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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21 results found

Staying On Track: Testing Higher Achievement's Long-Term Impact on Academic Outcomes and High School Choice

October 2, 2013

Higher Achievement is an intensive summer and after-school program that began in its current form in 1999 in Washington, DC. Today there are Higher Achievement programs in Washington, DC/Alexandria, VA; Richmond, VA; Pittsburgh, PA; and Baltimore, MD. The study includes the five Higher Education Achievement Centers that were operating in DC and Alexandria when the study began. Each center serves about 85 students, or "scholars", recruited mainly through school referral. Starting the summer before youth enter fifth or sixth grade and extending through eighth grade. Higher Achievement provides scholars with up to 650 hours of academic instructio0n per year, as well as enrichment activities and targeted, academic mentoring.

Making the Most of Youth Mentoring: A Guide for Funders

July 1, 2012

How should funders decide what mentoring programs to support? The mentoring field has grown and diversified immensely in recent decades. There are now thousands of mentoring programs, as well as many multi-service initiatives that incorporate elements of mentoring, across the country. Some mentoring models have been rigorously evaluated, while others have yet to be tested at scale. There is, in fact, a rich research base to draw from to determine which types of mentoring make sense for which youth, and under which circumstances. But navigating that research is a challenge for even the most determined funder, policymaker or program leader.

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.

Engaging Older Youth: Program and City-Level Strategies to Support Sustained Participation in Out-of-School Time

April 1, 2010

With support from The Wallace Foundation, the Harvard Family Research Project and P/PV conducted a study of almost 200 out-of-school-time (OST) programs in six cities to better understand how they promote sustained participation among older youth.The resulting data indicated that two of the most important practices distinguishing high-retention programs were: ample leadership opportunities for youth and high levels of staff efforts to keep informed about participants' lives outside the programs. The study also compares and contrasts effective practices for middle school- versus high school-aged youth, noting the shortcomings of "one-size-fits-all" strategies. Finally, Engaging Older Youth details the influence of city-level OST initiatives on programs and identifies the types of city-level services that likely support participation.

Engaging Older Youth: Program and City-Level Strategies to Support Sustained Participation in Out-of-School Time, Research Synopsis

April 1, 2010

With support from The Wallace Foundation, P/PV and the Harvard Family Research Project conducted a study of almost 200 out-of-school-time (OST) programs in six cities to better understand how they promote sustained participation among older youth. The study also explored effective practices for middle school- versus high school-aged youth and how city-level services may support participation. This Research Synopsis outlines the research strategies and methods employed in the study and explores its main findings. Implications for future investment and policy decisions about OST programming for older youth are also examined.

High School Mentors In Brief: Findings from the Big Brothers Big Sisters School-Based Mentoring Impact Study

October 1, 2009

This issue of P/PV In Brief is based on High School Students as Mentors, a report that examined the efficacy of high school mentors using data from P/PV's large-scale random assignment impact study of Big Brothers Big Sisters school-based mentoring programs. The brief presents an overview of the findings, which suggest that high school volunteers bring inherent strengths to their role as mentors but also present notable challenges for programs; implications for policy and practice are also explored.

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