Out of School & After School

We have evaluated over 45 out of school and after school programs for youth.

These programs include a large portfolio for the Robin Hood foundation as well as many other organizations. A sample of these programs includes those for America SCORES, Buck Institute for Education, the Foundation Consortium for School-Linked Services, Franklin Middle School Boys & Girls Club, Future Positives, the Hartford Foundation for Public Giving, Marin School Linked Services, Obici Health Care Foundation, and the Women’s Sports Foundation.

A few select recent or key out of school and after school projects include:

21St Century Learning At Adlai Stevenson, Almira, and Walton Elementary Schools, Cleveland Play House

The goal of the 21st Century Community Learning Centers is to provide academic support to students who come from economically disadvantaged communities and attend low-performing schools. Programming includes morning math and ELA tutoring, and after school tutoring, snacks, homework help, and enrichment activities for elementary school students. Family engagement activities are also offered. Expected outcomes include increases in math and reading proficiency among participants; continuous improvements in classroom behavior, homework completion, class participation, and grades among participants; and increased school attendance among participants. Additional program objectives are increased family engagement through evidence-based educational development opportunities and positive youth development.

The evaluation of the 21st CCLC provides key stakeholders with valuable data about the impact of additional academic and family supports on student achievement on standardized math and literacy tests, school attendance, and math and ELA grades. The evaluation is primarily descriptive, with an emphasis on change in measures of academic achievement, positive youth development competencies, and parent and family engagement in student learning over the course of program participation and from year to year.

Assistance for Arts Education Development and Dissemination, US Department of Education, Dramatic Results

Dramatic Results’ Art of Building a City (ABC) Project aims to close the excellence gap experienced by low income gifted students in six Title 1 Long Beach Unified School District middle schools through establishing a community-wide ecosystem of interconnected supports that integrate Science, Technology, Engineering, and Math with the Arts. The evaluation consists of both implementation outcome evaluations. The outcome evaluation is a clustered randomized controlled trial, comparing gifted students in six randomly assigned program and control schools. Students in program schools experience the learning ecosystem during math class, during wrap-around school time on Saturday, through summer learning programs, and through structured extension activities with their families that are offered by community partners. Outcomes include math achievement, knowledge of and interest in ART and STEM areas of study and careers, social emotional competencies, 21st Century Learning skills, and level of advanced academic placements in middle school and, to the extent possible, admission into STEM pathways in high school.

Boys & Girls Harbor Capacity Building, Boys & Girls Harbor

Boys & Girls Harbor in Harlem, NY provides three educational programs to nearly 1,000 youth from low socio-economic backgrounds each year. These youth range in age from pre-K through high school. Philliber conducted a capacity building project involving the creation of program logic models, success metrics, and a customized online database and dashboard to summarize key indicators in real time and allow staff to see results by individual, subgroup, or program.

California School Age Consortium, The Alameda County Early Childhood and School-Age Professional Development & Retention Project, the Foundation Consortium

The Alameda County Early Childhood and School Age Professional Development & Retention Project (PDRP) allocated funding to eligible ECE and school-age sites in Alameda County to implement professional development training plans for their staff. Philliber conducted a qualitative evaluation of the impact of the PDRP including focus groups and interviews.

Team Up for Youth

Team Up for Youth is an intermediary organization that does grantmaking and provides technical assistance to strengthen and expand after-school sports programs to support the healthy development of low-income young people. Philliber conducted a formative evaluation to assess the effectiveness of Team Up’s strategies. Methodologies employed include key informant interviews, observations of training and technical assistance, and observational site visits to assess program quality. Additionally, Philliber measured youth outcomes by gathering pre and post survey data on youth served by grantee agencies.

The Tennessee Wildlife Federation

Philliber conducted a formative evaluation for several youth development programs funded by the Tennessee Wildlife Federation. Memphis Kids in Nature (MKIN) is a non-profit youth education and outdoor experience program established in 2005 that connects kids to the outdoors in meaningful, lasting and life-changing ways. MKIN provides day trips and overnight camping experiences for underserved children that allows them the opportunity to play and have fun while exploring nature. The Tennessee Scholastic Clay Target Program aims to teach youth the importance of firearms safety by instilling the values of discipline, leadership and teamwork that helps mold the future sportsmen and women of Tennessee. Annually more than 2,000 middle and high school aged youth participate in the program across Tennessee.

Up2Us Coaches Across America, Up 2 Us Sports

U2UC trains AmeriCorps volunteers to implement sports-based youth development practices at a community-based organization. The coaches use these practices to engage youth in sports and mentoring activities designed to increase physical fitness and high impact attributes such as self-awareness, situational awareness, and social confidence, among others. The evaluation was a quasi-experimental, mixed methods outcomes evaluation that compared a sample of program students with a well-matched comparison group on target outcomes. A process evaluation supported the outcomes evaluation by examining the success of the strategies used to deliver the program, such as training, recruitment, and program delivery. The evaluation was conducted in New Orleans and Chicago.

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