| 来源类型 | Publication |
| When Schools Stay Open Late: The National Evaluation of the 21st-Century Community Learning Centers Program, First Year Findings | |
| Mark Dynarski; Mary Moore; John Mullens; Philip Gleason; Susanne James-Burdumy; Linda Rosenberg; Carol Pistorino; Tim Silva; John Deke; Wendy Mansfield; Sheila Heaviside,; Daniel Levy | |
| 发表日期 | 2003-01-30 |
| 出版者 | Princeton, NJ: Mathematica Policy Research |
| 出版年 | 2003 |
| 语种 | 英语 |
| 概述 | The first-year findings reveal that while the 21st Century Community Learning Centers changed where and with whom students spent some of their after-school time and increased parental involvement, they had limited influence on academic performance, no influence on feelings of safety or on the number of “latchkey” children, and some negative influences on behavior. ", |
| 摘要 | The first-year findings reveal that while the 21st Century Community Learning Centers changed where and with whom students spent some of their after-school time and increased parental involvement, they had limited influence on academic performance, no influence on feelings of safety or on the number of “latchkey” children, and some negative influences on behavior. |
| URL | https://www.mathematica.org/our-publications-and-findings/publications/when-schools-stay-open-late-the-national-evaluation-of-the-21st-century-community-learning-centers-program-first-year-findings |
| 来源智库 | Mathematica Policy Research (United States) |
| 资源类型 | 智库出版物 |
| 条目标识符 | http://119.78.100.153/handle/2XGU8XDN/484986 |
| 推荐引用方式 GB/T 7714 | Mark Dynarski,Mary Moore,John Mullens,et al. When Schools Stay Open Late: The National Evaluation of the 21st-Century Community Learning Centers Program, First Year Findings. 2003. |
| 条目包含的文件 | ||||||
| 文件名称/大小 | 资源类型 | 版本类型 | 开放类型 | 使用许可 | ||
| whenschools.pdf（570KB） | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
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