HFRP Publications - Listed by Title
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A
Aiming for Accountability: Lessons Learned From Eight
States
1998. Harvard Family Research Project.
This report highlights some of the important lessons in designing and developing
results-based accountability (RBA) systems, based on the insights gained from
studies of eight states: Florida, Georgia, Iowa, Minnesota, North Carolina,
Ohio, Oregon, and Vermont. The report includes information on how these states
overcame challenges in developing effective RBA systems and what the characteristics
of promising RBA efforts are.
$7.00. 54 pages. [AIMCROSS]
Go to order form.
This report also may be purchased with the eight results-based
accountability case study reports below for$40.00 [AIM]. Go
to order form.
Aiming for Accountability: Lessons Learned From Eight
States (brief)
See the Reaching Results Briefs.
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B
Beyond the Head Count: Evaluating Family Involvement in Out-of-School
Time
See the Issues and Opportunities in Out-of-School Time Evaluation
Briefs.
Beyond the Parent-Teacher Conference:
Diverse Patterns of Home-School Communication
AERA Presentation, 1998. Heather B. Weiss,
Holly Kreider, Eliot Levine, Ellen
Mayer, Jenny Stadler, and Peggy Vaughan.
Discussions about home-school communication generally focus on formal, scheduled
school activities offered to all parents, such as parent-teacher conferences
or back-to-school nights. In contrast, this paper examines a variety of alternative
communication patterns that are important mechanisms for parents and teachers
to gain information and make decisions about children.
Free. Available online only: www.gse.harvard.edu/hfrp/pubs/onlinepubs/beyondptc.html
Building Partnerships: Models of Family Support and Education Programs
1992. Harvard Family Research Project.
This volume looks at innovative initiatives that have made family services more
responsive to the changing needs of children and families. Initiatives in North
Dakota, Iowa, Florida, Vermont, and Massachusetts are covered.
$6.00. 54 pages. [ST-8]
Go to order form.
Building Villages to Raise Our Children
1993. Harvard Family Research Project.
This set of six volumes offers practical advice for establishing and managing
a family support program. Written for program administrators and staff, each
report summarizes current thinking in family support and education. The volumes
cover the following topics: Collaboration, Community Outreach, Evaluation, From
Programs to Service Systems, Funding and Resources, and Staffing.
Note: This series of publications is accessible online through the Enterprise
Foundation's Resource Database. Access to the database is free. To
find the publications in the database after clicking on the link above, click
on “Enterprise Resource Database” and then type “Building Villages”
in the search field.
The set of six volumes can be purchased together for $35.95 [PRIM] Go
to order form.
Individual volumes can be purchased for $10.00 each (please specify the topic
on the order form).
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C
Challenges in Evaluating Comprehensive School-Linked Services: Toward
a More Comprehensive Evaluation Framework
1996. Kathleen M. Shaw and Elaine Replogle.
Presented at the 1995 annual meeting of the American
Educational Research Association, this paper discusses the evaluation challenges
facing complex school-linked services and describes and assesses how 18 such
initiatives have been evaluated. Includes detailed charts and tables.
$10.00. 40 pages. [WP-4]
Go to order form.
Changing the Conversation
About Home Visiting: Scaling Up With Quality
2006. Heather Weiss and Lisa Klein.
The purpose of this paper is to determine what the evidence and conventional
wisdom say about scaling up home visiting as one of the best ways to support
parents and promote early childhood development. To answer this question, we
examined the available research evidence, interviewed leaders from six of the
national home visiting models, and interviewed researchers who have studied
home visiting. The area of interest for guiding future research, practice, and
policy is whether home visiting can be delivered at broad scale and with the
quality necessary to attain demonstrable, positive outcomes for young children
and their parents.
Free. Available online only: www.gse.harvard.edu/hfrp/projects/home-visit/conversation.html
Child Care Resource and Referral Agencies: Training Child Care Providers
to Support Families
See the Families Matter Series.
Community-Based Family Support in Public Housing
1995. Mary M. Lassen.
This book examines the history of public housing, women's key leadership roles
in those communities, and the experiences of eight family support programs located
in public housing developments. In-depth case studies provide lessons on how
entities as diverse as public housing authorities, community-based agencies,
and research institutions work to empower these often-neglected communities.
$15.00. 159 pages with photographs.
[FS-2] Go
to order form.
Concepts and
Models of Family Involvement
2001. Harvard Family Research Project.
This report identifies four conceptual dimensions of family involvement—parenting
practices, school-family partnerships, democratic participation, and school
choice—and illustrates their implementation through case studies or status
reports. The case studies are a result of a three-year effort to provide technical
assistance to national nonprofit organizations working on family-school partnerships.
Each case study describes the family-school partnership objectives of the organization,
its capacity building strategies, challenges, and accomplishments.
Free. Available online only: www.gse.harvard.edu/hfrp/projects/fine/resources/case_study/intro.html
Credentialing Caregivers
See the Families Matter Series.
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D
Demographic Differences
in Youth Out-of-School Time Participation: A Research Summary
2007. 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.
Free. Available online only: www.gse.harvard.edu/hfrp/projects/ost_findings.html#summary
Detangling Data Collection: Methods for Gathering Data
See the Out-of-School Time Evaluation Snapshots.
Developmental Pathways Through Middle Childhood: Rethinking Context
and Diversity as Resources
See Family Educational Involvement: Who Can Afford It and
What Does It Afford?.
Discovering Successful Pathways in Children's Development: Mixed Methods
in the Study of Childhood and Family Life
See Working It Out: The Chronicle of a Mixed-Method Analysis.
Documenting Progress and Demonstrating Results: Evaluating Local Out-of-School
Time Programs
See the Issues and Opportunities in Out-of-School Time Evaluation
Briefs.
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E
Early Childhood Digests
These one-page digests focus on ways that families and schools can work together
to help young children learn and grow. They are targeted for parents and practitioners
alike. Titles include:
Free. Available online at the addresses listed above or in hard copy—please
specify the full title on the order
form.
Early Childhood Reform in Seven
Communities: Front-Line Practice, Agency Management, and Public Policy
1996. Tom Schultz, M. Elena Lopez, and Mona Hochberg.
This report examines local examples of successful implementation of reforms.
It provides useful information to early childhood practitioners who work directly
with children and families, managers who direct early childhood agencies and
programs, and policymakers who make decisions about program designs and funding
strategies.
Free. 112 pages. Hard copies available free of charge by calling the U.S.
