The NCLB Act sought to build on the partnership elements of the 21st CCLC. It encouraged 21st CCLC to collaborate with local education agencies (e.g., school boards, host schools) and at least one partnering organization.
A 21st CCLC after-school program should be family and community centered as mandated by the federal government.
The 21st CCLC program should be designed to meet the needs of the local community.
Zang (2004, 2005, 2006) conducted the most extensive research on the effects of 21st CCLC programs.
Zang and Byrd (2006) examined five key areas within Florida's 21st CCLC programs.
The experimental program was patterned after successful after-school programs, including 21st CCLC. Specifically the program sought to empower community stakeholders and strengthen the school-family partnership.
Therefore, survey-based data was used in the pre- and post-test design of the after-school 21st CCLC program in the Bronx.
The independent variables were those that pertained to key elements of the Bronx 21st CCLC program: tutoring, curriculum, in-service training for stakeholders, communication between staff and parents and students and the partnership training interventions (with students, parents and teachers).
In order to assess the research variables, survey-based research was conducted to define the needs (the pretest) of parents and children in the 21st CCLC program.
However, the pre- and post-test surveys were employed to measure the expectations and perceptions of the three primary stakeholder groups participating in the 21st CCLC program.