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A 2019 evaluation of Virginia 's 21st Century Community Learning Centers found that based on teacher-reported outcomes, an overwhelming majority of students improved their academic performance (63 percent), classroom behavior (70 percent), and homework completion and class participation (77 percent). Additionally, students indicated that the programs helped them get better grades, attend class regularly, behave in class, and “prepare for a job or career”. When comparing 21st CCLC students to non-attendees, students receiving special education services in the programs outperformed those not in programs.
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 21st 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).
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 (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.
A statewide evaluation of Idaho 's 21st Century Community Learning Center (21st 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-3rd 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 21st 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 21st CCLC program benefited their child.
A statewide evaluation of Hawaii 's 21st Century Community Learning Center (21st 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.
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).
This evaluation of the STEMLink grant program during the 2016-2017 school year found that students reported greater interest in science, engineering, and technology after participating in the program, with more than 70 percent of students reporting that they were more interested in technology and engineering because of their involvement. Researchers also found that students sought out opportunities to learn more about STEM than they did prior to the program, including reading STEM-related magazines or articles, and that students ' awareness of STEM careers increased, as did their interest in STEM-related postsecondary fields or careers. The study also found that STEMLink programs reported success in areas aligned with providing quality programming, such as providing a positive program climate where students felt safe and enjoyed their experience and providing staff with the professional development supports they need.
A longitudinal analysis of students participating in Utah 's Intergenerational Poverty (IGP) afterschool programs between 2014 and 2017 found significant positive effects of IGP participation on students ' state standardized assessment scores in English language arts (ELA), math, and science. Greater gains were associated with regular IGP attendance. For example, researchers equated every 10 additional days participating in an IGP afterschool program with a .3 increase in their ELA score. Additionally, researchers found that on average, attending an IGP afterschool program for three years “at least tripled the gains” in assessment scores compared to attending the program for one year.
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
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.
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The Afterschool Impacts Database is a project of the Afterschool Alliance.
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Afterschool Impacts Database