Page 5 of 7
A comprehensive, multiyear evaluation of Higher Achievement, an intensive year-round afterschool program located across the Mid-Atlantic region. The evaluation sought to understand the program’s impact on participants’ academic performance, attitudes and behaviors, and enrollment in competitive high schools. The evaluation uses a randomized control design, comparing students who were selected via lottery to participate in Higher Achievement to students who were not selected through the lottery. Key findings from the evaluation include that, after two years in the program, Higher Achievement students performed better on standardized tests in math problem-solving and reading comprehension when compared to their non-participating peers. Furthermore, program participants were more likely to apply to, be accepted to, attend, and matriculate through private schools and competitive magnet or charter schools than non-participants.
A statewide evaluation of New Hampshire’s 21st CCLC program’s impact on participating students’ academic and social development during the 2011-12 school year. Data was collected using student, teacher, and principal surveys. Key findings of the report include that participation in New Hampshire’s 21st CCLC programs improved students’ academic performance, such as homework completion, math and literacy skills, and class participation, as well as students’ social skills and behavior. Principals surveyed almost unanimously agreed that the 21st CCLC programs enhanced the overall effectiveness of the school at least to some extent. The report also found that an overwhelming percentage of students reported feeling safe in the program.
An evaluation of the Building Educated Leaders for Life (BELL) Summer program, which served 8,756 K-8 students at 66 sites across 8 states during the summer of 2012. The evaluation found that BELL Summer program participants made significant gains in reading and math, gaining an average of 5.8 months of reading skills and 6.7 months of math skills. Students who were struggling the most academically when entering the program saw the largest gains in reading and math skills. An overwhelming majority of teachers and parents surveyed for the evaluation reported that they agreed that students’ participating in the program made gains in their self-efficacy, engagement in school, and behavior.
This statewide longitudinal evaluation examined the After School Education and Safety (ASES) and 21st Century Community Learning Center (21st CCLC) programs, which are designed to unite schools, community-based organizations, cities, and businesses to provide elementary and middle school students academic support in a safe environment. Results from this evaluation, collected using standardized test scores, student surveys, teacher surveys, and administrative data, suggest that students who frequently participated in these afterschool programs made greater academic and physical fitness gains than their non-participating peers. For the purposes of this evaluation, frequent participation was defined as attending the program at least three days per week for elementary students and attending at least two days per week for middle school students.
This short-term longitudinal study examined 719 2nd grade through 8th grade students participating in the Boys and Girls Clubs of Greater Dallas during the 2009-2010 school year. Report card data and attendance information was collected. This analysis found that participation in afterschool programming increased students’ overall GPA and school attendance rates.
This statewide longitudinal evaluation examined the After School Safety and Enrichment for Teens (ASSETs) program, California’s high school component of the state’s 21st Century Community Learning Center (21st CCLC) program. The ASSETs program provides academically enriching activities for high school students after school and helps students pass the California High School Exit Examination (CAHSEE). Results from this evaluation, based on standardized test scores, student surveys, teacher surveys and administrative data, suggest that students participating in the program improved their academic performance, attendance, behavior and physical fitness.
A report on the performance data for the 21st Community Learning Centers (21st CCLC) program operated by Coordinated Child Care of Pinellas, Inc. under two grants from the Florida Department of Education. Program participants at all three middle schools sites were more likely to meet or exceed grade-level standards on the math, English language arts, and science Florida Comprehensive Assessment Test (FCAT) than students in the middle schools overall. Additionally, the report looked at the program’s impact on health and physical fitness, finding that an overwhelming majority of students participating in the program maintained a healthy Body Mass Index (BMI) or showed improvement in their BMI scores throughout the academic year, as well as were able to successfully identify the healthier foods.
An analysis of 20,000 Los Angeles Unified School District (LAUSD) middle school students who were enrolled in schools that offered the Los Angeles’ Better Educated Students for Tomorrow (LA’s BEST) program, comparing students who participated in LA’s BEST in elementary school to students who did not participate. Based on the results of this quasi-experimental study, the more a student participated in LA’s BEST, the better their academic outcomes were in middle school. At 50 days, gains were shown in general math; at 80 days, gains were shown in algebra, science, and history; at 140 days gains were shown in language arts.
An external analysis of student test scores, attendance and assessment records in 39 THINK Together afterschool sites in the Santa Ana Unified School District. The evaluation found that participating in the program had a positive impact on students’ math and reading skills, as measured through THINK Together assessments, as well as on students’ perceived math efficacy. It also found that frequent participation in the program had a positive effect on academics, where those students with higher levels of participation in the program saw greater gains on their California Standardized Test (CST) scores in reading and math and their California English Language Development Test (CELDT) scores compared to students who did not participate in the program.
A meta-analysis by the Collaborative for Academic, Social and Emotional Learning (CASEL) that examined 75 studies of 68 afterschool programs. The meta-analysis evaluated the impact of afterschool programs on participants’ personal and social skills, as well as academic achievement. A key finding of the evaluation is the positive impact high-quality afterschool programs have on students, where students showed improved behavior and performed better academically than students who did not participate in a program.