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Build IT is an afterschool and summer curriculum for middle school youth to develop fluency in information technology (IT), interest in mathematics and knowledge of IT careers. In this selection of evaluation data from the 2012-2013 school year, participants demonstrated gains along three major categories of youth outcomes—interest in STEM, capacity to engage in STEM, and finding value in STEM.
4-H Tech Wizards is an evidence-based afterschool mentoring program that trains youth on various technologies within a bilingual, bicultural learning environment. In this selection of evaluation data from the 2012-2013 school year, participants demonstrated gains along three major categories of youth outcomes—interest in STEM, capacity to engage in STEM, and finding value in STEM.
East End House uses a holistic approach to promote the well-being, academic achievement, and lifelong success of youth from under-resourced families. STEM is embedded into its elementary and middle school afterschool program, with the goal to increase excitement and confidence in STEM learning, as well as introduce youth to STEM careers. In this selection of evaluation data from the 2013-2014 school year, participants demonstrated gains along three major categories of youth outcomes—interest in STEM, capacity to engage in STEM, and finding value in STEM.
Save The Bay's mission is to protect and improve the Narragansett Bay, and its afterschool program, Explore The Bay, is one of its education initiatives designed to create young environmental stewards. In this selection of evaluation data from the 2013-2014 school year, participants demonstrated gains along three major categories of youth outcomes—interest in STEM, capacity to engage in STEM, and finding value in STEM.
An evaluation of 82 afterschool programs funded by the Oakland School-Based After School Partnership, a collaboration between Oakland Fund for Children and Youth (OFCY) and the Oakland Unified School District’s After School Programs Office (ASPO), that served 16,505 students during the 2014-2015 school year. Site visits and student surveys were used to evaluate the quality of the program and student’s perceptions of the program’s impacts on their academic performance, behavior, health, and readiness for the future. The evaluation found that Oakland afterschool programs are positively impacting their students’ academics, behavior, self-confidence, health and wellness, and readiness for the future.
An evaluation of participation levels and academic outcomes of 8,849 Los Angeles high school students participating in an afterschool program operated by the EduCare Foundation in 2014-2015. A comparison of EduCare attenders and non-attenders indicates that participants in EduCare After School Programs have higher school day attendance and credit completion rates, and outperform non-participants in California High School Exit Exam (CAHSEE) and California English Language Development Test (CELDT) scores.
An evaluation of more than 16,000 students participating in Michigan’s 21st Century Community Learning Centers (21st CCLC) during the 2013-14 school year. Regular participants saw improvements in their math and reading grades, homework completion, school day behavior, and attendance rates. The evaluation also found that the students’ math grades, teachers’ reports of homework completion and school behavior, students’ attendance and behavior in school, and students’ reports of their commitment to school all saw improvements the more total days they participated in program, starting at a minimum of 20 days.
This statewide evaluation of Washington’s 21st CCLC grantees assesses the impact of the program on participating students during the 2012-2013 and 2013-2014 academic school years. Data collected on youth outcomes included reading and math achievement, GPA, school day absences, disciplinary incidents, and surveys of students that examined students’ motivation, engagement, and beliefs. This study found that students who regularly participated in Washington’s 21st CCLC programs saw gains in their math and reading performance and grade point averages, compared with their non-participating peers. A positive impact was also found regarding school day absences and disciplinary incidents, where regular program participants had a lower number of unexcused absences and disciplinary incidents compared to students not participating in the program.
An evaluation of eight 21st Century Community Learning Centers (21st CCLC) programs in the Fairbanks North Star Borough school district during the 2014-15 school year. Student academic performance and parent involvement for regular program attendees are evaluated using enrollment records, student grades, GPA, attendance, Alaska Measures of Progress (AMP) test results, teacher surveys, parent and student surveys, program staff interviews, and program site visits. The evaluation found that participation in the afterschool programs increased the attendance of regularly attending students with below average attendance records and increased participating high school students’ GPAs. Parent surveys showed that students’ participation in the program led to their parents feeling more comfortable in their child’s school and more involved in their child’s education.
A statewide evaluation of West Virginia’s 21st Century Community Learning Center (21st CCLC) programs during the 2014-15 school year to examine the program’s impact on participating students’ academics and school day behavior. Key findings of the report include—based on teacher surveys—approximately 3 in 4 students improved their homework completion and participation in class and approximately 7 in 10 improved their academic performance, behavior in class, and engagement in learning. The evaluation also included findings from surveys of program directors to evaluate the successes, challenges, parent participation, and relationships with partners of 21st CCLC programs. Results from program directors showed that student involvement and high attendance were their greatest successes, and personnel issues was the biggest challenge. Furthermore, programs desired more professional development training—specifically in sustainability and personnel issues, greater parent engagement, and improvements in the 21st CCLC database collection system.