The 2011 inventory of after-school providers: Report on findings [Executive summary]
The Children's Agenda, October, 2011
Rochester, NY: The Children's Agenda.
A summary of a study of the accessibility, program focus and curricula, nutrition and physical activity practices, quality improvement efforts, and funding of after school programs in Monroe County, New York, based on survey responses from 49 after school programs
21st Center Community Learning Centers: Executive summary 2009-2010
Wisconsin. Department of Public Instruction, August, 2011
Madison: Wisconsin, Department of Public Instruction.
A summary of an evaluation of Wisconsin 21st Century Community Learning Centers that examines program activities and student attendance and academic performance, based on program reporting data
21st Century Community Learning Centers 2009-10 Profile and Performance Information Collection System (PPICS) report [Executive summary]
Finlay, Krystina, 26 September, 2011
Denver: Colorado, Department of Education.
A summary of an evaluation of Colorado 21st Century Community Learning Centers that examines program characteristics and activities, as well as participant academic outcomes, based on analyses of annual performance data submitted by 18 Colorado grantees
21st Century Community Learning Centers (21st CCLC) analytic support for evaluation and program monitoring: An overview of the 21st CCLC performance data: 2009-10 [Executive summary]
21st Century Community Learning Centers Program (U.S.), 28 September, 2011
Washington, DC: 21st Century Community Learning Centers Program.
A summary of an examination of: 21st Century Community Learning Center program characteristics, including activities, staffing, and participants; programs with participants who meet academic and behavior performance targets; and the relationship of program characteristics to the achievement of performance targets, all based on secondary analyses of program reporting data
21st Century Community Learning Centers: A descriptive evaluation for 2010-2011 [Executive summary]
West Virginia. Division of Curriculum and Instructional Services. Office of Research, August, 2011
Charleston: West Virginia, Division of Curriculum and Instructional Services.
A summary of an evaluation of 21st Century Community Learning Centers in West Virginia that examines student referrals and academic outcomes related to the program and program activities, successes, and challenges, based on surveys from 4,279 teachers at schools participating in the program and 23 program directors
21st Century Community Learning Centers implementation study report: Executive summary
McCutcheon, Emily R., November, 2011
Nashville: Tennessee, Department of Education.
A summary of interim findings from an implementation evaluation of Tennessee 21st Century Community Learning Centers that examine participant and staff recruitment and retention, program activities, and community and school engagement, based on visits to 20 program sites during the 2009-2010 and 2010-2011 school years
21st Century Community Learning Centers: Ohio-Quality Assessment Rubric: Statewide report 2010-2011 [Executive summary]
Iachini, Aidyn, 06 June, 2011
Columbus: Ohio State University, College of Social Work.
A summary of an evaluation of 21st Century Community Learning Centers in Ohio that examines perceptions of program quality and outcomes, based on data collected from 4,201 stakeholders about 233 21st Century Community Learning Centers sites
AfterZone: Outcomes for youth participating in Providence's citywide after-school system: Executive summary
Kauh, Tina J., August, 2011
Philadelphia: Public/Private Ventures.
A summary of an evaluation of AfterZone, a city-wide after school program for middle-school students in Providence, Rhode Island, that examines youth program participation and engagement and the impact of program participation on youth school- and health-related outcomes, social and personal skills, and community attitudes and awareness, based on surveys and school records of participants and matched nonparticipants and after school program administrative data
Annual evaluation report: Clayton Educare: 2009-10 school year [Executive summary]
Klute, Mary M., February, 2011
Denver, CO: Clayton Early Learning.
A summary of a study of classroom quality, parenting experiences, and children's cognitive, language, and socioemotional development in Clayton Educare, a program in Denver, Colorado, offering center-based and home visiting services to children and families from pregnancy to age 5, based on classroom observations, direct child assessments, and parent and teacher surveys
Assembly Bill 563: Nevada early childhood education (ECE) program: Building a foundation for school readiness and success in K-12 and beyond: FY 2009-10 final evaluation report: Executive summary
Leitner, David, January, 2011
Carson City: Nevada, Office of Special Education, Elementary and Secondary Education, and School Improvement Programs.
A summary of an evaluation of the Nevada publicly-funded early childhood education program for preschool-age children that examines program characteristics and quality, explores the developmental progress and parental involvement of program participants over the program year, and compares third and fifth grade outcomes of participants and nonparticipants
Assembly Bill 563: Nevada early childhood education (ECE) program: Building a foundation for school readiness and success in k-12 and beyond: FY 2010-11 evaluation report: Executive summary
Leitner, David, August, 2011
Carson City: Nevada, Office of Special Education, Elementary and Secondary Education, and School Improvement Programs.
A summary of an evaluation of Nevada's publicly-funded early childhood education program for preschool-age children that examines program characteristics and quality, explores the developmental progress and parental involvement of program participants over the program year, and compares longitudinal developmental and parental involvement outcomes of participants and nonparticipants, based on reports from program directors, program observations, child assessments, and teacher surveys
Assessing the impact of Tennessee's pre-kindergarten program: Final report [Executive summary]
Strategic Research Group, 31 May, 2011
Nashville: Tennessee, Offices of Research and Educational Accountability.
A summary of a longitudinal study of the relationship of participation in Tennessee state-funded prekindergarten to academic outcomes in kindergarten through fifth grade, based on an analysis of assessment data from children who participated in the program and a matched sample of nonparticipants
The Beacon Community Centers Middle School Initiative: Final report on implementation and youth experience in the initiative: Executive summary
LaFleur, Jennifer Johnson, September, 2011
New York: New York City, Department of Youth and Community Development.
