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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.
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Audrey Hutchinson of National League of Cities Institute for Youth, Education, and Families discusses the evaluation of linked after school services by cities.
Erin Harris and Priscilla Little discuss how Harvard Family Research Project used a multidimensional concept of scale to evaluate The Atlantic Philanthropies’ Integrated Learning Cluster strategy.
John Zuman and Beth Miller present an overview of the Massachusetts Afterschool Research Study, a statewide investigation into how after school programs constitute quality contexts for youth.
Ian Fordham, Pam Boyd, and Tony Apicella of ContinYou, a leading youth development organization in the United Kingdom, describe their efforts to improve quality in OST programming nationwide.
City Year staff member Erika Rasmussen describes how City Year Seattle/King County works with the local school district and with community organizations to offer high-quality OST programming.
When families, schools, and out-of-school supports work together, children are more likely to succeed. Lisa St. Clair writes about how the Nebraska State Parental Information and Resource Center is using a complementary learning approach to link family support programs with schools, early childhood programs, and out-of-school time programs.
This issue of The Evaluation Exchange explores the promising practices and challenges associated with taking an enterprise to scale, along with the role that evaluation can and should play in that process. It is the second in our “hard-to-measure” series, which we inaugurated with our Spring 2007 issue on evaluating advocacy.
This resource highlights tools, publications, and reports that provide examples of promising practices for and guidance on data sharing for afterschool and expanded learning programs and systems.
To inform municipal leaders who are developing out-of-school time evaluations, HFRP scanned the city-level initiatives in its evaluation profiles database and prepared this short brief that describes the evaluation approaches, methods, and performance measures that some cities are using for evaluation.
Jennifer Maltby from Boston After School & Beyond describes the evaluation design and goals of the Partners for Student Success initiative.
This brief offers an in-depth look at the 21st Century Community Learning Center (21st CCLC) evaluation requirements (both performance measurement for accountability and program evaluation) and provides practical suggestions about how to implement 21st CCLC evaluation at the state and local level. It includes a checklist of issues to consider when designing state and local 21st CCLC evaluations.
Linda Lee explains how foundations, local and state governments, schools, and other entities have formed a multimember collaboration to support the Mayor's Time after school initiative.
This report examines trends in foundation grantmaking for children and youth among 19 foundations. The foundations include most of the largest and wealthiest and those whose grantmaking heavily focuses on children and youth. Survey results indicate that, because the problems of youth are interconnected and require comprehensive solutions, foundations are shifting their grantmaking strategies. Several are concentrating more resources on long-term, place-based community strategies designed to improve outcomes for children and youth.
In this paper, we draw on the experiences of national organizations and a set of community schools that have built learning partnerships, and examine seven key elements that we find to be essential in building them. Our paper serves as a guide to school districts and their partners as they consider whether and how to implement a partnerships for learning model. It also informs those who have already established these partnerships and wish to reflect on how to maximize partnership—and student—success.
An-Me Chung of the C. S. Mott Foundation describes the Statewide Afterschool Networks, and three Statewide Afterschool Network coordinators—Jennifer Becker Mouhcine from Illinois, Zelda Waymer from South Carolina, and Janet Frieling from Washington—discuss how their Networks support and promote systems of after school program quality.
Mark Ouellette and Audrey Hutchinson of the National League of Cities describes strategies to meet the challenges of evaluating citywide after school programs.
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.
Elizabeth Devaney and Hillary Salmons from the Providence After School Alliance describe how a citywide data collection system helps track and improve after school services and strengthen linkages with community organizations, schools, and families.
This short publication will give you a quick overview and some concrete examples of complementary learning. It includes information about what complementary learning looks like, some examples of complementary learning systems in practice today, and a description about what is different about complementary learning from traditional programs and services. Finally, we'll introduce you to Marcus, a fictional teenager whose story illustrates how complementary learning can positively affect the lives of students from birth through adolescence.