The Evaluation of Enhanced Academic Instruction in After-School Programs: Findings After the First Year of Implementation, Executive Summary (PDF)
By Alison Rebeck Black, Fred Doolittle, Rebecca Unterman, Pei Zhu , Eds.
IES Evaluation Reports, NCEE -2008-4021;
June
2008
Summary: This executive summary presents findings, after one year of program implementation, from the Evaluation of Enhanced Academic Instruction in After-School Programs, which is a two-year intervention and evaluation of adapted models of regular school-day math and reading instruction in after-school settings for students in Grades 2–5. The 21st Century Community Learning Centers (CCLC) program grants awarded between 1999 and 2002 had a limited academic impact on participating elementary school students’ academic achievement. A possible factor is the finding that most academic activities at the evaluation sites consisted of homework sessions in which students received limited additional academic assistance. Also, participant attendance was limited and sporadic. However, analyses suggest that increasing attendance alone is unlikely to improve the academic findings. The limited academic effects in combination with the low levels of formal academic assistance offered in these programs highlight the need for improved academic programming.
Index Terms: Achievement Gap, After-school Child Care, Outcomes, Research Reports, 21st Century Community Learning Centers
Publisher: MDRC
Sponsoring Institution (or Funding Source): National Center for Education Evaluation and Regional Assistances, Institute of Education Sciences, U.S. Department of Education
Publication Type: Reports (Descriptive)
Pages: 17 pages
Language: English
URL: http://ies.ed.gov/ncee/pdf/20084022.pdf
Availability
ED Pubs, Education Publications Center
U.S. Department of Education
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Maryland
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