A project of the Afterschool Alliance.

Michigan 21st Century Community Learning Centers Evaluation: 2016-2017 Annual Report

Year Published: 2018

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.

Program Name: Michigan 21st Century Community Learning Centers

Program Description:

Michigan’s 21st Century Community Learning Center program, which is federally-funded through the 21st CCLC Initiative, provides academic enrichment opportunities for children at high-poverty and low-performing schools. During the 2016-17 program year, 35 grantees operated 278 sites, serving 24,776 youth.   

Scope of the Evaluation: Statewide

Program Type: Afterschool

Location: Michigan

Community Type: Rural, Urban, Suburban

Grade level: Elementary School, Middle School, High School

Program Demographics:

All schools served by Michigan’s 21st CCLC programs are Title I eligible, meaning more than 40 percent of students qualify for Free and Reduced Price Lunch. In the 2016-17 program year, 88 percent of students were eligible for Free or Reduced Price Lunch. Regarding race and ethnicity, 43 percent of students identified as Black or African American, 24 percent as White, 15 percent as Hispanic or Latino, 7 percent as Arab or Middle Eastern, and 11 percent as “some other group.” 

Program Website: https://www.michigan.gov/mde/0,4615,7-140-63533_71669---,00.html

Evaluator: Wu, H.J. & Van Egeren, L.A. University Outreach and Engagement at Michigan State University.

Evaluation Methods:

This evaluation uses student demographic school attendance and outcome data from the Michigan Center for Educational Performance and Information (CEPI). The evaluation also includes results from student, parent, and teacher surveys. 

Evaluation Type: Non-experimental

Summary of Outcomes:

A statewide evaluation of Michigan’s 21st CCLC programs during the 2016-17 program year— based on grades and surveys of teachers, students, and parents—showed that 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.

The evaluation showed student improvement (defined as at least a ½ grade increase) in math and English/language arts from fall to spring of the 2016-17 program year. Across all students regularly participating in programs, 36 percent increased their math grade and 34 percent increased their reading grade. Among students with room for improvement (defined as having a fall GPA below 3.0), 51 percent increased their math grade and 49 percent increased their reading grade. Among students surveyed with room for improvement in academics, approximately 2 in 3 said that participation in the program helped them in reading and writing (70 percent), math (70 percent), and science and technology (65 percent).

Teachers surveyed reported student improvement (for those who had room for improvement) in classroom performance. Among students regularly participating in programs, teachers saw progress in behaviors such as turning in homework on time and participating in class (73 percent) and getting along with other students (75 percent).

Both students and parents reported positive perceptions of program impact on academic learning and behavior. The vast majority of parents who completed the end-of-year survey indicated that the program was helpful for their child in the academic areas of reading and writing (90 percent), math (89 percent), and science and technology (85 percent). Programs also encouraged students to engage in school, with parents reporting that program participation led their child to care more about getting good grades (88 percent), look forward to going to school (89 percent), and think that doing well in school would help them to have a good life as an adult (90 percent).

Most surveyed students (grades 4-12) expressed a high degree of satisfaction with the academic support they received in terms of homework completion (89 percent), fun learning methods (81 percent), helping comprehend classroom materials (79 percent), and overall grade improvement (77 percent). Students also said that the program helped them improve their attitude about attending school (71 percent).

Students also indicated high levels of program engagement, agreeing that they got to do activities that they liked (81 percent) and that challenged them to learn new skills (81 percent). In addition, about two-thirds of students agreed that their opinions mattered when decisions were made about the program (69 percent) and that they helped decide what kinds of activities were offered (64 percent).

Strong majorities of both students and parents agreed that participation in the program helped keep students away from drugs and alcohol (students- 69 percent, parents- 87 percent).