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

Evaluation Methods:

This evaluation uses student demographic, school attendance, and outcomes data collected through the EZReports program reporting system and Excel files created by program sites. The evaluation also includes results from student, parent, and teacher surveys. 

Evaluation Type: Non-experimental

Summary of Outcomes:

A statewide evaluation of Michigan’s 21^st CCLC programs— 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 mathematics and English/language arts from fall to spring of the 2017-2018 program year. Across all students regularly participating in programs, 35 percent increased their math grade and 35 percent increased their reading grade. Among students with room for improvement (defined as having a fall GPA below 3.0), 52 percent increased their math grade and 51 percent increased their reading grade. 

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 completing it to the teacher’s satisfaction and participating in class (74 percent) and classroom behavior, which included getting along with other students and behaving well in class (79 percent).

Both students and parents reported positive perceptions of program impact on academic learning and behavior among students with room for academic improvement. 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 (90 percent), math (88 percent), and science and technology (84 percent). Programs also encouraged students to engage in school, with parents reporting that program participation led students to care more about getting good grades (89 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 (89 percent). Students reported that participating in the program made them want to go to college (73 percent) and think that doing well in school was important for a successful career (81 percent), as well as helped them to develop teamwork (62 percent) and leadership skills (56 percent).

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), comprehension of classroom materials (79 percent), and overall grade improvement (76 percent). Students also said that the program helped them improve their attitude about attending school (70 percent).

Students also indicated high levels of program engagement and motivation to participate, with the vast majority of students agreeing that trying hard is very important (88 percent), that they got to do activities that they liked (81 percent), and that these activities challenged them to learn new skills (81 percent). In addition, a strong majority of students agreed that their opinions mattered when decisions were made about the program (70 percent), that they helped decide what kinds of activities were offered (65 percent), and that they were involved in important decisions about the program (61 percent). 

The majorities of both students and parents agreed that participation in the program helped keep students away from drugs and alcohol (students- 69 percent, parents- 85 percent).   

Date Added: September 3, 2019