Evaluator: Olatunji. A. N., Ho, H. Y., Green, C. T., & Alcala, C. S. Align Education, LLC.

Evaluation Methods:

The Mississippi Department of Education (MDE) gave evaluators a logic model of the state’s 21^st CCLC program, which they tailored to the evaluation. Evaluators also examined attendance, grades, and teacher reports on the behavior of 21^st CCLC participants. The study included a survey of 21^st CCLC center directors and an online parent survey as well. When possible, the study included a pre-post evaluation design to compare outcomes at the beginning and at the end of the school year, and evaluators performed Pearson’s correlation, chi-square, and logistic regression analyses. 

Evaluation Type: Non-experimental

Summary of Outcomes:

This evaluation of Mississippi’s 21st CCLC programs during the 2017-18 school year found that participants had improved academic and behavioral outcomes during the school day, as well as high levels of parent and family satisfaction. Participants who are considered regular 21^st CCLC attendees (have attended 30 days or more of programming) showed significant improvement in academic outcomes according to teacher reports. Seventy-six percent of students who had room for improvement showed growth in math, and 75 percent of those with room for improvement grew in reading/language arts grades. Additionally, students regularly attending the program saw improvements in homework completion. For example, 86 percent of students who attended 30-39 days of programming improved in homework completion. 

MDE training played a sizeable role in program success. Evaluators found that participants who attended centers where many or all staff were trained by MDE had a greater likelihood of showing improved school-day behavior and grades. For instance, in a center where most staff were trained, students attended an average of 49 days of programming, but in centers where most staff were not trained, the average was 38 days. Students in centers where staff were trained also saw greater improvement in math and reading/language arts grades.  

Evaluators conducted an online parent survey that found that almost 9 in 10 parents surveyed agreed that they were satisfied with their child’s afterschool program and that their child benefitted from participating in their program (87 percent, all). Additionally, 84 percent of parents agreed or strongly agreed that “Last school year, afterschool helped my child’s behavior in school to improve.” And parents saw improved outcomes for themselves, with 83 percent of respondents agreeing that “As a result of my experience with the afterschool center, I feel better able to communicate with school members about my child or other topics” and 91 percent agreeing they had learned something useful at a 21^st CCLC parent event they attended.

The evaluation also examined successes and challenges for program sites through an online survey. A majority of site directors agreed or strongly agreed that they had accomplished their main program objectives during the school year (95 percent) and summer (84 percent). Respondents reported that the most common activities at their programs were homework help and tutoring, which were offered four times a week, and literacy, ELL (English Language Learner) support, college and career readiness, and physical activities were offered three times a week, on average. Key challenges for providers during both the school year and summer included family engagement, student engagement, professional development, and community partnerships. Finally, providers shared that their biggest successes included enriched learning opportunities for children and qualified and competent staff.