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ERIC Number: ED485162
Record Type: Non-Journal
Publication Date: 2005-Apr
Pages: 130
Abstractor: Author
When Schools Stay Open Late: The National Evaluation of the 21st Century Community Learning Centers Program. Final Report
James-Burdumy, Susanne; Dynarski, Mark; Moore, Mary; Deke, John; Mansfield, Wendy; Pistorino, Carol; Warner, Elizabeth
US Department of Education
The 21st Century Community Learning Centers program has supported after-school programs since 1998. Research on the effects of after-school programs has been inconclusive, leading to an ongoing debate about the effects of after-school programs. To examine the implementation of the 21st Century Community Learning Centers after-school program and assess its impacts on students. Earlier reports from this study presented findings based on two school years of data for middle school students and one school year of data for elementary school students. Key impact findings from the first report include no improvement in homework completion, limited effects on academic outcomes, no reduction in self-care, no improvements in safety and behavior, higher levels of parental involvement for the treatment group relative to the control group, and few effects on developmental outcomes. Key impact findings from the second report include higher levels of supervision by adults for treatment-group students relative to control-group students, lower levels of supervision by siblings for treatment-group students relative to control-group students, no reduction in self-care, few impacts on academic outcomes, improved feelings of safety after school for elementary students in the treatment group relative to students in the control group, mixed evidence on negative behavior for middle school students, some impacts on parents of elementary students, and few impacts on developmental outcomes. The purpose of the current report is to present impact analyses based on two years of follow-up data for elementary students. Four appendixes present: Response Rates and Data Quality; Evaluation Design and Methods for Estimating Impacts; Sensitivity Tests and Results for Alternative Specifications; and Subgroup Tables.
ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free).
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Institute of Education Sciences (ED), Washington, DC.
Grant or Contract Numbers: N/A
IES Cited: EJ927630; ED545233; ED559928