Evaluator: Spearing, D., Via Evaluation.

Evaluation Methods:

This evaluation uses existing data collected from 2019 to 2022. Multiple data sources were used, including Annual Performance Reports (ARPs), observation forms, and satisfaction surveys by staff, participants, teachers, and parents/guardians. The Delaware Department of Education (DDOE) partnered with Via Evaluation to design and analyze survey data collected in 2022. The DDOE also worked with Inciter to acquire annual performance reports from all subgrantees and determine which data from the ARPs were most relevant for reporting.  

Evaluation Type: Non-experimental

Summary of Outcomes:

A statewide evaluation of Delaware’s 21st CCLC programs found positive outcomes related to participating students’ academic engagement, interpersonal skills, and college and career readiness based on teacher, student, parent, program staff, and teacher surveys.

According to student, parent, and teacher surveys, students experienced gains in academic engagement and performance due to participation in their afterschool program. Sixty-three percent of 2nd-12th grade students believe that attending their program helped their performance in school. This sentiment is shared by teachers and parents. Teachers and parents both agreed that since participating in the program, students improved their academic skills (68 percent and 76 percent, respectively) and parents overwhelmingly reported their child was more interested in school (89 percent) since starting the program. Eighty-three percent of 9th-12th grade students also reported feeling more connected to their school because of their program.

According to student and staff survey results, Delaware’s 21 CCLC programs are also fostering safe and supportive environments that are aligned with students’ needs and aspirations. Approximately 8 and 10 students reported feeling cared for by staff (84 percent) and safe within their program (80 percent). In addition, more than 9 in 10 (94 percent) 9th-12th grade students reported developing skills they can use later in life, including college preparedness and career readiness (92 percent and 85 percent, respectively). A highlight from open-ended parent, teacher, and program staff surveys was that during the pandemic, both in-person and virtual programs provided a vital service to students in virtual learning settings by fostering connectedness and an outlet to socialize during a largely isolated period and by providing care and support while students' parents continued to work. Almost all parents surveyed believe that their program met the needs of their child (96 percent).

Based on teacher and parent reports, students also improved their interpersonal skills and behavior as a result of participating in 21st CCLC programs. Seventy-seven percent of teachers agreed that students improved their interpersonal interactions through the program, while 54 percent of teachers and 56 percent of parents reported decreased behavioral problems as a result of program participation.

Overall, 99 percent of parents agreed that their afterschool program was good for their child.