Department of Education: 800-USA-LEARN. Also available online: www.gse.harvard.edu/hfrp/pubs/onlinepubs/reform/index.html
Eight Themes in Comprehensive Community Development: An Annotated Bibliography
1998. Louisa Lund.
This review of current literature on community development is a resource for
people hoping to gain insight into the common ground and potential for collaboration
that exist between family support and community development initiatives. A brief
introduction to the bibliography explains what the eight themes are, why they
are important, and what special challenges are raised for community development
practitioners.
$7.00. 28 pages. [THEMES]
Go to order form.
Engaging Adolescents in Out-of-School Time Programs: Learning What Works
Article by Priscilla M. D. Little
and Sherri Lauver in The Prevention Researcher journal, Vol. 12 , No.
2 , April 2005, pp. 7–10.
This article examines both the incentives and barriers that affect adolescents'
participation in out-of-school time programs.
Not available from HFRP but can be ordered from The Prevention Researcher
at www.tpronline.org/articles.cfm?articleID=311
Engaging With Families in Out-of-School Time Learning
See the Out-of-School Time Evaluation Snapshots.
Evaluating Education Reform: Early
Childhood Education
1992. Anne Mitchell, Heather B. Weiss,
and Tom Schultz.
Over the past three decades, an enormous body of research literature has been
amassed on early childhood education, parent education, and family support programs.
This review summarizes these three areas of research and reports on relevant
research in progress.
Free. Available online only: www.gse.harvard.edu/hfrp/pubs/onlinepubs/eer/index.html
Evaluating
Municipal Out-of-School Time Initiatives—Learning From the Field
2002. Priscilla M. D. Little and
Flora Traub.
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. The brief
includes a summary table that provides the size/scope of program, evaluation
design, data collection methods, and evaluation purposes for each evaluation
included in our review.
Free. Available online only: www.gse.harvard.edu/hfrp/projects/afterschool/resources/municipal.html
Evaluating School-Linked Services:
Considerations and Best Practices
1998. Karen Horsch.
Nine evaluators of school-linked services programs identify considerations and
best practices related to evaluating outcomes, sustainability, and collaboration
to help determine how school-linked services programs work, what their impact
is, and whether they should be expanded.
Free. Available online only: www.gse.harvard.edu/hfrp/onlinepubs/school-linked.html
The Evaluation Exchange
This internationally distributed periodical offer ideas, lessons, and practices
about the evaluation of programs and policies that affect children, youth, families,
and communities. Regular features, including Theory & Practice, Promising
Practices, Questions & Answers, and Ask the Expert, highlight innovative
approaches to solving common evaluation problems. The Evaluation Exchange
is published 3–4 times per year.
Free. To subscribe fill out the form at: www.gse.harvard.edu/hfrp/subscribe.html
Evaluation of 21st Century Community Learning Center
Programs: A Guide for State Education Agencies
See the Issues and Opportunities in Out-of-School
Time Evaluation Briefs.
Evaluation Options for Family Resource Centers
1998. Karen Horsch and Heather B. Weiss,
Eds.
This report examines different evaluation designs and their respective strengths
and limitations. Using a realistic prototype of a child and family resource
center, the authors present three alternative plans for evaluation.
$10.00. 112 pages. [EVALOP]
Go to order form.
Evaluation's Role in Supporting
Initiative Sustainability
2002. Heather B. Weiss, Julia
Coffman, and Marielle Bohan-Baker.
A common complaint about large-scale initiatives is that they do not do enough,
early enough to ensure sustainability. This paper offers ideas for the roles
that evaluation can play in helping ensure a discussion about sustainability
is started early enough and maintained throughout an initiative. The ideas in
this paper are based on Harvard Family Research Project's broad spectrum of
experience in the past two decades with large-scale initiatives.
Free. Available online only: www.gse.harvard.edu/hfrp/pubs/onlinepubs/sustainability/index.html
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F
The Families Matter Series
|
The Families Matter Series is made up of three reports and four working
papers. Each publication can be purchased individually or in the following
three sets. The three reports can be purchased together for $28.00 [3FAMMAT].
The four working papers can be purchased together for $20.00 [FAMMAT].
Or the entire series of seven publications can be purchased together for
$45.00 [7FAMMAT]. Go
to order form.
|
Families Matter Reports
|
Making Families Matter at Two-Year Colleges: Training the Early
Childhood Workforce to Support Families
1999. Julia Coffman. Introduction
by Heather B. Weiss.
This report examines the extent to which two-year colleges offer family-centered
training for early childhood professionals. Findings are based on research
conducted with over 350 two-year colleges across the nation. Written primarily
for faculty and administrators, it offers tools for assessing and practical
strategies for strengthening family-centered training.
$10.00. 75 pages. [COLLFM]
Go to order form.
|
Child Care Resource and Referral Agencies: Training Child Care Providers
to Support Families
1999. Holly M. Kreider and Tracey
L. Hurd. Introduction by Heather B.
Weiss.
This report profiles the family-supportive training efforts of Child Care
Resource and Referral Agencies (CCR&Rs), drawing from a national survey
and in-depth agency interviews. Findings show that, through their agency
philosophy and services, CCR&Rs demonstrate many ways of moving families
from the margins to the center of child care practice. Training is innovative
in its delivery, but less consistently family-centered in content than other
CCR&R services. This publication also presents a framework of family-centered
training.
$10.00 111 pages. [CHILDFM]
Go to order form.
|
Family-Centered Child Care
1999. M. Elena Lopez and Sybilla Dorros. Introduction by Heather
B. Weiss.
This report provides a training framework to support families through child
care programs. It describes six areas of practice through which providers
can develop the knowledge and skills to partner with families. The report
contains profiles of family-centered programs and examines how they have
applied family support principles in their practice.
$10.00. 115 pages. [FCCFM]
Go to order form.
|
Families Matter Working Papers
|
Parent-Provider Partnerships
1998. M. Parker Anderson.
This paper discusses ways of working with children and families from diverse
backgrounds and highlights some of the challenging issues raised by working
with families having differing values, cultural norms, and experiences.
$7.00. 23 pages. [PROVFM]
Go to order form.
|
Credentialing Caregivers
1998. Christiana Dean.
This paper describes why family support is essential, given current social
and economic trends, and stresses the need to bridge child care and family
support. The author underscores the need for accessible family support training
curricula that can be adapted to audiences of child care providers.
$7.00. 25 pages. [CREDFM]
Go to order form.
|
The Parent Services Project
1998. Lisa Lee and Ethel Seiderman.
The Parent Services Project (PSP), a nationally recognized child care training
program, is based on the belief that caring for children requires caring
for families, and that family support strengthens both parents and the community.
This paper outlines the history of PSP and summarizes its main teaching
points and training methodology.
