Field Research
Page under construction. We are working hard to improve our catalog of the latest research in the afterschool field.
Latest Research
December 12, 2012.
Afterschool Evaluation 101: How to Evaluate an Expanded Learning Program
by Erin Harris of Harvard Family Research Project
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.
Reports in Alpha Order
Afterschool Alliance Issue Briefs
Name almost any topic and the Afterschool Alliance can tell you how afterschool intersects with that topic. The briefs demonstrate the connections between afterschool and topics such as extending the school day, meeting the needs of older youth, health and wellness, serving rural communities and more. Each brief presents the research available on the topic, provides examples of promising afterschool programs and makes the case for greater investment in afterschool.
Name almost any topic and the Afterschool Alliance can tell you how afterschool intersects with that topic. The briefs demonstrate the connections between afterschool and topics such as extending the school day, meeting the needs of older youth, health and wellness, serving rural communities and more. Each brief presents the research available on the topic, provides examples of promising afterschool programs and makes the case for greater investment in afterschool.
Afterschool Programs: Bureaucratic Barriers and Strategies for Success
The American Association of School Administrators’ (AASA) toolkit for school leaders includes reprints of feature articles from AASA publications that focus on afterschool. The toolkit also contains a DVD, which features urban, suburban, and rural superintendents commenting on barriers to afterschool programming, promising practices, and advice to other superintendents on overcoming these barriers. They have other resources available at the same website.
The American Association of School Administrators’ (AASA) toolkit for school leaders includes reprints of feature articles from AASA publications that focus on afterschool. The toolkit also contains a DVD, which features urban, suburban, and rural superintendents commenting on barriers to afterschool programming, promising practices, and advice to other superintendents on overcoming these barriers. They have other resources available at the same website.
After-School Programs and Academics: Implications for Policy, Practice, and Research
As most of us know, the increasing emphasis on academics and supporting learning in afterschool and youth development programs has lead to predictable tensions over time, structure, and resources. This report from 2008, from the William T. Grant Foundation, focuses on the growing program-evaluation literature, observational studies, and commentaries and statements of program standards by practitioners and advocates in the context of this debate.
As most of us know, the increasing emphasis on academics and supporting learning in afterschool and youth development programs has lead to predictable tensions over time, structure, and resources. This report from 2008, from the William T. Grant Foundation, focuses on the growing program-evaluation literature, observational studies, and commentaries and statements of program standards by practitioners and advocates in the context of this debate.
After school programs in the 21st Century: Their potential and what it takes to achieve it. issues and opportunities in out-of-school time evaluation
This research brief draws on seminal research and evaluation studies to address two primary questions: (a) Does participation in after school programs make a difference, and, if so (b) what conditions appear to be necessary to achieve positive results? The brief concludes with a set of questions to spur conversation about the evolving role of after school in efforts to expand time and opportunities for children and youth in the 21st century.
This research brief draws on seminal research and evaluation studies to address two primary questions: (a) Does participation in after school programs make a difference, and, if so (b) what conditions appear to be necessary to achieve positive results? The brief concludes with a set of questions to spur conversation about the evolving role of after school in efforts to expand time and opportunities for children and youth in the 21st century.
Afterschool Programs Proven to Improve Academic Achievement, Keep Kids Safe and Help Working Families
A summary from the Afterschool Alliance that highlights research and evaluations that provide evidence for the impact of afterschool programs on academic achievement.
A summary from the Afterschool Alliance that highlights research and evaluations that provide evidence for the impact of afterschool programs on academic achievement.
After-school programs and academic impact: A study of Chicago’s After School Matters
What impact can after-school programs have on the educational achievement of high school students? A 2007 study of Chicago’s After School Matters (ASM) program finds a relationship between participating in after-school activities and higher class attendance, lower course failures and higher graduation rates.
What impact can after-school programs have on the educational achievement of high school students? A 2007 study of Chicago’s After School Matters (ASM) program finds a relationship between participating in after-school activities and higher class attendance, lower course failures and higher graduation rates.
