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 June 2010.
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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
Younkin, B. (2010). 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/21stCCLCEvaluationReport032210.pdf
new! 21st Century Community Learning Centers—Colorado
Begun in 2004, these programs offer students in Colorado (a) academic enrichment, including tutorial services; and (b) a broad array of additional services, programs, and activities, such as youth development activities, drug and violence prevention programs, counseling programs, art, fitness and recreation, technology education, and character education. They also offer literacy and related educational development for families of youth participants.
(Academic/Enrichment, Multi-Component/Comprehensive, Tutoring/Extra Instruction)
Colorado Department of Education. (2006). Overview (characteristics and outcomes) of the Colorado 21st Century Community Learning Centers Program 2003–2004. Denver: Author. www.cde.state.co.us/cdecomp/21stCCLC/downloads/21stCCLC_Overview.pdf
updated! 21st Century Community Learning Centers—Delaware
These out-of-school time programs in Delaware offer students and their families opportunities for academic and cultural enrichment and assist students in meeting state academic standards in core subjects.
(Academic/Enrichment, Multi-Component/Comprehensive, Tutoring/Extra Instruction)
Jurich, S., Russell, W., & Frye, M. (2006). Delaware 21st Century Community Learning Centers: Evaluation report (SY 2003–04–SY 2005–06). Arlington, VA: RMC Research Corporation. elo.ccsso.org/alfresco/d/d/workspace/SpacesStore/3ad702a8-b9a3-11dd-84ce-1bf8a914463c/DE_2005-06.pdf
Jurich, S., & Frye, M. (2009). Evaluation report: Delaware 21st Century Community of Learning Centers. Arlington, VA: RMC Research Corporation.
updated! 21st Century Community Learning Centers—Evanston/Skokie School Direct 65
First funded in 2004, these after school programs in Evanston and Skokie, Illinois, include tutoring, homework help, and academic enrichment focusing on improving reading and math skills through activities involving science, social studies, and the arts.
(Academic/Enrichment, Tutoring/Extra Instruction)
Kappaz, C. (2006). Evanston/Skokie School Direct 65 21st Century Community Learning Centers: Evaluation of 2005/2006 academic year. Chicago: Millennia Consulting.
Kappaz, C. (2007). Evanston/Skokie School District 65 Lighthouse 21st Century Community Learning Centers: Evaluation of the 2006/2007 academic year. Chicago: Millennia Consulting.
Kappaz, C. (2008). Evanston/Skokie School District 65 Lighthouse 21st Century Community Learning Centers: Evaluation 2007/2008 academic year. Chicago: Millennia Consulting.
updated! 21st Century Community Learning Centers—Georgia
These community learning centers in Georgia operate during out-of-school hours. They aim to (a) provide opportunities for academic enrichment and tutorial services; (b) offer students a broad array of additional services, programs, and activities to reinforce and complement the regular academic program; and (c) offer families opportunities for literacy and related educational development.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
Gowen, S., Furlow, C., Skelton, S., & Krug, B., (2005). Evaluation of Georgia's 21st Century Community Learning Centers and the implementation of a data management system: Phase I formative evaluation report. Atlanta: Georgia State University.
Gowen, S., Furlow, C., Skelton, S., Krug, B., Lingle, J., & Van De Water, E. (2006). Evaluation of Georgia's 21st Century Community Learning Centers and the implementation of a data management system: Phase I report. Atlanta: Georgia State University.
new! 21st Century Community Learning Centers—Hawaii
First funded in 2002 in Hawaii, this program provides a broad array of out-of-school services to youth and community members in the state.
(Academic/Enrichment, Multi-Component/Comprehensive)
Kaulukukui, S. W. (2007). Performance results for 21st Century Community Learning Centers program year 2006–2007. (Revised). Honolulu, HI: Pacific Resources for Education and Learning. elo.ccsso.org/alfresco/d/d/workspace/SpacesStore/5f99e91b-dd5a-11dd-84ce-1bf8a914463c/HI_2006-07.pdf
updated! 21st Century Community Learning Centers—Illinois
Begun in Illinois in 2003, this program provides opportunities for students and their families to continue to learn new skills and discover new abilities after the school day has ended.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
Billman, P., & Smith, J. H. (2006). 21st Century Community Learning Centers Illinois Statewide formative evaluation: Program year 2005–2006. DeKalb: Northern Illinois University. www.isbe.state.il.us/21cclc/default.htm
Billman, P., & Smith, J. H. (2007). 21st Century Community Learning Centers: Illinois statewide evaluation, program year 2006–2007. DeKalb: Northern Illinois University. www.isbe.state.il.us/21cclc/default.htm
Billman, P., & Smith, J. H. (2008). 21st Century Community Learning Centers Illinois annual statewide evaluation: Program year 2007–2008. DeKalb: Northern Illinois University. www.isbe.state.il.us/21cclc/default.htm
Billman, P., & Smith, J. H. (2009). 21st Century Community Learning Centers Illinois annual statewide evaluation: Program year 2008–2009. Final version. DeKalb, Ill: Northern Illinois University. www.isbe.state.il.us/21cclc/default.htm
updated! 21st Century Community Learning Centers—Indiana
Located in Indiana, these after school programs provide a range of services to support student learning and development, including academic enrichment, tutoring and mentoring, and homework help, as well as music, arts, sports and cultural activities. They also offer literacy and other educational services to the families of participating children.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
King, M. H., Farmer, M., & Holstead, J. (2008). Evaluation of the Indiana 21st Century Community Learning Centers Initiative: 2007–2008 summative data analysis. Bloomington, IN: Center for Evaluation & Education Policy.
new! 21st Century Community Learning Centers—Kentucky
Begun in 2003, these programs offer students in Kentucky academic enrichment, including tutorial services and a broad array of additional services, programs, and activities, such as youth development activities, drug and violence prevention programs, counseling programs, art, fitness and recreation, technology education, and character education. They also offer literacy and related educational development for families of youth participants.
(Academic/Enrichment, Multi-Component/Comprehensive, Tutoring/Extra Instruction)
King, H. M., Kemp, A. M., Muller, P. A., Simmons, A. B., & Gorrell, L. L. (2005). Evaluation of Kentucky 21st Century Community Learning Centers year 2 interim report. Bloomington, IN: Center for Evaluation and Education Policy. www.kde.state.ky.us/NR/rdonlyres/086C8EE9-500C-4548-9FCB-8326DA233AAF/0/Year2EvaluationReport.pdf
updated! 21st Century Community Learning Centers—Massachusetts
Operating in Massachusetts, this program seeks to establish or expand community learning centers 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, Multi-Component/Comprehensive)
Massachusetts Department of Education. (2006). No Child Left Behind (NCLB) Title IVB 21st Century Community Learning Centers Massachusetts Grant Programs year end report— Fiscal year 2005. Malden, MA: Author. www.doe.mass.edu/21cclc/reports.html
Massachusetts Department of Education. (2007). No Child Left Behind (NCLB) Title IVB 21st Century Community Learning Centers year end report— Fiscal year 2006. Malden, MA: Author. www.doe.mass.edu/21cclc/reports.html
Massachusetts Department of Education. (2008). No Child Left Behind (NCLB) Title IVB 21st Century Community Learning Centers year end report – fiscal year 2007. Malden, MA: Author. www.doe.mass.edu/21cclc/reports.html
Massachusetts Department of Education. (2009). No Child Left Behind (NCLB) Title IVB 21st Century Community Learning Centers year end report – fiscal year 2008. Malden, MA: Author. www.doe.mass.edu/21cclc/reports.html
updated! 21st Century Community Learning Centers—Michigan
These after school programs in Michigan offer homework help, tutoring, and academic enrichment activities to help students meet state academic standards in subjects such as reading and math. They also provide other enrichment activities focused on youth development, drug and violence prevention, technology, art, music, recreation, and character education.
(Academic/Enrichment, Multi-Component/Comprehensive, Tutoring/Extra Instruction)
Van Egeren, L. A., Bates, L., & Reed, C. S. (2003). 21st Century Community Learning Centers state evaluation report: Implementation of the state evaluation/baseline data. Lansing: Michigan State University Department of Education. outreach.msu.edu/CERC/documents/21stCentury_2003_baseline.pdf
Bates, L. V., Reed, C. S., Donahue, T. S., Prince, B., Smith, A., & Van Egeren. L. A. (2004). 21st Century Community Learning Centers state evaluation: Mid-year implementation report, July, 2003–February, 2004. East Lansing: Michigan State University Outreach and Engagement. outreach.msu.edu/CERC/documents/21stCCLC_2004_midyear_Final.pdf
Reed, C. S., Bates, L. V., Van Egeren, L. A., Baker, D., Dunbar, C., Smith, B., et al. (2004). 21st Century Community Learning Centers state evaluation: Implementation report, January–June, 2003. East Lansing: Michigan State University Outreach & Engagement. outreach.msu.edu/CERC/documents/21stCentury_2003.pdf
Reed, C. S., Van Egeren, L. A., & Bates, L. V. (2008). 21st Century Community Learning Centers state evaluation annual report, 2005–2006. Lansing: Michigan Department of Education. outreach.msu.edu/CERC/documents/ARF_report_2005-06-FINAL.pdf
Reed, C.S., Van Egeren, L. A., & Bates, L. V. (2009). 21st Century Community Learning Centers state evaluation annual report, 2006–2007. Lansing: Michigan Department of Education. outreach.msu.edu/CERC/documents/08_ARF_Report_to_MDE_for_06-07.pdfReed, C. S., Van Egeren, L. A., & Bates, L. V. (2009). Michigan 21st Century Community Learning Centers state evaluation annual report, 2007–2008. Lansing: Michigan Department of Education. outreach.msu.edu/CERC/documents/09-09-08_Final.pdf
Reed, C.S., Van Egeren, L. A., & Bates, L. V. (2009). Michigan 21st Century Community Learning Centers state evaluation annual report, 2008-2009. Lansing: Michigan Department of Education. outreach.msu.edu/CERC/documents/08-09_Final_Annual_Report.pdf
updated! 21st Century Community Learning Centers—National
Begun in 1997 and authorized under the federal Elementary and Secondary Education Act, this program provides expanded learning opportunities for participating elementary and middle school children in a safe, drug-free, and supervised environment. States receive funding, administered by the U.S. Department of Education, to allocate to local educational agencies.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
U.S. Department of Education, Office of the Under Secretary. (2003). When schools stay open late: The national evaluation of the 21st-Century Learning Centers program, first year findings. Washington, DC: Author. www.ed.gov/pubs/21cent/firstyear
Dynarski, M., James-Burdumy, S., Moore, M., Rosenberge, L., Deke, J., & Mansfield, W. (2004). When schools stay open late: The national evaluation of the 21st Century Community Learning Centers Program: New findings. Washington, DC: U.S. Department of Education, National Center for Education Evaluation and Regional Assistance, U.S. Government Printing Office. www.ed.gov/rschstat/eval/other/learningcenters/index.html
James-Burdumy, S., Dynarski, M., Moore, M., Deke, J., Mansfield, W., & Pistorino, C. (2005). When schools stay open late: The national evaluation of the 21st Century Community Learning Centers Program: Final report. Washington, DC: U.S. Department of Education, National Center for Education Evaluation and Regional Assistance, U.S. Government Printing Office. www.mathematica-mpr.com/publications/pdfs/21stfinal.pdf
James-Burdumy, S., Dyanarski, M., & Deke, J. (2008). After-school program effects on behavior: Results from the 21st Century Community Learning Centers Program national evaluation. Economic Inquiry, 46(1): 13–18. www3.interscience.wiley.com/cgi-bin/fulltext/119397839/PDFSTART
Huang, D., Cho, J., Mostafavi, S., Nam, H., H., Oh, C., Harven, A., & Leon, S. (2009). What works? Common practices in high functioning afterschool programs across the nation in math, reading, science, arts, technology, and homework—A study by the National Partnership. The afterschool program assessment guide (CRESST Report 768). Los Angeles: University of California, National Center for Research on Evaluation, Standards, and Student Testing (CRESST). www.cse.ucla.edu/products/summary.asp?report=768
updated! 21st Century Community Learning Centers—Nebraska
The Nebraska Department of Education administers these grants for projects to offer students a broad array of services, programs, and activities during nonschool hours. The goals of this program are to (a) improve student learning performance in one or more core academic areas, (b) increase social benefits and positive behavioral changes, and (c) increase family and community engagement in supporting students’ education.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
Nebraska Department of Education. (2005). Annual evaluation report: Nebraska 21st Century Community Learning Centers, July 2004–June 2005. Lincoln, NE: Author. www.nde.state.ne.us/21stcclc/ProgramEvaluationMain.htm
Nebraska Department of Education. (2006). Annual evaluation report: Nebraska 21st Century Community Learning Centers, July 2005 to June 2006. Lincoln, NE: Author. www.nde.state.ne.us/21stcclc/ProgramEvaluationMain.htm
Nebraska Department of Education. (2007). Annual evaluation report: Nebraska 21st Century Community Learning Centers, July 2006 to June 2007. Lincoln, NE: Author. www.nde.state.ne.us/21stcclc/ProgramEvaluationMain.htm
Nebraska Department of Education. (2008). Annual evaluation report, 2007–2008 school year: Nebraska 21st Century Community Learning Centers. Lincoln, NE: Author. www.nde.state.ne.us/21stcclc/ProgramEvaluationMain.htm
Nebraska Department of Education. (2009). Annual evaluation report, 2008–2009 school year: Nebraska 21st Century Community Learning Centers. Lincoln, NE: Author. www.nde.state.ne.us/21stcclc/ProgramEvaluationMain.htm
updated! 21st Century Community Learning Centers—North Carolina
This program establishes programs in North Carolina during nonschool hours that provide youth with academic enrichment opportunities along with activities designed to complement students’ regular academic program.