$7.00. 28 pages. [SERVFM]
Go to order form.
|
Transforming Training
1998. Gwen Morgan.
This paper defines the characteristics of family support in the child care
context, highlights research showing the need for provider training to raise
program quality, and discusses five vital topics for training child care
providers in family support. The author argues for the need to develop one
cohesive training system for providers.
$7.00. 33 pages. [TRANSFM]
Go to order form. |
Family
and Community Engagement in the Boston Public Schools: 1995–2006
Chapter by Abby R. Weiss and Helen
Westmoreland in A Decade of Urban School Reform: Persistence and Progress
in the Boston Public Schools. 2007. Edited by S. Paul Reville with Celine
Coggins. Published by Harvard University Press, Cambridge, MA.
This chapter describes the evolution of Boston Public Schools' family and community
engagement efforts. The authors discuss how collective community action contributed
to a critical reframing of the district's approach to family and community engagement
over a 10-year period.
Not available from HFRP but can be ordered from Harvard
University Press.
Family Educational Involvement: Who Can Afford It and
What Does It Afford?
Chapter by Heather B. Weiss, Eric Dearing,
Ellen Mayer, Holly
Kreider, & Kathleen McCartney in Developmental
Pathways Through Middle Childhood: Rethinking Context and Diversity as Resources.
2005. Edited by Catherine R. Cooper, Cynthia T. Garcia Coll, W. Todd Bartko,
Helen M. Davis, & Celina Chatman. Published by Lawrence Erlbaum, Mahwah,
NJ.
This chapter uses mixed methods to examine associations between school context,
family educational involvement, and child literacy outcomes from kindergarten
through third grade.
Not available from HFRP but can be ordered from Lawrence
Erlbaum.
Family Involvement Makes a Difference
This series of research briefs on family involvement and student outcomes
makes the case that family involvement promotes school success for every
child of every child of every age.
|
Family
Involvement in Early Childhood Education
Number 1, Spring 2006. Heather
Weiss, Margaret Caspe, and M.
Elena Lopez.
This research brief synthesizes the latest research that demonstrates how
family involvement contributes to young children's learning and development.
The brief summarizes the latest evidence base on effective involvement—specifically,
the research studies that link family involvement in early childhood to
outcomes and programs that have been evaluated to show what works.
Free. 8 pages. [FIMD1] Go to
order form. Also available online: www.gse.harvard.edu/hfrp/projects/fine/resources/research/earlychildhood.html
|
Family
Involvement in Elementary School Children's Education
Number 2, Winter 2006/2007. Margaret
Caspe, M. Elena Lopez, and Cassandra Wolos.
This research brief synthesizes the latest research that demonstrates how
family involvement contributes to elementary-school-age children's learning
and development. The brief summarizes the latest evidence base on effective
involvement—specifically, the research studies that link family involvement
during the elementary school years to outcomes and programs that have been
evaluated to show what works.
Free. 12 pages. [FIMD2] Go
to order form. Also available online: www.gse.harvard.edu/hfrp/projects/fine/resources/research/elementary.html
|
Family
Involvement in Middle and High School Students' Education
Number 3, Spring 2007. Holly Kreider, Margaret
Caspe, Susan Kennedy, and Heather
Weiss.
This research brief synthesizes the latest research that demonstrates how
family involvement contributes to adolescents' learning and development.
The brief summarizes the latest evidence base on effective involvement—specifically,
the research studies that link family involvement during the middle and
high school years to outcomes and programs that have been evaluated to show
what works.
Free. 12 pages. [FIMD3] Go
to order form. Also available online: www.gse.harvard.edu/hfrp/projects/fine/resources/research/adolescent.html |
The
Family Involvement Storybook: A New Way to Build Connections With Familes
Article by Ellen Mayer, Martha Kateri
Ferede, and Elaine D. Hou in Young Children, Vol. 61, No. 6, November
2006, pp. 94–97.
This article describes five ways for teachers to use family involvement storybooks
in their early childhood education classrooms. The article also includes a vignette
about the impact of sharing a family involvement storybook in one third grade
class.
Free. Available online only: www.gse.harvard.edu/hfrp/content/projects/fine/resources/research/naeyc.pdf
Family Involvement
Teaching Cases
These teaching cases, featured as resources on the Family
Involvement Network of Educators (FINE) website, detail stories of the dilemmas
families, schools, and communities face in building and sustaining partnerships.
Each offers a synopsis, the full case text, and discussion questions. Some also
include teaching notes and expert commentary. The FINE website also offers many
other family involvement resources, including bibliographies of recent publications,
materials for creating workshops, a digest of current research, and syllabi
from teacher preparation courses. FINE members receive email notification when
new resources are available on the FINE website. FINE membership is free. (To
become a member go to: www.gse.harvard.edu/hfrp/projects/fine/joinfine.html)
Free. Available online only: www.gse.harvard.edu/hfrp/projects/fine/resources/teaching-case/index.html
Family Literacy:
A Review of Programs and Critical Perspectives
2003. Margaret Caspe.
This paper reviews the literature on family literacy and describes critical
perspectives. It also explores guiding principles and examples of their application
in three different programs.
Free. Available online only: www.gse.harvard.edu/hfrp/projects/fine/resources/research/literacy.html
Family-Centered Child Care
See the Families Matter Series.
Family-School-Community
Partnerships: A Compilation of Professional Standards of Practice for Teachers
2001. Harvard Family Research Project.
Standards for the teaching profession have integrated family and community relations
as areas where teachers need to demonstrate competency. This report summarizes
the current family involvement standards of practice for teachers and other
educators, as described by a variety of professional associations, including
the National Parent Teacher Association, the National Council for Accreditation
of Teacher Education, and the National Association for the Education of Young
Children.
Free. Available online only:
www.gse.harvard.edu/hfrp/projects/fine/resources/standards/index.html
Federal
Funding in Out-of School Time With Accountability Requirements and Evaluations
2000. Harvard Family Research Project.
These Web documents were produced by HFRP as part of its initial efforts to
“map” the out-of-school time field, and detail federal funding streams
for out-of-school time programs and related programming alongside their accountability
requirements and evaluations. A summary section offers a narrative description
of each funding stream. Funding streams are classified as major or minor depending
on the amount of money they make available for out-of-school time efforts.
Free. Available online only: www.gse.harvard.edu/hfrp/projects/afterschool/resources/index.html#funding
Finding the Right Hook: Strategies for Attracting and Sustaining Participation
in After-School Programs
Article by Sherri Lauver and Priscilla
M. D. Little in The School Administrator magazine, Vol. 62, No. 5,
May 2005.
This article offers promising recruitment and retention strategies to school
administrators seeking to boost participation rates in their school-based after
school programs.
Free. Available online only: www.aasa.org/publications/saarticledetail.cfm?