Access to Out-Of-School Time Programs
Two reports funded by The Wallace Foundation and found on the National League of Cities website examine challenges in expanding OST opportunities: lack of adequate summer programming and strategies for ensuring participation among older youth. Many municipal leaders recognize that promoting participation in high-quality OST programs can advance other city priorities — including decreasing dropout rates, lowering juvenile crime rates and strengthening workforce development.
Two reports funded by The Wallace Foundation and found on the National League of Cities website examine challenges in expanding OST opportunities: lack of adequate summer programming and strategies for ensuring participation among older youth. Many municipal leaders recognize that promoting participation in high-quality OST programs can advance other city priorities — including decreasing dropout rates, lowering juvenile crime rates and strengthening workforce development.
America After 3 pm
In the fall of 2009, the Afterschool Alliance released an important study of afterschool participation, "America After 3 pm", based on a national survey of households. The Afterschool Alliance named Washington one of six "States on the Move" because our state has seen significant increase in use of afterschool programs by families, as well as strong consumer satisfaction with those programs, as this fact sheet shows.
In the fall of 2009, the Afterschool Alliance released an important study of afterschool participation, "America After 3 pm", based on a national survey of households. The Afterschool Alliance named Washington one of six "States on the Move" because our state has seen significant increase in use of afterschool programs by families, as well as strong consumer satisfaction with those programs, as this fact sheet shows.
The Case for School-Based Integration of Services: Changing the Ways Students, Families and Communities Engage with their Schools
This first issue of P/PV's GroundWork series reviews the current literature about the potential benefits of simultaneously providing three services in school—healthcare, out-of-school-time learning and family supports—to boost students' educational outcomes. In addition to highlighting how each affects key outcomes such as learning, school connectedness (i.e., positive feelings about school) and access to needed services, this brief summarizes the potential benefits of offering these resources through a highly integrated, school-based model.
This first issue of P/PV's GroundWork series reviews the current literature about the potential benefits of simultaneously providing three services in school—healthcare, out-of-school-time learning and family supports—to boost students' educational outcomes. In addition to highlighting how each affects key outcomes such as learning, school connectedness (i.e., positive feelings about school) and access to needed services, this brief summarizes the potential benefits of offering these resources through a highly integrated, school-based model.
Charting the Benefits of High-Quality After-School Program Experiences: Evidence from New Research on Improving After-School Opportunities for Disadvantaged Youth
The afterschool and youth development field increasingly finds itself in the fortunate position of being able to use rigorous research to guide improvements in afterschool opportunities for young people. The recent "Study of Promising After-School Programs" adds to this research base by demonstrating the protective value of high-quality afterschool experiences in the afterschool hours.
The afterschool and youth development field increasingly finds itself in the fortunate position of being able to use rigorous research to guide improvements in afterschool opportunities for young people. The recent "Study of Promising After-School Programs" adds to this research base by demonstrating the protective value of high-quality afterschool experiences in the afterschool hours.
Child Trends is a leader in evaluation research with expertise in evaluation design, implementation, and analysis and also in the synthesis of findings from rigorous program evaluations. This expertise extends across multiple program areas, including youth development, child welfare, early childhood, education, teen pregnancy prevention, parenting and fatherhood. Their website lists a number of research briefs that help inform best practices for out-of-school time practitioners.
Critical Hours: Afterschool Programs and Educational Success
This report makes a case for the valuable role afterschool programs can pay in convincing young people that learning can be fun and to think of themselves as capable learners. The report focuses on the middle school years, but it can be a resource to anyone who is interested in knowing why and how effective afterschool programs work.
This report makes a case for the valuable role afterschool programs can pay in convincing young people that learning can be fun and to think of themselves as capable learners. The report focuses on the middle school years, but it can be a resource to anyone who is interested in knowing why and how effective afterschool programs work.
