Girls on the Run: Impact of a Physical Activity Youth Development Program on Psychosocial and Behavioral Outcomes

This study evaluated the effectiveness of the Girls on the Run program and found that participants in the program improved their social and emotional behaviors and health outcomes, including measures of competence, confidence, character, connection, caring, and physical activity. Girls who scored below the preseason average showed the greatest gains, including in areas such as perceived social competence, self-esteem, empathy, and positive connection with their peers. 

21st Century Community Learning Centers 2017-2018 Program Year Statewide Evaluation (Colorado)

A statewide evaluation of Colorado’s 21st Century Community Learning Center (21st CCLC) programs during the 2017-18 school year found positive gains related to student participants’ academic performance, engagement in school, and school-day behavior. Teachers reported that among students regularly attending the program and who were in need of improvement, a strong majority improved their academic performance (71 percent), class participation (68 percent), motivation to learn (67 percent), relationships with peers (63 percent), classroom attentiveness (62 percent), homework completion (55 percent), and behavior in class (54 percent). Subgrantees were also surveyed and reported progress in meeting or exceeding their performance measure in enrichment (57 percent), STEM (61 percent), health and wellness (53 percent), and attendance (60 percent). 

Hawaii Statewide Evaluation of the 21st Century Community Learning Centers Program: School Year 2017-18 Evaluation Report

A statewide evaluation of Hawaii’s 21^st Century Community Learning Center (21^st CCLC) programs during the 2017-18 school year examined outcomes related to participants’ educational, social, and behavioral developments. Based on teacher reports, among students who participated in the program 30 days or more, 82 percent improved turning in the homework on time and classroom participation and 79 percent improved their behavior in class. Of the sub-grantees reporting on academic improvement, 69 percent of students regularly attending the program showed improvements in English and 72 percent saw gains in math based on teacher surveys. 

Idaho State Department of Education 21st CCLC Statewide Program Evaluation 2017-2018

A statewide evaluation of Idaho’s 21^st Century Community Learning Center (21^st CCLC) programs found that, based on state assessment data, students attending a program for at least 30 days (regular attendees) saw improvements in their academic performance. 39.4 percent of regular program participants who had pre-and post-test scores improved from “not proficient” to “meets or exceeds proficiency” on the Idaho Reading Indicator (IRI) test for K-3^rd graders, 13.5 percent improved on the Idaho Standards Achievement Test (ISAT) English/Language arts test, and 5 percent improved on the ISAT in math. Surveyed parents and students also expressed high satisfaction with 21^st CCLC programming. For example, 82 percent of students surveyed agreed that they felt safe in the program and 91 percent of parents surveyed agreed that the 21^st CCLC program benefited their child. 

Michigan 21st Century Community Learning Centers Evaluation: 2017-2018 Annual Report

A statewide evaluation of Michigan’s 21^st Century Community Learning Center (21^st CCLC) programs found that based on grades and surveys of teachers, students, and parents, students attending a program for at least 30 days (regular attendees) saw academic gains, as well as improvements in their behavior and engagement in school. Approximately half of students with room for improvement (defined as having a fall GPA below 3.0), saw grade improvement in math (52 percent) and English/language arts (51 percent) from fall to spring. Teacher surveys also reflected an improvement in classroom performance for behaviors such as turning in homework on time and participating in class (74 percent), as well as getting along with other students (79 percent). In addition, both students and parents reported overall positive perceptions of program impact on academic learning and behavior.  

Indiana 21st Century Community Learning Centers Statewide Evaluation Report: 2017 & 2018

A statewide evaluation of Indiana’s 21st Century Community Learning Center (21st CCLC) programs uses comparative analysis to show that high-participating program participants are more likely to experience gains in academic performance and behavior when compared to students who participate in 21^st CCLC programs less frequently. During the 2017-2018 program year, a higher percentage of participants who attended the program for 90+ days passed the English/language arts (52 percent), math (48 percent), and science (41 percent) state standardized tests compared to those attending less frequently. Teachers also reported that more than 6 out of 10 students attending 60 or more days and identified as needing to improve in the following respects, improved their academic performance (68 percent), classroom participation (64 percent), and quality of homework completion (63 percent).

21st Century Community Learning Centers Program: Alabama 2016-2017 Evaluation Report

A 2018 evaluation of Alabama’s 21^st Century Community Learning Center (21^st CCLC) programs by the Truman Pierce Institute found that students regularly participating in programs with room for improvement saw academic and behavioral gains. Based on teacher surveys, an overwhelming majority of regular program attendees in need of improvement improved their overall academic performance (81 percent), participation in class (81 percent), attentiveness in class (76 percent), motivation to learn (75 percent), and classroom behavior (71 percent). Additionally, nearly 4 in 10 students regularly participating in the program improved their reading (34 percent) and math (37 percent) grades.

North Dakota 21st Century Community Learning Centers 2017-18 School Year Statewide Evaluation

A 2018 evaluation of North Dakota’s 21^st CCLC programs by Westwood Research & Statistical Services found that an overwhelming majority of teachers reported the programs helped students regularly attending 21^st CCLC programs improve their homework completion and/or class participation (87 percent) and classroom behavior (81 percent). Additionally, more than 4 in 5 parents indicated that the programs helped their child improve their reading skills (84 percent), math skills (83 percent), and attitude toward school (87 percent). A majority of students agreed that the programs helped them with reading (74 percent) and math (69 percent), that they liked school better because of the programs (77 percent) and that they made new friends at the program (83 percent).

Examining the Long-Term Effects of the Horizons National Student Enrichment Program on Student Academic Outcomes

This evaluation of the Horizons National Student Enrichment Program—a multi-year intensive summer learning program with year-round supports—found long-term, positive impacts of participation. When compared to a control group, Horizons students who participated in programming for at least four years had higher school-day attendance rates and lower rates of disciplinary referrals, outperformed the comparison group on math and science elementary assessments, had higher GPAs, and were less likely to repeat a grade during middle and high school.

National Evaluation of Up2Us Coach: Program Year 2016-17

A national evaluation of the Up2Us Coach program by the American Institutes for Research found that youth who participated in the sports-focused youth development program made significant improvement from the beginning of the year to the end of the year in fitness, nutritional habits, and high-impact attributes that contribute to healthy decision-making, including positive identity, situational awareness, discipline, social confidence, and overall well-being. Greatest gains were seen among young people who had the lowest baseline level scores.