ItemNumber=2522&snItemNumber=950&tnItemNumber=951
Findings
From HFRP's Study of Predictors of Participation in Out-of-School Time Activities:
Fact Sheet
2007. 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. The Fact Sheet highlights key
findings for OST practitioners and policymakers as they work to address issues
of access and equity, document service gaps, and target resources accordingly.
Free. Available online only: www.gse.harvard.edu/hfrp/projects/ost_findings.html#factsheet
FINE Forum
This biannual e-newsletter of the Family Involvement
Network of Educators (FINE) focuses on major themes that are of interest
to the family involvement field. Regular features include Program Spotlight,
Questions & Answers, Parent Perspective, Teacher Talk, Lessons From Leaders,
and New & Noteworthy. FINE members receive email notification when the new
issue of FINE Forum is published on the FINE website. FINE membership
is free. (To become a member go to: www.gse.harvard.edu/hfrp/projects/fine/joinfine.html)
Free. Available online only: www.gse.harvard.edu/hfrp/projects/fine/fineforum/index.html
Focus
on Families! How to Build and Support Family-Centered Practices in After School
2006. Zenub Kakli, Holly Kreider, Priscilla Little, Tania Buck, and Maryellen
Coffey.
This new comprehensive, easy-to-read guide to understanding how to engage families
in after school programs is a critical resource for after school providers looking
to create or expand an existing family engagement program. Program leaders,
local decision makers, funders, and others interested in promoting good family
involvement practice in many different settings will also find the guide vital
to their work. It offers a research base for why family engagement matters,
concrete program strategies for engaging families, case studies of promising
family engagement efforts, and an evaluation tool for improving family engagement
practices.
Free. 48 pages. [FOF] Go to order form. Also
available online: www.gse.harvard.edu/hfrp/projects/afterschool/resources/families
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G
Generating
Family-School Partnerships Through Social Marketing
1999. Sylvia Sensiper.
The outgrowth of a meeting of six national organizations promoting family-school
partnerships, this article discusses methods to enhance family involvement through
social marketing. By arguing that schools should view parents as “customers,”
teachers and administrators can reach out to parents in effective and successful
ways.
Free. Available online only: www.gse.harvard.edu/hfrp/projects/fine/resources/research/sensiper.html
Getting Parents
“Ready” for Kindergarten: The Role of Early Childhood Education
2002. Holly Kreider.
This research brief presents preliminary evidence that family involvement in
young children's education may contribute to a smooth transition to elementary
school for children, and also helps parents remain involved in their children's
learning in school.
Free. Available online only: www.gse.harvard.edu/hfrp/projects/fine/resources/research/kreider.html
The Guide to Results-Based Accountability: Annotated Bibliography of
Publications, Websites, and Other Resources
1997. Second Edition. Anne Brady, Julia Grossman, Karen Horsch, Diane Schilder,
and Kari Sorenson.
In addition to summarizing noteworthy articles, research papers, unpublished
reports, and books on results-based accountability (RBA), this guide includes
a section on RBA sites on the Internet. It includes perspectives from both private
and public sectors on how to develop and implement results-based accountability
systems, academic literature on RBA theories, and information on how states
and localities are developing and implementing RBA systems.
$4.00. 56 pages. [RBA-1]
Go to order form.
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H
Harnessing Technology in Out-of-School Time Settings
See the Out-of-School Time Evaluation Snapshots.
Head Start as a Family Support Program: Renewing a Community Ethic
1995. Elaine M. Replogle.
This report discusses the efforts of six Head Start programs to address the
challenges and goals raised in the 1993 report, Creating a 21st Century Head
Start. It assesses their progress in several key areas: expanding enrollment,
strengthening parent involvement, addressing issues such as homelessness and
substance abuse, improving staff training, bridging research and practice, and
collaborating with schools and social service agencies, and addressing issues
such as homelessness and substance abuse.
$8.00. 92 pages. [FS-1]
Go to order form.
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I
Improve
Family Engagement in After-School Programs
Article by Ellen Mayer and Holly
M. Kreider in Our Children, Vol. 32, No. 2, October/November 2006,
pp. 12–14.
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.
Free. Available online only: www.pta.org/pr_magazine_article_details_1166223635406.html
Indicators: Definition and Use in a Results-Based Accountability System
See the Reaching Results Briefs.
Innovative States: Emerging Family Support and Education Programs
1992. Second Edition. Harvard Family Research Project.
This volume examines partnerships between state governments and grass-roots
programs that work to lower school dropout rates, reduce teen pregnancy, increase
adult literacy, and reduce long-term welfare dependency. Programs in Arkansas,
Iowa, Oregon, Vermont, and Washington are covered.
$6.00. 30 pages. [ST-2]
Go to order form.
Intermediary Organizations
as Capacity Builders in Family Educational Involvement
2005. Article by M. Elena Lopez, Holly Kreider,
& Julia Coffman in Urban Education,
40(1), 78–105.
In this article the authors argue that intermediary organizations play a crucial
role in capacity building for family involvement, by providing alternatives
to school-centered approaches to family involvement and engaging families with
intensive support that schools seldom offer.
Not available from HFRP but can be ordered from Sage.
Issues and Opportunities in Out-of-School Time Evaluation
Briefs
Note: Additional briefs are planned in this series. To be notified
when future briefs become available, sign up for our out-of-school time
notification email at www.gse.harvard.edu/hfrp/subscribe.html.
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Youth
Involvement in Evaluation & Research
Number 1, February 2002. Karen Horsch, Priscilla
M. D. Little, Jennifer Smith, Leslie Goodyear, and Erin
Harris.
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.
Free. 8 pages. [OSTB1] Go to
order form. Also available online: www.gse.harvard.edu/hfrp/projects/afterschool/resources/issuebrief1.html
|
Evaluation
of 21st Century Community Learning Center Programs: A Guide for State Education
Agencies
Number 2, April 2002. Priscilla
M. D. Little, Flora Traub, and Karen Horsch.
This brief offers an in-depth look at the new 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.
Free. 12 pages. [OSTB2]
Go to order form. Also available
online: www.gse.harvard.edu/hfrp/projects/afterschool/resources/issuebrief2.html
|
Documenting
Progress and Demonstrating Results: Evaluating Local Out-of-School Time
Programs (480KB Acrobat file)
Number 3, September 2002. Priscilla
M. D. Little, Sharon DuPree, and Sharon Deich.
A collaboration with the Finance Project, this brief provides practitioners
of local out-of-school time programs with techniques, tools, and strategies
for improving their program and tracking their effectiveness over time.
