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ERIC Number: EJ780932
Record Type: Journal
Publication Date: 2007-Jun
Pages: 25
Abstractor: Author
Reference Count: 43
ISSN: ISSN-1082-4669
Results from a First-Year Evaluation of Academic Impacts of an After-School Program for At-Risk Students
Jenner, Eric; Jenner, Lynne W.
Journal of Education for Students Placed at Risk, v12 n2 p213-237 Jun 2007
This article presents the research findings of an evaluation of the academic impacts of 21st Century Learning Centers (CCLC) in Louisiana. Using quasi-experimental design, the article operationalizes academic achievement as core and subject test performance on nationally standardized pre- and posttests (Iowa Test of Basic Skills; ITBS). Based on previous research and evaluation requirements, the article (a) employs outcomes of interest to policymakers (standardized test scores); (b) uses program attendance as a key independent variable; (c) uses efficient methods to control for extraneous impact on the dependent variable; and (d) focuses the evaluation on a specific group of student--at-risk children in Louisiana. Findings indicate that the 21st CCLC program is having a positive academic impact on participants who attend the program for 30 days or more. Further, impacts are shared across specific grantee programs, specific subjects, and subgroupings of students. Finally, the study finds that intensity of attendance is positively related to academic impact. (Contains 2 figures, 5 tables and 12 footnotes. Overview of Programs is appended.)
Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Louisiana
IES Cited: ED545233