Jump to:Page Content
You are seeing this message because your web browser does not support basic web standards. Find out more about why this message is appearing and what you can do to make your experience on this site better.
Select a category below to narrow the list of publications about out-of-school time. Click on a column heading to sort, and then select a title to view the publication. If you are looking for a specific document, topic, or author, visit our Publications & Resources section to conduct an advanced search.
All Publications & Resources
Gerard Robinson discusses how and why low-income and working-class Black parents are involved in enrolling their children in after school programs.
Nathaniel Riggs describes the implementation and evaluation of the Generación Diez program, which connects Latino families with after school programming, social services, and the school community.
This paper examines whether demographic differences exist in getting youth “in the door” of OST activities, as well as in the number of activities and the amount of time youth spend in activities. Results from two nationally representative datasets show that disadvantaged youth were less likely to participate in a variety of activities than their peers and that they participated in fewer activities.
This 2-page Research Summary synthesizes findings from two HFRP publications that examine demographic differences in children's OST participation. This summary, which contains a subset of findings contained in the Fact Sheet, presents key findings on differences in multiple dimensions of participation in a range of OST activities and among youth from varying family income levels and racial and ethnic groups.
What are effective interventions for at-risk children? This course will address this question with a focus on children in poverty and children suffering social and emotional risks. We will examine several school initiatives—including the movement to implement standards and high-stakes tests, promising charter and pilot schools, and efforts to improve teaching, as well as selected early childhood initiatives, mentoring programs, and after school interventions. While the primary focus of the course will be on the impact of interventions on children's academic development, we will also look at their impact on children's social and ethical development.
This new report from Harvard Family Research Project and Public/Private Ventures highlights key strategies to promote out-of-school-time program participation among older youth.
This research synopsis summarizes the findings from Engaging Older Youth, a new report from Harvard Family Research Project and Public/Private Ventures that highlights key strategies to promote out-of-school-time program participation among older youth.
Laura Pinsoneault and James Sass from Alliance for Children and Families on their organization's replication and evaluation of the middle school adaptation of the Families and Schools Together (FAST) program.
In this course we will consider the social and cultural contexts which shape developmental and educational processes. The primary focus will be on understanding the nature of contemporary social problems including racism, sexism, ethnic prejudice, social class oppression, and ability discrimination as they affect children, families, and schooling. Emphasis will be given to the special role of education in linking community resources for an integrated approach to addressing problems in children's lives.
This Fact Sheet summarizes findings and implications from HFRP's recently completed Study of Predictors of Participation in OST Activities. With funding from the W.T. Grant Foundation, we examined the child, family, school, and neighborhood predictors of children's participation in OST activities, paying special attention to disadvantaged youth.
Growing evidence tells us that parent involvement in after school programs can make a difference in children's lives, as well as benefit families, schools, and after school programs themselves. This article by Ellen Mayer and Holly M. Kreider draws from research conducted by HFRP in partnership with Build the Out-of-School Time Network and the United Way of Massachusetts Bay. It describes four strategies for engaging elementary school families in after school programs and provides examples of promising practices from family-focused programs serving ethnically diverse families. The article also offers implications for parents and parent leaders as they select and design after school programs.
Erin Harris from HFRP discusses the importance of out-of-school time programs for immigrant youth.
In this article, Barbara Jentleson and Helen Westmoreland, from Duke University, highlight the mechanism of connecting complementary-learning contexts through staffing patterns and practices.
Laurie Olsen, Executive Director California Tomorrow, highlights the importance of addressing issues of access and equity in the evaluation of after school programs.
This Research Update addresses the benefits, challenges, and successful strategies of OST programs for older youth, based on data from eight recent evaluations and research studies profiled in our OST Research and Evaluation Database.
This poster examined disadvantage at the family and neighborhood level and their associations with participation in out-of-school time activities. Specifically, the authors demonstrate that neighborhood socioeconomic status (SES) characteristics (i.e., income, education, and employment) mediate the association between family income, parent education, and ethnicity and children's participation in a variety of activities outside of school. Family income and parent education, for example, are positively associated with an increased probability of youth participating in before- and after-school programs, community programs, and community center activities, but this increased probability is explained entirely by the fact that children in higher income and more educated families live in higher SES neighborhoods. Poster session submitted to Society for Research on Adolescence 2006 Bienniel Meeting, San Francisco, CA.
Cities around the country are building systems that seek to make the most of public and private resources to provide widespread, high-quality, out-of-school time (OST) opportunities. Participation in OST programs not only benefits young people, but also the cities in which they live—with the potential to help reduce crime and create a more skilled workforce. This guide by the National League of Cities and HFRP provides municipal leaders and their key partners with strategies for collecting and using information to strengthen citywide OST systems.
Revery Barnes and Kaira Espinoza of Rising Youth for Social Equity share the results of their youth-run organization serving as the youth evaluation team on a project to reform San Francisco’s juvenile justice system.
Gil Noam describes an evaluation to discover how well the New 3Rs, a proven school-based reading and risk prevention intervention, works in after school contexts.
This presentation examines the “essential data” that OST providers and intermediaries should consider collecting for an evaluation, and the important role families can play throughout the process.
Olatokunbo (Toks) Fashola, Associate Research Scientist at the Johns Hopkins University Center for Research on the Education of Students Placed at Risk (CRESPAR), reveals the steps new programs can take to initiate evaluation.
This paper examines whether youth who are at risk, according to child-, family-, school-, and neighborhood-level factors, are less likely to participate in out-of-school time activities, and whether the predictors depend on youth's age or socioeconomic status. Findings reveal that child- and family-level risks are most consistently related to youth's OST participation. However, these relationships emerge only in early and late adolescence, when youth have more autonomy in their decisions about non-school time use. For certain types of activities, namely those that require fees and financial commitments, contextual risks are more strongly associated with OST participation for higher SES families than for lower SES families.