Free. 47 pages. Available online only: www.gse.harvard.edu/hfrp/content/projects/afterschool/resources/issuebrief3.pdf
(480KB Acrobat file)
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Beyond
the Head Count: Evaluating Family Involvement in Out-of-School Time
Number 4, August 2002. Margaret Caspe, Flora Traub, and Priscilla
M. D. Little.
This brief offers an overview of how out-of-school time programs can
evaluate their family involvement strategies and practices. It draws on
findings from our Out-of-School
Time Evaluation Database, interviews, and email correspondence.
Free. 15 pages. Available online only: www.gse.harvard.edu/hfrp/projects/afterschool/resources/issuebrief4.html
|
Why,
When, and How to Use Evaluation: Experts Speak Out
Number 5, June 2003. Heather B. Weiss
and Priscilla M. D. Little.
The fifth in this series of research briefs on evaluation in out-of-school
time, this brief offers expert commentary on the implications of the
first-year report of the national evaluation of the 21st Century Community
Learning Centers program for future evaluation and research. It includes
a methodological critique of that study, written by Deborah Vandell.
Free. 8 pages. [OSTB5] Go
to order form. Also available online: www.gse.harvard.edu/hfrp/projects/afterschool/resources/issuebrief5.html
|
Understanding
and Measuring Attendance in Out-of-School Time Programs
Number 7, August 2004. Sandra Simpkins Chaput, Priscilla
M. D. Little, and Heather B. Weiss.
This brief reviews developmental research and out-of-school time program
evaluations to examine three research-based indicators of attendance—intensity,
duration, and breadth—offering different models for how attendance
in out-of-school time programs can influence youth outcomes.
Free. 12 pages. [OSTB7] Go
to order form. Also available online: www.gse.harvard.edu/hfrp/projects/afterschool/resources/issuebrief7.html
|
Promoting
Quality Through Professional Development: A Framework for Evaluation
Number 8, August 2004. Suzanne Bouffard
and Priscilla M. D. Little.
Recognizing the critical role that staff play in promoting quality out-of-school
time (OST) programs, in this brief we examine OST professional development
efforts and offer a framework for their evaluation.
Free. 12 pages. [OSTB8] Go
to order form. Also available online: www.gse.harvard.edu/hfrp/projects/afterschool/resources/issuebrief8.html
|
Summer
Success: Challenges and Strategies in Creating Quality Academically Focused
Summer Programs
Number 9, October 2006. Christopher Wimer and Rachel Gunther.
This brief looks at evaluations of 34 academically focused summer programs
in order to distill challenges and compile promising strategies for creating
quality summer programs.
Free. Available online only: www.gse.harvard.edu/hfrp/projects/afterschool/resources/issuebrief9.html
|
After
School Programs in the 21st Century: Their Potential and What It Takes to
Achieve It
Number 10, February 2008. Priscilla
M. D. Little, Christopher Wimer, and Heather
B. Weiss.
This brief looks at 10 years of research on after school programs and finds
implications for the future of the after school field. Includes an online-only
executive summary and research companion.
Free. 12 pages. [OSTB10] Go
to order form. Also available online: www.gse.harvard.edu/hfrp/projects/afterschool/resources/issuebrief10/index.html |
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Lessons From
Family-Strengthening Interventions: Learning From Evidence-Based Practice
2006. Margaret Caspe and M. Elena Lopez.
Examine how effective family-strengthening interventions can positively impact
families and children in this practitioner-friendly brief from Harvard Family
Research Project. Lessons From Family-Strengthening Interventions: Learning
From Evidence-Based Practice is based on our review of interventions that
have been rigorously evaluated through experimental studies. We offer educators,
service providers, and evaluators recommendations for creating successful programs
and evaluations.
Free. Available online only: www.gse.harvard.edu/hfrp/projects/fine/resources/research/lessons.html
Learning
From Logic Models in Out-of-School Time
2002. Harvard Family Research Project.
A logic model can be a powerful tool for illustrating a program's theory of
change to program staff, partners, funders, and evaluators. Moreover, a completed
logic model provides a point of reference against which progress towards achievement
of desired outcomes can be measured on an ongoing basis, both through performance
measurement and evaluation. This brief offers an in-depth review of logic models
and how to construct them.
Free. Available online only: www.gse.harvard.edu/hfrp/projects/afterschool/resources/learning_logic_models.html
Learning from Logic Models: An Example of a Family/School
Partnership Program
See the Reaching Results Briefs.
Learning from Small-Scale Experimental Evaluations of After School Programs
See the Out-of-School Time Evaluation Snapshots.
Learning From Starting Points
1998. Marielle Bohan-Baker, Diane
Schilder, Fran O'Reilly, Jennifer Smith, and Heather
B. Weiss.
This report analyzes experiences of grantees involved in Carnegie Corporation's
Starting Points grant program to encourage states and cities to engage in practices
to improve children's well-being. This work examines these grantees' experiences
implementing key components of a learning system and presents the overall lessons
for other localities intent on using information to improve outcomes.
$10.00. 47 pages. [LEARNSP]
Go to order form.
Lessons in Evaluating Communication
Campaigns: Five Case Studies
2003. Julia Coffman.
This paper examines how communication campaigns with different purposes (individual
behavior change and policy change) have been evaluated. It offers a discussion
of theories of change that can guide evaluation planning, along with five case
studies of completed campaign evaluations. Each case study includes lessons
from the evaluation and the paper finishes with a set of cross-case-study lessons
gleaned from these evaluations and others.
Free. Available online only: www.gse.harvard.edu/hfrp/pubs/onlinepubs/lessons/index.html
Leveraging
Resources to Promote Positive School-CBO Relationships
2004. Christopher Wimer, Margaret Post, and Priscilla
M. D. Little.
This article in the Spring 2004 edition of Afterschool Matters (pp. 15–23)
uses information in our Out-of-School Time Program Evaluation Database to examine
how community-based organizations and schools can work together to build and
leverage resources in creating successful after school programming.
Free. Available online only: www.robertbownefoundation.org/pdf_files/afterschoolmatters_spring04.pdf
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M
Making Families Matter at Two-Year Colleges: Training the Early Childhood
Workforce to Support Families
See the Families Matter Series.
Making It Work: Low-Income
Working Mothers' Involvement in Their Children's Education
Article by Heather Weiss, Ellen
Mayer, Holly Kreider, Margaret Vaughan,
Eric Dearing, Rebecca Hencke, and Kristina Pinto in the American Educational
Research Journal , Vol. 40 , No. 4, December 2003, pp. 879–901.
Using a mixed method analysis, this article looks at the relation between employment
and family involvement in children's elementary education for low-income women,
and finds that work is both obstacle to and opportunity for family involvement.
