Twenty-first century community learning centers' teacher perspectives on the academic achievement of students with disabilities

The purpose of this study was to examine the relationship between days and hours of supplementary reading and math instruction provided to students with disabilities that participated in a 21st Century Community Learning Center (21st CCLC) and their regular classroom teachers' perception of their progress toward reading and math proficiency. The study analyzed 294 school records of students that attended a 21st CCLC in Colorado and New Mexico during the 2007-2008 program year. Records analyzed for this study included students (a) receiving special education services during the regular education day, (b) who spent the majority (more than 50%) of their school day in a regular education classroom setting, and (c) receiving special education or related services as identified in an individualized education program (IEP). The results of the study suggest that a statistically significant relationship exists between the hours of reading and math instruction that students with disabilities receive in a 21st CCLC and their regular classroom teacher's perception of progress towards proficiency. The study results support a need for changes to the current evaluation methods of programs participating in 21st Century Community Learning Centers. Data utilized for this study were taken from a convenience sample and conclusions regarding its generalizability (external validity) are limited. Recommendations for future evaluation methods are suggested and future research in the area is discussed.