Document Type
Capstone Project
Publication Date
Fall 11-27-2016
Keywords
Stevenson Center, Education Policy, 21st Century Community Learning Center, No Child Left Behind, Test Scores, Academic Achievement
Abstract
This paper investigates the relationship between student achievement and participation in before- and after- school academic enrichment programs funded by the 21st Century Community Learning Center (21CCLC) grant. The 21CCLC program is aimed at students in high-poverty, low-performing schools. I analyzed the first two cohorts awarded the program in school years 2002/2003 and 2003/2004 and compared them to public schools not funded by the program. Using difference-in-differences estimation, I found schools receiving the program experienced a higher percentage of students meeting or exceeding test standards: 1.332% higher in the first year and 2.055% in the second year compared to schools without the intervention. Differentials were highest for middle schools with the outcome variable measuring 8.969% to 9.016% higher for schools with the intervention. My results give evidence to the efficacy of academic enrichment programs particularly those that target low-income students.
Recommended Citation
Johnston-Gross, Melissa, "Measuring the Impact of 21st Century Community Learning Centers" (2016). Stevenson Center for Community and Economic Development—Student Research. 19.
https://ir.library.illinoisstate.edu/scced/19