The role of federal and state policy in addressing early childhood achievement gaps: parent perceptions and student outcomes related to 21st Century Learning Centers programming in the United States

Heather P Williams

doi:10.1186/s40723-021-00093-7

Abstract

As policymakers and school communities work to address underlying causes of achievement gaps and access to quality early childhood education, this study considers the use of 21st Century Community Learning Centers to address early childhood education needs on western U.S. state, Idaho. The study sought to understand the relationship between federal and state policies related to out-of-school opportunities to enhance early childhood education. Utilizing data from a statewide evaluation of Idaho’s 21st Century Learning Centers, the study examined 92 centers providing after school, before school, or summer programs in grades preschool through the third grade to predominately at-risk children. Data collection included quantitative data from a survey given to parents (n = 183), as well as qualitative data collected through site-based interviews, focus groups and observations. Data included a review of historical and current data on participation rates; attendance rates; standardized test scores for program participants in grades PK-3 (n = 3258). Data were analyzed for themes and transfer. The study findings provide further insight into understanding possible relationships between U.S. federal and state policy regarding 21st Century Community Learning Centers on both students’ outcomes and parent satisfaction. The findings further support the role of out-of-school time (OST) experiences in the larger ecosystem of learning and provides insight into understanding how the OST activities are carried over into family life.

Highlights

As a country, the United States has grappled with how to close the achievement, access and opportunity gaps in our schools, but we wrestle with our expectation that the traditional school day is the only place where and when children are learning
The purpose of this study is to examine the influence of of-school time (OST) learning, 21st Century Community Learning Centers (CCLC) programs, on student achievement, as well as explore parent perceptions of the value of the program
The influence of the statewide 21st CCLC programs was assessed based on the percentage of program participants who moved from not meeting proficiency to meeting or exceeding proficiency on the Idaho Reading Indicator (IRI) while regularly attending 21st CCLC programs

Summary

Introduction

The United States has grappled with how to close the achievement, access and opportunity gaps in our schools, but we wrestle with our expectation that the traditional school day is the only place where and when children are learning. Too many of our children are not ready to gain the skills they need from our educational systems to be successful in their future—either in college or career They enter school behind, and many will not read at grade level by the end of third grade, or go on to graduate with their peers from high school—not to mention how they might struggle in becoming fully functioning adult citizens able to earn a living to meet a family’s needs. Researchers and practitioners alike affirm that in addition to families, peers, and schools, high quality, organized out-of-school time activities have the potential to support and promote youth development Such activities (a) situate children in safe environments; (b) prevent youth from engaging in delinquent activities; (c) teach youth general and specific skills, beliefs, and behaviors; and (d) provide opportunities for youth to develop relationships with peers and mentors (National Research Council & Institute of Medicine, 2002). Disadvantaged youth are less likely than their peers to have access to these learning opportunities, and this inequity further deteriorates their chances for school success (Wright, 2011)

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