9.htm
updated! Communities Organizing Resources to Advance Learning (CORAL) Initiative
Begun in 2001, this initiative in California works to link communities, institutions, and residents around the common goal of improving youth academic achievement through the provision of structured literacy programming and enriching out-of-school time opportunities.
(Academic/Enrichment, Literacy, System-Building)
Arbreton, A. J. A., Goldsmith, J., & Sheldon, J. (2005). Launching literacy in after-school programs: Early lessons from the CORAL Initiative. Philadelphia, PA: Public/Private Ventures. www.ppv.org/ppv/publications/publications.asp?search_id=20
Walker, G. (2007). Midcourse corrections to a major initiative. A report on the James Irvine Foundation’s CORAL Experience. Philadelpia, PA: Public/Private Ventures. www.irvine.org/assets/pdf/pubs/evaluation/Midcourse_Corrections.pdf
Arbreton, A. , Sheldon, J., Bradshaw, M., & Goldsmith J. (with Jucovy, L., & Pepper, S.). (2008). Advancing achievement findings from an independent evaluation of a major after-school initiative. Philadelphia, PA: Public/Private Ventures. www.ppv.org/ppv/publications/assets/225_publication.pdf
updated! Community Access to Technology Program
Since 1999, the Community Access to Technology (CAT) program has made grants to a wide variety of Washington State nonprofits that improve clients’ lives by providing access to and hands-on training in technology. To evaluate the collective impact of programs sponsored by the CAT program, a multiyear study was conducted of out-of-school time programs that use technology as a learning tool for low-income youth in Washington state.
(Science/Technology/Mathematics)
MGS Consulting. (2008). Community Access to Technology Program: Evaluation report—Year 3. Seattle, WA: Bill & Melinda Gates Foundation. communitiesconnect.wikispaces.com/Outcomes+Measurement+and+Evaluation
new! Cost of Out-of-School Time Study
This study examines the costs of 111 diverse, quality out-of-school time programs in 6 cities: Boston, Massachusetts; Charlotte, North Carolina; Chicago, Illinois; Denver, Colorado; New York, New York; and Seattle, Washington.
(Research Studies)
Lind, C., Relave, N., Deich, S., Grossman, J., & Gersick, A. (2006). The costs of out-of-school-time programs: A review of the available evidence. Philadelphia: Public/Private Ventures. www.wallacefoundation.org/KnowledgeCenter/KnowledgeTopics/CurrentAreasofFocus/Out-Of-SchoolLearning/Pages/costs-of-ost-programs.aspx
Grossman, J. B., Lind, C., Hayes, C., McMaken, J., & Gersick, A. (2009). The cost of quality out-of-school-time programs. Philadelphia: Public/Private Ventures. www.wallacefoundation.org/KnowledgeCenter/KnowledgeTopics/CurrentAreasofFocus/Out-Of-SchoolLearning/Pages/The-Cost-of-Quality-Out-of-School-Time-Programs.aspx
updated! Creating Family Lasting Connections
Developed in 1988, this program offers evening trainings to teens and their parents in Kentucky church communities to build families’ resilience in order to help decrease and prevent substance abuse.
(Complementary Learning, Family/Community Involvement, Prevention)
Johnson, K., & Strader, T. (1996). Reducing alcohol and other drug use by strengthening community, family, and youth resiliency: An evaluation of the Creating Lasting Connections Program. Journal of Adolescent Research, 11(1), 36–67.
Strader, T., Collins, D., Noe, T. & Johnson, K. (1997). Mobilizing church communities for alcohol and other drug abuse prevention through the use of volunteer church advocate teams. The Journal of Volunteer Administration, 15(2), 27.
Johnson, K., Bryant, D. D., Collins, D. A., Noe, T. D., Strader, T. N., & Berbaum, M. (1998). Preventing and reducing alcohol and other drug use among high-risk youths by increasing family resilience. Social Work, 43(4), 297–308.
Johnson, K., Noe, T., Collins, D., Strader, T. N. & Bucholtz G. (2000). Mobilizing church communities to prevent alcohol and other drug abuse: A model strategy and its evaluation. Journal of Community Practice. 7(2), 1–27.
Strader, T. N., Noe, T., & Collins, D. (2000) Building healthy individuals, families, and communities: Creating Lasting Connections. Kluwer Academic/Plenum Publishing Corporation.
new! Developing Social Capital Through Participation in Organized Youth Programs
This study explores how three organized youth programs serve as a context in which youth are connected to resource-bearing adults in the community who promote social capital development. Two of the programs, one of which focused on arts education and the other on youth activism, are located in a large Midwestern city. The third is an agriculture-focused after school program located in a small rural community.
(Complementary Learning, Positive Youth Development, Research Studies)
Jarrett, R. L., Sullivan, P. J., & Watkins, N. D. (2005). Developing social capital through participation in organized youth programs: Qualitative insights from three programs. Journal of Community Psychology, 33(1), 41–55. www.youthdev.uiuc.edu/Documents/JarrettSullivanWatkins2005.pdf
new! East Side Learning Center
Begun in 2001, this one-on-one after school tutoring program serves students in grades K–4 who read below grade level and live or attend school on the east side of St. Paul, Minnesota.