(Academic/Enrichment, Multi-Component/Comprehensive)
North Carolina Department of Public Instruction. (2006). 21st Century Community Learning Centers 2004–05 APR and cross-year analysis of performance data. Raleigh, NC: Author. www.ncpublicschools.org/21cclc/evaluation
North Carolina Department of Public Instruction. (2008). 21st Century Community Learning Centers 2006–07 APR and cross-year analysis of performance data. Raleigh, NC. www.ncpublicschools.org/21cclc/evaluation
updated! 21st Century Community Learning Centers—South Carolina
This program in South Carolina provides academic, artistic, and cultural enrichment opportunities to students and their families when school is not in session.
(Academic/Enrichment, Family/Community Involvement, Multi-Component/Comprehensive)
System Wide Solutions, Inc. (2007). The 2006–2007 evaluation of the South Carolina 21st Century Community Learning Center Program Volume I: Federal objectives and evaluation requirements. Columbia, SC: Author. www.swsolutionsinc.com/education.html
Appenzeller, G. W., Nelson, M., Meadows, S., & Powell, T. (2008). The 2006–2007 evaluation of the South Carolina 21st Century Community Learning Center Program Volume II: Identification of best practices. Columbia, SC: System Wide Solutions, Inc. www.swsolutionsinc.com/education.html
System Wide Solutions, Inc. (2009). The 2007–2008 evaluation of the South Carolina 21st Century Community Learning Center Program Volume I: Federal objectives and evaluation requirements. Columbia, SC: Author. www.swsolutionsinc.com/education.html
Appenzeller, G. W., Nelson, M., Meadows, S., & Powell, T. (2009). The 2007–2008 evaluation of the South Carolina 21st Century Community Learning Center Program Volume IV: An examination of differences In outcomes among South Carolina 21st CCLC service provision organizations. Columbia, SC: System Wide Solutions, Inc. www.swsolutionsinc.com/education.html
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.
Burgette, J., Zoblotsky, T., Neergaard, L., Akerstrom, J., Gibbs, C., Naftzger, N., Vinson, M., & Nunnery, J. (2009). Texas 21st Century Community Learning Centers evaluation 2007–2008. Memphis, TN: Center for Research in Educational Policy. ritter.tea.state.tx.us/opge/progeval/OutOfSchoolLearning/21CCLS_Final_0809.pdf
www.tea.state.tx.us/index4.aspx?id=2908&menu_id=949
updated! 21st Century Community Learning Centers—Virginia
This program in Virginia provides opportunities outside of the regular school day for academic enrichment to help students meet state and local performance standards in core academic subjects.
(Academic/Enrichment, Family/Community Involvement)
Faris, J., Hilgeman, M., Huang, Y., & Zoblotsky, T. (2008). Virginia Department of Education evaluation of 21st Century Community Learning Centers 2006–2007. Memphis, TN: Center for Research in Educational Policy. www.doe.virginia.gov/federal_programs/esea/title4_21st-c_schools/part_b_community_learningctrs/index.shtml
Layton, E., Zoblotsky, T., & Huang, Y. (2010). Virginia Department of Education Evaluation of 21st Century Community Learning Centers 2007–2008. Memphis, TN: Center for Research in Educational Policy. www.doe.virginia.gov/federal_programs/esea/title4_21st-c_schools/part_b_community_learningctrs/index.shtml
Zoblotsky, T., & Huang, Y. (2010). Virginia Department of Education Evaluation of 21st Century Community Learning Centers 2007–2008. Supplemental technical report analysis for Grades 3–8. Memphis, TN: Center for Research in Educational Policy. www.doe.virginia.gov/federal_programs/esea/title4_21st-c_schools/part_b_community_learningctrs/index.shtml
new! 21st Century Community Learning Centers—West Virginia
This program was begun in West Virginia to help establish local community learning centers that provide academic enrichment opportunities for children to (a) meet state and local student standards in core academic subjects, (b) offer students a broad array of enrichment activities that can complement their regular academic programs, and (c) offer literacy and other educational services to the families of participating children.
(Academic/Enrichment, Literacy, Tutoring/Extra Instruction)
White, L. (2008). 21st Century Community Learning Centers 2007 annual evaluation report. Charleston: West Virginia Department of Education. elo.ccsso.org/alfresco/d/d/workspace/SpacesStore/63e09e0b-dd5b-11dd-84ce-1bf8a914463c/WV_2007_21stCCLC.pdf
Layton, E., Zoblotsky, T., & Huang, Y. (2010). Virginia Department of Education Evaluation of 21st Century Community Learning Centers 2007–2008. Memphis, TN: Center for Research in Educational Policy. www.doe.virginia.gov/federal_programs/esea/title4_21st-c_schools/part_b_community_learningctrs/index.shtml
Zoblotsky, T., & Huang, Y. (2010). Virginia Department of Education Evaluation of 21st Century Community Learning Centers 2007–2008. Supplemental technical report analysis for Grades 3–8. Memphis, TN: Center for Research in Educational Policy. www.doe.virginia.gov/federal_programs/esea/title4_21st-c_schools/part_b_community_learningctrs/index.shtml
updated! 21st Century Community Learning Centers—Wisconsin
These programs in Wisconsin provide tutoring, direct instruction, or academic enrichment activities in reading and math during nonschool hours.
(Academic/Enrichment, Tutoring/Extra Instruction)
Wisconsin Department of Public Instruction. (2008). 21st Century Community Learning Centers executive summary 2006–2007. Madison, WI: Author.
Wisconsin Department of Public Instruction. (2009). 21st Century Community Learning Centers executive summary 2007–2008. www.dpi.wi.gov/sspw/pdf/clcexecsumm.pdf
updated! 4-H and Youth Development Program—East Texas Region Study of Minority Participation
This study analyzed minority participation in a 4-H and Youth Development Program in Texas.
(Positive Youth Development, Research Studies)
Williams, M., & Howard, J. W. (2007). Analysis of minority participation in Texas’ east region 4-H and youth development program in relationship to leadership, marketing, and educational opportunities. Journal of Youth Development 2(2). data.memberclicks.com/site/nae4a/JYD_070202final.pdf
updated! 4-H Camp Counselor Alumni Study—Ohio
This study examines perceptions of Ohio 4-H camp counselor alumni about the skills gained and transfer of these skills to other settings.
(Research Studies)
Digby, J. K., & Ferrari. T. M. (2007). Camp counseling and the development and transfer of workforce skills: The perspective of Ohio 4-H camp counselor alumni. Journal of Youth Development 2(2). data.memberclicks.com/site/nae4a/JYD_070202final.pdf
updated! 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). data.memberclicks.com/site/nae4a/JYD_09080303_final.pdf
updated! 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). data.memberclicks.com/site/nae4a/JYD_09080303_final.pdf
new! 4-H Latino Outreach Project—Oregon
Begun in 1997 in Oregon, this project provides culturally responsive, educational programs for youth in grades K–12 in the out-of-school hours year-round through after school activities, school clubs, community clubs, residential and day camps, community garden projects, summer activity programs, and group mentoring experiences. The educational objectives vary by site, but all have elements of cultural awareness and appreciation, leadership development, and community service.
(Culture/Heritage, Service-Learning/Civic Engagement, Youth Leadership)
Hobbs, B. B., & Sawer, B. (2009). Engaging Latino Youth in community-based Programs: Findings from the first ten years of the Oregon 4-H Latino Outreach Project. Corvallis, OR: Oregon State University. oregon.4h.oregonstate.edu/sites/default/files/gallerix/albums/engaginglatinoreport.pdf
new! 4-H Pennsylvania: Factors Affecting Teen Involvement
The purpose of this study was to examine factors that affect Pennsylvania 4-H member (ages 13–18) involvement in 4-H programming.
(Positive Youth Development, Research Studies)
Gill, B. E., Ewing, J. C., & Bruce, J. A. (2010). Factors affecting teen involvement in Pennsylvania 4-H programming. Journal of Extension, 48(2). www.joe.org/joe/2010april/a7.php
updated! 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). data.memberclicks.com/site/nae4a/JYD_070203final.pdf
Barker. S. B., Grandgenett, N., Nugent, G., & Adamchuk, V. I. (2010). Robots, GPS/GIS, and programming technologies: The power of "digital manipulatives" in youth Extension experiences. Article Number 1FEA7. Journal of Extension, 48(1). www.joe.org/joe/2010february/a7.php
updated! 4-H Staffing Patterns and Trends Study
Conducted in 2006, this study consisted of a national survey of 4-H programs about current staffing structures.
(Positive Youth Development, Research Studies)
Astroth, K. A. (2007). Making the best better: 4-H staffing patterns and trends in the largest professional network in the nation. Journal of Youth Development 2(2). data.memberclicks.com/site/nae4a/JYD_070202final.pdf
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.national4-hheadquarters.gov/library/Theokas_JYD_May06.pdf
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). data.memberclicks.com/site/nae4a/JYD_09080303_final.pdf
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
Balsano, A. B., Phelps, E., Theokas, C., Lerner, J. V., & Lerner, R. M. (2009.) Patterns of early adolescents' participation in youth development programs having positive youth development goals. Journal of Research on Adolescence, 19(2): 249–259.
updated! 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).
Tarifa, T. Machtmes, K., Fox, J. E., & Johnson, E. (2009). Factors affecting youth voice in decision-making processes within youth development programs. Journal of Youth Development, 4(4). data.memberclicks.com/site/nae4a/JYD_090404final.pdf
updated! 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). data.memberclicks.com/site/nae4a/JYD_070203final.pdf
updated! 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). data.memberclicks.com/site/nae4a/JYD_09080303_final.pdf
updated! 4-H Youth Development Program—Montana Extension Service
These 4-H Clubs are designed to be places where Montana children can make contributions to improve the quality of life in their families, neighborhoods, and communities. By providing structured out-of-school activities, these Clubs provide youth with benefits that include leadership, social competency, positive self-identity and self-confidence, empowerment, compassion, and a variety of skills.