Community Programs to Promote Youth Development
Recognizing the importance of adolescence as a period of transition to adulthood, "Community Programs to Promote Youth Development" offers authoritative guidance to policy makers, practitioners, researchers, and other key stakeholders on the role of youth development programs to promote the healthy development and well-being of the nation's youth. It offers recommendations for policy, practice, and research to ensure that programs are well designed to meet young people's developmental needs. This book was written by J. Eccles and J.A. Gootman.
Recognizing the importance of adolescence as a period of transition to adulthood, "Community Programs to Promote Youth Development" offers authoritative guidance to policy makers, practitioners, researchers, and other key stakeholders on the role of youth development programs to promote the healthy development and well-being of the nation's youth. It offers recommendations for policy, practice, and research to ensure that programs are well designed to meet young people's developmental needs. This book was written by J. Eccles and J.A. Gootman.
The Comparative Costs and Benefits of Programs to Reduce Crime
This 2001 report describes the Institute's latest analysis of the costs and benefits of crime prevention and intervention programs. It contains a summary of the findings as well as a detailed technical discussion of the model used to estimate costs and benefits.
This 2001 report describes the Institute's latest analysis of the costs and benefits of crime prevention and intervention programs. It contains a summary of the findings as well as a detailed technical discussion of the model used to estimate costs and benefits.
The costs and benefits of after school programs: The estimated effects of the After School Education and Safety Act of 2002
This report is an analysis of the cost and benefits of The After School and Education Safety Act of 2002 (“The Act”). The Act expands funding to after school programs in California by $433 million to reach approximately 485,000 additional students when fully implemented.
This report is an analysis of the cost and benefits of The After School and Education Safety Act of 2002 (“The Act”). The Act expands funding to after school programs in California by $433 million to reach approximately 485,000 additional students when fully implemented.
Erin Harris, Sarah Deschenes, & Ashley Wallace. NCSL & Harvard Family Research Project Brief Series: ELO Research, Policy, and Practice. August 2011.
In this first brief in our series with the National Conference of State Legislatures, we examine the benefits of ELOs for older youth as well as the policy implications of recent research. Helping Older Youth Succeed Through Expanded Learning Opportunities provides examples of positive youth outcomes, common characteristics of high-quality programs and initiatives, and policy recommendations based on these findings.
The evaluation of enhanced academic instruction in after-school programs (Executive Summary)
The primary purpose of this study is to determine whether providing structured academic instruction in reading or math to students in grades two to five during their after-school hours — instead of the less formal academic supports offered in regular after-school programs — improves their academic performance in the subject. This is the second and final report from the Evaluation of Enhanced Academic Instruction in After-School Programs — a two-year demonstration and random assignment evaluation of structured approaches to teaching math and reading in after-school settings.
The primary purpose of this study is to determine whether providing structured academic instruction in reading or math to students in grades two to five during their after-school hours — instead of the less formal academic supports offered in regular after-school programs — improves their academic performance in the subject. This is the second and final report from the Evaluation of Enhanced Academic Instruction in After-School Programs — a two-year demonstration and random assignment evaluation of structured approaches to teaching math and reading in after-school settings.
Holding California Afterschool Programs Accountable
In California, a key measure being used to judge afterschool programs is standardized test scores. It is becoming increasingly clear that test scores are not the most useful measurement to assess the effectiveness of afterschool programs. This paper considers what expectations we can hold for these programs, and considers the consequences of limiting the view of success to the improvement of test scores.
In California, a key measure being used to judge afterschool programs is standardized test scores. It is becoming increasingly clear that test scores are not the most useful measurement to assess the effectiveness of afterschool programs. This paper considers what expectations we can hold for these programs, and considers the consequences of limiting the view of success to the improvement of test scores.
The Impact of After-School Programs that Promote Personal and Social Skills
The William T. Grant foundation funded work leading to this new report from the Collaborative for Academic, Social, and Emotional Learning (CASEL) showing that youth who participate in afterschool programs that use evidence-based approaches to enhance personal and social skills show significant improvement when compared to their peers.
The William T. Grant foundation funded work leading to this new report from the Collaborative for Academic, Social, and Emotional Learning (CASEL) showing that youth who participate in afterschool programs that use evidence-based approaches to enhance personal and social skills show significant improvement when compared to their peers.