(Tutoring/Extra Instruction)
Schultz, J. L., & Mueller, D. (2007). Evaluation of the East Side Learning Center tutoring program. St. Paul, MN: Wilder Research. www.wilder.org/reportsummary.0.html?tx_ttnews[tt_news]=1969
new! Elementary Institute of Science—San Diego
This science enrichment center in San Diego County, California, offers science and technology programs to students ages 7–15 through after school, Saturday, and summer programs.
(Science/Technology/Mathematics)
Quintanilla, G., & Packard, T. (2002). A participatory evaluation of an inner-city science enrichment program. Evaluation and Program Planning, 25(1), 15–22. www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6V7V-44CGYJP-1&_user=10&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=39b955bb88b89911d33a3366603fb741
new! Elements of a Quality After School Program —Stark County, Ohio
This study, conducted in 2002, examined the elements of quality extended learning or after school child care in Stark County, Ohio. The purpose of the study was to create a tool with criteria for the selection of programs to be funded by foundations and a tool for the validation of the effectiveness of funded programs.
(Research Studies)
O’Neill, A., Rochford, J., & Wales, J. (2002). Elements of a quality after school program: Formulating a Stark County vision. Canton, OH: Stark Education Partnership. www.edpartner.org/pdfs/afterschool.pdf
updated! Extended Learning Opportunities Summer Program
This summer program provides instruction in reading/language and math to students entering kindergarten through third grade in Title I schools in Montgomery County, Maryland, with the highest concentration of students receiving free and reduced-price meals and English-for-speakers-of-other-languages services.
(Tutoring/Extra Instruction)
Sumonu, K., Larson, J., Van Horn, Y., Cooper-Martin, E., & Nielsen, J. (2002). Evaluation of the Extended Learning Opportunities Summer Program. Rockville, MD: Office of Shared Accountability, Montgomery County Public Schools. sharedaccountability.mcpsprimetime.org/reports/list.php?selection=653
updated! Extended School Services in Kentucky
Begun in 1990, these programs are intended to provide continuing education programs for kindergarten through 12th grade students in Kentucky who need more time to be successful.
(Tutoring/Extra Instruction)
Kentucky Department of Education. (1995). Annual report on the impact of Extended School Service programs. Frankfort, KY: Author.
Kentucky Department of Education. (1995). Five-year status report on the impact of Extended School Services. Frankfort, KY: Author.
Kentucky Department of Education. (1996). Annual report on the impact of Extended School Service programs. Frankfort, KY: Author.
Office of Educational Accountability. (1998). Annual report. Frankfort, KY: Author.
Kentucky Department of Education. (2000). Annual report on the impact of Extended School Service Programs. Frankfort, KY: Author.
Nesselrodt, P. S., & Schaffer, E. C. (2000). External evaluation of Kentucky's Extended School Services. Carlisle, PA: Dickinson College.
Office of Educational Accountability. (2000). Annual report. Frankfort, KY: Author.
Cowley, K. S., & Meehan, M. L. (2001). Perceptions of Kentucky's Extended School Services Program by district and school coordinators. Charleston, WV: AEL, Inc. www.e-archives.ky.gov/pubs/Education/Research%20reports/ReportPerceptions_of_KYs_ESSProgrambyDistrictandSCFI.pdf
Meehan, M. L., Cowley, K. S., Chadwick, K., Schumacher, D., & Hauser, B. (2004). Evaluation of a ten-year statewide after-school program for struggling learners. Charleston, WV: Appalachia Educational Laboratory.
Seiler, M. F., Chilton, K., Nelson, D., Alexander, A., Landy, B., Olds, et al. (2008). A review of the Extended School Services Program. Research Report No. 353. Frankfort, KY: Legislative Research Commission. www.lrc.ky.gov/lrcpubs/RR353.pdf
updated! Fifth Dimension/University-Community Links
Begun in 1986, this after school programming approach is used by Boys and Girls Clubs, YMCAs and YWCAs, recreation centers, and public schools in several countries, including the U.S., with a special focus in California. It provides a way to increase the educational programming of such institutions without substantially increasing the costs of operation.
(Academic/Enrichment, Literacy, Science/Technology/Mathematics)
Blanton, W. E., Moorman, G. B., & Zimmerman, S. J. (n.d.). Ways of knowing, ways of doing, ways of transporting: Mastering social practices in the Fifth Dimension. Boone, NC: College of Education Appalachian State University, Laboratory of Learning and Technology.
DeKes-Woodruff, M., & Waldorf, J. (1995). Educational telecommunication usage in an after school environment: Using recreational practices toward educational goals. Electronic Journal of Communication, 5(4).
DeKes-Woodruff, M., & Waldorf, J. (1995). Educational telecommunication usage in an after school environment: Using recreational practices toward educational goals. Electronic Journal of Communication, 5(4).
Blanton, W. E., Moorman, G. B., Hayes, B. A., & Warner, M. L. (1997). Effects of participation in the Fifth Dimension on far transfer. Journal of Educational Computing Research, 16, 371–396.
Schustack, M. W., Strauss, R., & Worden, P. E. (1997). Learning about technology in a non-instructional environment. Journal of Educational Computing Research, 16, 337–352.
Mayer, R. E., Quilici, J., Moreno, R., Durán, R., Woodbridge, S., Simon, R., et al. (1997). Cognitive consequences of participation in a Fifth Dimension after-school computer club. Journal of Educational Computing Research, 16, 353–369.
Mayer, R. E., Quilici, J. H., & Moreno, R. (1999). What is learned in an after-school computer club? Journal of Educational Computing Research, 20, 223–235.
