Learn more about the basics of evaluation, as well as how to find an evaluator for your program.
View Afterschool Alliance resources, including a glossary of terms used in the database, evaluation-related blogs, webinars and more.
Our list of evaluation resources from other organizations, including how to collect and work with data.
Want to find what we know about afterschool programs more broadly, not just individual programs? Head to our Afterschool Research page!
Year Published: 2012
This statewide longitudinal evaluation examined the After School Education and Safety (ASES) and 21st Century Community Learning Center (21st CCLC) programs, which are designed to unite schools, community-based organizations, cities, and businesses to provide elementary and middle school students academic support in a safe environment. Results from this evaluation, collected using standardized test scores, student surveys, teacher surveys, and administrative data, suggest that students who frequently participated in these afterschool programs made greater academic and physical fitness gains than their non-participating peers. For the purposes of this evaluation, frequent participation was defined as attending the program at least three days per week for elementary students and attending at least two days per week for middle school students.
Program Name: 21st CCLC After School Education and Safety program
Program Description: The After School Education and Safety (ASES) program was started through Proposition 49, a 2002 ballot initiative that established state funding for before and afterschool programs in California’s elementary and middle schools. The California Department of Education also receives federal funding through the 21st Century Community Learning Centers (21st CCLC) program—a program designated to serve high-needs communities with afterschool and summer programming. In 2012, there were 468 grantees serving more than 3,500 sites with the ASES program.
Scope of the Evaluation: Statewide
Program Type: Afterschool
Community Type: Rural, Urban, Suburban
Grade level: Elementary School, Middle School
Program Demographics: Third grade cohort: At the beginning of the study, 71 percent of participants were Hispanic, 11 percent were Caucasian, 9 percent were Asian or Pacific Islander, 8 percent were African-American, and 2 percent were bi-racial or other. Forty-five percent of participants were English language learners.
Sixth grade cohort: At the beginning of the study, 62 percent of participants were Hispanic, 16 percent were Caucasian, 11 percent were Asian or Pacific Islander, 9 percent were African-American, and 3 percent were bi-racial or other. Twenty percent of participants were English language learners.
Program Website: http://www.cde.ca.gov/ls/ba/as/