21st Center Community Learning Centers: Executive summary 2009-2010
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
Executive Summary
21st Center Community Learning Centers: Executive summary 2010-2011
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
Executive Summary
21st Century Community Learning Centers 2009-10 Profile and Performance Information Collection System (PPICS) report [Executive summary]
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
Executive Summary
21st Century Community Learning Centers (21st CCLC) analytic support for evaluation and program monitoring: An overview of the 21st CCLC performance data: 2008-09 [Executive summary]
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
Executive Summary
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]
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
Executive Summary
21st Century Community Learning Centers: A descriptive evaluation for 2011-2012 [Executive summary]
A summary of an evaluation of West Virginia 21st Century Community Learning Centers that examines student participation, volunteers and partnerships, professional development and technical assistance, parent and community involvement, substance abuse prevention, and improvement and accountability processes, based on teacher surveys for 3,131 students, director surveys for 28 programs, and state educational administrative data
Executive Summary
21st Century Community Learning Centers implementation study report: Executive summary
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
Executive Summary
The 21st Century Community Learning Centers program in Florida: Program report of the 2009-2010 academic year [Executive summary]
A summary of an evaluation of Florida 21st Century Community Learning Centers that examines student and parent satisfaction and teacher assessments of student academic behavior, based on survey responses from 16,834 students, 9,664 parents, and 19,831 teachers
Executive Summary
21st Century Community Learning Centers: Stakeholder perceptions of program benefits: Executive summary
A summary of a study of students', parents', and teachers' perceptions of Tennessee 21st Century Community Learning Center outcomes related to academic performance, social skills, behavior, and safety, based on survey responses from 2,248 students, 1,613 parents, and 2,263 teachers
Executive Summary
4-H Science, Engineering and Technology (SET) initiative: Enrollment and implementation study [Executive summary]
A summary of an evaluation of 4-H Science, Engineering, and Technology (4-H SET), an initiative to increase 4-H science, engineering, and technology program offerings, that examines the characteristics of enrolled children, as well as program implementation in the areas of partnerships, staffing and professional development, curriculum, evaluation, marketing and communications, and funding, based on survey responses from 4-H SET liaisons and state program leaders who oversee 4-H programs
Executive Summary
4-H Science, Engineering and Technology (SET) initiative: Youth Engagement, Attitudes, and Knowledge study: Executive summary
A summary of a study of the science-, engineering-, and technology-related attitudes, activities, and skills of children participating in 4-H Science, Engineering, and Technology (4-H SET), an initiative to increase 4-H science, engineering, and technology program offerings, based on survey responses from 1,060 children attending 4-H SET programs
Executive Summary
4-H Science evaluation: Year 3 implementation study [Executive summary]
A summary of an evaluation of 4-H Science, an initiative to increase 4-H science, technology, engineering, and applied math program offerings, that examines local-level program implementation, including in the areas of program content and pedagogy, staff and volunteers, youth recruitment, professional development, partnerships and resource support, and evaluation, based on survey responses from 372 county-level 4-H agents
Executive Summary
4-H Science Initiative: Youth Engagement, Attitudes, and Knowledge study [Executive summary]
A summary of an evaluation of 4-H Science, an initiative to increase 4-H science, engineering, and technology program offerings, that examines: 4-H Science program characteristics and activities; the science-related attitudes, activities, and skills of participants; and the relationship of participant characteristics to their science-related attitudes, activities, and skills, based on survey responses from 182 4-H Science educators and from 486 children attending 4-H Science programs
Executive Summary
Abbott Preschool Program Longitudinal Effects Study: Fifth grade follow-up [Executive summary]
A summary of a study of the relationship of participation in New Jersey's Abbott Preschool, a publicly-funded, high-quality preschool program for children in high-poverty school districts, to educational achievement and school success in fourth and fifth grades, based on a comparison of state assessment test data for 553 Abbott Preschool participants and 201 matched nonparticipants who attended the same kindergarten classrooms
Executive Summary
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
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
Executive Summary
Assessing Operation Purple: A program evaluation of a summer camp for military youth [Executive summary]
A summary of an evaluation of Operation Purple, a free summer camp program for military children who experience parental deployment, that examines curriculum implementation and participant outcomes related to communicating feelings about deployment-related stress, understanding military culture and service, and environmental knowledge and practice, based on camp director reports and visitor logs and on a comparison of pre- and posttest parent and child surveys from participants and matched nonparticipants
Executive Summary
The Assessment of Afterschool Program Practices Tool (APT): Findings from the APT Validation Study [Executive summary]
A summary of findings from an exploration of the validity and reliability of the Assessment of Afterschool Program Practices Tool (APT), an observational measure of quality in after school programs, based on observations conducted in 25 after school programs in Massachusetts and on survey responses from 824 children in the programs
Executive Summary
Child outcomes and classroom quality in FACES 2009 [Executive summary]
A summary of a profile of the characteristics of Head Start children and families and their home and Head Start classroom environments in fall 2009 and spring 2010, including children's cognitive, physical, and socioemotional development, and Head Start classroom curricula, activities, and quality, based on fall 2009 and spring 2010 data for a sample of 370 classrooms and 3,022 children in the Head Start Family and Child Experiences Survey (FACES)
Executive Summary
Defining Youth Outcomes for STEM Learning in Afterschool [Executive summary]
A summary of a study to identify learning outcomes and indicators related to science, technology, engineering, and mathematics (STEM) education in after school programs, based on multiple rounds of questionnaires from a sample of 55 after school providers and 25 key stakeholders
Executive Summary
Developing early literacy in New Mexico [Executive summary]
A summary of an examination of the relationship between publicly-funded early education initiatives and third grade reading proficiency in New Mexico, based on multiple data sources, including analyses of administrative data, site visits to 6 over- and 6 under-performing elementary schools, and key informant surveys
Executive Summary
Early Entrance to Kindergarten, student academic performance, and behaviors related to learning skills [Executive summary]
A summary of an examination of the characteristics of the children in Montgomery County, Maryland, who enter kindergarten through Early Entrance to Kindergarten (EEK), which allows young children to enter kindergarten if they are within six weeks of the entrance age cut-off and demonstrate readiness for kindergarten, and of a comparison of the kindergarten and second grade academic performance of EEK children, their slightly older kindergarten cohort peers, and their same-age peers who entered kindergarten a year later, based on child assessment data and report cards
Executive Summary
An equal start: Improving outcomes in Children's Centres [Executive summary]
A summary of a proposal of child and family outcomes to become the focus of Children's Centres, which provide integrated, comprehensive early childhood and family services in England, based on a literature review, 5 field visits, and input from an expert advisory group
Executive Summary
Evaluating effects of full-day Head Start model on academic performance at the end of grade 1 [Executive summary]
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
Executive Summary
Evaluation of Children's Centres in England (ECCE): Strand 1: First survey of children's centre leaders in the most deprived areas [Executive summary]
A summary of findings from an evaluation of services provided by children's centers, which offer integrated, comprehensive early childhood and family services in England, that profile characteristics of centers in the most deprived areas, including their governance, management, staff, service provision, and finances, based on surveys from 509 centers
Executive Summary
Evaluation of the Early Years programme of the Childhood Development Initiative [Executive summary]
A summary of an impact and process evaluation of Early Years, a high-quality, two-year early childhood care and education program in Tallaght West, Ireland, that examines program effects on children's cognitive, language, and social development, on parental stress and the home learning environment, and on program quality, and that explores stakeholder perceptions of the program, based on data for children, parents, teachers, and classrooms from providers randomly assigned to deliver Early Years services, as well as on consultations with parents, teachers, and staff
Executive Summary
