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

A statewide evaluation of Michigan’s 21^st Century Community Learning Center (21^st 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.

Illinois State Board of Education 21st Century Community Learning Centers Program: State-Level Program Evaluation 2016-2017

A statewide evaluation of Illinois’ 21^st Century Community Learning Center (21^st CCLC) programs during the 2016-17 school year found that based on teacher surveys, a majority of students attending a program for 30 days or more saw improvements in academics,  behavior, and engagement in school. For example, teachers reported that students who were in need of improvement in the following areas improved their academic performance (elementary schoolers- 61 percent, middle/high schoolers- 70 percent), behavior in class (elementary schoolers- 53 percent, middle/high schoolers- 62 percent), motivation to learn (elementary schoolers- 52 percent, middle/high schoolers- 58 percent), and ability to get along with others (elementary schoolers- 57 percent, middle/high schoolers- 66 percent).

The Impact of the ACE Program on Academic Achievement 2016-2017

A quasi-experimental study examining high school students participating in EduCare Foundation’s ACE program found higher academic achievement—as measured by the California Assessment of Student Performance and Progress (CAASPP) in English language arts (ELA) and math—among ACE participants compared to matched peers attending general afterschool programs. For example, the mean CAASPP ELA score of high school students participating in the ACE program was 35.7 points higher than the matched control group; a statistically significant difference with a moderate to large effect size. When looking at CAASPP mean math scores, ACE participants scored 30.9 points higher than their matched peers, a statistically significant difference with a moderate effect size.  

21st Century Community Learning Centers Program: Alabama 2015-2016 Evaluation Report

A statewide evaluation of Alabama’s 21st Century Community Learning Center (21st CCLC) programs during the 2015-16 school year examined outcomes related to participants’ academic performance, school engagement, and classroom behavior. The evaluation found that based on grades and teacher surveys, students attending Alabama’s 21st CCLC programs for at least 30 days saw both academic and behavioral improvements. For instance, teachers reported that almost all regularly attending students improved their motivation to learn (96 percent), participation in class (99 percent), attentiveness in class (95 percent), ability to get along with others (97 percent), and classroom behavior (95 percent).  

Afterschool & STEM: System-Building Evaluation 2016

A total of 1,599 students participating in afterschool programs with a STEM focus in grades 4-12 from 11 states completed retrospective self-report surveys measuring STEM-related attitudes and 21^st century skills. Facilitators completed a survey about their experiences leading afterschool STEM, and the programs’ STEM activities were observed and evaluated to establish levels of quality. The evaluation found that students that participated in STEM-focused afterschool programs led to positive changes in students’ attitudes toward science, STEM interest, STEM identity, STEM career interest, career knowledge, 21^st century skills, and critical thinking. Larger effects were seen in students who participated in programs for a minimum of four weeks. Higher quality STEM programs reported more positive gains than lower quality programs.

Maine Department of Education 21st Century Community Learning Centers Program, Statewide Evaluation Report: 2015-2016

A statewide evaluation of Maine’s 21^st Century Community Learning Center (21^st CCLC) programs during the 2015-2016 school year examined academic and behavioral outcomes associated with regular participation in the program among students who were designated as low-performing in school. The evaluation found that a majority of regularly attending low-performing students increased both their math and English language arts/literacy test scores. Teacher surveys showed that the majority of regularly participating low-performing students improved in-class behavior from the fall and spring semesters. Student surveys showed that the majority of students learned something new at their 21^st CCLC program and enjoyed attending their program.

Michigan 21st Century Community Learning Centers Evaluation: 2015-2016 Annual Report

A statewide evaluation of Michigan’s 21^st Century Community Learning Center (21^st 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 (52 percent) and English/language arts (48 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 (74 percent). In addition, both students and parents reported overall positive perceptions of program impact on academic learning and behavior.  

Illinois State Board of Education 21st Century Community Learning Centers Program: State-Level Program Evaluation 2015-2016

A statewide evaluation of Illinois’ 21^st CCLC programs during the 2015-16 school year found that based on teacher surveys, a strong majority of students attending a program for 30 days or more saw improvements in their academics, behavior, and engagement in school. For example, teachers reported that regularly participating students made improvements in their academic performance (elementary schoolers- 64 percent, middle/high schoolers- 59 percent), behavior in class (elementary schoolers- 60 percent, middle/high schoolers- 52 percent), motivation to learn (elementary schoolers- 64 percent, middle/high schoolers- 56 percent), and regular school day attendance (elementary schoolers- 57 percent, middle/high schoolers- 50 percent).

Michigan 21st Century Community Learning Centers Evaluation: 2014-2015 Annual Report

A statewide evaluation of Michigan’s 21^st Century Community Learning Center (21^st CCLC) programs during the 2014-15 program year 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 (49 percent) and English/language arts (50 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.  

21st Century Community Learning Centers Program: Alabama 2014-2015 Evaluation Report

A statewide evaluation of Alabama’s 21st Century Community Learning Center (21st CCLC) programs during the 2014-2015 school year examined outcomes related to participants’ academic performance, attendance, and classroom behavior. The evaluation found that based on grades and teacher surveys, students attending Alabama’s 21st CCLC programs for at least 30 days saw academic gains. For instance, 46 percent of students improved their grade in reading and 42 percent improved their math grade. Additionally, according to teacher surveys, almost all students who regularly attended 21st CCLC programs improved, maintained, or did not need to improve their class participation, homework completion, regular attendance, and motivation to learn. Keywords: Statewide Rural Urban Suburban Title 1 Eligible Academics Attendance & Behavior SEL