SRI International Announces Results of Study Examining After-School Learning Programs Funded Through Federal Program

MENLO PARK, Calif., Aug. 11 /PRNewswire/ -- SRI International announced the completion of an implementation study that looked at programming and the quality of instruction at 21st Century Community Learning Centers. The centers are part of a federal program originally developed to provide funding to school districts to support continuing education and lifelong learning opportunities.

The program is the largest single source of federal funding for after-school programming for low-income children. Since 2002, the program has focused on providing before- and after-school and summer academic enrichment opportunities, particularly to students attending low-performing public schools.

Working in collaboration with Policy Studies Associates, SRI researchers investigated the nature of academic activities, attendance, programming, and staffing among programs serving elementary school students. The study focused on a nationally representative sample of after-school academic centers funded through the 21st Century Community Learning Centers program. It provides a first comprehensive look at academic programming and staffing in these centers since the program shifted its focus toward academics.

The centers surveyed stayed open for about 16 hours a week. According to the findings, two-thirds of the centers reported that a typical student participated in reading activities and 60 percent participated in mathematics activities for at least two hours per week.  Seventy-two percent spent at least two hours per week doing homework as part of center activities.

The study found that instructors used a variety of research-based strategies in reading instruction, focused on a narrower set of skills in mathematics, and provided little science instruction. In mathematics, more than 80 percent of observed activities at all centers involved practice with basic facts. Instructors were found to be most likely to engage the elementary school students in tasks that required simple problem solving.

"Although we found a clear focus on academics in centers, we found areas for improvement in the subjects of mathematics and science, which are critical for future success in the workforce," said William Penuel, Ph.D., director of evaluation research for SRI's Center for Technology and Learning. "Mathematical proficiency requires more than a mastery of basic math facts; it involves developing conceptual understanding, fluency with procedures, and the development of productive mathematical dispositions. Students need opportunities both in after-school and school settings to develop these aspects of proficiency."

Fifty-five percent of the staff who provided instruction in reading or mathematics had been or were, at the time of the study, regular classroom teachers.

"We found many centers had staff who were highly qualified to provide academic instruction after school," noted Ray McGhee, research scientist at SRI's Center for Education Policy, "and we also found staff with backgrounds in youth development and other key areas of programming. These other skills are especially critical, since comprehensive after-school programs focus on more than academics."

The report findings suggest that there are three key challenges faced by all 21st Century Community Learning Centers: retention of high-quality staff, lack of updated information about students' individual needs, and low attendance rates. Researchers also found that approximately one-third of all centers reported that coordination with staff from the children's school was a challenge to implementing high-quality programming.  The percentage was highest among nonschool-based centers.

About SRI International's Education Research

SRI International conducts education research in three main areas: education reform, education policy, and the application of technology to improve education. Our researchers study reforms that hold promise for improving the K-16 system of schooling and lifelong learning and evaluate the design, implementation and impact of educational programs, especially those targeted at disadvantaged students. We also undertake projects to examine the design, implementation and impact of policies, programs and practices in the areas of early childhood, special education, school partnerships, and community services and strategies. One of our missions is to improve teaching and learning by conducting research on the innovative design, use and assessment of interactive learning environments. A particular focus is helping educational technology firms improve their products by providing research insights and strengthening educational designs.

About SRI International

Silicon Valley-based SRI International is one of the world's leading independent research and technology development organizations. SRI, which was founded by Stanford University as Stanford Research Institute in 1946 and became independent in 1970, has been meeting the strategic needs of clients and partners for more than 60 years. Perhaps best known for its invention of the computer mouse and interactive computing, SRI has also been responsible for major advances in networking and communications, robotics, drug discovery and development, advanced materials, atmospheric research, education research, economic development, national security, and more. The nonprofit institute performs sponsored research and development for government agencies, businesses, and foundations. SRI also licenses its technologies, forms strategic alliances, and creates spin-off companies. In 2009, SRI's consolidated revenues, including its wholly owned for-profit subsidiary, Sarnoff Corporation, were approximately $470 million. Sarnoff Corporation, a leader in vision, video, and semiconductor innovations, will be fully integrated into SRI effective January 1, 2011.

SOURCE SRI International