Sturak, T. L. (2000). Evaluation of Expedition: Computers and archaeology after school. Berkeley: University of California at Berkeley, Interactive University Project.
Klein, A., & Starkey, P. (2000). Enhancing low-income children's early achievement in an academically enriched after-school program: The UC Links program. In N. H. Gabelko (Ed.), Toward a collective wisdom: Forging successful educational partnerships (pp. 43–55). Berkeley: University of California, ECO Center.
Greene, M. W., & Zimmerman, S. O. (2000). The effects of Fifth Dimension on preservice teacher beliefs. Paper presented at the meeting of the Society for Information Technology & Teacher Education, San Diego, CA.
Sturak, T. L. (2001). Expedition-computers and archaeology after school: Year-end report, 2000–2001. Berkeley: University of California at Berkeley, Interactive University Project.
Gauvain, M., & Borthwick-Duffy, S. (in press). Building children's computer competence along with their social and intellectual confidence in an after-school program. In M. Rabinowitz, F. C. Blumberg, & H. Everson (Eds.), The impact of media and technology on education. Mahwah, NJ: Erlbaum.
updated! Fort Worth After School Program
Initiated in 2000, this initiative provides after school programs for Fort Worth, Texas, youth at elementary and middle school sites. Program goals revolve around educational competence, physical and social development, and crime reduction. Services include homework assistance, tutoring, snacks, cultural and recreational activities, and mentoring.
(Academic/Enrichment, Positive Youth Development, Tutoring/Extra Instruction)
Witt, P. A., & King, T. (2001). Fort Worth After School Program: “A diamond in the rough.” First year evaluation. College Station: Texas A&M University.
Witt, P.A., King, T., & Lee, J. H. (2002). Fort Worth After School second yearevaluation. College Station: Texas A&M University. www.rpts.tamu.edu/faculty/witt/Fortworthreports/FortWorth2002Report.pdf
Witt, P. A., King, T., & Montandoni, K. (2003). Fort Worth After School third year evaluation. College Station: Texas A&M University. www.rpts.tamu.edu/faculty/witt/Fortworthreports/FortWorth2003Report.pdf
Witt, P.A., King, T., & Cronan, M. (2004). Fourth year evaluation: Fort Worth After School. College Station: Texas A&M University. www.rpts.tamu.edu/faculty/witt/Fortworthreports/FortWorth2004Report.pdf
Witt, P. A., King T., Justice, L., Oh, J., & Brown B. (2005). Fifth year evaluation: Fort Worth After School. College Station: Texas A&M University.
Witt, P. A., & King, T. (2008). Fort Worth After School 2007–08 evaluation report. College Station: Texas A&M University. www.rpts.tamu.edu/Faculty/Witt/FWASREPORTFINA2008.pdf
new! FunLIFE (Learning to Improve Fitness and Eating)
Begun in 2004 by a university in the western United States, this summer camp provides elementary school-aged children with programming designed to teach age-appropriate healthy lifestyles focusing on nutrition and physical activity.
(Health, Sports/Recreation)
Ogle, J. P., Carroll, J., Butki, B., Damhorst, M. L., & Baker, S. (2008). Examining the potential unintended effects of a healthful living curriculum upon children’s weight-related beliefs, body satisfaction, and body build stereotypes. Journal of Youth Development, 3(3). www.nae4ha.org/directory/jyd/index.html
updated! Gevirtz Summer Academy
This summer school program was implemented at four Santa Barbara, California, elementary schools in 1998. The program is intended to provide learning opportunities to fifth and sixth graders that are closely tied with the district's curricular standards, but which were taught in a more experiential, integrated way, combining science, math, and language arts.
(Academic/Enrichment, Literacy, Science/Technology/Mathematics)
Brenner, M., Hudley, C., Jimerson, S., & Okamoto, Y. (2003). 3 year evaluation of the Gevirtz Summer Academy – 1998–2000. University of California, Santa Barbara Gevirtz Graduate School of Education—Gevirtz Research Center. Evaluation information available at education.ucsb.edu/grc/summeracademy.htm.
new! Girls Inc.—Thinking SMART Program
Begun in 2002 and completed in 2007, this informal science and engineering project served adolescent girls at sites in Alabama, California, Indiana, Massachusetts, New Hampshire, New Mexico, and Tennessee. The program targeted girls from low-income and single-parent families, of diverse ethnic and cultural backgrounds, and with disabilities. The goals of the project were to increase girls’ interest in pursuing education and careers in science, technology, engineering, and math fields.
(Science/Technology/Mathematics)
Bruschi, B. (2008). Final summative evaluation report: Girls Inc. Thinking SMART Program. Indianapolis, IN: Girls Incorporated National Resource Center.
updated! KindergARTen Summer Camp
Begun in 2004, this summer program for low-income children in Baltimore, Maryland, provides kindergarteners with enrichment experiences in literacy and fine arts.
(Academic/Enrichment, Arts, Literacy)
Borman, G. D., Dowling, N. M., Fairchild, R., & Libit, J. (2005). Halting the summer achievement slide: A randomized evaluation of the KindergARTen Summer Camp. Baltimore: Johns Hopkins University Center for Summer Learning.