Links to Learning: Supporting Literacy in Out-of-School Time
This National Institute on Out-of-School Time (NIOST) video series highlights the multiple ways that afterschool practitioners can promote and incorporate Literacy into their program activities and curriculum. The video can be purchased from NIOST.
This National Institute on Out-of-School Time (NIOST) video series highlights the multiple ways that afterschool practitioners can promote and incorporate Literacy into their program activities and curriculum. The video can be purchased from NIOST.
Making the Case: A 2009 Fact Sheet on Children and Youth In Out-of-School Time
NIOST also releases an annual fact sheet about the afterschool and youth development (AYD) field which is eight pages full of recent research relevant to the AYD field, including an extensive bibliography. This is a top contender in the "If you don't read anything else this year, read this" category.
NIOST also releases an annual fact sheet about the afterschool and youth development (AYD) field which is eight pages full of recent research relevant to the AYD field, including an extensive bibliography. This is a top contender in the "If you don't read anything else this year, read this" category.
Making the Most of After-School Time
A 2005 publication by the National Association of Elementary School Principals (NAESP) that profiles school-based programs in urban, rural, and suburban communities across the United States. The report highlights findings from NAESP’s in-depth study of these programs, which focused on the various roles that principals play in helping to make afterschool programs successful. Aberdeen, WA, was one of the ten highlighted communities.
A 2005 publication by the National Association of Elementary School Principals (NAESP) that profiles school-based programs in urban, rural, and suburban communities across the United States. The report highlights findings from NAESP’s in-depth study of these programs, which focused on the various roles that principals play in helping to make afterschool programs successful. Aberdeen, WA, was one of the ten highlighted communities.
The National School Boards Association Resource Center for Extended-Day Learning Opportunities
Rather than try to select just one or two reports to highlight here, we'll just point you to this amazing conglomeration of reports, findings, and resources. They describe it as "a clearinghouse of information for school board leaders to build and sustain quality extended learning opportunities for all students", but everyone involved in the AYD field will find something of interest here.
Rather than try to select just one or two reports to highlight here, we'll just point you to this amazing conglomeration of reports, findings, and resources. They describe it as "a clearinghouse of information for school board leaders to build and sustain quality extended learning opportunities for all students", but everyone involved in the AYD field will find something of interest here.
A New Day For Learning
In January 2007, the Time, Learning, and Afterschool Taskforce funded by the C.S. Mott Foundation released a report asking for a fundamental rethinking of how children and youth use their time for learning. The executive summary gives a good overview of the "A New Day for Learning" approach and their research & resources page includes several important research papers: "Study of Promising Afterschool Programs", "Key Findings on Attitudes Towards Education and Learning" and "Measuring Skills for the 21st Century.
In January 2007, the Time, Learning, and Afterschool Taskforce funded by the C.S. Mott Foundation released a report asking for a fundamental rethinking of how children and youth use their time for learning. The executive summary gives a good overview of the "A New Day for Learning" approach and their research & resources page includes several important research papers: "Study of Promising Afterschool Programs", "Key Findings on Attitudes Towards Education and Learning" and "Measuring Skills for the 21st Century.
Parents and the High Cost of Child Care: 2010 Update
National Association of Child Care Resource & Referral Agencies released its latest report which reveals that child care prices continue to rise, despite the nation's economic downturn. Specifically concerning school-age children in child care, the report found that parents of school-age children paid an average of up to $10,720 per year for part-time care in a center.
National Association of Child Care Resource & Referral Agencies released its latest report which reveals that child care prices continue to rise, despite the nation's economic downturn. Specifically concerning school-age children in child care, the report found that parents of school-age children paid an average of up to $10,720 per year for part-time care in a center.
