Hawaii Statewide Evaluation of the 21st Century Community Learning Centers Program, School Year 2014-2015 Evaluation Report

A statewide evaluation of Hawaii's 21^st Century Community Learning Center (21^st CCLC) programs assessing operations, participation, and student achievement using data from the Annual Performance Reporting (APR) system. This evaluation found improvements in classroom behavior, homework completion and classroom participation, and school day attendance among students regularly participating in Hawaii's 21^st CCLC programs. Additionally, improvements in reading and language arts and math were also found among regular participants.
 

Maine Department of Education 21st Century Community Learning Centers Program, Statewide Evaluation Report: 2015-2016

A statewide evaluation of Maine’s 21^st Century Community Learning Center (21^st CCLC) programs during the 2015-2016 school year examined academic and behavioral outcomes associated with regular participation in the program among students who were designated as low-performing in school. The evaluation found that a majority of regularly attending low-performing students increased both their math and English language arts/literacy test scores. Teacher surveys showed that the majority of regularly participating low-performing students improved in-class behavior from the fall and spring semesters. Student surveys showed that the majority of students learned something new at their 21^st CCLC program and enjoyed attending their program.

21st Century Community Learning Centers Program: Alabama 2015-2016 Evaluation Report

A statewide evaluation of Alabama’s 21st Century Community Learning Center (21st CCLC) programs during the 2015-16 school year examined outcomes related to participants’ academic performance, school engagement, and classroom behavior. The evaluation found that based on grades and teacher surveys, students attending Alabama’s 21st CCLC programs for at least 30 days saw both academic and behavioral improvements. For instance, teachers reported that almost all regularly attending students improved their motivation to learn (96 percent), participation in class (99 percent), attentiveness in class (95 percent), ability to get along with others (97 percent), and classroom behavior (95 percent).  

21st Century Community Learning Centers: 2016-2017 Evaluation (West Virginia)

A statewide evaluation of West Virginia’s 21st Century Community Learning Center (21st CCLC) programs examined positive changes in students’ academic and behavioral outcomes as a result of participation in a 21st CCLC program. Performance on statewide reading and math proficiency exams showed that students who participated in 21st CCLC programs for longer periods of time (120 or more days) experienced higher rates of proficiency in literacy and numeracy skills than nonparticipating students. Students who participated in the 21st CCLC program for 30 or more days had higher rates of

Oklahoma 21st Century Community Learning Centers Statewide Evaluation: 2015-2016 Annual Report

A statewide evaluation of Oklahoma’s 21^st Century Community Learning Center (21^st CCLC) programs examined improvements in academic performance and positive social and emotional competency. Of students who attended 90 or more program days, 60 percent increased to or stayed at the “proficient” or “advanced” levels in statewide reading scores, while 69 percent increased to or stayed at the “proficient” or “advanced” levels in math. The evaluation found that the greater the program attendance, the greater students’ gains in reading proficiency. When surveyed, youth expressed confidence in their academic abilities and social and emotional skills, and parents agreed that participating in afterschool programs helped their children be more successful in school. 

Montana State Evaluation Report: 2015-16 Annual Report

A statewide evaluation of Montana’s 21^st Century Community Learning Center (21^st CCLC) programs examined the impact of 21^st CCLC programs on student academic performance, student behaviors, and positive youth assets. Surveyed teachers reported that 69.3 percent of students regularly attending the program maintained or increased their in-class math grades, while 71.2 percent increased their in-class reading grades. In addition, teachers noticed an increase in the socio-emotional skills of their students, improvements in conflict resolution (64.6 percent) and peer-to-peer relations (62.8 percent).  

Nebraska 21st Century Community Learning Centers: 2015-2016 Annual Report

A statewide evaluation of Nebraska’s 21st Century Community Learning Center (21st CCLC) programs during the 2015-16 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 improved their academic performance, homework completion, participation, behavior, and relationship with their peers. Student and parent surveys also indicated positive experiences in the program.   

Illinois State Board of Education 21st Century Community Learning Centers Program: State-Level Program Evaluation 2015-2016

A statewide evaluation of Illinois’ 21^st CCLC programs during the 2015-16 school year found that based on teacher surveys, a strong majority of students attending a program for 30 days or more saw improvements in their academics, behavior, and engagement in school. For example, teachers reported that regularly participating students made improvements in their academic performance (elementary schoolers- 64 percent, middle/high schoolers- 59 percent), behavior in class (elementary schoolers- 60 percent, middle/high schoolers- 52 percent), motivation to learn (elementary schoolers- 64 percent, middle/high schoolers- 56 percent), and regular school day attendance (elementary schoolers- 57 percent, middle/high schoolers- 50 percent).

Michigan 21st Century Community Learning Centers Evaluation: 2015-2016 Annual Report

A statewide evaluation of Michigan’s 21^st Century Community Learning Center (21^st 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 (48 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 (74 percent). In addition, both students and parents reported overall positive perceptions of program impact on academic learning and behavior.  

Hawaii Statewide Evaluation of the 21st Century Community Learning Centers Program: School Year 2015-16 Evaluation Report

A statewide evaluation of Hawaii’s 21st Century Community Learning Center (21st CCLC) programs during the 2015-16 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. For example, among students who attended the program between 30 and 59 days, between 29 to 76 percent improved turning in their homework on time and participation in class. Of the seven sub-grantees who submitted information, five reported that at least 57 percent of students improved in turning in homework on time and participating in class.