Borman, G. D., Dowling, N. M., Fairchild, R., & Libit, J. (2007). Halting the summer achievement slide: The evaluation of the 2006 KindergARTen Summer Camp. Baltimore: Johns Hopkins University Center for Summer Learning. www.summerlearning.org/index.php?option=com_content&task=view&id=90&Itemid=412
new! Latino Participation in Youth Development Programs Study
This study examines the cultural and contextual factors that influence Latino participation in youth programs. Data were collected on Latino youth ages 9–19 from urban communities in Michigan.
(Complementary Learning, Culture/Heritage, Research Studies)
Borden, L. M., Perkins, D. F., Villarruel, F. A., Carleton-Hug, A., Stone, M. R., & Keith, J. G. (2006). Challenges and opportunities to Latino youth development: Increasing meaningful participation in youth development programs. Hispanic Journal of Behavioral Sciences, 28(2), 187–208.
updated! Learn and Serve America
This organization supports service-learning programs in schools and community organizations across the country that help students from kindergarten through college meet community needs, while improving their academic skills and learning the habits of good citizenship.
(Academic/Enrichment, Complementary Learning, Service-Learning/Civic Engagement)
Orr, L., & Melchior, A. (1995). Final report: National evaluation of Serve-America (Subtitle B1). Cambridge, MA: Abt Associates. www.abtassociates.com/reports/D19951202.pdf
Melchior, A. (1998) National evaluation of Learn and Serve America school and community based programs: Final report. Waltham, MA: Center for Human Resources, Brandeis University.
updated! Massachusetts Department of Education's Out-of-School Time Programs
The Massachusetts Department of Education offers two out-school time initiatives: the After-School and Out-of-School Time Program and 21st Century Community Learning Centers Program. These initiatives aim to establish and expand programs in Massachusetts that operate during out-of-school hours and provide students with academic enrichment opportunities along with other activities designed to complement the students' regular academic program.
(Academic/Enrichment)
Miller, B. M., Surr, W. B., Resnick, K., & Church, K. (2003). Building an outcome evaluation system for the Massachusetts Department of Education's 21st Century Community Learning Centers & After-School and Out-of-School Time Grantees: Progress report on outcomes for FY '02. Malden, MA: Massachusetts Department of Education.
Resnick, K. (2004). Building an outcome evaluation system: 21st Century Community Learning Centers & After-School and Out-of-School Time Programs report on outcomes for FY 2003. Malden, MA: Massachusetts Department of Education.
updated! Museum Youth Initiative
The goal of this initiative is to strengthen the ability of California museums to contribute to the education of young people during out-of-school hours.
(Academic/Enrichment, Positive Youth Development, System-Building)
The James Irvine Foundation. (2005). Museums after school: How museums are reaching kids, partnering with schools, and making a difference. San Francisco: Author. www.irvine.org/assets/pdf/pubs/former/Museums_After_School.pdf
new! Neighborhood Context and the Link Between After-School Activities and Developmental Outcomes
This study examines links between youth’s after school activity participation and developmental outcomes (anxiety/depression, delinquency, and substance use) and whether neighborhood-level variables moderate these links. Data were collected 1995–2001 from a sample of 9- and 12-year-old youth from 80 Chicago, Illinois, neighborhoods.
(Positive Youth Development, Prevention, Research Studies)
Fauth, R. C., Roth, J. L., & Brooks-Gunn, J. (2007). Does the neighborhood context alter the link between youth’s after-school time activities and developmental outcomes? A multilevel analysis. Developmental Psychology, 43(3), 760–777. psycnet.apa.org/?fa=main.doiLanding&doi=10.1037/0012-1649.43.3.760
updated! New Jersey After 3
Initiated in 2005, this initiative seeks to increase the number of after school programs for youth in New Jersey that provide a safe environment during after school hours, offer enriching academic activities and homework assistance, and expose youth to nurturing adults and meaningful experiences that promote intellectual, physical, social, and artistic development.
(Academic/Enrichment, Positive Youth Development, System-Building)
Kim, J. H., Miller, T. D., Reisner, E. R., & Walking Eagle, K. P. (2006). Evaluation of New Jersey After 3: First-year report on programs and participants. Washington, DC: Policy Studies Associates, Inc. www.policystudies.com/studies/youth/NJ%20After%203%20Year%201%20Report.pdf
Walking Eagle, K. P., Miller, T. D., Reisner, E. R., LeFleur, J. C. J., Mielke, M. B., Edwards, S. K., & Farber, M. H. (2008). Increasing opportunities for academic and social development in 2006–07: Evaluation of New Jersey After 3. Washington, DC: Policy Studies Associates, Inc. www.policystudies.com/studies/youth/NJA3%20Year%202%20report.pdf
updated! Newton Summer Academy
This summer academy was piloted in Columbus, Missouri, in 1997. The program was designed to increase or maintain high school girls' interest and participation in the physical sciences.
(Science/Technology/Mathematics)
Chandrasekhar, M., Phillips, K. A., Litherland, R., & Barrow, L. H. (1999, March). Science interests and experiences for high school girls in a summer integrated program. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Boston, MA. epic.physics.missouri.edu/PDF%20files/Narst_99_paper_a.pdf
Phillips, K. A. (2000). High school females' interests in physical science and related careers one year after participation in a summer intervention program. Unpublished doctoral dissertation, University of Missouri-Columbus.