Participation Over Time: Keeping Youth Engaged from Middle School to High School is an article featured in Afterschool Matters that draws on data collected for Engaging Older Youth--a recent study from HFRP and P/PV, commissioned by the Wallace Foundation. This study examines the program practices and structural features of almost 200 OST programs located across six diverse cities—Chicago, Cincinnati, New York, Providence, San Francisco, and Washington, DC—and primarily serving low-income youth that successfully engage older youth and the strategies they use to maintain high participation rates.
Present, Engaged, and Accounted For: The Critical Importance of Addressing Chronic Absence in the Early Grades
This report looks at issues around chronic absence in elementary school and points to afterschool programs as one part of the solution.
This report looks at issues around chronic absence in elementary school and points to afterschool programs as one part of the solution.
STEM Learning After School
The Frontiers in Urban Science Exploration Resource Guide, produced by the Collaborative for Building After-School Systems (CBASS) is a new resource to promote informal science education in afterschool programs. Frontiers in Urban Science Exploration (FUSE), created by The After-School Corporation (TASC) , stimulates a culture shift that leads to greater opportunities for kids to experience informal science education afterschool, as well as in school and during summers.
The Frontiers in Urban Science Exploration Resource Guide, produced by the Collaborative for Building After-School Systems (CBASS) is a new resource to promote informal science education in afterschool programs. Frontiers in Urban Science Exploration (FUSE), created by The After-School Corporation (TASC) , stimulates a culture shift that leads to greater opportunities for kids to experience informal science education afterschool, as well as in school and during summers.
School-based Health Interventions and Academic Achievement
This research review provides important new evidence that links students’ health and academic performance. It identifies proven health interventions and practical resources that can positively affect both student health and academic achievement.
This research review provides important new evidence that links students’ health and academic performance. It identifies proven health interventions and practical resources that can positively affect both student health and academic achievement.
Strengthening schools by strengthening families: Community strategies to reverse chronic absenteeism in the early grades and improve supports for children and families
This report, from New York City, looks at the causes and effects of chronic abstenteeism and offers workable ideas gathered from community members including principals, teachers, social workers and community-based organizations, to address the problems which are caused by and which cause chronic absence from school.
This report, from New York City, looks at the causes and effects of chronic abstenteeism and offers workable ideas gathered from community members including principals, teachers, social workers and community-based organizations, to address the problems which are caused by and which cause chronic absence from school.
Supporting Student Success: A Governor’s Guide to Extra Learning Opportunities
A report highlighting many of the more successful state ELOs and making recommendations for governors and other interested policymakers.
A report highlighting many of the more successful state ELOs and making recommendations for governors and other interested policymakers.
Washington Learns Final Report
After over a year of intensive study, the Washington Learns committees, headed by Governor Gregoire, developed a final report (released in 2006) with comprehensive, long-term recommendations for creating a world-class, learner-focused, seamless education system for Washington. Included among the strategies is providing afterschool opportunities to support math and science learning and to personalize education to help students achieve school success.
After over a year of intensive study, the Washington Learns committees, headed by Governor Gregoire, developed a final report (released in 2006) with comprehensive, long-term recommendations for creating a world-class, learner-focused, seamless education system for Washington. Included among the strategies is providing afterschool opportunities to support math and science learning and to personalize education to help students achieve school success.
Year-Round Learning: Linking School, Afterschool, and Summer Learning to Support Student Success
by the Harvard Family Research Project. Sarah Deschenes, Helen Janc Malone. There is growing national discussion about the need to create a more expansive definition of learning to include all the ways that youth can access educational opportunities—not just through the traditional school model, but also through afterschool activities, time spent with the family, and increasingly, through interaction with digital media. This brief introduces and analyzes one approach to expanded learning that provides students—often in distressed areas—with access to quality learning environments across the year. Published June 2011.
by the Harvard Family Research Project. Sarah Deschenes, Helen Janc Malone. There is growing national discussion about the need to create a more expansive definition of learning to include all the ways that youth can access educational opportunities—not just through the traditional school model, but also through afterschool activities, time spent with the family, and increasingly, through interaction with digital media. This brief introduces and analyzes one approach to expanded learning that provides students—often in distressed areas—with access to quality learning environments across the year. Published June 2011.