Transforming Schools into 21st Century Community Learning Centers

2004 ◽  
Vol 26 (4) ◽  
pp. 248-252 ◽  
Author(s):  
D. Anderson-Butcher
Keyword(s):  
21St Century ◽  
Learning Centers ◽  
Community Learning Centers ◽  
Community Learning

scholarly journals The role of federal and state policy in addressing early childhood achievement gaps: parent perceptions and student outcomes related to 21st Century Learning Centers programming in the United States

2021 ◽  
Vol 15 (1) ◽  
Author(s):  
Heather P. Williams
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
21St Century ◽  
State Policy ◽  
Learning Centers ◽  
Community Learning Centers ◽  
Community Learning ◽  
Childhood Education ◽  
Insight Into

AbstractAs policymakers and school communities work to address underlying causes of achievement gaps and access to quality early childhood education, this study considers the use of 21st Century Community Learning Centers to address early childhood education needs on western U.S. state, Idaho. The study sought to understand the relationship between federal and state policies related to out-of-school opportunities to enhance early childhood education. Utilizing data from a statewide evaluation of Idaho’s 21st Century Learning Centers, the study examined 92 centers providing after school, before school, or summer programs in grades preschool through the third grade to predominately at-risk children. Data collection included quantitative data from a survey given to parents (n = 183), as well as qualitative data collected through site-based interviews, focus groups and observations. Data included a review of historical and current data on participation rates; attendance rates; standardized test scores for program participants in grades PK-3 (n = 3258). Data were analyzed for themes and transfer. The study findings provide further insight into understanding possible relationships between U.S. federal and state policy regarding 21st Century Community Learning Centers on both students’ outcomes and parent satisfaction. The findings further support the role of out-of-school time (OST) experiences in the larger ecosystem of learning and provides insight into understanding how the OST activities are carried over into family life.

scholarly journals When Elementary Schools Stay Open Late: Results From the National Evaluation of the 21st Century Community Learning Centers Program

2007 ◽  
Vol 29 (4) ◽  
pp. 296-318 ◽  
Author(s):  
Susanne James-Burdumy ◽  
Mark Dynarski ◽  
John Deke
Keyword(s):  
21St Century ◽  
Late Results ◽  
After School ◽  
Control Group ◽  
Afterschool Programs ◽  
Learning Centers ◽  
Community Learning Centers ◽  
School Students ◽  
Community Learning ◽  
Community Learning Center

This article presents evidence from a national evaluation of the effects of 21st Century Community Learning Center afterschool programs. The study was conducted in 12 school districts and 26 after-school centers, at which 2,308 elementary school students who were interested in attending a center were randomly assigned either to the treatment or control group. The findings indicate that the programs affected the type of care and supervision students received after school, with parents less likely to be caring for their child and other adults more likely, but there was no statistically significant effect on the incidence of self-care. Students in the program reported feeling safer after school, but their academic outcomes were not affected and they had more incidents of negative behavior.

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