ERIC Number: ED526781
Record Type: Non-Journal
Publication Date: 2010-Jul
21st Century Community Learning Centers Descriptive Study of Program Practices
Penuel, William R.; McGhee, Raymond, Jr.
Office of Planning, Evaluation and Policy Development, US Department of Education
In 2004, the U.S. Department of Education's Policy and Program Studies Service contracted with SRI International and its partner, Policy Studies Associates, to undertake an evaluation of the 21st Century Community Learning Centers. The following evaluation questions informed this study: (1) What is the nature of activities in centers that are designed to promote the academic development of students?; (2) How do centers vary with respect to regular attendance?; and (3) How do center leaders staff their centers, coordinate with other service providers and use data to improve programming? This report on the 21st Century Community Learning Centers program focuses on the implementation of reading and mathematics activities, student attendance and hiring and retaining qualified staff in centers from which data were obtained. The program statute requires that centers focus on academics and use research-based strategies for instruction. The law requires that students participate in academic activities at a frequency that is "sufficient to influence their learning." Ninety-eight percent of all centers funded as of the 2006-07 school year (the time of the study) reported that they offered activities in reading, and 94 percent of all centers offered activities in mathematics. Whether students are required to participate in these activities, however, varies by center. Centers serving elementary school students reported that the average student spent the most amount of time per week doing homework in a group setting (36 percent) or participating in arts or recreation activities (33 percent) (Exhibit ES-1). One-quarter of centers reported that a typical student received instruction in reading or practiced reading skills, and 19 percent of centers indicated that a typical student engaged in mathematics activities for more than 4 hours per week. Thirty-six percent of centers reported that a typical student worked on homework in a group setting (which could also include reading and mathematics activities), and 33 percent said that the typical student was involved in arts/recreation activities for more than 4 hours per week. Because centers were open for about 16 hours per week, on average, student participation for 4 hours per week in a particular activity represented 25 percent of the available time. Appended are: (1) Descriptions of Academic Instruction for Centers Serving All Students; (2) Case Study Observations; (3) Sampling Approach and Weighting of Surveys; (4) Survey Instruments; (5) Supplementary Tables for the Surveys; and (6) 21st CCLC Quality Study--Quality Observation Instrument. (Contains 60 exhibits and 18 footnotes.
Descriptors: Federal Programs, Goal Orientation, Mathematics Achievement, Reading Achievement, After School Programs, Enrichment Activities, Summer Programs, School Effectiveness, Low Achievement, Elementary School Students, Elementary Secondary Education, Mathematics Activities, Program Implementation, Program Evaluation, Homework, Attendance, Personnel Selection, Reading Skills, Program Administration, Student Participation, Exhibits, Recreation
Office of Planning, Evaluation and Policy Development, US Department of Education. Available from: ED Pubs. Education Publications Center, US Department of Education, NTIS, P.O. Box 22207, Alexandria, VA 22304. Tel: 877-433-7827; Fax: 703-605-6794; e-mail: email@example.com; Web site: http://www2.ed.gov/about/offices/list/opepd/index.html
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: Elementary Education; Elementary Secondary Education
Authoring Institution: Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service; SRI International