Evaluator: Holton, J., Stacy, S. T., Glueckert, K., Schutzman, C. B., & Turner, S. T., University of Cincinnati Evaluation Services Center.

Evaluation Methods:

The evaluation uses data collected during the 2023-24 school year and summer 2023, including end-of-year reports and 21APR data. End-of-year data were submitted by 21st CCLC grantees through an online survey system, directly to the University of Cincinnati Evaluation Services Center. Meanwhile, 21APR data were obtained from the Ohio Department of Education and Workforce, which were then submitted by grantees through an online data portal. Qualitative data were analyzed using descriptive statistics in SPSS Statistics version 30.0.0.0. Qualitative open-ended responses were coded and summarized for key themes using MAXQDA Analytics Pro v.2024. When possible, quantitative and qualitative findings were triangulated using mixed methods. The evaluation notes limitations related to self-reported data, missing data, and suspected data entry errors. 

Evaluation Type: Non-experimental

Summary of Outcomes:

This evaluation of Ohio’s 21st CCLC programs during the 2023-24 school year found positive outcomes associated with regular program participation, chronic absenteeism, literacy achievement, math achievement, dropout prevention, workforce readiness, and family engagement. Across the core outcomes of chronic absenteeism, literacy achievement, and math achievement, students who regularly participated in 21st CCLC programming demonstrated greater improvements than students who did not regularly participate. 

According to the evaluation, program participation was a central outcome. Fifty-seven percent of students regularly participated in 21st CCLC programs during the school year, meaning attending programs for 90 hours or more. Fifty-seven percent of programs also met Ohio’s regular participation goal, with at least 60% of students attending regularly. Exemplar programs with high participation rates reported that maintaining highly qualified staff, through staff training and building strong youth-adult relationships, encouraged students to attend programming. Some exemplar programs further highlighted the importance of offering programming that celebrates student cultures. 

The evaluation also found improvements in school-day attendance among students who had previously been chronically absent. In total, 2,323 students attending 21st CCLC programs who were chronically absent in 2022-23 demonstrated improved school-day attendance in 2023-24. In the 2023-24 school year, 56% of regularly participating students demonstrated improved school-day attendance, compared to 49% of non-regularly participating students. Exemplar programs further reported that highly engaging enrichment activities, including STEM and physical activity programming, helped motivate students to attend school, because students needed to be present during the school day to participate in afterschool programming. 

The evaluation results were prominent in the areas of academic achievement. A total of 19,171 students participated in literacy enrichment, and 19,256 students participated in math enrichment within their 21st CCLC program. In literacy, 73% of regularly participating students demonstrated any literacy growth, compared to 65% of non-regularly participating students. Similarly, 27% of regular participants improved from “basic” or “limited proficiency level” to “proficient” or above in literacy proficiency, compared to 24% of non-regular participants. In math, 73% of regularly participating students demonstrated any math growth, compared to 63% of non-regularly participating students. Similarly, 22% of regular participants improved to proficient or above in math proficiency, compared to 18% of non-regular participants. 

The evaluation also reported strong outcomes for dropout prevention. In the 2023-24 school year, 24 programs provided dropout-prevention services to 618 students. Among students attempting credits in a graduation-required course, 93% succeeded, and among students eligible to graduate, 92% graduated. 

The evaluation further highlighted remarkable outcomes of workforce readiness. Fifty-two percent of programs provided workforce readiness activities, offering 15,226 hours of programming to support 7,726 participating middle and high school students. These programs most commonly supported 21st century skill development, career and interest exploration, career awareness, college exposure, college and career planning, career-based learning, and dropout recovery support. More than 3 in 5 students participating in workforce development programming agree that they are more aware of their career interests (69%), local and global career opportunities (64%), and their career next steps (64%). 

Finally, statewide surveys showed that both families and program staff perceived family engagement in 21st CCLC programs as positively supporting student goals. Because of the support from program staff, parents report feeling better prepared to support their child’s behavior (87%), learning (87%), and attendance (85%). In addition, almost all programs shared information about the 21st CCLC program with families (99%), provided opportunities for families to connect with staff and with one another (98%), and hosted celebrations and parties (95%).