(Positive Youth Development)
Astroth, K. A., & Haynes, G. W. (2002). More than cows and cooking: Newest research shows the impact of 4-H. Journal of Extension, 40, 1–12.
Flynn, A., Frick, M., & Steele, D. (2010). Relationship between participation in 4-H and community leadership in rural Montana. Journal of Extension, 48(2). www.joe.org/joe/2010april/rb1.php
updated! 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). data.memberclicks.com/site/nae4a/JYD_09080303_final.pdf
new! 4-H: Volunteer Support Study
Conducted in 2005 in a Southeastern state, this study examined the mediating influence of volunteer support on the relationship between contextual influences (e.g., organizational features and youth education experiences) and life skill outcomes.
(Positive Youth Development, Research Studies)
Fogarty, K., Terry, B., Pracht, D., & Jordan, J. (2009). Organizational supports and youth life skill development: Adult volunteers as mentors, managers and “mediators.” Journal of Youth Development, 4(4). data.memberclicks.com/site/nae4a/JYD_090404final.pdf
new! A Framework for Understanding Quality Out-of-School-Time Programs
This study began in 2002 to address the following questions: What are the keys to developing quality out-of-school-time programs? What is the relationship between high quality programming and high quality organizations?
(Research Studies)
Flores, K. S. (2010). A dynamic framework for understanding the complex work of quality out-of-school-time programs. New York: The Robert Bowne Foundation. www.robertbownefoundation.org/pdf_files/2010_dynamic_framework_full.pdf
updated! 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
Curry, J. (2009). Accelerated Reading and Mathematics evaluation report, 2008–2009. Austin, TX: Austin Independent School District. www.austinisd.org/inside/docs/ope_08-63_Accelerated_Reading_and_Mathematics_Instruction_Evaluation_Report.pdf
new! Achievement Plus
Developed in 1997in St. Paul, Minnesota, this program integrates the school community, families, and the resources of public and private organizations to ensure academic achievement for all students. It has three core components: standards-based curriculum and instruction, extended learning opportunities for students, and learning supports for students and families.
(Academic/Enrichment, Complementary Learning)
Wilder Research. (2010). Achievement Plus: A partnership to transform underachieving schools. Saint Paul, MN: Author. www.wilder.org/download.0.html?report=2277
updated! Adventure Central
Begun in 2000, this youth education center provides youth aged 5–19 in Dayton, Ohio, with open computer lab time, dinner, homework assistance, and educational activities after school in a positive youth development setting.
(Academic/Enrichment, Positive Youth Development)
Ferrari, T. M., & Turner, C. L. (2004). An exploratory study of adolescents’ motivations for joining and continued participation in a 4-H afterschool program. Manuscript submitted for publication. Journal of Extension. www.ohio4h.org/tferrari/afterschool_resources.html
Paisley, J. E., & Ferrari, T. M. (2005). Extent of positive youth–adult relationships in a 4-H after-school program. Journal of Extension, 43(2). www.joe.org/joe/2005april/rb4.shtml or www.ohio4h.org/tferrari/afterschool_resources.html.
Ferrari, T. M., Lekies. K. S., & Arnett, N. (2009). Opportunities matter: Exploring youth’s perspectives on their long-term participation in an urban 4-H youth development program. Journal of Youth Development, 4(3). data.memberclicks.com/site/nae4a/JYD_090403final.pdf
new! After School for All Program—Louisiana
The goal of this initiative in Louisiana is to provide academic, enrichment, and recreational opportunities for students in elementary, middle, and high school outside of the regular school day and year, including before and after school and during the summer.
(Academic/Enrichment, Sports/Recreation)
Berkeley Policy Associates. (2004). Year 3 evaluation of TANF Initiatives programs: Louisiana Department of Education After School for All Program. Oakland, CA: Author. elo.ccsso.org/alfresco/d/d/workspace/SpacesStore/199f79af-dd40-11dd-84ce-1bf8a914463c/LA_2004ASFA_TANF_EVALUATION.pdf
new! After-School All-Stars
These free comprehensive after school programs serve children in need on school sites in 13 different cities from New York City to Hawaii. Programs incorporate academic support, enrichment opportunities, and health and fitness activities.
(Academic/Enrichment, Health, Sports/Recreation)
Gordon, E. W., Bowman, C. B., & Mejia, B. X. (2003). Changing the script for youth development: An evaluation of the All Stars Talent Show Network and the Joseph A. Forgione Development School for Youth. New York: Institute for Urban and Minority Education Teachers College, Columbia University.
Jones, C. J., & Polonsky, M. (2008). 2007 After-School All-Stars Program: Summative evaluation. Chicago: Chicago Public Schools, Office of Extended Learning Opportunities. research.cps.k12.il.us/resweb/DownLoaderAdv?dir=program_evaluation&file=asas_20071.pdf
updated! After-School Care and Children's Development Study
This study contrasted the experiences of eighth graders in 3 states who attended after school programs with those of their peers who did not attend the programs.
(Research Studies)
Pierce, K. M., Hamm, J. V., & Vandell, D. L. (1999). Experiences in after-school programs and children's adjustment in first-grade classrooms. Child Development, 70(3), 756–767.
Pierce, K. M., Bolt, D. M., & Vandell, D. L. (in press). Specific features of after-school program quality: Associations with children's functioning in middle childhood. American Journal of Community Psychology.
childcare.gse.uci.edu/des4.html
new! After-School Outcome Measures Project—California
Begun in 2008, this project focuses on the development of student outcome measures for use in publicly funded after school programs in California.
(Academic/Enrichment, Positive Youth Development, Research Studies)
Vandell, D. (2009). After-School Outcome Measures Project: Phase I final report. University of California, Irvine. www.gse.uci.edu/childcare/pdf/FINAL_REPORT_Phase1.pdf
updated! Afternoons R.O.C.K.
Begun in 1997, this after school drug prevention program serves youth age 10 to 14 in Indiana. The acronym R.O.C.K. represents the program’s mission to provide recreation, object lessons, culture and values and knowledge via active and entertaining focused and supportive prevention activities. These activities are designed to teach youth about social and media influences, conflict resolution and refusal/resistance skills, gang and violence prevention, and structuring leisure time to be free of alcohol, tobacco, and other drug use.
(Prevention)
Indiana Prevention Resource Center at Indiana University. (2000). Indiana’s Afterschool Prevention Programs Initiative: Aggregate data from pre/post measures. 1997–98 and 1989–99 contract years. Bloomington, IN: Author.
Indiana Prevention Resource Center at Indiana University. (2001). Indiana After-School Prevention Programs Initiative: Aggregate data from pre/post prevalence measures, fiscal year 2000. Bloomington, IN: Author.
Indiana Prevention Resource Center at Indiana University. (2001). Indiana After-School Prevention Programs Initiative: Aggregate data from pre/post prevalence measures, fiscal year 2001. Bloomington, IN: Author.
Indiana Prevention Resource Center at Indiana University. (2002). Afternoons R.O.C.K. in Indiana: State-level process and impact evaluation report narrative, fiscal year 2002. Bloomington, IN: Author.
Indiana Prevention Resource Center at Indiana University. (2003). Afternoons R.O.C.K. in Indiana: State-level evaluation report narrative, fiscal year 2003. Bloomington, IN: Author.
Indiana Prevention Resource Center at Indiana University. (2004). Afternoons R.O.C.K. in Indiana: State-level evaluation report narrative, fiscal year 2004. Bloomington, IN: Author.
Indiana Prevention Resource Center at Indiana University. (2005). Afternoons R.O.C.K. in Indiana: State-level evaluation report narrative, fiscal year 2005. Bloomington, IN: Author.
Alter, J., Flynn, C., & Morrison, A. (2006). Afternoons R.O.C.K. in Indiana: Fiscal year 2006 evaluation report. Bloomington, IN: Indiana Prevention Resource Center at Indiana University.
www.rock.indiana.edu/evaluation/eval_report.html
new! AfterZone Initiative
This citywide system-building effort in Providence, Rhode Island aims to provide high-quality, accessible out-of-school-time services to middle school youth. The program model is built on a network of "neighborhood campuses" (each campus includes multiple sites in a geographically clustered area).
(System-Building)
Kotloff, L. J. (2010). AfterZones: Creating a citywide system to support and sustain high-quality after-school programs. Philadelphia: Public/Private Ventures. www.ppv.org/ppv/publication.asp?section_id=23&search_id=&publication_id=318
updated! Amachi
This program, implemented in November 2000 in Philadelphia, Pennsylvania, uses volunteers recruited from church congregations to mentor children, aged 5 to 18, of prisoners. The program is based on the belief that a mentor can significantly reduce young peoples' chances of using drugs and alcohol, improve their school performance and attendance, and reduce violence.
(Faith-Based, Mentoring)
Jucovy, L. (2003). Amachi: Mentoring children of prisoners in Philadelphia. Philadelphia: Public/Private Ventures. www.ppv.org/ppv/publications/assets/21_publication.pdf
new! America SCORES
This after school program seeks to increase youth’s school engagement, physical fitness levels, and sense of self-worth and belonging through participation in soccer, poetry, and service-learning. Founded in Washington, DC in 1994, the program has since spread to 13 cities across the country.
(Arts, Service-Learning/Civic Engagement, Sports/Recreation)
Madsen, K. A., Thompson, H. R., Wlasiuk, L., Queliza, E., Schmidt, C., & Newman, T. B. (2009). After-school program to reduce obesity in minority children: A pilot study. Journal of Child Health Care 13(4), 333–346.
America SCORES. (2009). DC SCORES program outcomes report. Washington, DC: Author. www.americascores.org/wordpress/wp-content/uploads/2010/01/DC-SCORES-Final-Report.1.22.101.pdf
updated! American Camp Association Summer Camps
These summer camps across the country are designed to provide powerful growth experiences for youth.
(Positive Youth Development)
Philliber Research Associates (2005). Directions: Youth development outcomes of the camp experience. Martinsville, IN: American Camp Association. www.acacamps.org/research/enhance/directions.php
Philliber Research Associates (2006). Innovations: Improving youth experiences in summer programs. Martinsville, IN: American Camp Association. www.acacamps.org/research/Innovations.pdf
Philliber Research Associates (2006). Inspirations: Developmental supports and opportunities of youths’ experiences at camp. Martinsville, IN: American Camp Association. www.acacamps.org/research/enhance/inspirations.php
Henderson, K. A., Bialeschki, M. D., Scanlin, M. M., Thurber, C., Whitaker, L. S., & Marsh, P. E. (2006–2007). Components of camp experiences for positive youth development. Journal of Youth Development: Bridging Research and Practice, 1(3). www.campspirit.com/docs/journal/ComponentsCamp_from_JYD.pdf
Thurber, C. A., Scanlin, M. M., Scheuler, L., & Henderson, K. A. (2007). Youth development outcomes of the camp experience: Evidence for multidimensional growth. Journal of Youth and Adolescence, 36, 241–254. www.springerlink.com/content/n63pt11k21u0/?p=ee6f68cd48164f4585cdcf5bf1d239d9&pi=31
updated! Arts Corps
Founded in 2000, this program places artists experienced in teaching in a variety of after school programs working with youth in kindergarten through 12th grade in Seattle and King County, Washington. The goal is to provide youth with access to high-quality arts education opportunities.
(Arts, Positive Youth Development)
McGill, M. (2002). Arts Corps program evaluation report [second year 2001–2002]. Seattle, WA: Art Corps.
