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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 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 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 2018 evaluation of Alabama’s 21st Century Community Learning Center (21st 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.
A 2018 evaluation of North Dakota’s 21st CCLC programs by Westwood Research & Statistical Services found that an overwhelming majority of teachers reported the programs helped students regularly attending 21st 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).
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.
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.
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
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