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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.
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 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 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).
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 statewide evaluation of New Mexico 's 21st Century Community Learning Center (21st CCLC) programs during the 2017-18 program year found that an overwhelming majority of regular program participants (attending 30 days or more) showed improvements in their school behavior. According to teachers surveyed, 91 percent of regular program participants improved in classroom behavior, while 88 percent improved in homework and class participation. Regular program participants also demonstrated academic gains, with roughly half of students (51 percent) earning a below passing grade in math and reading during the first grading period raising their grades before the end of term.
A statewide evaluation of Montana 's 21st Century Community Learning Center (21st CCLC) programs examined the impact of 21st CCLC programs on student academic performance, student behaviors, and positive youth assets. Surveyed teachers reported that almost all (93.3 percent) of program participants maintained or increased their academic performance in math and reading. In addition, teachers noticed an increase in the socio-emotional skills of their students.
A statewide evaluation of Missouri 's 21st Century Community Learning Center (21st CCLC) programs during the 2017-18 school year examined outcomes related to participants ' academic performance, engagement, and behavior. The evaluation found that almost all 21st CCLC sites reported that at least half of their students maintained or improved their reading/communication arts, math, and science grades. Students in the programs also reported strong personal and social skills and a commitment to learning.
A statewide evaluation of Mississippi 's 21st Century Community Learning Center (21st CCLC) programs—based on teacher surveys—found that regular program participants (attending 30 days or more) experienced positive and statistically significant gains in academic performance and behavior. According to teacher surveys, approximately 3 in 4 regular program participants improved their grades in reading (74.8 percent) and math (75.6 percent). In addition, there is a positive and statistically significant correlation between higher levels of program participation and increased rates of student improvement in English language arts and math, as well as in behavior, classroom participation, and homework completion.
A statewide evaluation of Kansas 's 21st Century Community Learning Center (21st CCLC) programs during the 2016-17 program year found that—based on teacher surveys—an overwhelming majority of program participants improved, stayed the same, or did not need to change with regard to their attendance (98 percent), academics (96 percent), homework completion (95 percent), and behavior (90 percent).
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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