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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.
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 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).
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 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.
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.