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 Pub Number  Title  Date
NCEE 20043002 When Schools Stay Open Late: The National Evaluation of the 21st Century Community Learning Centers Program: Final Report
The restricted-use file for this study contains data for the 1999-2000, 2000-2001, 2001-02 school years including student, parent, teacher, principal, grantee, and program staff surveys, program attendance data, student achievement data, and school record information for elementary and middle school after-school participants.
NCES 2010363 2007-08 Schools and Staffing Survey (SASS) and 2008-09 Teacher Follow-up Survey (TFS) (CD ROM) Restricted-Use Data with Codebook
The restricted-use codebook contains the count of responses for each data item and all components of SASS in 2007-2008 and the 2008-2009 TFS. The TFS data and User's manual are the added features to this re-release of the 2007-2008 SASS restricted-use ECB.
WWC QRAS0508 WWC Quick Review of the Report "Outcomes Linked to High-Quality Afterschool Programs: Longitudinal Findings from the Study of Promising Afterschool Programs"
This study examines whether high-quality after-school programs operating in high-poverty communities improve the academic, social, and behavioral outcomes of participating students.
NCES 2008309 2003-04 Schools and Staffing Survey (SASS) and 2004-05 Teacher Follow-up Survey (TFS) (CD ROM) Restricted-Use Data with Electronic Codebook
The restricted-use codebook contains the count of responses for each data item and all components of SASS in 2003-2004 and the 2004-2005 TFS. The TFS data and User's manual are the added features to this re-release of the 2003-2004 SASS restricted-use ECB.
REL 2007006 Supplemental Educational Services and Implementation Challenges in the Northwest Region States
Participation in supplemental educational services in the Northwest Region is about one-third the national rate. Among the challenges to improving services for all eligible children are recruiting, monitoring, and evaluating service providers; communicating effectively at all levels, from parents to the state; and weak data systems, with data both difficult to access and often conflicting.
NCEE CLC2004 When Schools Stay Open Late: The National Evaluation of the 21st Century Community Learning Centers Program New Findings
After-school programs have grown rapidly in recent years, spurred by rising employment rates of mothers, pressure to increase academic achievement, and concerns about risks to children who are unsupervised during after-school hours. The percentage of public schools offering "extended day" programs (which include before- and after-school programs) more than tripled from 1987 to 1999, from about 13 percent to 47 percent.

The federal government's investment in after-school programs has grown rapidly as well. Funding for the 21st Century Community Learning Centers program, created in 1994, rose from $40 million in 1998 to $1 billion in 2002. The program now provides funding to 2,250 school districts to support school-based programs in 7,000 public schools.

Some studies of after-school programs have found that these programs increase academic achievement and student safety, as well as reduce negative behaviors such as drug and alcohol use. However, other studies have found that after-school programs have no effect on-and even worsen-certain outcomes, leading to debate over whether the evidence supports increased investment in after-school programs.

In 1999, the U.S. Department of Education contracted with Mathematica Policy Research, Inc., and Decision Information Resources, Inc., to evaluate the 21st Century Community Learning Centers program. The evaluation team collected student outcome data in five areas: after-school supervision, location, and activities; academic performance and achievement; behavior; personal and social development; and safety. Because the purpose of the 21st Century Community Learning Centers program by law is safe and drug-free learning environments for students that support academic achievement, this evaluation focused on student and school outcomes. It did not explore the full range of parental needs and satisfaction that might be affected by the availability of after-school programs. It did collect parent outcome data on involvement in school activities and employment status.
NCES 2006313 Characteristics of Schools, Districts, Teachers, Principals, and School Libraries in the United States: 2003-04 Schools and Staffing Survey
The Schools and Staffing Survey (SASS) is the nation’s most extensive sample survey of elementary and secondary schools and the teachers and administrators who staff them. This report introduces the data from the fifth administration (2003-04) of SASS. It is intended to give the reader an overview of the SASS data for the school year 2003-04 through tables of estimates for public, private, and BIA-funded schools and their staff. For example, one of the findings from the data is that 77 percent of public school districts required full standard state certification in the field to be taught when considering teaching applicants. Also, 82 percent of all public school teachers reported having 4 or more years of full-time teaching experience. These highlights, and others in the report, were not selected to emphasize any particular issue, and they should not be interpreted as representing the most important findings in the data. They are simply examples of the kinds of data that are available in the 2003-04 SASS. In addition, complex interactions and relationships have not been explored.
NCES 2005335 1999-2000 Schools and Staffing Survey (SASS) and 2000-01 Teacher Follow-up Survey (TFS) CD-ROM: Public-Use Data with Electronic Codebook
This updated public-use electronic codebook contains frequency counts of responses for each data item and most respondents from the 2000-01 Teacher Follow-up Survey, in addition to the previously released 1999-2000 SASS data. Copies of the 1999-2000 SASS questionnaires are available at:; see the Online Availability for the TFS questionnaires.
NCES 2000062 The Condition of Education, 2000
The Condition of Education is an indicator report, summarizing the health of education, monitoring important developments, and showing trends in major aspects of education. The 65 indicators included examine relationships; show changes over time; compare or contrast sub-populations, regions, or countries; or assess characteristics of students from different backgrounds and types of schools. An indicator is policy relevant and problem oriented; it typically incorporates a standard against which to judge progress or regression. Please remember, however, that indicators are not intended to identify causes or solutions, and cannot individually by themselves provide a completely comprehensive view of conditions in education.
NCES 97590 Schools Serving Family Needs: Extended-Day Programs in Public and Private Schools (Issue Brief)
In a previous Issue Brief, the availability of extended-day programs in public and private elementary, and combined schools was found to have increased between 1987-88 and 1990-91 (Rossi et al. 1996). This brief updates and expands upon those findings by presenting data on extended-day programs drawn from the 1987-88, 1990-91, and 1993-94 Schools and Staffing Surveys (SASS), conducted by the National Center for Education Statistics (NCES).
NCES 96843 Extended-Day Programs in Elementary and Combined Schools (Issue Brief)
This brief presents data on the percentages of elementary and combined schools with extended-day programs. Data are presented by sector, urbanicity, and percent minority enrollment.
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