This Article Full Text Full Text (PDF) Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Similar articles in Web of Science Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by James-Burdumy, S. Articles by Deke, J. Search for Related Content Social Bookmarking                         What's this?

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

Mathematica Policy Research

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.

Key Words: 21st Century Community Learning Centers • afterschool programs • experimental design • evaluation • longitudinal design

Educational Evaluation and Policy Analysis, Vol. 29, No. 4, 296-318 (2007)
DOI: 10.3102/0162373707309077


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?