21st Century Community Learning Centers: A Descriptive Evaluation for 2011-2012

Autor/inn/en	Hammer, Patricia Cahape; White, Larry J.
Institution	West Virginia Department of Education (WVDE), Office of Research
Titel	21st Century Community Learning Centers: A Descriptive Evaluation for 2011-2012
Quelle	(2012), (112 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Community Centers; Program Evaluation; Enrichment Activities; Literacy Education; Student Participation; Volunteers; Partnerships in Education; Faculty Development; Technical Assistance; Referral; Student Behavior; Behavior Change; Student Improvement; Parent Participation; Substance Abuse; Prevention; Accountability; Program Improvement; Tutoring; Remedial Instruction; Homework; West Virginia + Suchen Sie Ihr Suchwort? Programme evaluation; Programmevaluation; Bereicherungsprogramm; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Freiwilliger; Hochschulpartnerschaft; Technische Hilfe; Student behaviour; Schülerverhalten; Elternmitwirkung; Drug use; Drug consomption; Drogenkonsum; Prävention; Vorbeugung; Verantwortung; Förderkonzept; Nachhilfeunterricht; Förderkurs; Hausaufgabe
Abstract	This evaluation study provides descriptive information about the implementation and outcomes of the 21st Century Community Learning Centers (CCLC) program in West Virginia, from September 2011 through May 2012. The report draws on information from online surveys of directors of 24 CCLC programs and from school teachers of nearly 4,000 participating students. Most participating students were in the elementary grades. The mean number of days students attended ranged from about 14 to 96 days, depending on the program. Teachers perceived the greatest improvements in participating students' behaviors related to promptness and quality of homework turned in, overall academic performance, and participation in class. Regarding parent and community involvement, more than half of program directors indicated they either had no family components in their programs or that they were, at best, well below target goals. Of those who reported success in this area, three main themes emerged as reasons for their successes: (1) the right types of activities; (2) ongoing, even daily contact with parents; and (3) a shared commitment to the program, which involved engaging parents in meaningful work toward program goals. Topics that program directors reported needing additional professional development include programming, staff development, and STEM/STEAM; for technical assistance topics include program evaluation, program sustainability, and project management. [For the 2010-2011 report, see ED606731.] (ERIC).
Anmerkungen	West Virginia Department of Education. 1900 Kanawha Boulevard East, Charleston, WV 25305. Tel: 304-558-3660; Fax: 304-558-0198; Web site: http://wvde.state.wv.us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01