Public/Private Ventures (P/PV)

Legacy Collection

Innovation. Research. Action.

After almost 35 years Public/Private Ventures (P/PV) has ceased operations. The organization leaves behind an incredible legacy of knowledge, including hundreds of research reports, case studies and evaluations about how best to improve programs and outcomes for children, youth and families. We are fortunate that P/PV has decided to archive its publications collection with the Foundation Center's IssueLab so that practitioners can benefit from this knowledge for years to come.

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Summer Snapshot: Exploring the Impact of Higher Achievement's Year-Round Out-of-School-Time Program on Summer Learning

October 4, 2011

Assesses the impact of a multiyear, intensive, academically focused OST program for motivated but underserved middle school students on test scores, summer program participation, and summer learning loss. Examines contributing factors and implications.

Testing the Impact of Higher Achievement's Year-Round Out-of-School-Time Program on Academic Outcomes

October 4, 2011

Presents findings from a multiyear evaluation of an intensive long-term OST program's effect on low-income middle school students' academic performance, attitudes, and behaviors. Outlines implications for financially strapped districts.

Summer Snapshot: Exploring the Impact of Higher Achievement's Year-Round Out-of-School-Time Program on Summer Learning, Executive Summary

October 4, 2011

This executive summary highlights key findings from "Summer Snapshot: Exploring the Impact of Higher Achievement's Year-Round Out-of-School-Time Program on Summer Learning". Higher Achievement is an intensive, academically focused after-school and summer program that enrolls rising fifth and sixth grade students living in low-income neighborhoods, with the ultimate goal of increasing their attendance at top high schools that could launch them toward college and careers. Part of a larger, ongoing random assignment study, the report examines the program's impact on learning and experiences during the summer of 2010.

Putting It All Together: Guiding Principles for Quality After-School Programs Serving Preteens

April 1, 2008

Successfully navigating early adolescence depends, in large part, on the availability of safe and engaging activities and supportive relationships with adults, yet many preteens have limited access to positive supports and opportunities -- such as high-quality after-school programs -- that could put them on a path to success. Funders, policymakers and practitioners share the common goal of supporting strategies that will have the most long-lasting positive effects on young people.Recognizing this, the Lucile Packard Foundation for Children's Health commissioned P/PV to identify the characteristics of quality after-school programs that are linked to positive outcomes for preteens. Based on the latest research and experience in the field, P/PV developed the publication, Putting It All Together: Guiding Principles for Quality After-School Programs Serving Preteens, along with a companion Resource Guide (http://www.lpfch.org/afterschool/resourceguide.html) that includes links to research and tools to strengthen programs.Putting It All Together focuses on six after-school program components associated with positive outcomes for preteens:Focused and Intentional Strategy: Programs have a clear set of goals, target specific skills, and deliberately plan all aspects of the program with a youth development framework in mind.Exposure: Programs are designed to: a) provide preteens with a sufficient number of hours per week over an extended period of time, that matches program outcome goals; and b) allow preteens to attend a variety of activities.Supportive Relationships: Programs emphasize positive adult-youth relationships regardless of the curriculum.Family Engagement: Programs strive to include families through various strategies, such as clear communication and a welcoming environment.Cultural Competence: Programs have diverse staff whose backgrounds are reflective of participants and who create practices and policies that: a) make services available to and inclusive of a variety of populations; and b) help participants understand and value a broad range of cultures.Continuous Program Improvement: Programs strengthen quality through an ongoing and integrated process of targeted staff training, coaching and monitoring, and data collection and analysis.While a host of factors, including organizational capacity, the needs of the youth served and the resources available, all play a role in determining a program's ability to achieve its goals, research suggests that these guiding principles are essential for program quality. That quality, in turn, is the foundation for positive results for youth.NOTE: This version of Putting It All Together contains a full list of endnotes and references, which we chose to omit from hard copies of the report, in the interest of brevity.

More Time For Teens: Understanding Teen Participation -- Frequency, Intensity and Duration -- In Boys & Girls Clubs

March 27, 2008

Written midway through a three-year longitudinal evaluation of the role Boys & Girls Clubs play in the lives of the youth they serve, this report explores a topic of continuing interest to program operators and funders: What does it take to involve teens in positive out-of-school-time activities? Drawing on survey data from a low-income, ethnically diverse sample of approximately 400 seventh and eighth graders, Clubs attendance data tracked over a period of 17 months, and in-depth interviews with a sample of ninth graders, More Time for Teens identifies a set of factors that appear to contribute to three specific aspects of Club participation: frequency, duration and retention. The report highlights links found between accessible, safe places that provide a variety of informal and formal activities of interest to teens and higher levels of participation. It also distills lessons for programs interested in boosting teen participation. These include establishing relationships when children are younger (these relationships often endure through the teen years), taking into account the importance teens place on friendships and working with teens to establish flexibility in attendance policies as they enter their high school years.

More Time For Teens: Understanding Teen Participation -- Frequency, Intensity and Duration -- In Boys & Girls Clubs Executive Summary

March 1, 2008

To extend our understanding of programs that successfully engage teens, P/PV is conducting a national longitudinal evaluation examining the role Boys & Girls Clubs play in the lives of the youth they serve, particularly as youth transition from middle school to high school. Using data captured to the mid-point of the evaluation, More Time for Teens explores what it takes to involve teens in out-of-school-time programs; the executive summary highlights the reports major findings and recommendations.

Advancing Achievement: Findings from an Independent Evaluation of a Major After-School Initiative

February 1, 2008

This report presents outcomes from Public/Private Ventures research on CORAL, an eight-year, $58 million after-school initiative of The James Irvine Foundation. Findings described in the report demonstrate the relationship between high-quality literacy programming and academic gains and underscore the potential role that quality programs may play in the ongoing drive to improve academic achievement. The report includes a 12-page executive summary.

Gaining Ground: Supporting English Learners Through After-School Literacy Programming

February 1, 2008

This brief presents findings that demonstrate a relationship between key approaches in CORAL, an eight-year, $58 million after-school initiative of The James Irvine Foundation, and the academic progress of English learners. In addition to presenting findings, the brief suggests important considerations for any policymaker and funder interested in the success of English learners as a growing student population.

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