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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 New Jersey 's 21st Century Community Learning Center (21st CCLC) programs during the 2015-16 school year found statistically significant positive impacts in math achievement and reduced school day truancy incidents and grade retention among students who regularly participated in the programs. Program staff also reported positive perceptions of the ability of 21st CCLC programming to connect with the school day, as well as promote youth engagement and decision-making.
A statewide evaluation of Nevada 's 21st Century Community Learning Center (21st CCLC) programs—based on student grades and teacher surveys—demonstrates improvements in academic performance and behavior among regular program participants (attending 30 days or more). Approximately 3 out of 4 regularly attending students with room for improvement improved their overall academic performance (76.5 percent), while a strong majority of students with room for improvement made behavioral gains in areas such as classroom participation (72.8 percent), completing homework to the teacher 's satisfaction (69.1 percent), motivation to learn at school (68.4 percent), and classroom attentiveness (67.9 percent). Students and parents also expressed high satisfaction with 21st CCLC programs.
A statewide evaluation of Connecticut 's 21st Century Community Learning Center (21st CCLC) programs during the 2015-16 program year found that, according to site coordinator surveys, students attending a program for at least 30 days (regular attendees) experienced high levels of program engagement. Regular program participants also showed high rates of regular school day attendance (94.6 percent) and low rates of disciplinary infractions (10.8 percent).
A statewide evaluation of West Virginia 's 21st Century Community Learning Center (21st CCLC) programs–based on exam scores and teacher surveys–found that students attending a program for at least 30 days (regular attendees) experienced academic and behavioral improvements. The overwhelming majority of program participants either stayed the same or improved their performance level from the previous year on statewide exams in reading (elementary- 82 percent, middle school- 82.2 percent, high school- 83.5 percent) and math (elementary- 81.1 percent, middle school- 85.9 percent, high school- 83.1 percent). Teachers also reported improvements in students ' homework completion and class participation (69.1 percent) and overall behavior in the classroom (59.6 percent).
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.
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 (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.
A statewide evaluation of Illinois ' 21st 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).
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.
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 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).
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Afterschool Impacts Database