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This statewide evaluation of Minnesota’s 21st Century Community Learning Center (21st CCLC) programs during the 2016-17 school year finds positive academic and behavioral outcomes associated with participation. For example, 81 percent of participants shared that their program helps them feel good about themselves, and students who were deemed as regular participants in 21st CCLC programming (attended 30 days or more) were 13 percent more likely to be proficient in reading and 10 percent more likely to be proficient in math compared to their peers who attended the program less often.
This statewide evaluation of Mississippi’s 21st Century Community Learning Center (21st CCLC) programs during the 2017-18 school year finds that participants showed significant progress in both school-day behavior and academics based on school-day teacher reports. Parent satisfaction was high both for their children’s outcomes and their own experiences with programming. Additionally, 21st CCLC centers where most of their staff received Mississippi Department of Education (MDE) training saw better student attendance and outcomes compared to centers where most staff were not trained by MDE. Staff were satisfied with their performance, with 95 percent of site directors agreeing or strongly agreeing that they had accomplished their main program objectives during the school year and shared what key successes and challenges they had.
This study found that South Dakota 21st Century Community Learning Center (21st CCLC) programs offered a wide variety of activities for students and were most successful in the areas of program climate—the extent to which they created a safe and supportive environment for students; program management; resources—the ability to acquire adequate program supports such as staff, supplies, and space; and staff capacity and development, including incorporating best practices in positive youth development. Evaluators included case studies of South Dakota 21st CCLC programs that excelled in the areas of family engagement, youth leadership, relationships with school districts, and community partnerships. The study shared areas for improvement moving forward: academic enrichment in social studies and science, youth leadership, and forming partnerships. Lastly, the evaluators outlined common topics raised by 21stKeywords: Statewide Rural Urban Suburban Title 1 Eligible English Language Learners Populations of Color Program Quality
A statewide evaluation of Nebraska’s 21st Century Community Learning Center (21st CCLC) programs during the 2016-17 school year examined outcomes related to participants’ academic performance, engagement, and behavior. The evaluation found that based on teacher surveys, a majority of students regularly attending the program made improvements in their academic performance, homework completion, participation, behavior, and relationship with their peers. Student and parent surveys also show positive program experiences.
A statewide evaluation of Colorado’s 21st Century Community Learning Center (21st CCLC) programs during the 2016-17 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 (76 percent), class participation (73 percent), motivation to learn (66 percent), classroom attentiveness (66 percent), relationships with their peers (62 percent), homework completion (60 percent), and behavior in class (60 percent). Program directors were also surveyed and they discussed how the program provided a host of supports to students and their families, including creating a safe space for students, which also provided peace of mind for families; provided a place for students to build connections to their peers; and offered classes to family members, such as GED and ESL classes.
A statewide evaluation of North Carolina’s 21st Century Community Learning Center (21st CCLC) programs examined academic performance and behavior of regularly participating students. State achievement test results in reading and math for program participants (grades 4-8) showed year-to-year improvements in test scores that were on par or slightly above the state average. Additionally, based on classroom teacher surveys, an overwhelming majority of students regularly attending 21st CCLC programs made improvements in student performance (86 percent) and behavior (69 percent).
A quasi-experimental study examining high school students participating in EduCare Foundation’s ACE program found higher academic achievement—as measured by the California Assessment of Student Performance and Progress (CAASPP) in English language arts (ELA) and math—among ACE participants compared to matched peers attending general afterschool programs. For example, the mean CAASPP ELA score of high school students participating in the ACE program was 35.7 points higher than the matched control group; a statistically significant difference with a moderate to large effect size. When looking at CAASPP mean math scores, ACE participants scored 30.9 points higher than their matched peers, a statistically significant difference with a moderate effect size.
A statewide evaluation of Hawaii’s 21st Century Community Learning Center (21st CCLC) programs during the 2016-17 school year examined outcomes related to participants’ academic performance, engagement, and behavior. The evaluation found improvements in homework completion, classroom participation, and classroom behavior among students regularly participating in the program based on teacher surveys.
A statewide evaluation of Alaska’s 21st Century Community Learning Center (21st CCLC) programs examined student improvement in academic performance and social and emotional skills. Gains were seen across grade levels and teacher reports indicate that the greater the program attendance, the greater the percentage of students that improved in each category. Teachers reported that 75 percent of students regularly participating in programs improved their overall academic performance and the majority of students demonstrated growth in their social and emotional skills and behavior, such as forming positive relationships with adults (70 percent), working collaboratively with peers (68 percent), and seeking assistance (68 percent).
A statewide evaluation of Michigan’s 21st Century Community Learning Center (21st 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 (51 percent) and English/language arts (49 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 (73 percent), as well as getting along with other students (75 percent). In addition, both students and parents reported overall positive perceptions of program impact on academic learning and behavior.
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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