Murray, M. (2003). Arts Corps program evaluation report: Year three, 2002–2003. Seattle, WA: Arts Corps.
Murray, M. (2004). Arts Corps program evaluation report: Year four, 2003–2004. Seattle, WA: Arts Corps.
Arts Corps. (2005). 2004 – 05 program evaluation report executive summary. Seattle, WA: Author.
Murray, M. (2007). Art Corps 2006–2007 evaluation report. Seattle, WA: Arts Corps. www.artscorps.org/downloads/publications/2007%20Evaluation%20Report.pdf
updated! 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). data.memberclicks.com/site/nae4a/JYD_09080303_final.pdf
updated! Beacon Initiative—San Francisco, California
This initiative, begun in 1994, aims to help youth in San Francisco, California, develop competencies that will help them become responsible adults.
(Family/Community Involvement, Multi-Component/Comprehensive, Positive Youth Development)
Walker, K. E., & Arbreton, A. J. A. (2001). Working together to build Beacon Centers in San Francisco: Evaluation findings from 1998–2000. Philadelphia: Public/Private Ventures. www.ppv.org/ppv/publications/publications.asp?search_id=20
Walker, K. E., & Arbreton, A. J. A. (2004). After-school pursuits: An examination of outcomes in the San Francisco Beacon Initiative. Philadelphia: Public/Private Ventures.www.ppv.org/ppv/publications/publications.asp?search_id=20
Tripp, F. L., Schwartz, J. L., & Bennett, R. W. (2004). San Francisco Beacon Initiative: Individual Beacon profile June 2004 evaluation report. Oakland, CA: Resource Development Associates. www.sfbeacon.org/00_Evaluations/Evaluations/2004_Annual_Evaluation_RDA.pdf
Schwartz, J. L., Reyes, P., Tharp, J., & Bennett, P. M. (2005). San Francisco Beacon Initiative: Second year (2005) evaluation report. Oakland, CA: Resource Development Associates. www.sfbeacon.org/00_Evaluations/Evaluations/2005_Evaluation_RDA.pdf
Moonka, N., Reyes, P., Tharp, J., & Bennett, P. M. (2006). San Francisco Beacon Initiative: Third year (2006) evaluation report. Oakland, CA: Resource Development Associates. www.sfbeacon.org/00_Evaluations/Evaluations/2006_Evaluation_RDA.pdf
Yu, H. C., Lea, C. Leufgen, J, & Rubin, A. (2008). Evaluation of the San Francisco Beacon Initiative: Final report. Oakland, CA: Social Policy Research Associates. www.sfbeacon.org/00_Evaluations/Evaluations/2008_Beacon_Evaluation_Report_SPR_Full_Report.pdf
Baker, A., & Tamanas, E. (2009). Youth Development Institute’s Beacons Young Adolescent Initiative: Evaluation update. Philadelphia: Youth Development Institute, OMG Center for Collaborative Learning. www.sfbeacon.org/00_Evaluations/BYA_Evaluations/2009_BYA%20Evaluation_OMG.pdf
updated! Before and After School Activities in Connecticut's Elementary and Middle Schools
This study reports on the before and after school activities available at Connecticut’s elementary and middle schools based on a 2001 survey. The goal was to provide insights into activities currently available, barriers to operating and accessing these activities, and opportunities for enhancing the activities in the future.
(Research Studies, System-Building)
Spectrum Associates. (2002).Before and after school activities in Connecticut’s elementary and middle schools. Farmington, CT: Author. www.ct.gov/opm/LIB/opm/CJPPD/CjJjyd/JjydPublications/BeforeAfterSchoolStudy2002.pdf
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/assets/111_publication.pdf
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
updated! Boy Scouts of America
This national program, begun in 1910, aims to provide boys with strong personal values and character, a positive sense of self-worth and usefulness, caring and nurturing relationships with others, a desire to learn, productive/creative use of time, and social adeptness.
(Positive Youth Development)
Louis Harris & Associates (1998). A year in the life of a Cub Scout…Boy Scout…Venturer. New York: Author.
Harris Interactive (2005). Values of Scouts: A study of ethics and character. Irving, TX: Boy Scouts of America Youth and Family Research Center.Harris Interactive (2003). Volunteer outcome study. Irving, TX: Boy Scouts of America Youth and Family Research Center.
Harris Interactive (2005). Values of scouts: A study of ethics and character. Irving, TX: Boy Scouts of America Youth and Family Research Center.
Harris Interactive (2005). Values of Americans: A study of ethics and character. Irving, TX: Boy Scouts of America Youth and Family Research Center.
updated! 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
Skrypek, M., & Valorose, J. (2010). Northern Star Council’s Scoutreach outcomes: Progress on United Way outcome measures for 2009. www.wilder.org/download.0.html?report=2279
updated! Boy Scouts of America—Summer Camps
These summer camps offer opportunities to participate in physically and intellectually challenging activities and provide supportive and caring relationships to Boys Scouts members nationally.
(Positive Youth Development)
Harris Interactive. (2001). Boy Scouts of America: Summer Camp outcomes study. Rochester, NY: Author. www.scouting.org/FILESTORE/marketing/pdf/02-448-1.pdf
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)
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.
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.
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/assets/187_publication.pdf
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
Arbreton, A. Bradshaw, M., Sheldon, J. & Pepper, S. (2009). Making every day count: Boys & Girls Clubs' role in promoting positive outcomes for teens. Philadelphia: Public/Private Ventures. www.ppv.org/ppv/publication.asp?section_id=23&search_id=0&publication_id=295
new! Boys & Girls Clubs of America—Triple Play Program
This national program is designed to demonstrate how eating smart, keeping fit, and forming positive relationships add up to a healthy lifestyle for youth aged 6-18. It includes three major components: (a) a "Healthy Habits" curriculum; (b) sports, fitness and recreation programs and sports leadership clubs; and (c) social recreation to teach and reinforce social and ethical skills.
(Health, Positive Youth Development, Sports/Recreation)
Gambone, M. A., Akey, T. M., Furano, K., & Osterman, L (2009). Promoting healthy lifestyles: The impact of Boys & Girls Clubs of America’s Triple Play Program on healthy eating, exercise patterns, and developmental outcomes (Executive Summary). Philadelphia: Youth Development Strategies, Inc. www.ydsi.org/ydsi/pdf/TriplePlayStudy-ExecutiveSummary-11-04-FINAL.pdf
updated! Boys & Girls Clubs of Metropolitan Phoenix—ArtWeb
This structured 1-week summer art program provides children in Phoenix, Arizona, the opportunity to explore and express their creative energies through visual, musical, and literary arts.
(Arts)
Baker, D. A. (1999). Boys & Girls Clubs of Metropolitan Phoenix summer program and ArtWeb evaluation. Phoenix: Arizona State University. rptsweb.tamu.edu/faculty/witt/conpubs/artweb.pdf
updated! 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). data.memberclicks.com/site/nae4a/JYD_070203final.pdf
new! Characteristics of Effective Summer Learning Programs
In 2005, researchers examined various summer program models and the evidence of their effectiveness.
(Academic/Enrichment, Positive Youth Development, Research Studies)
Bell, S. R., & Carrillo, N. (2007). Characteristics of effective summer learning programs in practice. New Directions for Youth Development, 114: 45–63. www.summerlearning.org/resource/resmgr/publications/2007.characteristicseffectiv.pdf
new! Children Defense Fund Freedom Schools® Initiative
Created in 1993, this national program provides summer and after school enrichment to help children in grades k–8 fall in love with reading, increase their self-esteem, and generate more positive attitudes toward learning.
(Academic/Enrichment, Multi-Component/Comprehensive, Positive Youth Development)
Philliber Research Associates. (2008). Evaluation of the Kansas City CDF Freedom Schools Science Initiative. Accord, NY: Author. sites.kauffman.org/pdf/2008_CDF_FS_Evaluation_Report.pdf
Portwood, S. G., Parara-Rogers, C., & Taylor, B. (2009). Seigle Avenue Partners Children’s Defense Fund Freedom Schools® pilot outcomes evaluation. The University of North Carolina at Charlotte Institute for Social Capital, Inc.
updated! Children's Aid Society Carrera—Model Teen Pregnancy Prevention Program
Implemented in 1984, the program aims to empower youth, help them develop a desire for a productive future, and aid young people in improving their sexual literacy and their understanding of the consequences of sexual activity.
(Multi-Component/Comprehensive, Prevention)
Philliber, S., Kaye, J. W., & Herrling, S. (2001). The national evaluation of the Children's Aid Society Carrera-Model Program to prevent teen pregnancy. Accord, NY: Philliber Research Associates.
Philliber, S., Kaye, J. W., Herrling, S., & West, E. (2002). Preventing pregnancy and improving health care access among teenagers: An evaluation of the Children's Aid Society—Carrera program. Perspectives on Sexual and Reproductive Health, 34(5), 244–251. www.guttmacher.org/pubs/journals/3424402.html
Brigham, R.A., & Nahas, J. (2008). Children’s Aid Society/Carrera Integrated School Model: Documentation of early implementation in four schools. Cambridge, MA: Brigham Nahas Research Associates.
new! CincyAfterSchool
This program aims to engage youth, parents, and the community in Cincinnati, Ohio to improve academic achievement and build healthy futures through after school and summer programming. It consists of nine components: tutoring and mentoring, telecommunication and technology, career exploration, service learning, fine arts, leadership development, health and wellness, non-school day programs, and family sessions.
(Academic/Enrichment, Multi-Component/Comprehensive)
Cincinnati Children’s Hospital Medical Center, Division of Psychology. (2007). Developmental assets: An evaluation of student needs and strengths: 2006–2007. Cincinnati: Author.
updated! Citizen Schools
Begun in 1995, this program operates a national network of apprenticeship programs for middle school students that connects adult volunteers to youth in hands-on after school learning projects. The program aims to help youth develop academic and leadership skills needed to succeed in school, get into college, and become leaders in their careers and their communities.
(Academic/Enrichment, Family/Community Involvement, Youth Leadership)
Espino, J., Fabiano, L., & Pearson, L. M. (with Kirkwood, K. P., Afolabi, K., & Pasatta, K.). (2004). Citizen Schools: Evidence from two student cohorts on the use of community resources to promote youth development. Phase II report of the Citizen Schools evaluation. Washington, DC: Policy Studies Associates. www.policystudies.com/studies/youth/CS%20Phase%20II.html
Fabiano, L., Pearson, L. M., Williams, I. J. (2005). Putting students on a pathway to academic and social success: Phase III findings of the Citizen Schools evaluation. Washington, DC: Policy Studies Associates.
Fabiano, L., Pearson, L. M., Reisner, E. R., & Williams, I. J. (2006). Preparing students in the middle grades to succeed in high school: Findings from Phase IV of the Citizen Schools evaluation. Washington, D.C.: Policy Studies Associates. www.policystudies.com/studies/youth/Citizen%20Schools%20Phase%20IV%20Final%20Report_12-26-06.pdf
Pearson, L. M., Vile, J. D., & Reisner, E. R. (2008). Establishing a foundation for progress toward high school graduation. Washington, DC: Policy Studies Associates. www.policystudies.com/studies/youth/Citizen%20Schools%20Phase%20V%20report.pdf
Woods, Y. M., & Reisner, E. R. (2009). Citizen Schools’ contribution to improved learning in expanded learning time schools: Research brief. Washington, DC: Policy Studies Associates. www.policystudies.com/studies/youth/Citizen%20Schools%20ELT%20Research%20Brief.pdf
new! City Year
Begun in 1990, this program recruits a diverse group of 17- to 24-year-olds to participate in 10 months of full-time community service, leadership development, and civic engagement.
