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A 2024 evaluation of Wisconsin's 21st CCLC programs during the 2022-2023 school year found positive outcomes related to participants' academic performance, engagement, behavior, and life skills development. Approximately one-third of 4th-8th grade participants improved or maintained their proficient/advanced level on reading and math statewide assessments (33% and 30%, respectively), 40% of middle and high school students with a GPA below 3.0 the prior year improved their GPA, and 67% of 1-12th grade students who were chronically absent the previous school year improved their school-day attendance. Participating students also overwhelmingly reported feeling safe and cared for by program staff and that the program has helped them improve their academic, social, and leadership skills. Likewise, almost all parents agreed that programming benefited students academically and emotionally, while also reporting greater opportunities for engagement in their children 's education due to program staff.
This randomized control trial of the Boston Summer Youth Employment Program (SYEP) finds that youth selected to participate were 4.4 percentage points more likely to graduate on time and 2.5 percentage points less likely to drop out of high school compared to their non-participating peers. Evaluators also conducted a mediation analysis to understand the factors driving these outcomes. The analysis finds that improved daily attendance, reduced chronic absenteeism, gains in GPA, and the development of important foundational skills, such as punctuality and emotional regulation, are potential factors contributing to improved on-time high school graduation rates among SYEP participants.
This evaluation finds that when comparing students who gained admittance through a lottery to StudentU – a comprehensive afterschool and summer program for middle and high school students – to students who were not selected through the lottery, StudentU participants who entered the program with low baseline achievement accumulated more course credits, experienced the greatest gains in GPA, and were significantly less likely to be suspended than their peers who were not accepted through the lottery. The author reports that these outcomes “suggest that comprehensive services provided outside of the regular school may be a particularly effective strategy for improving outcomes of the most disadvantaged students.” Additionally, the author predicts that StudentU participants have an estimated 4 percentage point higher likelihood of graduating from high school than their non-participating peers.
A 2023 evaluation of Montana's 21st CCLC programs during the 2021-22 school year found positive outcomes related to participating students ' academic engagement and behavior, positive relationships, and youth development. Teacher surveys indicated that participating students needing improvement demonstrated increased academic engagement, including participation in class, willingness to try new things, and completion of in-class assignments. Also, results suggest students are building foundational skills through their programs, with most participating students reporting growth in emotional intelligence, problem-solving skills, and the ability to work well with others. Lastly, nearly all school day administrators surveyed reported that they viewed the 21st CCLC program as valuable (100 percent), agreed that their school 's students benefited from participation in the 21st CCLC program (100 percent), and th
This addendum to an earlier evaluation of North Dakota 's 21st CCLC results for the 2021-2022 school year shows statistically significant improvements in participating students ' academic engagement and performance, attendance, and behavior. Compared to non-participants, 21st CCLC participants improved their English language arts test scores, daily attendance, and engagement in learning while also decreasing their suspension rates. This evaluation addendum highlights the in-school impact of 21st CCLC programming in North Dakota.
A 2022 evaluation of Delaware 's 21st CCLC programs found positive impacts related to participants ' academic performance and engagement as well as students ' interpersonal skills and behavior. Students, parents, and staff overwhelmingly agreed that afterschool program participation helped students improve their academic skills, and 9th-12th grade students reported feeling more connected to their school because of their program. The majority of students also reported feeling cared for and safe within their programs while also indicating that their program provides opportunities for them to develop life skills, including college and career readiness. The majority of teachers and parents reported a reduction in students ' behavioral problems as a result of participation in their 21st CCLC program
This study focused on 978 participants who were part of a longitudinal study and followed from ages 15 to 26, finding that how high schoolers spend their time during out-of-school time hours is predictive of substance use in young adulthood. The analysis found that unsupervised out-of-school time with peers during high school was highly related to problematic substance use–such as binge drinking, regular marijuana use, and illicit drug use– in adulthood, while participation in organized activities in high schools, such as arts, academic clubs, and community service, served as a protective function against illicit drug use, reducing the likelihood that these students would engage in drug use at age 26.
This study found that students who participated in the Sacramento 4-H Water Wizards program from 2012-2016 had a better understanding of water science and a heightened awareness of water issues and conservation behavior. Program staff reported a higher level of understanding around content knowledge (different aspects of water science) and teaching pedagogy (teaching science in an inquiry-based way), as well as increased enjoyment of science. Evaluators found that including training sessions, teaching materials, and coaching opportunities throughout the program for staff helped contribute to the program's success, and 80 percent of staff said they would teach the program again.
Nebraska 's 21st CCLC programming resulted in positive outcomes for students despite challenges related to the COVID-19 pandemic. Most students participating in the 21st CCLC programs saw moderate to significant improvement in math (75 percent), science (74 percent), reading (74 percent), and writing (69 percent) from the fall to the spring. Additionally, a majority of students saw improvement in their behavior (61 percent) and ability to get along with other students (56 percent), based on teacher surveys. Many students reported that their programs help them learn new things (81 percent), and parents overwhelmingly agreed that afterschool programs were a benefit to their children.
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The Afterschool Impacts Database is a project of the Afterschool Alliance.
The Afterschool Alliance is a nonprofit public awareness and advocacy organization working to ensure that all children and youth have access to quality afterschool programs.
Afterschool Impacts Database