Phillips, K. A., Chandrasekhar, M., Barrow, L., & Litherland, R. (2000, April). Physical science interests and strong interest inventory profiles of females in a residential summer program. Paper presented at the annual meeting of the National Association for Research in Science Teaching, New Orleans, LA. epic.physics.missouri.edu/PDF%20files/NARST_2000_Paper.pdf
updated! North Carolina Support Our Students (SOS) Initiative
Started in 1994, this initiative is an effort by the state of North Carolina to encourage quality after school programs for students in both urban and rural communities. The goals of the program are to reduce juvenile crime and the number of young people who are unsupervised after school; improve academic performance, attitudes, and behavior; meet the physical, intellectual, emotional, and social needs of young people; involve adult community volunteers; improve the coordination of existing resources; and enhance collaboration between agencies.
(Academic/Enrichment, Positive Youth Development, Prevention)
Johnson, J. (1999). North Carolina Support Our Students: 1998–1999 evaluation report. Raleigh-Durham, NC: EDSTAR.
Johnson, J. L., & Jenkins, D. R. (2000). North Carolina's Support Our Students: Evaluation report for school year 1999–2000. Raleigh-Durham, NC: EDSTAR.
EDSTAR. (2001). North Carolina's Support Our Students: Evaluation report for school year 2000–2001. Raleigh-Durham, NC: Author.
EDSTAR. (2002). Evaluation report: North Carolina Support Our Students: 2001–2002. Raleigh-Durham, NC: Author.
Johnson, J. (2004). Evaluation report: North Carolina Support Our Students: 2003–2004. Raleigh-Durham, NC: EDSTAR.
Johnson, J. L. (2003). North Carolina Support Our Students evaluation 2002–2003. Raleigh, NC: North Carolina Department of Juvenile Justice.
Johnson, J. L. (2004).Evaluation report. Support Our Students North Carolina 2003–2004. Raleigh-Durham, NC: EDSTAR. www.juvjus.state.nc.us/resources/statistics_legislative/04-05/SOSLegislative0304.doc
Johnson, J. L. (2005).Evaluation report. Support Our Students North Carolina 2004–2005. Raleigh-Durham, NC: EDSTAR. DRAFT.
Johnson, J. L. (2007). North Carolina Support Our Students evaluation 1997–2006. Raleigh, NC: North Carolina Department of Juvenile Justice.
new! Photonics Leaders
Begun in 2005 at North Carolina State University, this program seeks to enhance access to science classes and careers for all students, especially minority students, by giving them opportunities to participate in real scientific investigations making use of a variety of technological tools. The curriculum includes weekday and Saturday activities during the school year and summer activities.
(Science/Technology/Mathematics)
Hall, M., Campbell, B., & Johnson, J. (2007). Evaluation of Photonics Leaders. Raleigh: North Carolina State University.
new! Positive Youth Development Collaborative
This program teaches substance use prevention skills and also includes health education and cultural heritage activities in an urban after school setting.
(Prevention)
Tebes J. K., Feinn, R., Vanderploeg, J. J., Chinman, M. J., Shepard, J., Brabham, T., et al. (2007). Impact of a positive youth development program in urban after-school settings on the prevention of adolescent substance use. Journal of Adolescent Health, 41(3), 239–247. www.rand.org/health/abstracts/2007/070604_tebes.html
updated! Project SOAR (Super Opportunities With After-School Resources)
Centers provide intensive academic assistance, telecommunications and computer technology training, mentors, recreational and enrichment activities, health and nutrition programs, and expanded media center hours for K–12 students in Wake County, North Carolina.
(Academic/Enrichment, Mentoring, Multi-Component/Comprehensive)
EDSTAR. (2001). Wake County Public School System Project SOAR evaluation report for school year 2000–2001. Raleigh-Durham, NC: Author.
Johnson, J., Hall, M., Van Vleck, P., & Peach, J. (2004). SOAR: Super Opportunities With After-School Resources Wake County Public Schools 2000–2004. Raleigh, NC: EDSTAR.
Johnson, J. L., Hall, M., Van Vleck, P., Peach, J. S., & Lewis, R. G. (2007). Effectiveness and successful program elements of SOAR's afterschool programs. Journal of Youth Development, 1(3). www.nae4ha.org/directory/jyd/index.html
updated! Promising Readers Program
This after school tutoring and reading assistance program for struggling K–3 students at a rural elementary school in Mississippi is a literature-based program that engages children in frequent reading and writing, small group skill and strategy instruction, and one-on-one reading.
(Family/Community Involvement, Literacy, Tutoring/Extra Instruction)
Brenner, D., Jayroe, T., & Boutwell, A. (2002). Working with families in the rural south: Findings from the REA funded Promising Readers Program. Cambridge, MA: Harvard Family Research Project. www.hfrp.org/publications-resources/publications-series/family-involvement-research-digests/working-with-families-in-the-rural-south-findings-from-the-rea-funded-promising-readers-program
new! Relevance of Community Based Programs for Rural Youth
This study examined how youth find community-based youth development settings relevant to their every day lives in a predominantly Hispanic rural community.
(Complementary Learning, Culture/Heritage, Research Studies)
Subramaniam, A. (2007). The relevance of community based programs for rural youth. Unpublished doctoral dissertation, University of California, Davis.
updated! Safe & Sound Initiative—Milwaukee, Wisconsin
Begun in 1998, this anti-crime initiative provides services before and after school in Milwaukee, Wisconsin.
(Family/Community Involvement, Positive Youth Development, Prevention)
Palazzari, T. A., Zevitz, R. G., Santimauro, M. J., & Frinzi, J. N. (2000). HIDTA and Safe & Sound interim evaluation. Milwaukee, WI: Marquette University.
