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Connecting afterschool program quality to social, emotional, and literacy skill development

Description:

Our descriptive study explored the relationship between sustained attendance in high-quality 21st Century Community Learning Centers (CCLC)– funded programs and key child outcomes. Our key hypothesis was that high-quality programming is associated with the development of social and emotional skills, which in turn may be related to academic skills such as literacy. (author abstract)

Resource Type:
Reports & Papers
Country:
United States
State(s)/Territories/Tribal Nation(s):
Massachusetts; Minnesota

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

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