A project of the Afterschool Alliance.

South Carolina Twenty-First Century Community Learning Centers 2012-2013 Quantitative Evaluation Report

Year Published: 2013

A statewide evaluation of South Carolina’s 21st CCLC programs during the 2012-13 school year, using data from the Grantee Evaluation Management System, the South Carolina Department of Education information systems, and teacher surveys. The evaluation found that students who participated in the program improved their academic performance, behavior, and school day attendance.

Program Name: South Carolina’s 21st CCLC program

Program Description: South Carolina’s 21st CCLC program—which has received federal support through the 21st CCLC initiative—serves high-needs communities across the state, providing local afterschool and summer programming to 79 grantees operating 171 centers during the 2012-13 school year. Across all centers, a total of 14,456 students and 376 adults were served.

Scope of the Evaluation: Statewide

Program Type: Afterschool, Before school

Location: South Carolina

Program Demographics: Among students participating in South Carolina’s 21st CCLC programs, 90 percent participated in the free and reduced lunch program, 51 percent of participants were girls, and when looking at the race and ethnicity of students served, 72 percent of students were African American, 19 percent were white, and 6 percent were Hispanic.

Program Website: http://ed.sc.gov/districts-schools/student-intervention-services/21st-century-community-learning-centers/

Evaluator: 21st Century Grant Services, Inc.

Evaluation Methods: Data on program quality, student academic performance, and student behavior was evaluated using standardized test scores, 4,900 teacher surveys and program data entered into AS21, South Carolina’s 21st CCLC data collection system.

Evaluation Type: Non-experimental

Summary of Outcomes: The evaluation found that students participating in the program saw improvements in their academic performance. For instance, teachers surveyed reported that 79 percent of students improved their overall academic performance, 76 percent participated in class more, and 71 percent completed their homework more on time. Students also made gains in their reading and math grades, where 30 percent of students improved their math grades and 30 percent of students improved their reading grades from the first to the last marking period. Students who attended more than 60 days of programming showed more improvement in their English and math grades and were more likely to meet standards on standardized testing than those who attended fewer than 60 days.

Student behavior was another area where gains were reported, with teachers surveyed reporting that 74 percent of students came to school more motivated to learn, 66 percent improved their classroom behavior, and 65 percent got along better with other students. Teachers also reported that 75 percent of students improved their school day attendance and 66 percent of students attended class more regularly. Fifty-seven percent of students who needed to improve their rate of turning in their homework on time also improved.