Jones, R. S., Frinzi, J. N., Jawad, M., Tschanz, C. M., & Viola, M. E. (2001). HIDTA and Safe & Sound year 2 evaluation. Milwaukee, WI: Marquette University.
Jones, R. S., Oldknow-Blumentritt, L., Frinzi, J. N., Stichman, A. J., Farkas, M. A., & Archbold, C. (2002). HIDTA and Safe & Sound Initiative: Final report. Milwaukee, WI: Marquette University. temp.modwest.com/safesound.org/wp-content/uploads/2008/12/marquette-evaluation-executive-summary.pdf
Percy, S. L., Davis, S., Batson, T., & Johnson, T. (2008). Evaluation of the Safe & Sound Initiative in Milwaukee. University of Wisconsin–Milwaukee. temp.modwest.com/safesound.org/wp-content/uploads/2008/12/uwm-cuir-final-evaluation-report-2008.pdf
updated! Safe Haven Program
Implemented in Madison, Wisconsin, for children in grades 1 through 5, this after school program aims to enhance children's cognitive skills, teach conflict resolution strategies, and help children learn how to interact positively and effectively in groups.
(Academic/Enrichment, Positive Youth Development)
Vandell, D. L., & Pierce, K. M. (1997). Safe Haven program evaluation (1994–95). Madison, WI: Wisconsin Center for Education Research.
Vandell, D. L., & Pierce, K. M. (1997). Safe Haven program evaluation (1995–96). Madison, WI: Wisconsin Center for Education Research.
Pierce, K. M., & Vandell, D. L. (1997). Safe Haven program evaluation (1996–97). Madison, WI: Wisconsin Center for Education Research.
Pierce, K. M., & Vandell, D. L. (1999). Safe Haven program evaluation (1997–98). Madison, WI: Wisconsin Center for Education Research.
childcare.wceruw.org/statements.html
updated! Saturday Science Program
Begun in 1989, this program is designed to assist underrepresented students in achieving higher skills in mathematics and science at the secondary level and to increase the number of minority students entering science-related fields at the post-secondary level in Broward County, Florida.
(Science/Technology/Mathematics)
The School Board of Broward County, Florida, Research and Evaluation. (1999). Saturday Science Program evaluation report. Fort Lauderdale, FL: Author.
updated! Sisters in Science Program
Begun in 1995 in Philadelphia, this program aims to improve fourth- and fifth-grade girls’ attitudes, perceptions, and achievement in science and math by creating female-friendly learning environments in classrooms, after school, on Saturdays, during the summer, and with families.
(Academic/Enrichment, Complementary Learning, Science/Technology/Mathematics)
Hammrich, P. L., Richardson, G., & Livingston, B. (2001). The Sisters in Science Program: A three year analysis. Philadelphia: Author. www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/16/f7/79.pdf
Hammrich, P. L., Livingston, B., & Richardson, G. (2002). The Sisters in Science Program: Barriers broken and lessons learned. Philadelphia: Author. www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/16/f7/79.pdf
Hammrich, P. L., Fadigan, K., & Stull, J. (2008). Sisters in Science in the community: An informal gender equity program. Flushing, NY: Sisters in Science. www.informalscience.org/evaluations/report_276.PDF
new! Social Context of After-School Programs in Michigan Study
This study uses data collected in 2006 to examine the extent to which children ages 5–17 in Michigan participated in after school program activities and parents’ views of after school programming.
(Research Studies)
Kayitsinga, J., & Villarruel, F. A. (2008). Latinos in Michigan: The social context of after-school programs in Michigan (LM-02). East Lansing: Michigan State University. www.jsri.msu.edu/RandS/research/michlatinos/images/LIM02/LIM02r1.pdf
new! Spirituality for Kids Program
Begun in Los Angeles, California, in 2002 and since expanded to additional cities internationally, this after school program uses a nonreligious, nondenominational curriculum to teach children ages 6–14 how to access inner resources and build positive connections with others.
(Positive Youth Development)
Maestas, N., & Gaillot, S. (2008). An outcome evaluation of the Spirituality for Kids Program. Santa Monica: CA: RAND Corporation. www.rand.org/pubs/technical_reports/TR575/
new! Structured Out-of-School Time Use among Youth: The Effects of Self, Family and Friend Systems
This study examines various types of structured out-of-school time use and their correlates among youth in grades 9–12 in a rural southeastern state. The study explored four different uses of time with regard to self, family, and friend systems.
(Research Studies)
Huebner, A. J., & Mancini, J. A. (2003). Shaping structured out-of-school time use among youth: The effects of self, family and friend systems. Journal of Youth and Adolescence, 32(6). goliath.ecnext.com/coms2/gi_0199-1180446/Shaping-structured-out-of-school.html
updated! Summer Career Exploration Program
Begun in the late 1980s, this summer job program for low-income teens in Philadelphia, Pennsylvania, attempts to enhance teens’ understanding of the connection between academic achievement and career success, by providing youth with adult support and offering meaningful career-related jobs in the private sector.