(Service-Learning/Civic Engagement, Youth Leadership)
Anderson, L. M., Laguarda, K. G., & Fabiano, L. (2007). The City Year Alumni Studies: Summary of findings. Washington, DC: Policy Studies Associates. www.policystudies.com/studies/youth/City%20Year%20Alumni%20Studies%20Summary.pdf
updated! Colorado Trust’s After-School Initiative
This 5-year (2000–2005) initiative served fourth through ninth grade youth in 32 sites across Colorado. The initiative’s programs promoted positive youth development and included social and recreational skill building, such as leadership development, mentoring, sports activities, academic support, and development of computer skills.
(Positive Youth Development, System-Building)
The Colorado Trust. (2004). After-school mid-initiative evaluation brief. Denver, CO: Author.
Mattson, S. A. (2005). After-School Initiative evaluation. Denver, CO: The Colorado Trust.
www.coloradotrust.org/publications/evaluation-reports?filter=Alphabetical
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/assets/192_publication.pdf
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. www.mgs-us.com/OurClients/CAT_Final_Eval.pdf
updated! 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. Data were collected 2007–2008.
(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
Hayes, C., Lind, C., Grossman, J. B., Stewart, N., Deich, S. Gersick, A., McMaken, J., & Campbell, M. (2009). Investments in building citywide out-of-school-time systems: A six-city study. Philadelphia: Public/Private Ventures. www.wallacefoundation.org/KnowledgeCenter/KnowledgeTopics/CurrentAreasofFocus/Out-Of-SchoolLearning/Pages/Investments-in-Building-Citywide-Out-of-School-Time-Systems-A-Six-City-Study.aspx
new! Differential Role of Youth Development Program Participation for Latina/o Adolescents
The purpose of this study is to investigate the long-term embedded role of out-of-school time program participation in the context of Latina/o youth’s pathways to college.
(Culture/Heritage, Research Studies)
Nelson, I. (2009). Differential role of youth development program participation for Latina/o adolescents. Afterschool Matters, 9: 20–33. www.robertbownefoundation.org/pdf_files/2009_asm_fall.pdf
updated! Dynamy's John S. Laws Institute
Founded in 1989, this experience-based, 4-year, after school leadership and college-access program is designed to serve talented, low-income students from Worcester, Massachusetts, public schools who are eager to go to college, but are at risk of not reaching their full potential.
(Multi-Component/Comprehensive)
Brigham, R. A., Nahas, J., & Weiss, A. (2002). Dynamy's John S. Laws Institute: Graduate follow-up study. Cambridge, MA: Brigham Nahas Research Associates.
updated! Early Risers “Skills for Success”
This prevention program aims to alter the developmental trajectory of elementary-age children with early onset aggressive behavior. The program features four core components: a summer school program, a teacher consultation and student mentoring program, child social skills groups, and parent education and skills-training groups, all delivered in tandem with a family support program individually tailored to address families’ needs.
(Complementary Learning, Family/Community Involvement, Prevention)
August, G. J., Realmuto, G. M., Kektner, J. M., & Bloomquist, M. L. (2001). An integrated components preventive intervention for aggressive elementary children: The Early Risers program. Journal of Consulting and Clinical Psychology, 69(4).
August, G. J., Realmuto, G. M., Winters, K. C., & Hektner, J. M. (2001). Prevention of adolescent drug abuse: Targeting high-risk children with a multifaceted intervention model—The Early Risers “Skills for Success” Program. Applied & Preventive Psychology, 10, 135–154.
August, G. J., Hektner, J. M., Egan, E. A., Realmuto, G. M., & Bloomquist, M. L. (2002). The Early Risers longitudinal prevention trial: Examination of 3-year outcomes in aggressive children with intent-to-treat and as-intended analyses. Psychology of Addictive Behaviors, 16(Suppl.), S27–S39.
August, G. J., Egan, E. A., Realmuto, G. M., & Hektner, J. M. (2003). Parceling component effects of a multifaceted prevention program for disruptive elementary school children. Journal of Abnormal Child Psychology, 31(5). springerlink.com/content/x2494x66h49p0l22/
August, G. J., Lee, S. S., Bloomquist, M. L., Realmuto, G. M., & Hektner, J. M. (2003). Dissemination of an evidence-based prevention innovation for aggressive children living in culturally diverse, urban neighborhoods: The Early Risers effectiveness study. Prevention Science, 4, 271–286.
August, G. J., Egan, E. A., Realmuto, G. M., & Hektner, J. M. (2003). Four years of the Early Risers early-age-targeted preventive intervention: Effects on aggressive children’s peer relations. Behavior Therapy, 34, 453–470.
August, G. J., Lee, S. S., Bloomquist, M. L, Realmuto, G. M., & Hektner, J. M. (2004). Maintenance effects of an evidence-based prevention innovation for aggressive children living in culturally-diverse urban neighborhoods: The Early Risers effectiveness study. Journal of Emotional and Behavioral Disorders, 12, 194–205.
August, G. J., Bloomquist, M. L, Lee, S. S., Realmuto, G. M., & Hektner, J. M. (2006). Can evidence-based prevention programs be sustained in community practice settings? The Early Risers advanced-stage effectiveness trial. Prevention Science, 7, 151–165.
August, G. J., Bloomquist, M. L., Realmuto, G. M., & Hektner, J. M. (2007). The Early Risers “Skills for Success” Program: A targeted intervention for preventing conduct problems and substance abuse in aggressive elementary school children. In P. Tolan, J. Szapocznik, & S. Sambrano (Eds.), Preventing youth substance abuse: Science-based programs for children and adolescents (pp. 137–158). Washington: American Psychological Association.
Bernat, D. H., August G. J., Hektner J. M., & Bloomquist M. L. (2007). The Early Risers preventive intervention: testing for six-year outcomes and mediational processes. Journal of Abnormal Child Psychology, 35(4), 605–617.
new! Engaging Older Youth: Program and City-level Strategies to Support Sustained Participation in Out-of-School Time
This study examined out-of school time programs across 6 diverse cities (Chicago, Illinois, Cincinnati, Ohio, New York, New York, Providence, Rhode Island, San Francisco, California and Washington, DC) with high participation and retention rates, primarily serving low-income youth, in order to identify the program characteristics found to be the most successful in retaining older youth, as well as the strategies that cities use to support participation.
(Research Studies)
Deschenes, S. N., Arbreton, A., Little, P. M., Herrera, C., Grossman, J. B., Weiss, H.B., with Lee, D. (2010). Engaging older youth: Program and city-level strategies to support sustained participation in out-of-school time. Cambridge, MA: Harvard Family Research Project. www.hfrp.org/out-of-school-time/publications-resources/engaging-older-youth-program-and-city-level-strategies-to-support-sustained-participation-in-out-of-school-time
updated! Enhanced Academic Instruction in After-School Programs
This study examines two interventions that provide 45 minutes of formal academic instruction during after school programs to students who need help meeting local academic standards. The enhanced instruction was implemented in 2005 in 50 after school centers in 13 states.
(Academic/Enrichment, Research Studies)
Black, A. R., Doolittle, F., Zhu, P., Unterman, R., & Grossman, J. B. (2008). The evaluation of Enhanced Academic Instruction in After-School Programs: Findings after the first year of implementation. Washington, DC: U.S. Department of Education. ies.ed.gov/ncee/pdf/20084021.pdf
Black, A. R., Somers, M., Doolittle, F., Unterman, R. & Grossman, J. B. (2009). The evaluation of Enhanced Academic Instruction in After-School Programs: Final report. Washington, DC: U.S. Department of Education. ies.ed.gov/ncee/pubs/20094077/pdf/20094077.pdf
updated! Essential Elements of Quality After-School Programs Study
This study aimed to identify after school programs that have been found through scientific studies to be effective and the core elements that contributed to their effectiveness. To accomplish this, a comprehensive search and review was conducted of major studies, prior reviews, and meta-analyses on after school programming from 2000 through 2005 for elements and programs proven to be effective through empirical research.
(Research Studies)
Hammond, C., & Reimer, M. (2006). Essential elements of quality after-school programs study. Clemson, SC: National Dropout Prevention Center/Network. www.dropoutprevention.org/pubs/pdfs/Essential_Elements_of_Quality_AfterSchool_Programs.pdf
new! Extended Learning Time Programs—South Carolina
These programs in South Carolina include extended-day and extended-year programming operating during out-of-school time.
(Academic/Enrichment, Tutoring/Extra Instruction)
Learning Point Associates & Berkeley Policy Associates. (2006). South Carolina Extended Learning Time Study: Final report. Chicago: Learning Points Associates. elo.ccsso.org/alfresco/d/d/workspace/SpacesStore/242f8d14-c495-11dd-84ce-1bf8a914463c/SC_2006_ExtendedLearningTimeReport.pdf
new! Extra Time Programs—Delaware
These programs across the state of Delaware take place after school, during the summer, and less often during the school day, to help students with reading, writing, and math.
(Academic/Enrichment, Tutoring/Extra Instruction)
Delaware Department of Education. (2007). A report of extra time program in Delaware schools. Dover, Delaware: Author. elo.ccsso.org/alfresco/d/d/workspace/SpacesStore/f3164e3c-c491-11dd-84ce-1bf8a914463c/DE_2006-07ExtraTimeEvaluation.pdf
updated! Foundations School-Age Enrichment Program
Begun in 1992, this private, nonprofit organization operates before school and after school enrichment programs for children pre-kindergarten through 12th grade.
(Academic/Enrichment, Literacy, Positive Youth Development)
Hamilton, L. S., Le, V., & Klein, S. P. (1999). Foundations School-Age Enrichment Program: Evaluation of student achievement. Santa Monica, CA: RAND Education.
Le, V., & Hamilton, L. S. (2001). Examining test score gains among participants of the Foundations after-school program (PM-1178-EDU). Santa Monica, CA: RAND Education.
Le, V., & Hamilton, L. S. (2001). Achievement gains in math and reading by participants of the Foundations after-school enrichment program (PM-1265-EDU). Santa Monica, CA: RAND Education.
Klein, S. P., & Bolus, R. (2002). Improvements in math and reading scores of students who did and did not participate in the Foundations After School Enrichment Program during the 2001–2002 school year. Santa Monica, CA: Gansk & Associates.
updated! 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). data.memberclicks.com/site/nae4a/JYD_09080303_final.pdf
new! Girl Game Company
This after school and summer program serves middle school girls in a rural part of central California. The goals are to increase girls’ information technology fluency through computer-based activities, and to build peer, family, and other adult support to enhance girls’ interest in and capacity to pursue and persist in computer courses and careers.
(Science/Technology/Mathematics)
Denner, J., Bean, S., & Martinez, J. (2008). The Girl Game Company: Engaging Latina girls in information technology. Afterschool Matters, 8. www.robertbownefoundation.org/pdf_files/2009_asm_spring.pdf
updated! Girls on the Run®
This prevention program, which operates across the U.S. and Canada, encourages preteen girls to develop self-respect and healthy lifestyles through running. The curricula address all aspects of girls' development—their physical, emotional, mental, social and spiritual well-being. The program curriculum is delivered through after school programs, recreation centers and other non-profit settings.
(Positive Youth Development, Prevention, Sports/Recreation)
DeBate, R. D. (2002). Girls on the Run® International evaluation report: Spring 2002. Charlotte, NC: Girls on the Run®. www.girlsontherun.org/customers/105120616203947/filemanager/evaluation_2002.pdf
DeBate, R. D. & Otero-Fisher, K. A. (2005). Girls on the Run formative evaluation report: Spring 2005 results. Charlotte, NC: Girls on the Run®. www.girlsontherun.org/customers/105120616203947/filemanager/evaluation_2005.pdf
DeBate, R. D. & Delmar, R. (2006). Girls on the Run formative evaluation report: Spring 2006 results. Charlotte, NC: Girls on the Run®. www.girlsontherun.org/customers/105120616203947/filemanager/Council Directors/GOTR_Spring_2006_all_sites_report.pdf
new! Integrating Sports and Physical Activity into Out-of-School Time Programs: A Research Review
This research review focuses on the intersection of out-of-school time programming, sports, and physical activity programs for youth, and the promotion of healthy physical, emotional, and intellectual development among children, especially those growing up in poverty.
