Evaluator: Resendez, M., JEM & R LLC

Evaluation Methods:

This evaluation collects information on the Government Performance and Results Act (GPRA) performance indicators associated with the 21^st CCLC program and required by the Every Student Succeeds Act (ESSA), as well as information to track change in student performance over time. Data evaluated includes program attendance, quality, and activities; parent, teacher, and student surveys; and student academic and behavioral outcomes collected through the Montana Office of Public Instruction Health Enhancement and Safety Division (OPI). Participants who attend a center for 30 days or more are considered to be “regular attendees.” 

Evaluation Type: Non-experimental

Summary of Outcomes:

The evaluation of Montana’s 21^st CCLC programs showed improvement in the academic performance of regular program participants. Surveyed teachers reported that almost all (93.3 percent) of program participants maintained or increased their academic performance in math and reading. Comparing regular participants (students attending the program 30 days or more) to students attending the program less than 30 days, regular participants performed statistically significantly better in math proficiency (39 percent versus 35.9 percent). The majority of regular program participants were also better able to complete homework to their teacher’s satisfaction (67.8 percent), participate in class (70.8 percent), and be more attentive in class (63 percent). With regard to on-time advancement to the next grade level, teachers reported that almost all (96.1 percent) of regular program participants either advanced to the next grade level or graduated. Additionally, 85 percent of students agreed that the program helped them to do better at school.

In addition, teachers noticed an increase in the social and emotional skills and competencies of their students, reporting that the majority of students improved their overall behavior in class (62.9 percent). More specifically, 70.4 percent of students improved on seeking assistance when needed, 75.4 percent improved in personal control, 66.9 percent of students demonstrated improvements in conflict resolution, and 69.1 percent improved in peer-to-peer relations.

Overall, classroom teachers perceived 21^st CCLC programs as valuable. The vast majority of teachers reported that 21^st CCLC programs are good for students (96.9 percent), and both teachers and school administrator reported that programs support student academic success (teachers- 92.7 percent, school administrators- 96.1 percent) and would recommend their program to other school principals (teachers- 95.3 percent, school administrators- 100 percent).

*It is important to note that the statewide response rate for teacher surveys was 31 percent and findings may not be an accurate representation of all 21^st CCLC programs in Montana.  

Surveyed students and parents also expressed positive perceptions of 21^st CCLC programs. The vast majority of students reported feeling supported by staff (87.5 percent), feeling safe (85.9 percent), and feeling a sense of belonging (75.4 percent) in their program. 76.6 percent of students also agreed that they liked their afterschool program. Almost all parents (97.5 percent) reported satisfaction with 21^st CCLC programming, which included agreeing that their children benefit from afterschool (96.6 percent) and programs meet the individual needs of their children (96.5 percent).

With regard to college and career readiness, over half of high school program participants reported that they were given opportunities for career exploration (60.2 percent) and that 21^st CCLC programs have “opened up job or career opportunities” (53.1 percent). Among middle and high school participants surveyed, 3 in 4 agreed that the program helped them to “prepare a plan for the future after graduation” (75.1 percent) and identify their “dreams for the future” (75.2 percent).  

Date Added: September 3, 2019