In March of 2017, the Lockport City School District was awarded a highly-competitive, five-year 21st Century Community Learning grant totaling over one-million dollars from the New York State Department of Education. Lockport City School District Director of Research and Development, Rosanna DiMillo Sandell, developed the grant proposal on behalf of the District and oversees the program. The District’s community partner in assisting with grant implementation is the YWCA of Niagara.
This program supports the creation of community learning centers that provide academic and recreational enrichment opportunities for students during after-school hours at no charge to families. Transportation home is also provided to qualifying participants. Lockport students at Emmet Belknap Intermediate School and North Park Junior High School in grades 5-8 are eligible.
The 21st Century Community Learning Centers (21st CCLC) grant program provides students with high quality academic and recreational enrichment activities that focus on helping children succeed academically by:
- Providing opportunities for academic enrichment, including tutoring services, to help students meet state and local academic standards.
- Offering students a broad array of additional services, programs, and activities, such as but not limited to, youth development activities, service learning, arts, music and STEM (Science Technology Engineering Mathematics) programs.
Lockport’s 21st CCLC programs take place Monday – Thursday from 3:00PM – 6:00PM at both Emmet Belknap Intermediate School and North Park Junior High School.
Some examples of enrichment activities that are taking place in the Lockport City School District 21st CCLC 18/19 after-school program include:
- Zumba Fitness
- STEM Activities
- Mixed Media Art
- Girl Scouts
Research has indicated a link between student engagement in afterschool programs, such as 21st CCLCs program, and positive outcomes. Students who engage in these extracurricular programs have shown better academic performance and behavior (Heckman and Sanger, 2013), and have shown to have statistically significantly higher test scores, bonding to school, and self-perception, with significantly lower problem behaviors when compared to students not in such programs (Durlak, Weissberg, and Pachan, 2010).