Page 3 of 17
A statewide evaluation of Kentucky’s 21st Century Community Learning Center (21st CCLC) programs during the 2018-19 school year found that regular program attendees improved their math and reading/ELA grades from the fall to spring, and a majority reached proficient/distinguished on the Kentucky Performance Rating for Educational Progress (K-PREP). Based on teacher surveys, among those who needed to improve, an overwhelming majority of both elementary and high school students improved in academic performance, class participation, and homework completion. Students also reported benefits of the programs, including helping them complete their homework, get better grades, and challenge them to do their best.
This quasi-experimental study of Girls Inc.—a year-round program located in more than 350 cities for girls ages 5-18 that focuses on healthy living, academic enrichment, and building positive life skills—found that girls who participated in the program reported more positive attitudes and behaviors than a comparison group of girls across the 27 outcomes that were measured in the categories of healthy living, academic engagement and success, and life skills. Girls Inc. participants also had higher math achievement test scores and school-day attendance rates than matched non-participants. By year two of the program, 23 of the 27 outcomes were statistically significant in the positive direction, including outcomes such as school engagement; finding school fun in areas like reading, math, and science; getting excited about science; engaging in physical activity; leadership; positive relationships with adults; and postsecondary readiness.
A 2020 evaluation of the Oregon chapter of the Mathematics, Engineering & Science Achievement (MESA) afterschool program found positive impacts on academic achievement and high school graduation. Using a quasi-experimental design, researchers found that MESA students had higher science test scores and were significantly more likely to graduate from high school compared to their matched non-participating peers. Researchers wrote that, “This relationship suggests MESA participation has a tangible and important effect on high school graduation.”
A 2020 evaluation of Ohio's 21st Century Community Learning Centers programs found that there was a statistically significant positive impact on academic and behavioral outcomes among students regularly attending the program. Regular program participants scored higher on math and English language arts assessments compared with similar non-participating youth, as well as saw reductions in both unexcused absences and disciplinary incidents. Youth surveys revealed that students agree that their program is beneficial, including helping them make new friends and prepare for their future.
This quasi-experimental study examines students who attended Aim High, a voluntary summer learning program that provided academic and social and emotional learning (SEL) supports, during 2013-2014 and/or 2014-2015 to middle school students in the San Francisco Unified School District. The study analyzes how students’ participation in the program impacts both behavioral engagement and academic achievement. Evaluators found that program participants were significantly less likely to be chronically absent and suspended, as well as have slight improvements in English/language arts state assessments and school-day attendance than their peers who did not participate in Aim High. Additionally, this study found that these effects are greatest for Aim High participants who are boys and Latinx students.
A statewide evaluation of Delaware's 21st Century Community Learning Center (21st CCLC) programs finds that participants made positive academic and behavioral gains. Based on teacher surveys during the 2018-19 school year, more than half of students showed improvement in class participation (57 percent), academic performance (58 percent), and turning in homework on time (52 percent). In addition, 47 percent of students improved their motivation to learn, and 49 percent were more attentive in class.
The Center for Applied Research in Human Development at the University of Connecticut and the Capitol Region Education Council (CREC) jointly conducted a study of Connecticut’s 21st Century Community Learning Center (21st CCLC) afterschool programs that looked at students enrolled in the program between 2013 and 2017 and the impact of attendance on academics and school day attendance. The study found that students participating in Connecticut’s 21st CCLC programs for multiple years had significantly higher school day attendance rates and performed better on Connecticut's standardized math and language arts tests when compared to their peers who participated for only one year.
A 2019 evaluation of Virginia’s 21st Century Community Learning Centers found that based on teacher-reported outcomes, an overwhelming majority of students improved their academic performance (63 percent), classroom behavior (70 percent), and homework completion and class participation (77 percent). Additionally, students indicated that the programs helped them get better grades, attend class regularly, behave in class, and “prepare for a job or career”. When comparing 21st CCLC students to non-attendees, students receiving special education services in the programs outperformed those not in programs.
A 2019 evaluation by Education Northwest of Alaska’s 21st Century Community Learning Center (21st CCLC) afterschool programs found that students who participated more regularly in programs saw greater academic and behavioral gains. Teachers surveyed reported that an overwhelming majority of students attending the program for at least 60 days saw improvements in their academic performance (72 percent), participation in class (71 percent), and ability to persevere through challenges (66 percent), as well as their ability to form positive relationships with adults (70 percent) and work collaboratively with peers (68 percent).
A 2019 evaluation of Nebraska’s 21st Century Community Learning Center (21st CCLC) programs found that, based on teacher surveys, more than 2 out of 3 regularly participating students demonstrated moderate to significant gains in math (73 percent), reading (71 percent), science (71 percent), and writing (67 percent). Teachers also reported that regular participants improved their homework completion and class participation (65 percent), classroom behavior (60 percent), and peer relations (53 percent).
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