The 21st Century Community Learning Centers Program is a federal program that awards grants to rural and inner-city public schools, or consortia of such schools, to enable them to plan, implement, or expand projects that benefit the educational, health, social services, cultural and recreational needs of the community. Grants awarded under this program may be used to plan, implement, or expand community learning centers. Contents: program information; program eligibility checklist; selection criteria; instructions and forms for preparing the application; how to submit an application; supplementary information; and application checklist.

In 2004, the U.S. Department of Education's Policy and Program Studies Service contracted with SRI International and its partner, Policy Studies Associates, to undertake an evaluation of the 21st Century Community Learning Centers. The following evaluation questions informed this study: (1) What is the nature of activities in centers that are designed to promote the academic development of students?; (2) How do centers vary with respect to regular attendance?; and (3) How do center leaders staff their centers, coordinate with other service providers and use data to improve programming? This report on the 21st Century Community Learning Centers program focuses on the implementation of reading and mathematics activities, student attendance and hiring and retaining qualified staff in centers from which data were obtained. The program statute requires that centers focus on academics and use research-based strategies for instruction. The law requires that students participate in academic activities at a frequency that is "sufficient to influence their learning." Ninety-eight percent of all centers funded as of the 2006-07 school year (the time of the study) reported that they offered activities in reading, and 94 percent of all centers offered activities in mathematics. Whether students are required to participate in these activities, however, varies by center. Centers serving elementary school students reported that the average student spent the most amount of time per week doing homework in a group setting (36 percent) or participating in arts or recreation activities (33 percent) (Exhibit ES-1). One-quarter of centers reported that a typical student received instruction in reading or practiced reading skills, and 19 percent of centers indicated that a typical student engaged in mathematics activities for more than 4 hours per week. Thirty-six percent of centers reported that a typical student worked on homework in a group setting (which could also include reading and mathematics activities), and 33 percent said that the typical student was involved in arts/recreation activities for more than 4 hours per week. Because centers were open for about 16 hours per week, on average, student participation for 4 hours per week in a particular activity represented 25 percent of the available time. Appended are: (1) Descriptions of Academic Instruction for Centers Serving All Students; (2) Case Study Observations; (3) Sampling Approach and Weighting of Surveys; (4) Survey Instruments; (5) Supplementary Tables for the Surveys; and (6) 21st CCLC Quality Study--Quality Observation Instrument. (Contains 60 exhibits and 18 footnotes.

Expanding Minds and Opportunities: Leveraging the Power of Afterschool and Summer Learning for Student Success presents an impressive and significant body of work that comprises almost 70 reports, research studies, essays, articles, and commentaries by more than 100 authors representing a range of researchers, educators, policy makers, and professionals in the field, as well as thought leaders and opinion influencers. Collectively, these writings boldly state that there is now a solid base of research and best practices clearly showing that quality afterschool and summer learning programs-including 21st Century Community Learning Centers-make a positive difference for students, families, schools, and communities.