21st Century Community Learning Centers 2015-2016: A Descriptive Evaluation

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Autor/inn/en	Hammer, Patricia Cahape; Whisman, Andy
Institution	West Virginia Department of Education
Titel	21st Century Community Learning Centers 2015-2016: A Descriptive Evaluation
Quelle	(2017), (38 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Administrator Attitudes; Teacher Attitudes; Program Effectiveness; Standardized Tests; Scores; Comparative Analysis; Academic Achievement; Elementary Secondary Education; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Grade 9; Grade 10; Grade 11; Age Differences; Student Behavior; Homework; Student Participation; Achievement Gains; Volunteers; Community Programs; West Virginia + Suchen Sie Ihr Suchwort? Lehrerverhalten; Standadised tests; Standardisierter Test; Schulleistung; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; Age; Difference; Age difference; Altersunterschied; Student behaviour; Schülerverhalten; Hausaufgabe; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Achievement gain; Leistungssteigerung; Freiwilliger
Abstract	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 2015 through May 2016, in which 12,388 students participated overall. The report draws on information from online surveys of directors of thirty six 21st CCLC programs and from regular-day school teachers of 2,034 of the 5,163 students who participated in programming for at least 30 days. It also draws on West Virginia General Summative Assessment (WVGSA) scores for 1,864 of the students who participated for at least 30 days, 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 changes in scale score means for Grades 4-11. The mean performance level changes for the two groups were also compared, aggregated by programmatic level. The study found that most participating students were in the elementary grades. The mean number of days students attended ranged from about 12 to 112 days by program. Teachers reported that about 60% of students improved their behavior in the regular classroom and nearly 70% improved in completing their homework and class participation. The quasi-experimental study using scale score means for Grades 4-11 showed no statistically significant differences between the 21st CCLC participants and nonparticipants, except for fourth graders in ELA, with participants having a slight edge on nonparticipants. The comparison by programmatic level showed a statistically significant higher gain in ELA among nonparticipant elementary students compared with participants and a significantly higher gain in mathematics performance levels among participating high school students compared with nonparticipating high school students. The largest sources of program volunteers were K-12 service learning programs, parents, and higher education service learning programs. The groups with which program directors reported working most successfully were community organizations, higher education service learning programs, and local businesses. Regarding work with partners, the most frequent types of support received were in programming, program resources, and evaluation. All program directors considered their various partnership activities to be at least moderately effective. Program directors reported their greatest need for more professional development to be in programming, for technical assistance in federal/state requirements; and for information resources in programming and collaboration. More than 60% of program directors reported at least moderate success in parent and community involvement, which is a large gain compared with less than 40% the previous year. In responses to open-ended questions, the most frequently mentioned successes were in the area of program improvement, most often-mentioned challenges were in staffing and staff development. Program directors were asked to make recommendations for how to improve the program for the future. Among program directors who commented, the most frequently mentioned recommendations were for more networking opportunities and sharing of best practices, and for additional improvements in the reporting systems. (ERIC).
Anmerkungen	West Virginia Department of Education Office of Research, Accountability, and Data Governance. 1900 Kanawha Boulevard East, Charleston, WV 25305. Tel: 304-558-2546; Web site: http://wvde.state.wv.us/research/reports2016.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01