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The Impact of Afterschool STEM: Girlstart After School

Year Published: 2016

Girlstart After School is a free, weekly STEM afterschool program designed as an intensive intervention to increase girls’ interest and engagement in STEM through sequential, informal, hands-on and inquiry-based activities in topics across the STEM acronym. In this selection of evaluation data from the 2015-2016 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.

The Impact of Afterschool STEM: Project GUTS

Year Published: 2016

Project GUTS (Growing Up Thinking Scientifically) is an afterschool program in which middle school students design, create and test computer models to simulate “what if” scenarios for real-world questions of community and societal concern. In this selection of evaluation data from the 2010-2011 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.

Texas 21st Century Community Learning Centers, 2014-2015 Evaluation Report

Year Published: 2016

A statewide evaluation of Texas’ 21st Century Community Learning Center (21st CCLC) programs assessing operations, participation, and student achievement, as well as the relationship between each. Data was collected using student and staff surveys, program observations, and testing results. This evaluation found that students regularly participating in Texas 21st CCLC programs saw gains in their math performance, learning behavior, and persistence, as well as reductions in their school day absences and frequency of disciplinary incidents.

The Impact of Afterschool STEM: Science Action Club

Year Published: 2016

Science Action Club is an afterschool program for middle school youth at the California Academy of Sciences where students explore the local environment and document their discoveries to better understand and protect our planet. In this selection of evaluation data from the 2014-2015 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.

The Impact of Afterschool STEM: Science Minors Clubs

Year Published: 2016

Science Minors Clubs is an outreach initiative of the Museum of Science and Industry aimed at increasing interest in science in underserved neighborhoods by engaging students in places where they already spend their time after school, such as community-based organizations and schools. 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.

The Impact of Afterschool STEM: SHINE After School Program

Year Published: 2016

SHINE (Schools & Homes in Education) is a comprehensive afterschool program that provides academic and social support to youth in a primarily rural region of Pennsylvania. SHINE offers STEM throughout the grades, with the intention of building a STEM pipeline from kindergarten to career. 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.

The Impact of Afterschool STEM: Techbridge After-School

Year Published: 2016

Techbridge offers afterschool and summer programs with hands-on projects and career exploration to inspire girls in STEM. 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.

The Impact of Afterschool STEM: STEM 3D

Year Published: 2016

STEM 3D: Integrating Science Afterschool, a project of The Franklin Institute, engages underserved youth and families in year-round STEM learning and career awareness through a combination of afterschool, home and community activities. In this selection of evaluation data from the 2014-2015 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.

Baltimore Community Schools: Promise & Progress

Year Published: 2016

This evaluation found that during the 2014-15 school year, students participating in Baltimore Community Schools’ out-of-school time programs saw improvements in their school day attendance and a significant decrease in being chronically absent from school. However, no effect was found on students’ reading or math Partnership Assessment of Readiness for College and Career (PARCC) scores.

Evaluation of Young Audiences of Maryland, 2016 Summer Arts and Learning Academies Program Goals

Year Published: 2016

This evaluation examines if during the summer of 2016, the Young Audiences Summer Arts and Learning Academy’s (YA Academy) program goals were met in the following areas: program attendance, improvement in math and writing skills, growth in social-emotional development, student enjoyment of the program, and parent satisfaction. Students who had high levels of participation in YA Academy saw gains in their math and writing skills and knowledge, as well as improvements in their social-emotional growth. Overall, this evaluation found that YA Academy was able to meet the majority of the goals they had set for summer 2016, meeting or exceeding their goals set for academic achievement in math and writing, students’ social-emotional growth, and parent satisfaction with the program.

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