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首页> 外文期刊>Journal of Education for Students Placed at Risk (JESPAR) >High-Quality 21st Century Community Learning Centers: Academic Achievement Among Frequent Participants and Non-Participants
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High-Quality 21st Century Community Learning Centers: Academic Achievement Among Frequent Participants and Non-Participants

机译：高质量的21世纪社区学习中心：经常参加者和非参加者的学术成就

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摘要

This study examined academic differences between students who attended 21st Century Community Learning Center (CCLC) programs frequently (60 or more days) and matched nonattendees during the 2008-2009 school year. Schools included in the study represented only those centers found to be implementing high-quality programming, as measured by a strenuous site visit process in Indiana. Significant interactions between program attendance and fall academic achievement predicted performance on the spring tests in both math and reading. Simple effects were only shown for math, in which program attendees who failed the test in the fall scored higher than non-participants. Implications for practice and future research are discussed.View full textDownload full textRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/10824669.2011.611045
机译：这项研究调查了经常参加21世纪社区学习中心（CCLC）计划（60天或更长时间）的学生与在2008-2009学年期间无人参加的学生之间的学业差异。根据印第安纳州紧张的实地考察过程，该研究中包括的学校仅代表那些发现正在实施高质量计划的中心。课程出勤率和秋季学业成绩之间的显着相互作用预测了春季考试在数学和阅读方面的表现。仅对数学显示了简单的效果，在秋季，未通过测试的计划参与者的得分要高于未参加者。讨论了对实践和未来研究的影响。查看全文下载全文相关变量var addthis_config = {ui_cobrand：“泰勒和弗朗西斯在线”，service_compact：“ citeulike，netvibes，twitter，technorati，delicious，linkedin，facebook，stumbleupon，digg，google，更多”，发布号：“ ra-4dff56cd6bb1830b”};添加到候选列表链接永久链接http://dx.doi.org/10.1080/10824669.2011.611045

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