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Book Examining the 21st Century Community Learning Centers Program

Download or read book Examining the 21st Century Community Learning Centers Program written by United States. Congress. House. Committee on Education and the Workforce. Subcommittee on Early Childhood, Youth, and Families and published by . This book was released on 2000 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book 21st Century Community Learning Centers Program

Download or read book 21st Century Community Learning Centers Program written by Adriana Dekanter and published by DIANE Publishing. This book was released on 1999-04 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt: The 21st Century Community Learning Centers Program is a federal program that awards grants to rural and inner-city public schools, or consortia of such schools, to enable them to plan, implement, or expand projects that benefit the educational, health, social services, cultural and recreational needs of the community. Grants awarded under this program may be used to plan, implement, or expand community learning centers. Contents: program information; program eligibility checklist; selection criteria; instructions and forms for preparing the application; how to submit an application; supplementary information; and application checklist.

Book Examining the 21st Century Community Learning Centers Program

Download or read book Examining the 21st Century Community Learning Centers Program written by United States. Congress. House. Committee on Education and the Workforce. Subcommittee on Early Childhood, Youth, and Families and published by . This book was released on 2000 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book 21st Century Community Learning Centers Descriptive Study of Program Practices

Download or read book 21st Century Community Learning Centers Descriptive Study of Program Practices written by William R. Penuel and published by . This book was released on 2010 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: In 2004, the U.S. Department of Education's Policy and Program Studies Service contracted with SRI International and its partner, Policy Studies Associates, to undertake an evaluation of the 21st Century Community Learning Centers. The following evaluation questions informed this study: (1) What is the nature of activities in centers that are designed to promote the academic development of students?; (2) How do centers vary with respect to regular attendance?; and (3) How do center leaders staff their centers, coordinate with other service providers and use data to improve programming? This report on the 21st Century Community Learning Centers program focuses on the implementation of reading and mathematics activities, student attendance and hiring and retaining qualified staff in centers from which data were obtained. The program statute requires that centers focus on academics and use research-based strategies for instruction. The law requires that students participate in academic activities at a frequency that is "sufficient to influence their learning." Ninety-eight percent of all centers funded as of the 2006-07 school year (the time of the study) reported that they offered activities in reading, and 94 percent of all centers offered activities in mathematics. Whether students are required to participate in these activities, however, varies by center. Centers serving elementary school students reported that the average student spent the most amount of time per week doing homework in a group setting (36 percent) or participating in arts or recreation activities (33 percent) (Exhibit ES-1). One-quarter of centers reported that a typical student received instruction in reading or practiced reading skills, and 19 percent of centers indicated that a typical student engaged in mathematics activities for more than 4 hours per week. Thirty-six percent of centers reported that a typical student worked on homework in a group setting (which could also include reading and mathematics activities), and 33 percent said that the typical student was involved in arts/recreation activities for more than 4 hours per week. Because centers were open for about 16 hours per week, on average, student participation for 4 hours per week in a particular activity represented 25 percent of the available time. Appended are: (1) Descriptions of Academic Instruction for Centers Serving All Students; (2) Case Study Observations; (3) Sampling Approach and Weighting of Surveys; (4) Survey Instruments; (5) Supplementary Tables for the Surveys; and (6) 21st CCLC Quality Study--Quality Observation Instrument. (Contains 60 exhibits and 18 footnotes.

Book Expanding Minds and Opportunities

Download or read book Expanding Minds and Opportunities written by Terry K. Peterson and published by . This book was released on 2013-02-05 with total page 448 pages. Available in PDF, EPUB and Kindle. Book excerpt: Expanding Minds and Opportunities: Leveraging the Power of Afterschool and Summer Learning for Student Success presents an impressive and significant body of work that comprises almost 70 reports, research studies, essays, articles, and commentaries by more than 100 authors representing a range of researchers, educators, policy makers, and professionals in the field, as well as thought leaders and opinion influencers. Collectively, these writings boldly state that there is now a solid base of research and best practices clearly showing that quality afterschool and summer learning programs-including 21st Century Community Learning Centers-make a positive difference for students, families, schools, and communities.