This article may be downloaded only. It may not be copied or used for any
purpose other than scholarship. If you wish to make copies or use it for a nonscholarly
purpose, please contact the American
Education Research Assocation directly.
Free. Available online only: www.gse.harvard.edu/hfrp/pubs/onlinepubs/makingitwork.pdf
Measurement Tools for Evaluating Out-of-School Time Programs: An Evaluation
Resource
See the Out-of-School Time Evaluation Snapshots.
Moving Beyond the Barriers: Attracting and Sustaining Youth Participation
in Out-of-School Time Programs
See the Issues and Opportunities in Out-of-School Time Evaluation
Briefs.
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New Skills for New Schools: Preparing
Teachers in Family Involvement
1997. Angela M. Shartrand, Heather B. Weiss,
Holly M. Kreider, and M. Elena Lopez.
This report reviews teacher certification requirements for all 50 states and
the District of Columbia and examines 60 teacher education programs that mention
family involvement. The report also identifies nine teacher education programs
that focus on family involvement as an important concept, engage students in
hands-on activities, and promote a broad concept of family involvement that
recognizes the value of home-school collaboration.
Free. 76 pages. [SKILLS] Go
to order form. Multiple copies available free of charge by calling the U.S.
Department of Education: 800-USA-LEARN. Also available online: www.gse.harvard.edu/hfrp/pubs/onlinepubs/skills/index.html
New Strategies in Foundation Grantmaking for Children and Youth
1999. Heather B. Weiss and M. Elena
Lopez.
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.
$10.00. 67 pages. [KELL]
Go to order form.
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O
Organizations
in Out-of-School Time: An Introduction
2000. Harvard Family Research Project.
The out-of-school time field has grown rapidly over the past decade, with a
constant influx of new voices and approaches. This publication is a summary,
but far from a complete review, of organizations active in out-of-school time,
grouped by topical area. This review draws on HFRP's extensive mapping of the
out-of-school time field. Inclusion here should not be taken as an organizational
endorsement.
Free. Available online only: www.gse.harvard.edu/hfrp/projects/afterschool/resources/organizations.html
Out-of-School Time Evaluation Snapshots
This series of short publications distills the wealth of information
compiled in our Out-of-School
Time Program Evaluation Database, with each Snapshot examining
a specific aspect of out-of-school time evaluation.
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A Review
of Out-of-School Time Program Quasi-Experimental and Experimental Evaluation
Results
Number 1, July 2003. Priscilla
M. D. Little and Erin Harris.
This Snapshot provides an overview of what the quasi-experimental
and experimental evaluations in the database reveal about the impact of
out-of-school time programs on an array of academic, prevention, and youth
development outcomes. It also includes a resource list of other out-of-school
time evaluation reviews and related evaluation information
Free. 12 pages. [OSTS1] Go
to order form. Also available online: www.gse.harvard.edu/hfrp/projects/afterschool/resources/snapshot1.html
|
A Review
of Activity Implementation in Out-of-School Time Programs
Number 2, August 2003. Suzanne Bouffard and Priscilla
M. D. Little.
This Snapshot examines the range and scope of activities being
implemented in current out-of-school time programs to set a context for
understanding the links between program activities and positive outcomes
for youth.
Free. 4 pages. [OSTS2] Go
to order form. Also available online: www.gse.harvard.edu/hfrp/projects/afterschool/resources/snapshot2.html
|
Performance
Measures in Out-of-School Time Evaluation
Number 3, March 2004. Priscilla M.
D. Little, Erin Harris, and Suzanne
Bouffard.
This Snapshot outlines the academic, youth development, and prevention
performance measures currently being used by out-of-school time programs
to assess their progress, and the corresponding data sources for these measures.
Free. Available online only: www.gse.harvard.edu/hfrp/projects/afterschool/resources/snapshot3.html
|
Engaging
With Families in Out-of-School Time Learning
Number 4, April 2004. Erin Harris
and Chris Wimer.
This Snapshot provides an overview of how researchers are evaluating
out-of-school time programs’ engagement with families.
Free. 8 pages. [OSTS4] Go
to order form. Also available online: www.gse.harvard.edu/hfrp/projects/afterschool/resources/snapshot4.html
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Detangling
Data Collection: Methods for Gathering Data
Number 5, August 2004. Suzanne Bouffard
and Priscilla M. D. Little.
This Snapshot describes the common data collection methods used by
current out-of-school time programs to evaluate their implementation and
outcomes.
Free. 6 pages. [OSTS5] Go to
order form. Also available online: www.gse.harvard.edu/hfrp/projects/afterschool/resources/snapshot5.html
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Measurement
Tools for Evaluating Out-of-School Time Programs: An Evaluation Resource
Number 6, November 2005. Christopher Wimer, Suzanne
M. Bouffard, and Priscilla M.
D. Little.
This Snapshot describes instruments used by current out-of-school
time programs to evaluate their implementation and outcomes.
Free. Available online only: www.gse.harvard.edu/hfrp/projects/afterschool/resources/snapshot6
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Harnessing
Technology in Out-of-School Time Settings
Number 7, January 2006. Christopher Wimer, Billy Hull, and Suzanne
Bouffard.
This Snapshot reviews the role of technology in OST programs, highlighting
the evaluation methods and findings about implementation and youth outcomes.
Free. 8 pages. [OSTS7] Go to
order form. Also available online: www.gse.harvard.edu/hfrp/projects/afterschool/resources/snapshot7.html
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Learning
from Small-Scale Experimental Evaluations of After School Programs
Number 8, May 2006. Christopher Wimer.
This Snapshot reviews small-scale experimental evaluations of after
school programs, highlighting these studies' evaluation strategies and results.
Free. 8 pages. [OSTS8] Go to
order form. Also available online: www.gse.harvard.edu/hfrp/projects/afterschool/resources/snapshot8.html |
Out-of-School Time Program
Evaluation Database
This online resource is a collection of profiles of recent evaluations of out-of-school
time programs. The profiles can be searched on a wide range of criteria. Each
profile includes an overview of the program as well as detailed information
about each evaluation report, with links to the actual reports, when available.
HFRP adds new profiles and updates existing profiles quarterly.
Free. Available online only: www.gse.harvard.edu/hfrp/projects/afterschool/evaldatabase.html
Overview of Results-Based Accountability: Components
of RBA
See the Reaching Results Briefs.
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Parent-Provider Partnerships
See the Families Matter Series.
The Parent Services Project
See the Families Matter Series.
Participation in Youth Programs: Enrollment, Attendance, and Engagement
Special issue of New Directions for Youth Development journal edited
by Heather B. Weiss, Priscilla
M. D. Little, and Suzanne Bouffard,
Vol. 2005, No. 105, Spring 2005.