(Research Studies, Sports/Recreation)
Policy Studies Associates. (2006). Everyone plays! A review of research on the integration of sports and physical activity into out-of-school time programs. Washington, DC: Author. www.policystudies.com/studies/youth/OSTsports.pdf
updated! Intel Computer Clubhouse Network
Begun in 2000, this national program encourages young people to use technology-rich environments to construct artifacts, explore ideas, and creatively express themselves, in collaboration with peers and local mentors.
(Mentoring, Positive Youth Development, Science/Technology/Mathematics)
Pryor, T., Culp, K. M., Lutz, S., & John, K. (2001). Evaluation of the Intel Computer Clubhouse Network, year 1. New York: Center for Children and Technology, Education Development Center.
Lavine, M., & Hochman, J. (2002). Evaluation of the Intel Computer Clubhouse, year two report. New York: Center for Children and Technology, Education Development Center.
new! Internet Community of Design Engineers Program
This 3-year program (2006–2009) offered after school and summer sessions to middle and high school students in Cambridge, Massachusetts. The goal was to increase the likelihood that participants would pursue Information Technology (IT) and Science-Technology-Engineering-Math careers, by engaging them in intensive, hands-on IT learning experiences.
(Science/Technology/Mathematics)
Londhe, R. (2009). Internet Community of Design Engineers (iCODE) final evaluation report. Cambridge: MA: Goodman Research Group. www.informalscience.org/reports/0000/0222/GRG_s_Final_Report_with_appendices.pdf
new! Key Indicators of Quality in Afterschool Programs
This study identifies benchmarks and indicators for high quality after school programs. Data sources include a synthesis of literature on after school programs, observations, and a survey of 15 high quality after school program sites.
(Research Studies)
Huang, D., La Torre, D., Harven, A., Huber, L. P., Jiang, L., Leon, S., & Oh, C. (2008). Identification of key indicators of quality in afterschool programs. CRESST Report 748. National Center for Research on Evaluation, Standards, and Student Testing (CRESST)/University of California, Los Angeles. www.cse.ucla.edu/products/reports/R748.pdf
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.
updated! Los Angeles Better Educated Students for Tomorrow (LA's BEST) Program
Begun in 1988 in Los Angeles, California, this program has five goals: a safe environment, enhanced opportunities through the integration of an educational support structure, educational enrichment activities to supplement and deepen the regular program, recreational activities, and interpersonal skills and self-esteem development.
(Academic/Enrichment, Positive Youth Development, Sports/Recreation)
Brooks, P. E., Valdes, R. M., Herman, J. L., & Baker, E. L. (1990). Evaluation report, March 1, 1990: LA’s BEST after school education and enrichment program. Los Angeles: UCLA Center for the Study of Evaluation, Graduate School of Education & Information Studies, University of California.
Brooks, P. E., & Herman, J. L. (1991). Evaluation report, July 31, 1991: LA’s BEST an after school education and enrichment program. Los Angeles: UCLA Center for the Study of Evaluation, Graduate School of Education & Information Studies, University of California.
Brooks, P. E., & Forman, R. (1993). Final evaluation report, December 17, 1993: LA’s BEST an after school education and enrichment program. Los Angeles: UCLA Center for the Study of Evaluation, Graduate School of Education & Information Studies, University of California.
Brooks, P. E., Mojica, C. M., & Land, R. E. (1995). Final evaluation report: Longitudinal study of LA’s BEST after school education and enrichment program, 1992–94. Los Angeles: UCLA Center for the Study of Evaluation, Graduate School of Education & Information Studies, University of California.
Huang, D., Gribbons, B., Kim, K. S., Lee, C., & Baker, E. L. (2000). A decade of results: The impact of the LA’s BEST after school enrichment initiative on subsequent student achievement and performance. Los Angeles: UCLA Center for the Study of Evaluation, Graduate School of Education & Information Studies, University of California.
Huang, D., Choi, K., Davis, D., Henderson, T., Kim, K. Lin, S., et al. (2003). Evaluating the impact of LA’s BEST on students’ social and academic development: Study of 74 LA’s BEST Sites 2001–2002 draft final report. Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing, Center for the Study of Evaluation, Graduate School of Education & Information Studies, University of California, Los Angeles.
Huang, D., Choi, K., Henderson, T., Howe, J., Kim, K., Vogel, M., et al. (2004). Evaluating the impact of LA’s BEST on students’ social and academic development: Study of 100 LA’s BEST Sites 2002–2003. Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing, Center for the Study of Evaluation, Graduate School of Education & Information Studies, University of California, Los Angeles.
Huang, D. (2004). Exploring the long-term impact of LA’s BEST on students’ social and academic development. Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing, Center for the Study of Evaluation, Graduate School of Education & Information Studies, University of California, Los Angeles.
Huang, D., Kim, K. S., Marshall, A., & Perez, P. (2005). Keeping kids in school: An LA’s BEST example – A study examining the long-term impact of LA’s BEST on students’ dropout rates. Los Angeles, CA: National Center for Research on Evaluation, Standards, and Student Testing.
Huang, D. (2005). Evaluating the effects of academic skills and academic enablers taught at LA’s BEST on the achievement of student participants. Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing, Center for the Study of Evaluation, Graduate School of Education & Information Studies, University of California, Los Angeles.
Peppler, K. A., & Catterall, J. S. (2006). Year two evaluation of the LA’s BEST After School Arts Program: Evaluating student learning in the arts. Graduate School of Education & Information Studies. University of California, Los Angeles.
Goldsmidt, P., Huang, D., & Chinen, M. (2007). The long-term effects of after-school programming on educational adjustment and juvenile crime: A study of the LA’s BEST after-school program. Washington, DC: U.S. Department of Justice. www.afterschoolnetwork.org/files/DOJ_Final%20Report_updated.pdf
Huang, D., Coordt, A., La Torre, D., Leon, S., Miyoshi, J., Pérez, P., & Peterson, C. (2007). The afterschool hours: Examining the relationship between afterschool staff‐based social capital and student engagement in LA’s BEST. CSE Technical Report 712. National Center for Research on Evaluation, Standards, and Student Testing (CRESST)/University of California, Los Angeles. www.cse.ucla.edu/products/reports/R712.pdf
Huang, D., Miyoshi, J., La Torre, D., Marshall, A., Perez, P., & Peterson, C. (2007). Exploring the intellectual, social and organizational capitals at LA’s BEST. CSE Technical Report 714. National Center for Research on Evaluation, Standards, and Student Testing (CRESST)/University of California, Los Angeles. www.cse.ucla.edu/products/reports/R714.pdf
Huang, D., Leon, S. La Torre, D., & Mostafavi, S. (2008). Examining the relationship between LA’s BEST program attendance and academic achievement of LA’s BEST students. CRESST Report 749. National Center for Research on Evaluation, Standards, and Student Testing (CRESST)/University of California, Los Angeles. www.cse.ucla.edu/products/reports/R749.pdf
Huang, D., La Torre, D., Duong, N., Huber, L. P., Leon, S., & Oh, C. (2009). A circle of learning: Children and adults growing together in LA’s BEST. CRESST Report 758. National Center for Research on Evaluation, Standards, and Student Testing (CRESST)/University of California, Los Angeles. www.cse.ucla.edu/products/reports/R758.pdf
Huang, D., Leon, S., Harven, A. M., La Torre, D., & Mostafavi, S. (2009). Exploring the relationships between LA’s BEST Program attendance and cognitive gains of LA’s BEST students. CRESST Report 757. National Center for Research on Evaluation, Standards, and Student Testing (CRESST)/University of California, Los Angeles. www.cse.ucla.edu/products/reports/R757.pdf
new! Lottery for Education: Afterschool Programs (LEAPs)—Tennessee
This program's main purpose is to provide students, particularly at-risk students attending high-poverty or low-performing schools in Tennessee, opportunities outside of the school day for academic enrichment that reinforces and complements the regular academic program.
(Academic/Enrichment, Tutoring/Extra Instruction)
Tennessee Department of Education. (2008). Lottery for Education: Afterschool Programs LEAPs and test preparation pilot projects annual report. Nashville, TN: Author. www.state.tn.us/education/learningsupport/doc/LEAPsRpt08Final.pdf
updated! Making the Most of Out-of-School Time Initiative
This 7-year system-building initiative (1994–2001) contributed to the supply, accessibility, affordability, and quality of out-of-school time programs in three cities.
(System-Building)
Halpern, R., Spielberger, J., & Robb, S. (1998). Making the Most of Out-of-School Time: Executive summary. Interim findings from an evaluation conducted by Chapin Hall Center for Children at the University of Chicago. Chicago: Chapin Hall Center for Children at the University of Chicago.
Coltin, L., & McGuire, K. (1998). Making the MOST of Out-of-school time: Technology’s role in collaboration. Proceedings of the Families, Technology, and Education Conference. ceep.crc.uiuc.edu/eecearchive/books/fte/appli/coltin.html
Halpern, R., Spielberger, J., & Robb, S. (2001). Evaluation of the MOST (Making the Most of Out-of-School Time) Initiative: Final report and summary of findings. Chicago: Chapin Hall Center for Children at the University of Chicago. chapinhall.org/research/report/evaluation-most-making-most-out-school-time-initiative
Heliotrope. (2002). Process evaluation report: MOST Out-of-School Time program/school linkages. Seattle, WA: Schools Out Washington.
new! Mixing in Math
In operation from 2004 to 2009, this project helped after school educators across the U.S. mix math into what they already do with children in grades K–6 (e.g., crafts, cooking, games).
(Science/Technology/Mathematics, System-Building)
Miller, B. (2009). Mixing in Math evaluation final report. Brookline, MA: Miller Midzik Research Associates. www.informalscience.org/reports/0000/0205/MiM_Final_Report_finalv9.doc
updated! National Faith-Based Initiative
This initiative, begun in late 1998, consists of 12 sites across the country that focus on high-risk youth and provide programs including mentoring, education, and employment readiness. Sites also collaborate with faith-based institutions, justice institutions, and social service agencies to strengthen efforts to serve youth.
(Faith-Based, Mentoring, Prevention)
Bauldry, S., & Hartmann, T. A. (2004). The promise and challenge of mentoring high-risk youth: Findings from the National Faith-Based Initiative. Philadelphia: Public/Private Ventures. www.ppv.org/ppv/publications/assets/21_publication.pdf
updated! New Hampshire Academically Focused After School Programs
These New Hampshire programs seek to improve elementary and middle school students’ academic achievement and performance by augmenting the school day with activities that promote student success.
(Academic/Enrichment)
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
Walking Eagle, K. P., Miller, T. D., Cooc, N. LaFleur, J., & Reisner, E. R. (2009). Evaluation of New Jersey After 3: Reaching and engaging New Jersey’s Youth through afterschool programs, 2005 – 2008. Washington, DC: Policy Studies Associates, Inc. www.policystudies.com/studies/youth/NJA3%20Year%203%20report.pdf
updated! New York City Department of Youth and Community Development's Out-of-School Time Programs for Youth Initiative
Begun in 2005, this out-of-school time initiative provides funds to support OST programs across New York City. This initiative is designed to address a broad range of developmental objectives for youth and to serve the needs of New York City’s families and communities.
