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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 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 statewide evaluation of Nebraska’s 21st Century Community Learning Center (21st CCLC) programs during the 2016-17 school year examined outcomes related to participants’ academic performance, engagement, and behavior. The evaluation found that based on teacher surveys, a majority of students regularly attending the program made improvements in their academic performance, homework completion, participation, behavior, and relationship with their peers. Student and parent surveys also show positive program experiences.
A statewide evaluation of Colorado’s 21st Century Community Learning Center (21st CCLC) programs during the 2016-17 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 (76 percent), class participation (73 percent), motivation to learn (66 percent), classroom attentiveness (66 percent), relationships with their peers (62 percent), homework completion (60 percent), and behavior in class (60 percent). Program directors were also surveyed and they discussed how the program provided a host of supports to students and their families, including creating a safe space for students, which also provided peace of mind for families; provided a place for students to build connections to their peers; and offered classes to family members, such as GED and ESL classes.
A statewide evaluation of North Carolina’s 21st Century Community Learning Center (21st CCLC) programs examined academic performance and behavior of regularly participating students. State achievement test results in reading and math for program participants (grades 4-8) showed year-to-year improvements in test scores that were on par or slightly above the state average. Additionally, based on classroom teacher surveys, an overwhelming majority of students regularly attending 21st CCLC programs made improvements in student performance (86 percent) and behavior (69 percent).
A quasi-experimental study examining high school students participating in EduCare Foundation’s ACE program found higher academic achievement—as measured by the California Assessment of Student Performance and Progress (CAASPP) in English language arts (ELA) and math—among ACE participants compared to matched peers attending general afterschool programs. For example, the mean CAASPP ELA score of high school students participating in the ACE program was 35.7 points higher than the matched control group; a statistically significant difference with a moderate to large effect size. When looking at CAASPP mean math scores, ACE participants scored 30.9 points higher than their matched peers, a statistically significant difference with a moderate effect size.
A statewide evaluation of Hawaii’s 21st Century Community Learning Center (21st CCLC) programs during the 2016-17 school year examined outcomes related to participants’ academic performance, engagement, and behavior. The evaluation found improvements in homework completion, classroom participation, and classroom behavior among students regularly participating in the program based on teacher surveys.
A statewide evaluation of Alaska’s 21st Century Community Learning Center (21st CCLC) programs examined student improvement in academic performance and social and emotional skills. Gains were seen across grade levels and teacher reports indicate that the greater the program attendance, the greater the percentage of students that improved in each category. Teachers reported that 75 percent of students regularly participating in programs improved their overall academic performance and the majority of students demonstrated growth in their social and emotional skills and behavior, such as forming positive relationships with adults (70 percent), working collaboratively with peers (68 percent), and seeking assistance (68 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 (51 percent) and English/language arts (49 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 (73 percent), as well as getting along with other students (75 percent). In addition, both students and parents reported overall positive perceptions of program impact on academic learning and behavior.
A statewide evaluation of Illinois’ 21st Century Community Learning Center (21st CCLC) programs during the 2016-17 school year found that based on teacher surveys, a majority of students attending a program for 30 days or more saw improvements in academics, behavior, and engagement in school. For example, teachers reported that students who were in need of improvement in the following areas improved their academic performance (elementary schoolers- 61 percent, middle/high schoolers- 70 percent), behavior in class (elementary schoolers- 53 percent, middle/high schoolers- 62 percent), motivation to learn (elementary schoolers- 52 percent, middle/high schoolers- 58 percent), and ability to get along with others (elementary schoolers- 57 percent, middle/high schoolers- 66 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