This issue unpacks the construct of participation in out-of-school time programming,
posing a three-part equation: participation = enrollment + attendance + engagement.
It draws on the latest research and evaluation literature and provides research-based
strategies on how to define, measure, study, and increase participation.
Not available from HFRP but can be ordered from Wiley InterScience at www3.interscience.wiley.com/cgi-bin/jhome/97015503
Paths to School Readiness
1993. M. Elena Lopez and Mona Hochberg.
This report details three school-based programs to show what makes comprehensive
family support programs thrive. Home visiting and parent education in Brattleboro,
Vermont are featured, as is extended child care in Leadville, Colorado, and
school-linked services in Gainesville, Florida.
$10.95. 115 pages. [PATHS] Go to order
form.
Performance Measures in Out-of-School Time Evaluation
See the Out-of-School Time Evaluation Snapshots.
Pioneering States: Innovative Family Support and Education Programs
1992. Second Edition. Harvard Family Research Project.
This volume discusses five initiatives that have successfully integrated family
support and education programs into the larger social service system. Initiatives
in Connecticut, Kentucky, Maryland, Minnesota, and Missouri are covered.
$6.00. 29 pages. [ST-1]
Go to order form.
Preparing Educators
to Involve Families: From Theory to Practice
2005. Edited by Heather B. Weiss, Holly
Kreider, M. Elena Lopez, & Celina M. Chatman. Published by Sage, Thousand
Oaks, CA.
This book of research-based teaching cases and theoretical perspectives focuses
on dilemmas in family-school-community relationships.
This book must be ordered from Sage.
Promoting Quality Through Professional Development: A Framework for Evaluation
See the Issues and Opportunities in Out-of-School Time Evaluation
Briefs.
Promoting
Family Involvement
2007. Suzanne Bouffard and
Naomi Stephen.
This article, originally published in the National Association of Secondary
School Principals' Principals' Research Review, looks at the role of
family involvement during the middle and high school years, emphasizing implications
and recommendations for principals and superintendents. It reviews the evidence
about the importance of family involvement during adolescence, investigates
the challenges surrounding family involvement in middle and high school, and
offers practical suggestions for principals and superintendents to support family
involvement in their schools. The article is reprinted here with permission
of the National Association of Secondary School Principals.
Free. Available online only: www.gse.harvard.edu/hfrp/projects/fine/resources/research/nassp.html
The Promotive Effects
of Family Educational Involvement for Low-Income Children’s Literacy: How
and for Whom Does Involvement Matter?
2004. Article by Eric Dearing, Kathleen McCartney, Heather
B. Weiss, Holly Kreider, & Sandra
Simpkins in the Journal of School Psychology, 42(6), 445–460.
In this article the authors longitudinally examined associations between family
involvement, children's feelings about literacy, and children's literacy achievement
from kindergarten through fifth grade. Children's feelings about literacy mediated
associations between family educational involvement and literacy achievement.
Also, family involvement was more positively associated with literacy outcomes
for children whose mothers were less educated compared with children whose mothers
were more educated.
Not available from HFRP but can be ordered from Science
Direct.
Public Communication Campaign Evaluation:
An Environmental Scan of Challenges, Criticisms, Practice, and Opportunities
2002. Julia Coffman.
This report, commissioned by the Communications Consortium Media Center, presents
what has been happening in the field of public communication campaign evaluation
in recent years. It examines evaluation challenges, criticisms, and practice
and includes sections on relevant theory, outcomes, and useful methods for designing
evaluations. It ends with opportunities for the road ahead.
Free. Available online only: www.gse.harvard.edu/hfrp/pubs/onlinepubs/pcce/index.html
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Q
The
Quality of School-Age Child Care in After-School Settings
2007. Priscilla Little.
This brief, published by Child Care & Early Education Research Connections,
offers an overview of the features of high-quality after school settings, including
an examination of key research on links between program quality and developmental
outcomes. The brief also reviews current practice in program quality assessment,
and a set of quality-related considerations for policymakers.
Free. Available online only: www.researchconnections.org/location/ccrca12576
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R
Raising Our Future: Families, Schools, and Communities Joining Together
1995. Harvard Family Research Project.
This book provides one of the most thorough and complete analyses of innovative
family support and education programs to date. Seventy-three profiles taken
from around the country vividly illustrate the key elements of a successful
program, while detailed charts, tables, and cross-referencing indexes give quick
and easy access to information.
$25.95. 540 pages with photographs.
[ROF] Go
to order form.
Reaching Results Briefs
These short reports are designed to frame and contribute to the public debate
on evaluation, accountability, and organizational learning. Titles include:
Free. Available online at the addresses listed above. Single hard copies
of Learning from Logic Models and Aiming for Accountability are
available on request—please specify full title on the order
form.
Reaching Results Series: Results-Based Accountability
Case Studies
1998. Karen Horsch, Priscilla M. D. Little,
and Diane Schilder.
Studies show that results-based accountability (RBA) can be a powerful tool
to initiate and enhance systems of continuous improvement and learning. These
case studies describe RBA efforts in eight states. Each case study identifies
the process of designing and implementing RBA systems and includes a description
of state and local RBA efforts, their history, the development process, the
uses of the RBA systems, and the lessons learned. The unique experiences of
the eight states in the studies provide valuable insights to those responsible
for RBA efforts elsewhere in the nation.
-
Aiming for Accountability: Florida
Efforts include GAP Benchmarks; Performance-Based Program Budgeting,
and the Florida Department of Children and Families accountability system
for planning, budgeting, and evaluation.
$5.00. 40 pages. [AIMFL]
Go to order form.
-
Aiming for Accountability: Georgia
Efforts include the Policy Council for Children and Families, Family
Connection and Community Partnerships, and performance measures mandated
by the Budget Accountability and Planning Act of 1993.
$5.00. 42 pages. [AIMGA]
Go to order form.
-
Aiming for Accountability: Iowa
Efforts include the Council on Human Investment, Innovation Zones, and
the Department of Management's strategic plan.
$5.00. 36 pages. [AIMIA]
Go to order form.
-
Aiming for Accountability: Minnesota
Efforts include Minnesota Milestones, Children's Services Report Card,
Performance Reporting, and Family Services and Children's Mental Health
Collaboratives.
$5.00. 42 pages. [AIMMN]
Go to order form.
-
Aiming for Accountability: North Carolina
Efforts include the state's performance/program budgeting system, the
Department of Health and Human Services, and Smart Start.
$5.00. 36 pages. [AIMNC]
Go to order form.
-
Aiming for Accountability: Ohio
Efforts include Ohio Family and Children First, Early Start, the Wellness
Block Grant, and the Family Stability Incentive Fund.
