Page 13 of 17
A statewide evaluation of New Jersey’s 21st Century Community Learning Center (21st CCLC) programs during the 2013-2014 school year examined academic and behavioral outcomes associated with regular participation in the program. The evaluation found statistically significant positive impacts in math achievement and reduced school day truancy incidents among students who regularly participated in the programs. Additionally, the evaluation found significant positive effects in reading achievement among regularly attending 21st CCLC students who were classified as below proficient in reading and significant positive effects in math among students classified as below proficient in math.
An evaluation of Rhode Island’s 42 21st CCLC grantees to measure participating students’ perceptions of their programs, including students’ sense of competence and perceived supportive social environment, opportunity for choice and autonomy, and opportunity for leadership and responsibility. Key findings include that students who participated in the program mostly agreed that they had a sense of competence in reading, math, and science, and that they believed that the program helped them in academic and social/personal skill building.
A statewide evaluation of Wisconsin’s 220 21st CCLC programs during the 2013-2014 school year. This evaluation focuses on the academic and behavioral outcomes of these programs. Primary teachers were surveyed to collect data on student academic performances, behavior, and engagement in learning. Key findings include that students who participated in Wisconsin’s 21st CCLC program experienced a number of improvements in academic performance, such as completing and turning in homework on time, school day attendance, and behavior, which includes getting along with others and coming to school motivated to learn.
A statewide evaluation of Indiana’s 21st CCLC programs, looking at 75 programs across 218 sites. Key findings of this comparative analysis indicate that high-participating students (participants who attended the program 60 days or more) had higher math and English language arts standardized test scores, as well as better grades in math and English compared to students with lower levels of program participation (attended less than 60 days of programming).
An evaluation that compares high school students participating in the YMCA High School Youth Institute—a year-round afterschool program serving low-income, culturally diverse, urban high school youth—to a randomly-selected, matched comparison group of non-participating high schoolers. The evaluation found that students who participated in the program had higher GPAs, English language art and math standardized test scores, and attendance rates than students who did not participate in the program.
An evaluation of 85 Fort Worth Independent School District afterschool programs (FWAS), including 21st CCLC programs. Key findings, which were collected via surveys, standardized test results and site visits, indicate that as participation in FWAS increased school day attendance, raised standardized test scores, and decreased disciplinary referrals. Additionally, students, parents, and teachers felt that participation in FWAS was beneficial to student overall success.
Academic results from year two of a five-year randomized controlled study that follows 5,000 low-income, predominantly African-American and Hispanic students from third to fifth grade in five urban school districts located in Boston, MA; Dallas, TX; Duval County, FL; Pittsburgh, PA, and Rochester, NY. Evaluators compared student success on math tests in the fall following their summer learning programs with the success of students who did not participate in summer programming. Key findings indicate that students who participated in summer programming performed significantly better on their math tests in the fall following the programs.
A randomized control study of 221 children participating in the Fitness Improves Thinking in Kids (FITKids) program, a nine-month afterschool physical activity program. Students participating in FITKids in their afterschool program increased their physical fitness by 6 percent compared to less than 1 percent improvement by students not participating in the program. Students in the afterschool program also improved their ability to pay attention, avoid distraction, and switch between cognitive tasks.
This evaluation examined 17 afterschool programs in the Denver Public School system that were funded in part by Colorado’s 21st Century Community Learning Center (21st CCLC) grant. It found that students who were new to the program and participated more than 30 days (first-year attendees) and students who attended more than 30 days multiple years in a row (multi-year attendees) saw improved school day attendance and believed that the program helped them perform better academically. Students regularly participating in the program also reported positively when asked about their social competency, their ability to plan for the future and their future expectations. The evaluation also found that multi-year attendees outperformed their non-participating peers when examining performance growth on the state’s academic assessments; however, there was little difference found when comparing students’ proficiency levels.
A statewide evaluation of Delaware’s 21st Century Learning Center (21st CCLC) programs during the 2011-2012 and 2012-2013 school years looked at changes in academic achievement in reading and math, and examined the overall quality of programs and activities offered to students. During both program years, the majority of regularly attending program participants maintained or improved their grades in both reading and math (2011-2012: 82.9 percent in reading and 81.6 percent in math; 2012-2013: 82.7 percent in reading and 83.5 percent in math). In addition, program and school staff unanimously agreed that the programs offer support for the growth of students, and almost all perceived their students as interested and engaged in program activities.
1616 H St., NW Suite 820
Washington, D.C. 20006
(866) KIDS-TODAY | Email us
The Afterschool Impacts Database is a project of the Afterschool Alliance.
The Afterschool Alliance is a nonprofit public awareness and advocacy organization working to ensure that all children and youth have access to quality afterschool programs.
Afterschool Impacts Database