Description:
Our descriptive study explored the relationship between sustained attendance in high-quality 21st Century Community Learning Centers (CCLC)– funded programs and key child outcomes. Our key hypothesis was that high-quality programming is associated with the development of social and emotional skills, which in turn may be related to academic skills such as literacy. (author abstract)
Resource Type:
Reports & Papers
Funder(s):
Country:
United States
State(s)/Territories/Tribal Nation(s):
Massachusetts;
Minnesota