A project of the Afterschool Alliance.

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

Year Published: 2018

A statewide evaluation of 21st CCLC programs in Arkansas using student, parent, and staff surveys, as well as annual performance reports, found that programs provided an environment where students felt that they were supported academically and were able to develop positive social and emotional skills. Additionally, among students who participated in 21st CCLC programs between 30-59 days, a majority either increased to or remained in the “Proficient” or “Advanced” category for the state assessment in English language and literacy (74 percent) and math (62 percent). 

Program Name: Arkansas 21st Century Community Learning Centers

Program Description:

Arkansas’ 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, 51 grantees operated 91 sites. 

Scope of the Evaluation: Statewide

Program Type: Summer, Afterschool

Location: Arkansas

Community Type: Rural, Urban, Suburban

Grade level: Elementary School, Middle School, High School

Program Demographics:

All schools served by Arkansas’ 21st CCLC programs are Title I eligible, meaning more than 40 percent of students qualify for Free and Reduced Price Lunch. Of students in grades 4 through 12 who answered the youth survey, 39 percent indicated that they were White, 42 percent were African American, 12 percent were Hispanic, 5 percent were Native American, 4 percent were Asian, and 6 percent answered “other race/ethnicity.”  

Program Website: http://www.arkansased.gov/divisions/public-school-accountability/federal-programs/21st-century-community-learning-centers

Evaluator: Roy, L. & Peck, S. The David P. Weikart Center for Youth Program Quality, Forum for Youth Investment.

Evaluation Methods:

This evaluation conducted surveys of students (grades 4-12), parents of participating students, and 21st CCLC program staff including program directors, site coordinators, and frontline staff. The evaluation applied a “Leading Indicators” framework made up of composites from 31 scale scores drawn from surveys and observational measures of program quality. The indicators are aligned with afterschool program organization, instruction, external relationships, youth skills, and family satisfaction. Annual Performance Reports were also collected and evaluated to assess students’ program attendance and progress on academic achievement. 

Evaluation Type: Non-experimental

Summary of Outcomes:

The evaluation of Arkansas’ 21st CCLC programs during the 2016-17 school year examined improvements in academic performance and social and emotional competency for regular program participants (students attending 30 or more days during a program year).

Improvements in academic achievement were assessed by comparing reading and math state assessment scores of students (grades 3 through 10) who regularly attended 21st CCLC programs and had proficiency data from both the 2015-16 and 2016-17 program years. Of those who participated in 21st CCLC programs between 30-59 days, 74 percent increased to or remained in the “Proficient” or “Advanced” categories for the end-of-year state summative assessment in English language and literacy, and 21 percent of students improved from the “Unsatisfactory” or “Limited Knowledge” category to “Proficient” or “Advanced”. For students that attended a program for 90 or more days, 27 percent increased to the “Proficient” or “Advanced” levels in reading from the “Unsatisfactory” or “Limited Knowledge” levels. 

For math scores on the state assessment, 62 percent of students who participated in 21st CCLC programs between 30-59 days increased to or remained in the “Proficient” or “Advanced”, with 17 percent of students demonstrating an increase to “Proficient” or “Advanced” from the “Unsatisfactory” or “Limited Knowledge” category on state benchmark tests. For students that attended a program for 90 or more days, 24 percent increased to the “Proficient” or “Advanced” levels from the “Unsatisfactory” or “Limited Knowledge” levels in math.

Surveyed program participants expressed confidence in their academic abilities and social and emotional skills. Based on a 1 to 5 scale (1=Almost never true, 5=Almost always true), students reported that they are able to complete their homework at the afterschool program (3.78) and learn things in the program that help them in school (3.71). Students also feel that they are capable of making friends (4.24) and that they work well with their peers (3.98). In terms of youth engagement, students reported that they feel like they belong at the program (3.82), are interested in what they do (3.74), feel that they matter at the program (3.73), try to do things that they have never done before at the program (3.62), and are challenged in a good way (3.60). Overall, students reported feeling competent in their social and emotional competencies (4.00)

Surveyed parents agreed that participating in afterschool programs has helped their children be more successful in school (4.46), develop better work habits (4.08), and develop confidence in reading/English (4.04), science/technology (4.01), and math (4.00). They also strongly agreed that their children were having a positive experience in the program (4.60), that the afterschool program reliable (4.61), that they did not have to worry about their child when at the afterschool program (4.46), and the program has helped their family get to know the school and school day teachers better (3.92).

Surveyed project directors and site coordinators also indicated that the majority of middle and high school youth had a role in program governance. Based on a 1 to 5 scale (1=Almost none, 5=Almost all), project directors and site coordinators reported that over half of youth had opportunities to start their own projects, initiatives, or enterprises (3.87), and were involved in selecting the content and purposes of their activities (3.80).

Date Added: August 28, 2019