Book 21st Century Community Learning Centers in P L 107 110

Download or read book 21st Century Community Learning Centers in P L 107 110 written by and published by . This book was released on 2003 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Most Elementary and Secondary Education Act (ESEA) programs, including the 21 Century Community Learning Centers (21st CCLC) program, expired at the end of FY2000. This program was reauthorized by H.R. 1, the No Child Left Behind Act, a bill to extend and revise the ESEA. On December 13 and 18, 2001, respectively, the House and Senate adopted the conference version of H.R. 1. The President signed H.R. 1 into law (P.L. 107-110) on January 8, 2002. This report summarizes the major provisions of the reauthorized 21st CCLC program.

Book 21st Century Community Learning Centers

Download or read book 21st Century Community Learning Centers written by Afterschool Alliance and published by . This book was released on 2014 with total page 4 pages. Available in PDF, EPUB and Kindle. Book excerpt: The 21st Century Community Learning Centers (21st CCLC) initiative is the only federal funding source dedicated exclusively to before-school, afterschool, and summer learning programs. Each state education agency receives funds based on its share of Title I funding for low-income students at high-poverty, low performing schools. Funds are also allocated to territories and the Bureau of Indian Affairs. 21st CCLC programs provide: (1) Academic enrichment activities that help students meet state and local achievement standards; (2) A broad array of additional services designed to reinforce and complement the regular academic program; and (3) Literacy and related educational development services to the families of children who are served in the program. This brief resource describes the outcomes and benefits of the initiative, the current state of 21st CCLC funding, and ways to support the Centers.

Book 21st Century Community Learning Centers

Download or read book 21st Century Community Learning Centers written by Larry J. White and published by . This book was released on 2015 with total page 50 pages. Available in PDF, EPUB and Kindle. Book excerpt: This evaluation study provides information about the implementation and outcomes of the 21st Century Community Learning Centers (21st CCLC) program in West Virginia, from September 2014 through May 2015. The report draws on information from online surveys of 23 directors of 21st CCLC programs and from school teachers for 929 of the 11,299 participating students. It also draws on West Virginia General Summative Assessment (WVGSA) scores provided by the West Virginia Department of Education (WVDE) for students who participated in a 21st CCLC program for at least 30 days (1,864), and a matching group of 1,864 nonparticipants used as a control. The students were grouped by grade level and compared in mathematics and English/language arts (ELA) using scale score means for Grades 4-11. Most participating students were in the elementary grades. The mean number of days students attended ranged from about 2 to 108 days, depending on the program. Teachers perceived the greatest improvements in participating students' behaviors related to turning in homework on time, participating in class, completing homework to teachers' satisfaction, and academic performance. Regarding 21st CCLC program volunteers, the largest sources were K-12 service learning programs (36.8%), parents (20.2%), and higher education service learning programs (14.8%). The groups with which program directors reported the greatest level of success were higher education service learning programs (3.8 on a 4.0 scale), community organizations (3.6 of 4.0), and K-12 service learning programs (3.6 of 4.0). Regarding work with partners, the most frequent types of support received were program resources (28.2%), programming (22.1%), and joint planning (18.0%). With the exception of a few activities, all program directors who had engaged in the various partnership activities considered them to be effective. Program directors said they needed more professional development in program sustainability, more technical assistance in program evaluation, and more information resources in STEM/STEAM. As for parent and community involvement, more than 60% of program directors indicated they either had no family component or they had only slight success in their efforts to involve parents/guardians or other adult community members. In responses to open-ended questions, program directors indicated programs for students and better student attendance/participation were the most successful. The program directors felt the greatest challenges were personnel issues, parent engagement and support, and funding and sustainability. Program directors were asked to make recommendations for how to improve the program for the future. Most program directors who commented wrote about redundancies in reporting, the hard-to-use WVEIS 21st CCLC data collection interface, and the inability to utilize data entered. The quasi-experimental study in mathematics using scale score means for Grades 4-11 showed the observed differences were not statistically significant. The quasi-experimental study in ELA using scale score means for Grades 4-11 also showed that the observed differences were not statistically significant. The following are appended: (1) Detailed Description of Study Methods; (2) Survey Questionnaires; and (3) Informed Consent Forms. [For the 2013-2014 report, see ED569701.].

