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ERIC Number: ED484289
Record Type: Non-Journal
Publication Date: 2004-Oct
Pages: 11
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: N/A
When Schools Stay Open Late: The National Evaluation of the 21st Century Community Learning Centers Program. New Findings. Executive Summary
Dynarski, Mark; Moore, Mary; James-Burdumy, Susanne; Rosenberg, Linda; Deke, John; Mansfield, Wendy
US Department of Education
In 1999, the U.S. Department of Education contracted with Mathematica Policy Research, Inc., and Decision Information Resources, Inc., to evaluate the 21st Century Community Learning Centers program. The evaluation team collected student outcome data in five areas: (1) after-school supervision; (2) location; (3) activities; (4) academic performance and achievement; and (5) behavior; personal and social development; and safety. Because the purpose of the 21st Century Community Learning Centers program by law is safe and drug-free learning environments for students that support academic achievement, this evaluation focused on student and school outcomes. It did not explore the full range of parental needs and satisfaction that might be affected by the availability of after-school programs, however, it did collect parent outcome data on involvement in school activities and employment status. In its first year of data collection, the team gathered data for roughly 1,000 elementary school students in 18 schools in 7 school districts, and 4,300 middle school students in 61 schools in 32 school districts. The elementary study was based on random assignment, in which outcomes of students assigned to the program were compared with outcomes of students not assigned to the program. The middle school evaluation was based on a matched-comparison design, in which outcomes of students who participated in programs were compared with outcomes of similar students who did not. Findings from these data were presented in the study?s first report (hereafter referred to as the "first report"), which was released in February 2003. For the second year of data collection, researchers gathered additional data in two ways: (1) They added more elementary school programs and students; and (2) they followed middle school students for a second year, which enabled the evaluation to explore whether there were outcome differences after two years. The results are summarized in this new report, wings of data collection. A third report will analyze impacts for elementary students after two years.
Mathmatica Policy Research, Inc., P.O. Box 2393, Princeton, NJ 08543-2393. Tel: 609-799-3535.
Publication Type: Reports - Research
Education Level: Elementary Education; Middle Schools
Audience: N/A
Language: English
Sponsor: U.S. Department of Education, National Center for Education Evaluation
Authoring Institution: Mathematica Policy Research, Inc., Plainsboro, NJ.