(Positive Youth Development, Vocational Education)
McClanahan, W. S., Sipe, C. L., & Smith, T. J. (2004). Enriching summer work: An evaluation of the Summer Career Exploration Program. Philadelphia, PA: Public/Private Ventures. www.ppv.org/ppv/publications/assets/176_publication.pdf
updated! Supplemental Educational Services
The U.S. Department of Education’s No Child Left Behind Act of 2001 requires low-performing schools to offer Supplemental Educational Services to students from low-income families. These services are defined to include academic instruction (e.g., tutoring, remediation) provided outside of the regular school day. The program’s goal is to improve youth’s academic achievement.
(Tutoring/Extra Instruction)
U.S. Department of Education, Office of the Under Secretary, Policy and Program Studies Service. (2004). Early implementation of Supplemental Educational Services under the No Child Left Behind Act: Year one report. Washington, DC: Author. www.policystudies.com/studies/school/nclb.html
Sunderman, G. L., & Kim, J. (2004). Increasing bureaucracy or increasing opportunities? School district experience with supplemental educational services. Cambridge, MA: The Civil Rights Project at Harvard University. www.civilrightsproject.ucla.edu/research/esea/increasing_bureaucracy.pdf
U.S. Department of Education, Office of Planning, Evaluation and Policy Development, Policy and Program Studies Service. (2005). Case studies of supplemental services under the No Child Left Behind Act: Findings from 2003–04. Washington, DC: Author. www.ed.gov/rschstat/eval/disadv/supplementalyear2/index.html
U.S. Department of Education, Office of Planning, Evaluation and Policy Development, Policy and Program Studies Service. (2007). State and local implementation of the No Child Left Behind Act, Volume I - Title I school choice, supplemental educational services, and student achievement. Washington, DC: Author. www.rand.org/pubs/reprints/RP1265/
U.S. Department of Education, Office of Planning, Evaluation and Policy Development, Policy and Program Studies Service. (2009). State and local implementation of the No Child Left Behind Act, Volume VII—Title I school choice and supplemental educational Services: Final report. Washington, DC: Author. www.rand.org/pubs/reprints/2009/RAND_RP1383.pdf
new! Supplemental Educational Services—Hodge Road Elementary School
This program at an elementary school in Raleigh, North Carolina, is part of the national Supplemental Educational Services (SES) program. The U.S. Department of Education’s No Child Left Behind Act of 2001 requires low-performing schools to offer SES to students from low-income families. These services are defined to include academic instruction (e.g., tutoring, remediation) provided outside of the regular school day. The program’s goal is to improve youth’s academic achievement.
(Tutoring/Extra Instruction)
Campbell, B., Hall, M., Johnson, J. L., Johnson, J., & Raspberry, G. (2006). Hodge Road Elementary School SES evaluation. Raleigh, NC: Wake County Public School System.
Paeplow, C., & Baenen, N. (2006). Evaluation of Supplemental Educational Services at Hodge Road Elementary School 2005-06. Raleigh, NC: Wake County Public School System. www.wcpss.net/evaluation-research/reports/2006/0609ses_hodge_revised.pdf
updated! Texas After School Initiative for Middle Schools
In 1999 this initiative was started to serve students ages 10 to 14 at risk of academic failure or juvenile delinquency in Texas. The goals are to increase participants' academic achievement, reduce referrals to the juvenile justice system, and increase involvement of parents or mentors.
(Academic/Enrichment, Family/Community Involvement, Prevention)
Texas Education Agency. (2002). Executive summary of the first evaluation for the Texas After-School Initiative for Middle Schools (TASIMS) Program. Austin, TX: Author.
Texas Center for Educational Research. (2002). At-risk students and the transition to high school: Texas’ efforts to support ninth grade success. Austin, TX: Author. www.tcer.org/research/txssar/index.aspx
Shapely, K., Vicknair, K., Sheehan, D., Pieper, A., Jepson, D., & Sturges, K. (2004). Texas study of students at risk: Efficacy of grants supporting academic success from elementary through high school. Austin, TX: Texas Center for Educational Research. www.tcer.org/research/txssar/index.aspx
updated! Texas Optional Extended Year Program
The purpose of the Optional Extended Year Program is to provide students with “additional instructional time” to master the state's challenging content standards and student performance standards. Students served by this program are those identified as likely not to be promoted to the next grade.
(Tutoring/Extra Instruction)
Denton, J. J. (year unknown). OEYP cost study. Publisher unknown.
Washington, W. (1998). Optional Extended Year Program. Austin, TX: Office of Program Evaluation, Austin Independent School District.
Willson, V. L., O'Dell, L., Palmer, D., Denton, J., Bragg, J., Humphries-Wadsworth, T., et al. (1999). Optional Extended-Year Program evaluation. College Station: The Educational Research and Evaluation Laboratory, Department of Educational Psychology, Texas A&M University.
Washington, W. (2002). Optional Extended Year Program summary, 2001–2002. Austin, TX: Office of Program Evaluation, Austin Independent School District. www.austin.isd.tenet.edu/about/accountability/ope/reports.phtml
Moellmer, A., & Castaneda, S. (2005). The Optional Extended-Year Program: Evaluation of activities. Austin, TX: Texas Education Agency. ritter.tea.state.tx.us/opge/progeval/OutOfSchoolLearning/index.html
Moellmer, A., Rapaport, A., Adachi, E., & Sievert, J. (2007). 21st Century Community Learning Centers: Evaluation of projects funded during the 2004–2005 school year. Austin, TX: Texas Education Agency. ritter.tea.state.tx.us/opge/progeval/OutOfSchoolLearning/index.html
updated! Transition to Success Pilot Project
Implemented in 2001, this pilot project aimed to strengthen the academic and social development of at-risk youth in Boston, Massachusetts through the provision of after school enrichment programming and targeted family outreach to students. These students were already receiving intensive remedial tutoring through a Boston Public Schools program after doing poorly on the state's standardized tests.