(Academic/Enrichment, Family/Community Involvement, Positive Youth Development)
Russell, C. A., Reisner, E. R., Pearson, L. M., Afolabi, K. P., Miller, T. D., & Mielke, M. B. (2006). Evaluation of DYCD’s Out-of-School Time Initiative: Report on the first year. Washington, DC: Policy Studies Associates, Inc.
Pearson, L. M., Russell, C. A., & Reisner, E. R. (2007). Evaluation of OST programs for youth: Patterns of youth retention in OST programs, 2005–06 to 2006–07. Washington, DC: Policy Studies Associates, Inc.www.policystudies.com/studies/youth/OST.html
Russell, C. A., Mielke, M. B., & Reisner, E. R. (2008). Evaluation of the New York City Department of Youth and Community Development Out-of-School Time Programs for Youth Initiative: Results of efforts to increase program quality and scale in year 2. Washington, DC: Policy Studies Associates, Inc. www.nyc.gov/html/dycd/downloads/pdf/ost_evaluation_year_2%20_report.pdf
Russell, C. A., Vile, J. D., Reisner, E. R., Simko, C., Mielke, M. B., & Pechman, E. (2008). Evaluation of the New York City Department of Youth and Community Development Out-of-School Time Programs for Youth Initiative: Implementation of programs for high school youth. Washington, DC: Policy Studies Associates, Inc. www.policystudies.com/studies/youth/OST%20High%20School%20Programs.pdf
Russell, C. A., Mielke, M. B., & Reisner, E. R. (2009). Evidence of program quality and youth outcomes in the DYCD out-of-school time initiative: Report on the initiative’s first three years. Washington, DC: Policy Studies Associates, Inc. www.wallacefoundation.org/KnowledgeCenter/KnowledgeTopics/CurrentAreasofFocus/Out-Of-SchoolLearning/Pages/evidence-of-program-quality-and-youth-outcomes.aspx
updated! NYC FIRST! (New York City For Inspiration and Recognition of Science and Technology)
Implemented in 1998, this program in New York City is typically run as either an after school or weekend program. FIRST is a national organization that engages middle and high school students, working with adult coaches and mentors, in researching, designing, and building robots and participating in games of skill and strategy meant to transfer the enthusiasm youth feel for athletics to the fields of math, science, and engineering.
(Science/Technology/Mathematics)
Jeffers, L. (2003). Evaluation of NYC FIRST! New York: EDC Center for Children and Technology. cct.edc.org/report.asp?id=141
updated! Participation of Young People in Out-of-School Time Activities in Chicago
This study examined the nature of programs available to 10th grade students in Chicago Public Schools, including who participates in them, the reasons behind such participation, and the barriers and potential incentives that condition participation.
(Research Studies)
Chaskin, R. J., & Baker, S. (2006). Negotiating among opportunity and constraint: The participation of young people in out-of-school-time activities. Chicago, IL: Chapin Hall Center for Children. www.chapinhall.org/research/report/negotiating-among-opportunity-and-constraint
updated! Prime Time Initiative of Palm Beach County, Florida
Initiated in 2001, this system-building effort is designed to strengthen the availability and quality of after school programs in Palm Beach County, Florida, including a Quality Improvement System based on program standards and assessment, technical assistance and professional development, curricular and program enhancements, and outreach, advocacy, and marketing.
(System-Building)
Spielberger, J., & Lockaby, T. (2006). The Prime Time Initiative of Palm Beach County, Florida: QIS development process evaluation: Year 2 report. Chicago, IL: Chapin Hall Center for Children. www.chapinhall.org/sites/default/files/old_reports/384.pdf
Speilberger, J., & Lockaby, T. (2008). Palm Beach County’s Prime Time Initiative: Improving the quality of after-school programs. Chicago, IL: Chapin Hall Center for Children. www.chapinhall.org/sites/default/files/old_reports/412.pdf
Speilberger, J., Lockaby, T., Mayers, L., & Guterman, K. (2009). Ready for Prime Time: Implementing a formal afterschool quality improvement system by Prime Time Palm Beach County, Inc. Chicago, IL: Chapin Hall Center for Children. www.chapinhall.org/sites/default/files/Prime_Time_Report_04_18_09.pdf
Baker, S., Spielberger, J., Lockaby, T., & Guterman, K. (2010). Enhancing quality in afterschool programs: Fifth-year report on a process evaluation of Prime Time Palm Beach County, Inc. Chicago, IL: Chapin Hall Center for Children. www.chapinhall.org/sites/default/files/Prime_Time_5_2008_2009.pdf
updated! Project 4-Health
Offered in 4-H clubs throughout California, this program is designed to prevent tobacco use. The program involves youth in discouraging others' tobacco use and develops youth leadership for tobacco control.
(Health, Prevention, Youth Leadership)
D'Onofrio, C. N., Moskowitz, J. M., & Braverman, M. T. (2002). Curtailing tobacco use among youth: Evaluation of Project 4-Health. Health Education & Behavior, 29(6), 656–682. heb.sagepub.com/cgi/content/abstract/29/6/656
updated! Project HOPE (Holistic Opportunities Plan for Enrichment)
This project works with five community-based after school programs in Durham, North Carolina, to provide direct tutoring services to youth in grades K–11 who attend those programs.
(Tutoring/Extra Instruction)
Jentleson, B., & Westmoreland, H. (2004). Project H.O.P.E. annual report, 2003–2004 school year. Durham, NC: Duke Univerisity, Office of Community Affairs.
Upton, J., & Whittington, D. (2004). External evaluation: On-site observations February–March 2004. Durham, NC: Institutional Review Consultants.
Jentleson, B., Henderson, E., & Johnson, D. M. (2009). Project H.O.P.E.: Effective university engagement with community afterschool programs. Journal of Youth Development, 4(3). data.memberclicks.com/site/nae4a/JYD_090403final.pdf
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).
updated! Promising After-School Programs Study
Begun in 2002, this national study seeks to determine the short-term and long-term impacts of high-quality after school programs on the cognitive, academic, social, and emotional development of youth who are growing up in high-poverty communities.
(Research Studies)
Vandell, D. L., Reisner, E. R., Brown, B. B., Pierce, K., Dadisman, K., & Pechman, E. M. (2004). The study of promising after-school programs: Descriptive report of the promising programs. Madison, WI: Wisconsin Center for Education Research.
Vandell, D. L., Reisner, E. R., Brown, B. B., Dadisman, K., Pierce, K. M., Lee, D., et al. (2005). The study of promising after-school programs: Examination of intermediate outcomes in year 2. Madison, WI: Wisconsin Center for Education Research.
Vandell, D. L., Reisner, E. R., Pierce, K. M., Brown, B. B., Lee, D., Bolt, D., et al. (2006). The study of promising after-school programs: Examination of longer term outcomes after two years of program experiences. Madison, WI: Wisconsin Center for Education Research.
Vandell, D. L., Reisner, E. R., & Pierce, K. M. (2007). Outcomes linked to high-quality afterschool programs: Longitudinal findings from the study of Promising Afterschool Programs. University of California, Irvine. www.policystudies.com/studies/youth/Promising%20Programs%20Final%20Report%20FINAL%2010-23-07.pdf
new! Rocky Mountain Middle School Mathematics and Science Partnership
The primary focus of this project is the development and support of informal summer outreach and intervention programs to provide middle school students with hands-on activities in science and math, and leadership and teamwork opportunities. Programs take place on the campuses of 4 Colorado universities.
(Science/Technology/Mathematics, Youth Leadership)
Fritz, A. E., & Albright, L. (2008) Evaluation of the Rocky Mountain Middle School Mathematics and Science Partnership (RM-MSMSP) summer camp program: Year 4, Summer 2008. Fort Collins, CO: Colorado State University.
Weinberg, A. E., & Albright, L. (2009) Evaluation of the Rocky Mountain Middle School Mathematics and Science Partnership (RM-MSMSP) summer camp program: Year 5, Summer 2009. Fort Collins, CO: Colorado State University.
new! Role of After-School Programs in Children's Literacy Development
This study was designed to provide a basic picture of the after school field in relation to fostering low-income children's literacy. Data were collected on after school programs in Chicago, Illinois; Seattle, Washington; and New York, New York.
(Literacy)
Spielberger, J., & Halpern, R. (2002). The role of after-school programs in children's literacy development. Chicago: Chapin Hall Center for Children. www.chapinhall.org/sites/default/files/PS_38.pdf
updated! Rural After-School Programs Study
Conducted in 2003–2004, this study examines the salience of after school programs for youth in a two rural communities in a western state. The goal of the after school programs in this study is to assist youth in gaining knowledge and skills that will lead to attitudes and behaviors necessary to become contributing community members.
(Positive Youth Development, Research Studies)
Letiecq, B. L., Bailey, S. J., & Keller, J. A. (2007). Rural after-school programs: Meeting the needs of at-risk youth and their families. Journal of Youth Development, 2(2). data.memberclicks.com/site/nae4a/JYD_070202final.pdf
updated! Sacramento START (Students Today Achieving Results for Tomorrow)
This academic enrichment program provides a safe, positive learning environment for elementary school students from low-income families in Sacramento County, California.
(Academic/Enrichment, Literacy, Tutoring/Extra Instruction)
Lamare, J. (1998). Sacramento START: An evaluation report, September 1996–May 1997. Sacramento, CA: Sacramento Neighborhood Planning and Development Services Department.
Minicucci Associates. (2001). Achieving results: Evaluation report 1999/2000. Sacramento, CA: Author.
Minicucci Associates. (2001). Supporting student achievement: Evaluation report 2000/2001. Sacramento, CA: Author.
Minicucci Associates. (2002). Evaluation report 2001/2002. Sacramento, CA: Author.
Minicucci Associates.(2003). Sacramento START: Annual evaluation report. 2002/2003. CA: Author.
Minicucci Associates. (2003). Sacramento START: Summary of four evaluation studies 1999/2000 through 2002/2003.
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.
new! Salsa, Sabor y Salud
This healthy lifestyles educational program designed for Latino families has been adapted for use in after school programs. Three after school programs, one in Los Angeles, California and two in Chicago, Illinois, piloted this program.
(Family/Community Involvement, Health, Sports/Recreation)
Huang, D., La Torre, D., Oh, C., Harven, A., Huber, L., Leon, S., & Mostafavi. S. (2008). The afterschool experience in Salsa, Sabor y Salud: Evaluation 2007-08. CRESST Report 747. National Center for Research on Evaluation, Standards, and Student Testing (CRESST)/University of California, Los Angeles. www.cse.ucla.edu/products/reports/R747.pdf
updated! Save the Children Model Literacy Initiative
Begun in 2003, this initiative supports programs across the U.S. that involve in-school, after school, and summer-school literacy activities.
(Literacy, System-Building)
White, R. N., & Reisner, E. R. (2007). Model literacy programs Save the Children: Evaluation findings from the 2005–06 school year. Washington DC: Policy Studies Associates. www.policystudies.com/studies/youth/Model%20Literacy%20Program%20Year%203%20Report.pdf
Palmiter, A. S., Arcaira, E. R., White, R. N., & Reisner, E. R. (2009). The literacy programs of Save the Children: Results from the 2008–09 school year. Washington, DC: Policy Studies Associates. www.policystudies.com/studies/school/Comprehensive%20Report%202009.pdf
updated! Service at the Salado
This after school program, implemented at four schools in Phoenix, Arizona, in 2003, engages students in grades 5–8 in learning about and serving their community through scientific inquiry and technology and by creating projects that are exhibited to the public at a local park.
(Science/Technology/Mathematics, Service-Learning/Civic Engagement)
Saltz, C., Crocker, N., & Banks, D. L. (2004). Evaluation of Service at the Salado for Fall 2004. Tempe, AZ: Arizona State University International Institute for Sustainability.
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.
