The Nita M. Lowey 21st Century Community Learning Centers (21st CCLC) program was reauthorized in 2015 in Title IV, Part B of the Elementary and Secondary Education Act of 1965 (ESEA) by the Every Student Succeeds Act (ESSA). 21st CCLC programs provide academic enrichment, including providing tutorial services to help students meet challenging…

This review focuses on a subset of literature on the arts and arts education that explores how learning is conceptualized and enacted in the context of out-of-school time (OST) arts education environments that primarily engage Black, Indigenous, and young People of Color in the United States. The review is grounded in principles of critical…

After school programs provide low income students and students of color with learning opportunities across both academic and non-academic domains that such students would otherwise not get. In this study, we examined the intersection of school characteristics (e.g., enrollment size, percent minority enrolled, and percent eligible for FARM) and the…

The 21st Century Community Learning Centers (21st CCLC) initiative is the only federal funding source dedicated exclusively to supporting local afterschool, before-school, and summer learning programs. Over the years, the program has evolved to become a local afterschool model -- serving students attending high-poverty, low-performing schools in…

There are approximately 15 million school-age children left unsupervised during hours when school is not in session. Studies indicate that crime (drug use, violent, abuse) triples for school-aged children (Kinder through 12th grade) and the risk of becoming a victim of such crimes increases during non-school hours. Providing additional learning…

Background/Context: Under supplemental educational services ("supplemental services"), a parental choice provision of the No Child Left Behind Act (NCLB), schools that have not made adequate yearly progress in increasing student achievement are required to offer low-income families free, afterschool tutoring. Existing research shows low…

Each year, Austin Independent School District Department of Research and Evaluation (DRE) staff develop a plan of work to describe the scope of work for the coming year. The plans that make up this document identify programs to be evaluated and services to be provided by DRE staff and provide the blueprints for evaluation that staff will follow…

English Language Learners (ELLs), a diverse group of individuals from across the world who are learning English for the first time, make up the fastest growing segment of the student population in United States public schools. ELL students are tasked with the two-fold challenge of learning a new language and simultaneously keeping up with academic…

According to the reauthorized Elementary and Secondary Education Act of 2001 (Public Law 107-110), commonly referred to as the No Child Left Behind (NCLB) Act, Title I schools that fail to make adequate yearly progress for two consecutive years are required to develop or revise school improvement plans aimed at boosting student achievement.…

According to the reauthorized Elementary and Secondary Education Act of 2001 (Public Law 107-110), commonly referred to as the No Child Left Behind (NCLB) Act, Title I schools that fail to make adequate yearly progress for two consecutive years are required to develop or revise school improvement plans aimed at boosting student achievement.…

This study examined the accountability of selected state departments of education on how they implemented, monitored, and evaluated Supplemental Education Services (SES). No Child Left Behind (NCLB) requires low-performing Title I schools to use federal funds to extend the school day for at-risk children by providing SES afterschool programs. This…

The No Child Left Behind (NCLB) legislation has created pressure for districts to improve their students' proficiency levels on state tests. Districts that fail to meet their academic targets for 3 years must use their Title I funds to pay for supplemental education services (SES) that provide tutoring or other academic instruction. Many…

Each year, Austin Independent School District Department of Research and Evaluation (DRE) staff develop a plan of work to describe the scope of work for the coming year. The plans that make up this document identify programs to be evaluated and services to be provided by DRE staff and provide the blueprints for evaluation that staff will follow…

School districts required under No Child Left Behind to provide supplemental educational services (SES) to students in schools that are not making adequate yearly progress rely heavily on the private sector to offer choice in service provision. If the market does not work to drive out ineffective providers, students will be less likely to gain…

Many school districts are using research-based strategies to increase student achievement. The "No Child Left Behind Act" of 2001 was created and implemented to assist all students becoming proficient in reading and mathematics by 2014. One strategy many school districts implemented includes an after-school program. One school district…