21st Century Community Learning Centers (Federal program that funds after-school academic/recreational programs for K-8 students in mostly high-poverty schools)

Randomized controlled trial of elementary school (as opposed to middle-school) Centers shows no improvement in academic achievement, and adverse effects on student behavior.  We note, however, that the Centers' after-school programs vary in content, so this overall finding does not necessarily apply to each Center.

Description of the intervention:  21st Century Community Learning Centers is a large ($1 billion per year) U.S. Department of Education program which funds optional after-school programs for elementary and middle school students in mostly high-poverty schools.  Key goals of the program are to (1) provide students with a safe place after school, and (2) improve their academic performance.  Recipients of program funds (i.e. school districts and/or non-profit educational/community organizations) are required to provide academically-focused “extended learning activities” (e.g. instructional enrichment programs, tutoring, or homework assistance).  Most Centers also offer enrichment/recreational activities such as martial arts, sports, dance, art, and/or music.

The component of the program evaluated in a randomized controlled trial was the elementary school (as opposed to middle school) Centers.  These Centers vary in the activities they offer and other key features, and thus comprise a range of after-school interventions rather than a single intervention.  In a typical Center:  (1) students may spend an hour doing homework and having a snack, an hour on an additional academic activity (e.g. a lesson or working in a computer lab), and an hour doing recreational or cultural activities; (2) the Center’s staff are a mixture of certified teachers, instructional aides, and representatives of community youth organizations; (3) the Center is open 4-5 days per week for three hours after school, and serves approximately 85 students per day; and (4) the average student attends the Center 2-3 days per week.  Centers spend approximately $1,000 (in 2005 dollars) on each enrolled student per year.

Evidence Regarding the Program’s Effect

Study

Randomized controlled trial of 2,308 predominantly low income elementary school students from 12 school districts and 26 elementary school Centers (selected for the study because they were over-subscribed, making a random assignment study feasible).  Students were randomly assigned to an intervention group invited to attend a Center for two school years, or a control group that was not invited, but that could participate in any other after-school programs for which they were eligible.

The study results below are the aggregated effect of all 26 elementary school Centers in the study, and show no effects or adverse effects on a variety outcomes.  Because Centers vary widely in the type and quality of the activities they provide, these results should not be interpreted to mean that all Centers or other after school interventions are ineffective or harmful.

Effects of 21st Century Learning Centers on students in the intervention group two years after random assignment (versus the control group)

• Substantially more likely to have been suspended from school (12% of intervention group students suspended vs. 8% of controls), based on school records.
• 29% more likely to have been disciplined -- e.g. missed recess or sent to the hall (22% vs. 17%), based on student self-reports.
• 22% more likely to have had their parents contacted by a teacher about a behavioral problem (28% vs. 23%), based on teacher reports.
• No impact on students’ average standardized reading test scores or course grades in math, English, science, or social studies, based on school records.
• No effect on incidence of self care (i.e. not being with an adult or older sibling after school).  However, students were more likely to be with adults that were not their parents after school (40% vs. 33%), and less likely to be with their parents (68% vs. 75%).
• The one positive effect found:  Lower percentage felt “not at all safe” after school (3% vs. 7%).

Discussion of study quality (click here for a glossary of terms)

• The study had low attrition:  Outcome data were collected for 76-88% of the original sample at the two-year follow-up, depending on the outcome measure.
• The study measured outcomes using an intention to treat analysis.
• Prior to the intervention, the two groups were similar in the preponderance of characteristics.
• This was a large, multi-site evaluation of 26 Centers, providing evidence of the program’s effectiveness in real-world operating conditions.
• The study used standardized reading test scores and student records to supplement survey data on students’ course grades, suspensions from school, and attendance.

Source (click on linked authors’ names for their contact information)

James-Burdumy, Susanne, Mark Dynarski, Mary Moore, John Deke, Wendy Mansfield, Carol Pistorino, and Elizabeth Warner.  “When Schools Stay Open Late: The National Evaluation of the 21st Century Community Learning Centers Program Final Report.”  U.S. Department of Education/Institute of Education Sciences National Center for Education Evaluation and Regional Assistance.  April 2005.  Click here for a copy of this study.