Evaluator: Gersh, A., Smith, C., Garner, A., & Roy, L. The David P. Weikart Center for Youth Program Quality, Forum for Youth Investment.

Evaluation Methods:

This evaluation conducted surveys of students (grades 4-12), parents of participating students, and 21^st CCLC program staff including program directors, site coordinators, and frontline staff. The evaluation applied a “Leading Indicators” framework made up of composites from 31 scale scores drawn from surveys and observational measures of program quality. The indicators are aligned with afterschool program organization, instruction, external relationships, youth skills, and family satisfaction. Annual Performance Reports were also collected and evaluated to assess students’ program attendance and progress on academic achievement. 

Evaluation Type: Non-experimental

Summary of Outcomes:

The evaluation of Arkansas’ 21^st CCLC programs during the 2015-16 school year examined improvements in academic performance and social and emotional competency for regular program participants (students attending 30 or more days during a program year).

Of students who participated in 21^st CCLC programs between 30-59 days with proficiency data from both the 2014-15 and 2015-16 program years, 87 percent overall increased to or remained in the “Proficient” or “Advanced” categories for the English Language and Literacy state assessment, with 23 percent of students improving from the “Unsatisfactory” or “Limited Knowledge” category to “Proficient” or “Advanced”. For students that attended a program for 90 or more days, 25 percent increased to the “Proficient” or “Advanced” levels in reading from the “Unsatisfactory” or “Limited Knowledge” levels.

For math, 97 percent of students who participated in 21^st CCLC programs between 30-59 days increased to or remained in the “Proficient” or “Advanced” categories for math scores on state assessments, with 46 percent of students demonstrating an increase to “Proficient” or “Advanced” from the “Unsatisfactory” or “Limited Knowledge” category on state benchmark tests. For students that attended a program for 90 or more days, 51 percent increased to the “Proficient” or “Advanced” levels from the “Unsatisfactory” or “Limited Knowledge” levels in math.

Surveyed program participants expressed confidence in their academic abilities and social and emotional skills. Based on a 1 to 5 scale (1=Almost never true, 5=Almost always true), students reported that they are able to complete their homework at the afterschool program (3.71) and learn things in the program that help them in school (3.78). Students also feel that they are capable of making friends (4.29) and that they work well with their peers (4.10). In terms of youth engagement, students reported that they feel like they belong at the program (3.85), feel that they matter at the program (3.79), are interested in what they do (3.76), are challenged in a good way (3.69), and try to do things that they have never done before at the program (3.64).

Surveyed parents agreed that participating in afterschool programs has helped their children develop better work habits (4.10), be more successful in school (4.50), and develop confidence in reading/English (4.06), math (4.01), and science/technology (4.01). They also strongly agreed that their children were having a positive experience in the program (4.65), that the afterschool program reliable (4.63), and that they did not have to worry about their child when at the afterschool program (4.43).

Associated Evaluation: http://www.arkansased.gov/public/userfiles/Public_School_Accountability/Federal_Programs/21_CCLC/21CCLC_2_21_18.pdf