Book 21st Century Community Learning Center Program A Study to Evaluate the Success of a Program in a Rural County in East Tennessee

Download or read book 21st Century Community Learning Center Program A Study to Evaluate the Success of a Program in a Rural County in East Tennessee written by and published by . This book was released on 2002 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The 21st Century Community Learning Center Program is a key component in the No Child Left Behind Act. It presents an opportunity for students and their families to continue to learn new skills after the regular school day has ended. The focus of the program is to provide expanded academic enrichment opportunities for children attending low performing schools. Tutorial services and academic activities are designed to help students meet local and state academic standards in subjects such as reading and math. In addition, programs provide youth development activities, drug and violence prevention programs, technology education programs, art, music, and recreational programs. The purpose of this study was to analyze the components of a rural 21st Century Community Learning Center program located in Tazewell, Tennessee, and to determine the impact of the center on the education and welfare of the students and their families who live in this rural town and attend the three Claiborne County schools involved in the grant program. The study focused on the extent to which Claiborne Countys 21st Century Community Learning Center Program was successful in implementing the criteria set forth by the U.S. Department of Education concerning the eight components necessary to be an effective after-school program. The findings from the study indicated that these eight components were being implemented; 3 however, there were also areas of need that should be monitored closely to ensure that the program continues to progress towards becoming an exemplary after-school program.

Book The Impact of 21st Century Community Learning Centers on Middle Schools in Seminole County

Download or read book The Impact of 21st Century Community Learning Centers on Middle Schools in Seminole County written by Ashley Buxton and published by . This book was released on 2018 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt: The objective of the study was to research the impact 21st Century Community Learning Centers (CCLC) has on Title 1 middle school students in Seminole County. A mixed methods design was used to interview and survey teachers working for the after-school program, and student data was collected to assist in identifying the impact of the program. Initially, interviews were conducted to research the implementation of the program. Following interviews, willing participants completed the survey sent out to all middle school teachers who work for 21st CCLC. The survey investigated how the vision of the program was presented to staff and students. Data was then collected from middle school students attending the program from 2015 to 2017. The data collected was used to research whether there was a correlation between students' attending the after-school program and their Florida State Assessment (FSA) scores as well as their grade point average (GPA) in school. Qualitative data was collected and coded from teachers. There was a variance between each site on the implementation and vision of the after-school program as stated by the grant. Student data displayed that there was no correlation between students' attending the program and FSA scores. There was a correlation between students' GPA and their attendance at the after-school tutoring program. Further investigation is necessary to research larger sample sizes outside of Seminole County.

Book 21st Century

    21st Century

    Book Details:
  • Author : United States. Office of Educational Research and Improvement
  • Publisher :
  • Release : 1998
  • ISBN :
  • Pages : 50 pages

Download or read book 21st Century written by United States. Office of Educational Research and Improvement and published by . This book was released on 1998 with total page 50 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book The Revolution Begins at 3pm

Download or read book The Revolution Begins at 3pm written by Corrie L. Davis and published by . This book was released on 2008 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative case study was to explore how teachers and staff members demonstrated caring toward their students within a statewide 21st Century Community Learning Centers (21st CCLC) afterschool program. The participants in the study included 17 program directors, 22 site coordinators, 16 teachers, 3 paraprofessionals, 11 parents, 11 principals, and 18 other stakeholders associated with the program. This multi-site case study utilized the naturalistic paradigm of qualitative research. The data collection process included 98 semi-structured interviews, 22 participant observations, 112 photographs, and document analyses with materials from the 20 grantees selected in the sample. The qualitative software program, Atlas.ti: The Knowledge Workbench (2003) assisted with the management and analysis of data during the coding, categorizing, and interpretation process. Findings from the study revealed 3 central themes: (a) staff members that care about the whole child educate the whole child, (b) using culture as an asset increases students' desire to learn and (c) building character promotes positive change. By incorporating these attributes, the program's staff demonstrated their commitment to the academic and democratic advancement of the students in their care. This study will help inform policy makers, afterschool advocates, and 21st CCLC stakeholders about the importance of incorporating caring, culturally relevant pedagogy, and character education within local and national afterschool programs.