(Academic/Enrichment, Family/Community Involvement, Tutoring/Extra Instruction)
Massachusetts 2020. (2004). Research report: The Transition to Success Pilot Project. Boston, MA: Author.
new! Tronix Team Afterschool Program
Begun in 1997, this after school science program offers middle and high school students in Minneapolis, Minnesota, a chance to learn about science and engineering through hands-on building projects and technology workshops. The primary target audience is minority youth in disadvantaged neighborhoods and high poverty schools.
(Science/Technology/Mathematics)
Hardeman, R., Gaona, M., & Meyerson, J. (2008). Evaluation of the Tronix Team Afterschool Program. St. Paul, MN: Wilder Research. www.wilder.org/reportsummary.0.html?&no_cache=1&tx_ttnews[pointer]=2&tx_ttnews[tt_news]=2110&tx_ttnews[backPid]=111&cHash=af6e5d699c
new! Turnover Among Youth Development Workers Study
This study explored factors affecting job turnover among youth development workers in four agencies with high turnover rates that worked within a low income area of a small city. Services provided by these agencies included: services to help find employment, GED classes, after school activities, mentoring, case management, youth programs focused on prevention or positive youth development, evening youth groups, and tutoring.
(Complementary Learning, Research Studies)
Laroche, H., & Klein, J. D. (2008). Lessons from the front lines: Factors that contribute to turnover among youth development workers. Journal of Youth Development, 2(3). www.nae4ha.org/directory/jyd/index.html
new! Urban Adolescents’ Out-of-School Activity Profiles
This study identifies common profiles of out-of-school activity engagement trajectories among racially and ethnically diverse teens in New York, New York; Baltimore, Maryland; and Washington, DC.
(Research Studies)
Pedersen, S. (2005). Urban adolescents’ out-of-school activity profiles: Associations with youth, family, and school transition characteristics. Applied Developmental Science, 9(2), 107–124.
updated! Wonderwise 4-H
Begun in 2000, this 3-year project extends previous Wonderwise projects to target 4-H programs in 10 states. Wonderwise is a curriculum designed to encourage young women to become more involved in science and science careers.
(Science/Technology/Mathematics)
Acklie, D. S. (2003). Community based science education for fourth to sixth graders: Influences of a female role model. Unpublished doctoral dissertation, University of Nebraska.
Wever Frerichs, S., & Spiegel, A. N. (2004). Dissemination of the Wonderwise 4-H Project: An evaluation of the process. Lincoln: University of Nebraska-Lincoln, Center for Instructional Innovation. wonderwise.unl.edu/research/pdfs/Dissemination_Report5-6-04b.pdf
new! Youth Leadership In Research and Evaluation Case Studies
This study examines four cases of youth working as researchers and/or program evaluators as part of urban community-based organizations that offered after school and other youth programs.
(Research Studies, Youth Leadership)
Carver, R. L., & London, J. K. (2002, April). Taking youth voice seriously: A cross-case analysis of youth leadership in research and evaluation. Paper presented at the 2002 American Educational Research Association Annual Conference, New Orleans, LA.
new! Youth Strategies Consolidated Grant—Maryland
This project began in 2002 to fund prevention and intervention programs for youth in Maryland. The aim is to create a seamless continuum of youth programs that coordinates prevention services with the juvenile justice system. Programs take place during the school day and during out-of-school time.
(Complementary Learning, Prevention, System-Building)
Najaka, S. S., Gottfredson, D. C., & Betsinger, S. (2005). Youth Strategies Consolidated Grant: Meta-analysis report for the first and second funding cycles. College Park: University of Maryland, College Park Department of Criminology and Criminal Justice.
updated! YouthBuild USA
Incorporated in 1990, this national youth and community development program is designed to run on a 12-month cycle and offers job training, education, counseling, and leadership development opportunities to unemployed and out-of-school young adults, ages 16 to 24, through the construction and rehabilitation of affordable housing.
(Tutoring/Extra Instruction, Vocational Education, Youth Leadership)
Ferguson, R. F., & Snipes, J. C. (1996). Developmental tasks and stages in the YouthBuild experience. In R. Ferguson & P. Clay (Eds.), YouthBuild in developmental perspective: A formative evaluation of the YouthBuild program. Cambridge, MA: MIT Department of Urban Studies and Planning.
Hahn, A., Leavitt, T.D., Horvat, E.M., & Davis, J.E. (2004). Life after YouthBuild: 900 YouthBuild graduates reflect on their lives, dreams, and experiences. Somerville, MA: YouthBuild U.S.A. www.youthbuild.org/site/c.htIRI3PIKoG/b.1287549/k.6659/Graduate_Research_Report.htm
new! Youth–Adult Partnerships Study
This study examines eight organizations in the San Francisco, California, Bay Area with stated missions of promoting youth decision-making and community involvement to explore the elements of youth–adult partnership that were evident among successful organizations.
(Complementary Learning, Research Studies)
Murdock, S., Paterson, C., & Gatmaita, M. C. L. (2008). Youth in community decision-making: A study of youth–adult partnerships. Journal of Youth Development, 2(3). www.nae4ha.org/directory/jyd/index.html