We conduct a variety of research at the 21C national office. In addition to studying the efficacy of the overall 21C program, we undertake evaluations and studies on other relevant topics. Although these topics can be quite varied, we focus on those which inform both educational policy and practice.
Connecticut Family Resource Center Evaluation
In 2008, we received a grant from the CT Department of Education to conduct an evaluation of CT FRCs. This one-year study will include an overview of all of the state-funded FRCs and an in-depth assessment of FRCs in five communities.
Arkansas 21C Program Evaluation
The Winthrop Rockefeller Foundation is supporting a state-wide implementation of 21C in Arkansas. This generous support has enabled over 30 communities – involving more than 100 schools – to implement 21C and has also enabled us to assist schools in implementation as well as evaluate the effort/ to evaluate the effort. Evaluation studies in Arkansas include documewntation of the program’s’ implementation and growth over time and the impact on participating students, families, schools and communities.
Independence 21CCLC Program Evaluation
Independence School District in Missouri, the first in the nation to adopt 21C, has implemented quality 21C programs for over 15 years. Recently, the district has adapted its before- and after-school programs to include higher standards of quality and variety of services that complement before and after school. We are conducting a longitudinal program evaluation of the implementation effort, as well as its impact on children, families and the entire school. Roughly 2,600 students and their families are participating in the evaluation, which is being undertaken in 9 of the district’s 13 elemntary schools.
With the influx of immigrants to new areas in the U.S., schools have found themselves with difficulties meeting all the needs of their new student population. In addition to our past work in this area, we are currently working to translate the research on young immigrant children into a workable set of recommendations for professionals and educators who work with this community.
Iowa Evaluation: Innovative Programs for Students in Kindergarten through Grade Three
The Iowa legislature has appropriated funds to enable 24 schooks to implement various programs and activities designed to ensure academic success for K-3 students at-risk for educationl failure. We have been evaluating the program each year since its inception in 1988, documenting the schools’ efforts and finding that they are making a difference.
Literacy Skills Programs
The Literacy initiative we are undertaking is designed to develop early and middle-school literacy components to 21C schools. Both efforts, governed by an national advisory panel of educator and researchers, identify and disseminate best practices and research-based programs that meet the needs of children, parents, schools, and policymakers interested in an educational focus on the ability to read.
Children's Mental Health
Our Recent research indicates that mental health issues are on the rise in today's schools. At the 21C national office at Yale, we are concerned that the increasing educational demands on both students and teachers are related to behavioral and emotional problems that place a burden on individual classrooms and the educational system and school functioning. We are committed to finding ways to improve children's mental health, as well as to assisting schools in meeting these children's needs.