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Washington 21st Century Community Learning Centers Program Evaluation: 2012-2013 and 2013-2014

Year Published: 2015

This statewide evaluation of Washington’s 21st CCLC grantees assesses the impact of the program on participating students during the 2012-2013 and 2013-2014 academic school years. Data collected on youth outcomes included reading and math achievement, GPA, school day absences, disciplinary incidents, and surveys of students that examined students’ motivation, engagement, and beliefs. This study found that students who regularly participated in Washington’s 21st CCLC programs saw gains in their math and reading performance and grade point averages, compared with their non-participating peers. A positive impact was also found regarding school day absences and disciplinary incidents, where regular program participants had a lower number of unexcused absences and disciplinary incidents compared to students not participating in the program.

Educare Foundation Afterschool Program Report Card for 2014-2015

Year Published: 2015

An evaluation of participation levels and academic outcomes of 8,849 Los Angeles high school students participating in an afterschool program operated by the EduCare Foundation in 2014-2015. A comparison of EduCare attenders and non-attenders indicates that participants in EduCare After School Programs have higher school day attendance and credit completion rates, and outperform non-participants in California High School Exit Exam (CAHSEE) and California English Language Development Test (CELDT) scores.

Oakland School-Based After School Programs Evaluation: 2014-15 Findings Report

Year Published: 2015

An evaluation of 82 afterschool programs funded by the Oakland School-Based After School Partnership, a collaboration between Oakland Fund for Children and Youth (OFCY) and the Oakland Unified School District’s After School Programs Office (ASPO), that served 16,505 students during the 2014-2015 school year. Site visits and student surveys were used to evaluate the quality of the program and student’s perceptions of the program’s impacts on their academic performance, behavior, health, and readiness for the future. The evaluation found that Oakland afterschool programs are positively impacting their students’ academics, behavior, self-confidence, health and wellness, and readiness for the future.

Activity Types and Frequent Attendance in Michigan 21st Century Community Learning Centers Linked to Improved Academic Performance

Year Published: 2015

An evaluation of more than 16,000 students participating in Michigan’s 21st Century Community Learning Centers (21st CCLC) during the 2013-14 school year. Regular participants saw improvements in their math and reading grades, homework completion, school day behavior, and attendance rates. The evaluation also found that the students’ math grades, teachers’ reports of homework completion and school behavior, students’ attendance and behavior in school, and students’ reports of their commitment to school all saw improvements the more total days they participated in program, starting at a minimum of 20 days.

New Jersey 21st Century Community Learning Centers Year 2 Report 2013-14 Program Year

Year Published: 2015

A statewide evaluation of New Jersey’s 21st Century Community Learning Center (21st CCLC) programs during the 2013-2014 school year examined academic and behavioral outcomes associated with regular participation in the program. The evaluation found statistically significant positive impacts in math achievement and reduced school day truancy incidents among students who regularly participated in the programs. Additionally, the evaluation found significant positive effects in reading achievement among regularly attending 21st CCLC students who were classified as below proficient in reading and significant positive effects in math among students classified as below proficient in math. 

Rhode Island 21st Century Community Learning Center Program Evaluation: Descriptive Report

Year Published: 2014

An evaluation of Rhode Island’s 42 21st CCLC grantees to measure participating students’ perceptions of their programs, including students’ sense of competence and perceived supportive social environment, opportunity for choice and autonomy, and opportunity for leadership and responsibility. Key findings include that students who participated in the program mostly agreed that they had a sense of competence in reading, math, and science, and that they believed that the program helped them in academic and social/personal skill building.

Wisconsin Department of Public Instruction’s 21st Century Community Learning Centers Executive Summary: 2013-2014

Year Published: 2014

A statewide evaluation of Wisconsin’s 220 21st CCLC programs during the 2013-2014 school year. This evaluation focuses on the academic and behavioral outcomes of these programs. Primary teachers were surveyed to collect data on student academic performances, behavior, and engagement in learning. Key findings include that students who participated in Wisconsin’s 21st CCLC program experienced a number of improvements in academic performance, such as completing and turning in homework on time, school day attendance, and behavior, which includes getting along with others and coming to school motivated to learn.

Statewide Implementation and Outcomes: 21st Century Community Learning Centers Programs Indiana 2013-2014

Year Published: 2014

A statewide evaluation of Indiana’s 21st CCLC programs, looking at 75 programs across 218 sites. Key findings of this comparative analysis indicate that high-participating students (participants who attended the program 60 days or more) had higher math and English language arts standardized test scores, as well as better grades in math and English compared to students with lower levels of program participation (attended less than 60 days of programming).

Effects of an Out-of-School Program on Urban High School Youth’s Academic Performance

Year Published: 2014

An evaluation that compares high school students participating in the YMCA High School Youth Institute—a year-round afterschool program serving low-income, culturally diverse, urban high school youth—to a randomly-selected, matched comparison group of non-participating high schoolers. The evaluation found that students who participated in the program had higher GPAs, English language art and math standardized test scores, and attendance rates than students who did not participate in the program.

Fort Worth After School 2013-14 Evaluation Report

Year Published: 2014

An evaluation of 85 Fort Worth Independent School District afterschool programs (FWAS), including 21st CCLC programs. Key findings, which were collected via surveys, standardized test results and site visits, indicate that as participation in FWAS increased school day attendance, raised standardized test scores, and decreased disciplinary referrals. Additionally, students, parents, and teachers felt that participation in FWAS was beneficial to student overall success.

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