WIKINDX Resources
|
James-Burdumy Suzanne, Dynarski Mark & Moore Mary et al. (2005). When Schools Stay Open Late : The National Evaluation of the 21st Century Community Learning Centers Program. Washington : US Department of Education, National Center for Education Evaluation and Regional Assistance. En ligne : <http://www2.ed.gov/rsch ... cfinalreport/index.html>.
Added by: Agnès Cavet (26 Oct 2010 10:58:59 Europe/Paris) |
| Resource type: Government Report/Documentation BibTeX citation key: JamesBurdumy2005a  |
Categories: General Keywords: États-Unis, temps et rythme scolaires Creators: Deke, Dynarski, James-Burdumy, Mansfield, Moore, Pistorino Publisher: US Department of Education (Washington) |
Views: 1402/1858
Views index: 13% Popularity index: 3.25% |
| URLs http://www2.ed.gov ... lreport/index.html |
| Abstract |
|
"Background: 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. Purpose: 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." Added by: Agnès Cavet |