Evaluator: Chapa, B., Marlin, D., Sim, G., Werley, N., Wineburg, A., & Wilson, J.

Evaluation Methods:

This evaluation uses data collected in the 2022-2023 school year. Multiple data sources were used, including responses to the Yearly Progress Report (YPR)—a report completed by program staff, information entered in the Wisconsin Department of Public Instruction statewide data collection system for 21st CCLC programs, and statewide surveys of students and parents participating in 21st CCLC programs.

Evaluation Type: Non-experimental

Summary of Outcomes:

This evaluation of Wisconsin 's 21st CCLC programs during the 2022-2023 school year found positive outcomes related to participants' Reading/ELA scores, school-day attendance, engagement, and behavior. Additionally, surveys of students, parents, and teachers found that programs are providing safe, supportive, and engaging environments that meet students ' academic, social, and emotional needs.

Regarding academic performance and school engagement, approximately one-third of participating 4th-8th graders maintained or improved their proficient/advanced status on statewide Reading/ELA and Math assessments (33% and 30%, respectively), and 40% of middle and high school students with a GPA below 3.0 the prior year improved their GPA. Programming has also contributed to better school-day engagement. Of participants with an attendance rate below 90% the previous school year, two-thirds (67%) improved their attendance during the 2022-2023 school year, and two-thirds of participating 1st-5th grade students (67%) improved their overall engagement in learning, according to teacher surveys. Additionally, among 1st through 12th graders attending at least 60 hours of programming, 98% saw a decrease in in-school suspensions compared to the prior school year.

Student surveys indicate Wisconsin's 21st CCLCs are safe and supportive environments that foster academic and life skills. More than 9 in 10 students agreed or strongly agreed that they feel safe in the program (96%), the adults care about them (95%), and there is one adult they can talk to and trust (90%). Eighty-seven percent of students also agreed or strongly agreed that their identity is represented by at least one adult in their afterschool program. Additionally, Wisconsin 's CCLCs are benefiting students academically and socially, with participants reporting that programs have helped them get along better with others (86%), do better in school (81%), and become more of a leader (79%). Students also report that programming is aligned with their interests and opinions, with nearly 9 in 10 agreeing or strongly agreeing that they are able to explore topics of interest to them and that adults care about what they think (85% and 90%, respectively).

Wisconsin's 21st CCLCs are also highly regarded by families and have strengthened family engagement. Regarding impact on their children, families agree or strongly agree that because of programming, their children participate in activities they would not have otherwise had the opportunity to participate in (97%), have improved their confidence in their abilities (96%), and have improved their grades and performed better in school (94%). Additionally, parents overwhelmingly agreed that they feel more welcomed in the school due to program staff and that they have opportunities to be engaged in their child(ren) 's education (96% and 95%, respectively).