The impact of a 21st Century Community Learning Center after-school program on school-age children in grades 4 and 5

Oneida Sibley-Butler


Children, regardless of socioeconomic status, race, or gender may need additional help and tutoring in academic lessons. Also, some students may need additional help in steering them from unacceptable behaviors. Ideally, after school programs are the answer for tutoring and nurturing. The purpose of this study was to determine if a 21 st Century Community Learning Centers program affect the achievement in reading, language arts, and mathematics, attendance, and discipline of fourth and fifth grade students who attend one of two elementary schools in a rural school district in Mississippi. Archival data collected on 78 students that included reading, language arts, and mathematics scores as measured by the Mississippi Curriculum Test, attendance records and disciplinary referrals retrieved from Mississippi Student Information System and Student Administration Manager were used in the study. Data analysis used a mixed one-way Analysis of Covariance (ANCOVA) to determine if means were significantly different. The results of this study indicated that the after school program proved to be significant in improving two of the five target areas, reading achievement and attendance. Multivariate tests indicated a significant time effect on reading.