A summary of a study of the Beacon Community Centers Middle School Initiative, which aims to provide structured out-of-school time programming for 200 students in each of 80 public school-based sites in New York City, that examines participant characteristics and attendance, program activities and staff, and program features associated with with positive participant and program outcomes, based on director and participant surveys, program and participant administrative data, and visits to 10 sites
Building partnerships between Early Head Start grantees and family child care providers: Lessons from the Early Head Start for Family Child Care project: Final report [Executive summary]
United States. Office of Head Start, 12 December, 2011
Washington, DC: U.S. Office of Head Start.
A summary of an evaluation of Early Head Start (EHS) for Family Child Care, a project to support partnerships between EHS grantees and family child care providers, that examines the characteristics of participating grantees and providers, the implementation, types, and sustainability of the partnerships, and lessons learned, based on project administrative data, interviews with 13 partnership teams, descriptive quality indicators and Head Start Program Information Report (PIR) data, and project documents
Caring for kids: Parents' views on out-of-school services and care [Executive summary]
New Zealand. Families Commission, May, 2011
(Research Report No. 1/11). Wellington, New Zealand: New Zealand, Families Commission.
A summary of a study of parents' out-of-school time child care preferences, decisionmaking, and arrangements in New Zealand, based on a literature review, an analysis of the 2009 New Zealand Childcare Survey, and a survey of 1,060 parents
Collecting and using information to strengthen citywide out-of-school time systems [Executive summary]
Russell, Lane, 2011
Washington, DC: Institute for Youth, Education, and Families.
A summary of a guide to developing community data collection and analysis capacity to support citywide out-of-school time systems, with examples of successful efforts from cities across the United States
Connecting high-quality expanded learning opportunities and the Common Core State Standards to advance student success [Executive summary]
Council of Chief State School Officers, 2011
Washington, DC: Council of Chief State School Officers.
A summary of an exploration of opportunities to strengthen expanded learning opportunities, including after school and other out-of-school time programs, through alignment and connection with the Common Core State Standards
Cost study of the Saint Paul Early Childhood Scholarship Program [Executive summary]
Schwartz, Heather L., 2011
(TR-947-SRI). Santa Monica, CA: Rand Corporation.
A summary of a study of the participant and program characteristics, funding sources and amounts, and per-child costs of the Saint Paul Early Childhood Scholarship Program--a market-oriented initiative that includes scholarships for low-income families to pay for high-quality early care and education--based on an analysis of detailed expenditure and program data from 12 of 47 early childhood programs that served children with the scholarships
Determinants of household participation in Florida's Voluntary Prekindergarten program [Executive summary]
Nores, Milagros, December, 2011
New Brunswick, NJ: National Institute for Early Education Research.
A summary of a study of the relationship of child and family characteristics, including program awareness, to participation in Florida's publicly funded Voluntary Prekindergarten program, based on a survey of 1,305 randomly selected parents or legal guardians with children aged 4 and 5
Engaging youth as workers within high school afterschool programs: A briefing paper [Executive summary]
Piha, Sam, 2011
Oakland, CA: Temescal Associates.
A summary of a discussion of policies, guidelines, and strategies for employing high school students in after school programs
Evaluating effects of full-day Head Start model on academic performance at the end of grade 1 [Executive summary]
Maina, Nyambura Susan, December, 2011
Rockville, MD: Montgomery County Public Schools, Office of Shared Accountability.
A summary of a study of the relationship of participation in full-day Head Start in Montgomery County, Maryland, to first grade reading and math performance, based on a comparison of assessment data from children who participated in full-day Head Start, part-day Head Start, part-day public prekindergarten, or children who did not attend a publicly-funded early childhood program
Evaluation findings from the after-school apprenticeship programs in New York City, Providence, and Boston [Executive summary]
Center for After-School Excellence, 2011
New York: The After-School Corporation.
A summary of findings from an evaluation of the After-School Apprentice Program (ASAP), a training and job placement program through which interns were provided with eight weeks of training in either sports activities or in the arts and were placed in a paid summer internship in Boston, Massachusetts, Providence, Rhode Island, and New York City, New York
Evaluation of the early childhood school readiness demonstration projects and School Readiness Certification System [Executive summary]
Zajano, Nancy C., January, 2011
Austin: Texas, Legislative Budget Board.
A summary of a mixed methods evaluation of the Texas Early Education Model, now called the Texas School Ready! project, a collaboration among public school, child care, and Head Start to improve the school readiness of at risk children, and of the School Readiness Certification System (SRCS), a quality rating system, that examines program management and implementation, financial management, student outcomes, and operation of SRCS
Evaluation of The Electric Company Summer Learning Program: Executive summary
McCarthy, Betsy, October, 2011
San Francisco: WestEd.
A summary of a study of the implementation of The Electric Company Summer Learning Program, a transmedia curriculum for summer programs with a focus on math and literacy skills, and of the relationship of participation in the program to teaching outcomes and to children's math and literacy outcomes, based on surveys from and interviews with 152 6- to 8-year-old children and 16 teachers at 12 summer programs
Evaluation of the First 5 LA Family Literacy Initiative: Final evaluation report [Executive summary]
Quick, Heather, 12 January, 2011
Los Angeles: First 5 LA.
A summary of findings from an eight-year process and outcome evaluation of the First 5 LA Family Literacy Initiative, a comprehensive program to promote literacy among low-income families in Los Angeles County, that examines both program characteristics and quality and both child and parent school participation and literacy outcomes