$5.00. 40 pages. [AIMOH]
Go to order form.
-
Aiming for Accountability: Oregon
Efforts include Oregon Benchmarks, the Oregon Commission on Children
and Families, the Oregon Option, and the Community Partnership Team.
$5.00. 42 pages. [AIMOR]
Go to order form.
-
Aiming for Accountability: Vermont
Efforts include the State Team for Children and Families, Success by
Six, and the Department of Education.
$5.00. 34 pages. [AIMVT]
Go to order form.
The eight case study reports can be purchased together for $35.00 [AIMSTATES].
The eight case study reports can also be purchased with the Aiming
for Accountability: Lessons Learned From Eight States report above for
$40.00 [AIM]. Go to order form.
Reinventing Systems: Collaborations to Support Families
1994. Mia McDonald.
This volume provides in-depth descriptions of four initiatives that have achieved
broad reforms so that social services are more unified and accessible to families.
Initiatives in California, Colorado, New Mexico, and West Virginia are covered.
$7.50. 97 pages. [ST-9]
Go to order form.
Research and Advocacy Collaboration:
A New Jersey Case Study
2002. Julia Coffman.
Too often vital research in the early care and education field does not get
used effectively for advocacy purposes. While researchers and advocates often
share the same goals, they tend to operate on separate tracks. This brief explores
how research and advocacy can be bridged for greater effect using strategic
communications. By definition, strategic communications means a deliberate plan
or tactics for using communications as a channel for achieving a certain result.
Collaborative work in the state of New Jersey around the goal of achieving a
comprehensive and quality early care and education system is used as a backdrop
for learning about effective practice.
Free. Available online only: www.harvard.edu/hfrp/pubs/onlinepubs/advocacy/index.html
Resource Guide for Family-Centered Child Care
1998. Saren Eyre.
This guide offers ideas and resources for implementing family support principles
in child care, and an annotated bibliography of up-to-date publications and
training materials that child care providers can use to improve their efforts
to support families.
$4.50. 27 pages. [RESFM]
Go to order form.
Resource Guide
of Results-Based Accountability Efforts: Profiles of Selected States
(300KB Acrobat file)
1997. Second Edition. Diane Schilder, Anne Brady, and Karen Horsch.
This guide includes profiles of different state models of results-based accountability
systems, which were developed through document reviews and key informant interviews.
Included in the guide is a list of key contacts and bibliographic information
on publications each state has developed.
$9.95. 98 pages. [RBA-2] Go to order
form. Also available online: www.gse.harvard.edu/hfrp/content/pubs/onlinepubs/efforts/rbalay.pdf
(300KB Acrobat file)
A Review of Out-of-School Time Program Quasi-Experimental and Experimental
Evaluation Results
See the Out-of-School Time Evaluation Snapshots.
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S
Selected Evaluation
Terms
2002. Priscilla M. D. Little.
This resource provides definitions of evaluation terminology frequently used
in the out-of-school time field. It also provides answers to frequently asked
evaluation questions.
Free. Available online only: www.gse.harvard.edu/hfrp/projects/afterschool/resources/ost_terms.html
Strategic Planning Process
See the Reaching Results Briefs.
Supporting Latino Families: Lessons From Exemplary Programs
1996. Angela M. Shartrand.
This report investigates 11 family support programs that have addressed the
needs of vulnerable Latino families. The report clearly demonstrates the need
to incorporate culture and family values into the very design of a program.
Volume One provides detailed analysis of the various strategies and distills
lessons for practitioners; Volume Two provides an in-depth profile of each program.
Volume 1, 56 pages, $5.95, [LAT1] Go
to order form.
Volume 2, 71 pages, $9.95, [LAT2] Go
to order form.
Both volumes, $14.95, [LAT] Go to
order form.
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T
Tomasito's
Mother Comes to School/La mamá de Tomasito visita la escuela
2007. Ellen Mayer. Illustrations by Joe Cepeda.
This online bilingual storybook about family involvement at school includes
a children’s story, along with an informational guide for adult family
members and discussion questions. The story draws from the real experiences
of one Latino boy and his family who are acculturating to the U.S.
Free. Available online only: www.gse.harvard.edu/hfrp/projects/fine/resources/storybook/tomasito.html
Transforming
Schools Through Community Organizing: A Research Review
2003. M. Elena Lopez.
This paper reviews the literature on community organizing. It examines how community
organizing differs from traditional parent involvement activities, outlines
the characteristic strategies used to engage parents in organizing efforts,
and describes the outcomes of these efforts.
Free. Available online only: www.gse.harvard.edu/hfrp/projects/fine/resources/research/lopez.html
Transforming Training
See the Families Matter Series.
The Transition
to Kindergarten: A Review of Current Research and Promising Practices to Involve
Families
2002. Marielle Bohan-Baker and Priscilla
M. D. Little.
This brief offers a synthesis of findings based on a review of current research
on the transition to kindergarten, especially the important role that families
play in the transition. It focuses on promising transition practices and how
schools can get involved in their implementation.
Free. Available online only: www.gse.harvard.edu/hfrp/projects/fine/resources/research/bohan.html
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Understanding and Measuring Attendance in Out-of-School Time Programs
See the Issues and Opportunities in Out-of-School Time Evaluation
Briefs.
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W
What Are Kids
Getting Into These Days? Demographic Differences in Youth Out-of-School Time
Participation
2006. With support from the William T. Grant Foundation, HFRP is conducting
a research study on the factors associated with whether children and youth participate
in out-of-school time (OST) programs and activities. Building on our previous
work, we are using national data to examine the many factors and contexts in
children's lives that predict participation. This research brief distills findings
about demographic characteristics of youth participantsfrom the first phase
of the study and includes implications for practitioners, policymakers, and
researchers.
Free. Available online only: www.gse.harvard.edu/hfrp/projects/afterschool/demographic.html
Working It Out: The Chronicle of a Mixed-Method Analysis
Chapter by Heather B. Weiss, Holly
Kreider, Ellen Mayer, Rebecca Hencke,
& Margaret A. Vaughan in Discovering
Successful Pathways in Children's Development: Mixed Methods in the Study of
Childhood and Family Life. 2004. Edited by Thomas S. Weisner. Published
by University of Chicago Press.
This chapter chronicles a mixed-method analysis of family involvement in children's
learning, drawing observations about the process and added value of combining
methods.
Not available from HFRP but can be ordered from the University
of Chicago Press.
Why, When, and How to Use Evaluation: Experts Speak Out
See the Issues and Opportunities in Out-of-School Time Evaluation
Briefs.
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Y
Youth Involvement in Evaluation & Research
See the Issues and Opportunities in Out-of-School
Time Evaluation Briefs.
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