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
Afterschool Evaluation 101 is a how-to guide for conducting an evaluation. It is designed to help out-of-school time (OST) program directors who have little or no evaluation experience develop an evaluation strategy. The guide will walk you through the early planning stages, help you select the evaluation design and data collection methods that are best suited to your program, and help you analyze the data and present the results.
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.
Priscilla Little presented the workshop Learning What Works: An Evaluation Overview, providing an overview of what we know about after school evaluation. It examines how programs are collecting meaningful data for accountability and program improvement and what they are finding.
Tena St. Pierre and Claudia Mincemoyer from the Pennsylvania State University's Cooperative Extension Service1 describe lessons learned from implementation and evaluation of a complementary learning pilot program.
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.
Roblyn Anderson Brigham and Jennifer Nahas discuss the implications of Brigham Nahas Research Associates’ evaluation of the Children’s Aid Society/Carrera Integrated School Model for expansion of the model to new school settings.
Charlie Schlegel of Citizen Schools explains how their evaluation strategy successfully balances the need to determine program impact with the need for continuous improvement.
Thomas J. Kane from the University of California, Los Angeles, distills lessons for future research from his review of four recent after school program evaluations.
Five experts in the field of youth development and OST programming address the question of how research and evaluation can improve practice regarding access and equity in out-of-school time programs.
Katherine Loflin of the Knight Foundation describes the utilization-focused evaluation efforts in one of Knight’s communities.
Dr. Peter A. Witt, the Elda K. Bradberry Recreation and Youth Development Chair at Texas A&M University, reflects on seven years of evaluating city after school programs in Texas.
Four experts in the out-of-school time field discuss their experiences using evaluation for program improvement.
Mark Carter, Executive Director of the National School-Age Care Alliance (NSACA), describes how the NSACA accreditation process helps after school programs build evaluation capacity.
Sarah Levin Martin, currently with the Centers for Disease Control and Prevention, describes an innovative, cost-effective way to collect and report evaluation data for program quality improvement.
Elizabeth Reisner of Policy Studies Associates discusses how the learning gains of STC’s children’s literacy program relate to the program’s scaling process: evidence of participant learning influenced the growth and further development of the program positively and powerfully.
Using a participatory/empowerment evaluation approach with Save the Children, Linda Morrell and Kenneth Terao from the Aguirre Group offer reflections and lessons learned from their experience.
This special report offers expert commentary on the implication of When School Stay Open Late: The National Evaluation of the 21st Century Community Learning Centers Program, First Year Findings for future evaluation and research.
Helen Janc Malone of HFRP describes an afterschool program’s strategy for scaling its services and the role of evaluation in the scaling process.
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.
Kristen Zimmerman and Nancy Erbstein, Co-Directors of Community LORE, reveal how their organization promotes and supports youth participation in research, evaluation, and planning.
This brief draws on information collected from focus group interviews with representatives of 14 programs that are involving youth in their evaluation and research efforts. It examines the elements of successful youth involved research projects and offers short profiles of the 14 organizations included in the study.