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2005•Mathematica Policy Research ReportsRequires access

When Schools Stay Open Late: The National Evaluation of the 21st Century Community Learning Centers Program. Final Report.

Susanne James‐Burdumy, Mark Dynarski, Mary T. Moore, John Deke, Wendy Mansfield, Carol Pistorino, Elizabeth Ann Kronk Warner

Open publisher page 168 citations

Abstract

The first-year findings reveal that while the 21st Century Community Learning Centers changed where and with whom students spent some of their after-school time and increased parental involvement, they had limited influence on academic performance, no influence on feelings of safety or on the number of “latchkey†children, and some negative influences on behavior.

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What this paper is about

The first-year findings reveal that while the 21st Century Community Learning Centers changed where and with whom students spent some of their after-school time and increased parental involvement, they had limited influence on academic performance, no influence on feelings of safety or on the number of “latchkey†children, and some negative influences on behavior.

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OpenAlex reports 168 citations for this work. Citation counts describe recorded attention and do not establish research quality.

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Available abstract

The first-year findings reveal that while the 21st Century Community Learning Centers changed where and with whom students spent some of their after-school time and increased parental involvement, they had limited influence on academic performance, no influence on feelings of safety or on the number of “latchkey†children, and some negative influences on behavior.

Key concepts: Feeling, Psychology, Medical education, Community college, Learning community, Medicine, Mathematics education, Social psychology

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When Schools Stay Open Late: The National Evaluation of the 21st Century Community Learning Centers Program. Final Report. — Research Paper | ScholarLens