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! Steppingstone Academy
This academy provides motivated urban youth in Grades 4–6 with rigorous academic preparation for acceptance and success at top independent and public exam schools in the greater Boston, Massachusetts area.
(Academic/Enrichment, Tutoring/Extra Instruction)
Brigham, R. A., & Nahas, J. (2003). The Steppingstone Foundation: Graduate and parent/guardian survey. Cambridge, MA: Brigham Nahas Research.
updated! 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). www.springerlink.com/content/an2wjdw7lw8n/?p=657dffa43e4240ae9a7967235b05530c&pi=0
updated! Summer of Service—Children's Discovery Museum of San Jose
This summer camp offers youth entering Grades 7–10 in San Jose, California, an opportunity to work in a museum, mentor young children, participate in environmental service activities, engage in community outreach, and develop media skills.
(Service-Learning/Civic Engagement)
OpenEye Innovation Management, Inc. (2006). Evaluation of the 2005 Summer of Service Program: Children's Discovery Museum of San Jose. Education and Programs Division, Children's Discovery Museum of San Jose: San Jose, CA. www.cdm.org/i/Resources/SOS-2005-Evaluation-Report.pdf
updated! Summer Training and Education Program (STEP)
Begun in 1985, this program was designed to stem summer learning loss of youth at risk of dropping out of school by providing paid summer work and remedial education for disadvantaged youth, ages 14 and 15. The program was implemented in five cities-four on the West Coast and one on the East Coast.
(Prevention, Tutoring/Extra Instruction, Vocational Education)
Grossman, J. B., & Sipe, C. L. (1992). Report on long-term impacts (STEP program). Philadelphia: Public/Private Ventures.
Walker, G., & Vilella-Velez, F. (1992). Anatomy of a demonstration: STEP from pilot through replication and postprogram impacts. Philadelphia: Public/Private Ventures.
updated! Supplemental Educational Services—Virginia
As required by the U.S. Department of Education’s No Child Left Behind Act of 2001, Virginia offers Supplemental Educational Services to students attending low-performing schools and 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.
(Academic/Enrichment, Tutoring/Extra Instruction)
Potter, A., & Ross, S. M. (2005). A review of implementation of Supplemental Educational Services in Virginia and recommendations for future implementation: 2003–2004 and 2004–2005. Memphis, TN: Center for Research in Educational Policy.
new! Sustainability in School-Linked After-School Programs
Conducted in 2001, this study examined strategies for sustaining school-linked after school programs, in order to help understand the challenges of sustaining these emerging programs.
(Research Studies)
Policy Studies Associates. (2002). Sustainability In school-linked after-school programs. Washington, DC: Author. www.policystudies.com/studies/youth/FINAL%20Issue%20Brief%20Nov2002WEB.pdf
updated! TechREACH
Launched in 2003, this after school program targets low-income, at-risk middle school girls in western Washington State and engages them in science, mathematics, engineering, and technology (STEM) activities to increase their interest in STEM with high-quality curricula and real world projects.
(Science/Technology/Mathematics)
Molloy, P. & Aronson, J. (2004). TechREACH: Year 1 evaluation report. Bothell, WA: Puget Sound Center for Teaching.
Molloy, P. & Aronson, J. (2005). TechREACH: Year 2 evaluation report. Bothell, WA: Puget Sound Center for Teaching.
www.techreachclubs.org/programs/evaluations.html
updated! Teen REACH (Responsibility, Education, Achievement, Caring, and Hope)
Begun in 1998, this program offers positive services and activities for Illinois youth ages 6 to 17 during nonschool hours. Core services include academic enrichment activities; life skills education; parental involvement; recreation, sports, cultural, and artistic activities; positive adult mentors; and community service.
(Multi-Component/Comprehensive)
The Center for Prevention Research and Development, University of Illinois. (2001). Teen REACH: A summary of the pilot evaluation. Champaign, IL: Author.
The Center for Prevention Research and Development, University of Illinois. (2004). Teen REACH: Annual evaluation report. Champaign, IL: Author.
The Center for Prevention Research and Development, University of Illinois. (2004). Teen REACH: An executive summary of the FY04 evaluation. Champaign, IL: Author.
updated! Texas Optional Extended Year Program
The purpose of this 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.austinisd.org/inside/docs/ope_OEYPReport 01-02.pdf
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/oeyp04_eval.pdf
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/21cclc_02-07_FinalReport.pdf
updated! 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). data.memberclicks.com/site/nae4a/JYD_070203final.pdf
new! What Students in the Chicago Public Schools Do in Their Out-of-School Time
This study provides a descriptive overview of what students in the public schools in Chicago, Illinois do in their out-of-school time.
(Research Studies)
Goerge, R. M., & Chaskin, R. J. (2004). What ninth grade students in the Chicago Public Schools do in their out-of-school time. Chicago: Chapin Hall Center for Children. www.chapinhall.org/research/report/what-ninth-grade-students-chicago-public-schools-do-their-out-school-time
Goerge, R. M., Chaskin, R. J., & Guiltinan, S. (2006). What high school students in The Chicago Public Schools do in their out-of-school time 2003-2005. Chicago: Chapin Hall Center for Children. www.chapinhall.org/research/report/what-high-school-students-chicago-public-schools-do-their-out-school-time
updated! Woodcraft Rangers’ Nvision After School Program
Founded in 1915, this after school program in Los Angeles, California, consists of school-based clubs for youth age 6–18, designed in concert with local schools to promote youth’s academic, social, and physical development.
(Academic/Enrichment, Positive Youth Development)
Kaiser, M., & Lyons, M. (2001). Woodcraft Rangers: State of California After School Learning and Safe Neighborhoods Partnerships Program with the Los Angeles Unified School District. Annual evaluation report, 1999–2000. Los Angeles, CA: Lodestar Management/Research.
Lodestar Management/Research. (2002). Woodcraft Rangers: State of California After School Learning and Safe Neighborhoods Partnerships Program with the Los Angeles Unified School District. Annual evaluation report, 2000–01. Los Angeles, CA: Author.
Lodestar Management/Research. (2003). Woodcraft Rangers: Los Angeles Unified School District After School Education and Safety Program annual evaluation report 2001–02. Los Angeles, CA: Author.
Lodestar Management/Research (2004). Woodcraft Rangers: Los Angeles Unified School District After School Education and Safety Program annual evaluation report for 2002–03. Los Angeles, CA: Author.
Lodestar Management/Research (2005). Woodcraft Rangers: Annual evaluation report for 2003–04. Los Angeles, CA: Author.
Lodestar Management/Research. (2006). Woodcraft Rangers After-School Program: Summary of program youth outcomes for middle school sites 2004–05. Los Angeles, CA: Author.
Lodestar Management/Research (2006). Process evaluation report: Key factors related to program recruitment, retention, and outcomes. Los Angeles, CA: Author.
Lodestar Management/Research (2007). Woodcraft Rangers: Annual evaluation report for 2005–06. Los Angeles, CA: Author.
Lodestar Management/Research (2008). Woodcraft Rangers: Annual evaluation report for 2006–07 middle school programs. Los Angeles, CA: Author.
new! Young Scholars Program—North Carolina
In operation from 2000 to 2005, these extended day programs sought to provide engaging academic support to engage elementary and middle schools students in North Carolina.
(Academic/Enrichment, Tutoring/Extra Instruction)
Z. Smith Reynolds Foundation. (2006). An overview of the benefits that promising students gain from extended day programs. The Forum Report, 20(2): 7–14. www.nccap.net/Summer2006_ForumReport.pdf
updated! Youth and Congregations in Partnership Program
Established in 1997, this program in Brooklyn, New York, matches teenage offenders with mentors from local religious organizations, with the aim of reducing juvenile and adult recidivism.
(Faith-Based, Mentoring, Prevention)
Blank, S., & Davie, F. (2004). Faith in their futures: The Youth and Congregations in Partnership Program of the Kings County (Brooklyn, NY) District Attorney's Office. Philadelphia: Public/Private Ventures. www.ppv.org/ppv/publications/assets/170_publication.pdf
updated! Youth Education for Tomorrow (YET) Centers
Begun in 2000 by Public/Private Ventures, this secular literacy program works with faith-based organizations to achieve outcome-based measurable results for youth in Philadelphia, Pennsylvania.
(Literacy)
Hangley, B., Jr., & McClanahan, W. S. (2002). Mustering the armies of compassion in Philadelphia. Philadelphia: Public/Private Ventures. www.ppv.org/ppv/publications/assets/25_publication.pdf
updated! Youth Leadership Academy
Conducted in 2009 and 2010, this 2-day academy provided youth and adults from communities across Minnesota an opportunity to interact and share information about environmental strategy projects that they had undertaken.
(Family/Community Involvement, Prevention, Youth Leadership)
Rausch, E. J., & Idzelis, M. (2009). ATOD Youth Leadership Academy: May 2009 Summary of evaluation results. Saint Paul, MN: Wilder Research. www.wilder.org/download.0.html?report=2172
Idzelis, M. (2010). Summary of the Advanced Youth Leadership Training results August 2009. Saint Paul, MN: Wilder Research. www.wilder.org/download.0.html?report=2272
Dillon, K., & Idzelis, M. (2010). ATOD Youth Leadership Academy II: January 2010 Summary of evaluation results. Saint Paul, MN: Wilder Research. www.wilder.org/download.0.html?report=2287
updated! Youth Leadership Training Programs
These programs provided youth leadership training in Connecticut that include youth involvement in program planning and decision making, training in youth leadership, ongoing interaction with program staff and other adults, and active participation and involvement in local community initiatives.
(Youth Leadership)
Anderson, S. A., Sabatelli, R. M., & Trachtenberg, J. (2007). Evaluation of Youth Leadership Training Programs. Journal of Youth Development—Bridging Research & Practice, 1(3). data.memberclicks.com/site/nae4a/JYD_060103final.pdf
new! Youth Perspectives on Meaningful Participation in Community Based Programs
This study aims to gain a better understanding of youth’s perceptions about youth empowerment and to acquire their perspective about the meaningfulness of participation in out-of-school advocacy and volunteer program activities. The two programs in this study are located in South Carolina and were selected based on the following criteria: out-of-school, community-based program that considers itself a youth development and empowerment organization, and/or having a tobacco use prevention mission.
(Research Studies, Service-Learning/Civic Engagement, Youth Leadership)
Royce, S. W. (2009). Youth perspectives on meaningful participation in community based programs: A qualitative assessment. Journal of Youth Development, 4(4). data.memberclicks.com/site/nae4a/JYD_090404final.pdf
new! Youth Philanthropy Project
Conducted in 2006, this youth philanthropy project in Spartanburg, South Carolina was implemented with the goals of positive youth development, increased awareness of community issues, and greater civic engagement for the youth.
(Service-Learning/Civic Engagement)
Parker, J. S., & Bauknight, L. (2009). Positive youth development through civic engagement. Journal of Youth Development, 4(3). data.memberclicks.com/site/nae4a/JYD_090403final.pdf
new! Youth Radio
This program engages underserved youth in broadcast journalism, radio and web production, engineering, and media literacy through media projects that are relevant to youth’s lives and communities. It also provides an externship program that offers youth job shadowing and mentoring in media, technology, and social justice institutions. The program’s main campus is in Oakland, California, with regional bureaus in Atlanta, Georgia, Washington, DC, and Los Angeles, California.
(Science/Technology/Mathematics, Vocational Education)
Bandy, E., & Bass, K. with Kuusinen, C., Scott, B., & Reisman, M. (2009). Youth Radio science and technology program evaluation. San Francisco: Rockman et al. www.informalscience.org/reports/0000/0217/Youth_Radio_Final_Eval_Report_v2.pdf
updated! 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). data.memberclicks.com/site/nae4a/JYD_070203final.pdf