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A 2026 evaluation of Illinois's 21st CCLCs during FY 2025 found that participating students demonstrated improved classroom behavior and increased academic achievement. Overall, 63% of chronically absent students showed improvements in school day attendance, with rates of improvement increasing with hours of program participation. Likewise, approximately 7 in 10 participants with a prior-year in-school suspension (69%) demonstrated fewer in-school suspensions during the 2024-2025 school year. Teacher surveys found improvements in 1st-5th grade students’ classroom behavior (68%) and homework completion (71%). Additionally, more than half of 7-8th and 10-12
A 2026 quasi-experimental research study using data from the High School Longitudinal Study of 2009 showed that afterschool science club participation significantly increases the likelihood of high school students entering college in STEM fields, even after considering demographic, academic, psychosocial, and school-level factors. The study found that participating students were approximately 40% more likely to plan to pursue a STEM degree than non-participating peers. The study showed how afterschool science learning can foster interest and confidence in post-secondary STEM career pathways for participating students. From Club to College: The Impact of Science Clubs/Groups on High School Students’ Intentions to Pursue a STEM Major
Year Published: 2026
Technovation Girls is a global program that empowers girls from underserved communities to become entrepreneurs and leaders. The program’s 2024 Annual Impact report found positive outcomes related to participants’ self-efficacy and confidence in pursuing STEM fields, as well as long-term impacts on program alumnae, who report increased technical skills, such as programming, and soft skills, like leadership and teamwork. Program volunteers also recognize the positive professional and personal impact the experience has on their lives.
The STEM Greenhouse 2024-2025 Impact Report highlights that the organization served 1,068 students and provided 16,000 learning hours across programs such as STEM Scholars, SAGE, and Sankofa STEM Academy. Strong student outcomes were reported, including 100% of students in Sankofa STEM Academy and STEM Scholars 2.0 expressing interest in attending college. Specifically, Sankofa STEM Academy successfully helped close math gaps, increasing the percentage of 6th-grade students performing at or above the benchmark from 49.1% to 66.7%. The program primarily serves students of color from low-income families.
A 2025 evaluation of the Summer Boost program during summer 2024 found positive, statistically significant academic gains for participating students, particularly in math and English Language Arts (ELA). Compared to non-participating peers, participating students received about five additional weeks of math learning and two additional weeks of ELA learning. Students who attended Summer Boost for two consecutive summers showed about two additional weeks of math learning compared with one-year participants, although this finding was directional and not statistically significant. The evaluation also found promising “sticky” math effects from one year of program participation. High rates of program attendance and smaller class sizes were associated with positive impacts on academic outcomes for participating students.
A 2025 evaluation of Ohio’s 21st CCLC programs during the 2023-24 school year found positive outcomes associated with regular program participation, school-day attendance, literacy achievement, math achievement, dropout prevention, workforce readiness, and family engagement. Regularly participating students demonstrated stronger outcomes than non-regular participants across chronic absenteeism, literacy, and math. Fifty-six percent of regularly participating students who were chronically absent in 2022-23 improved their school-day attendance in 2023-24. In addition, 73% of regularly participating students demonstrated literacy growth, and 73% demonstrated math growth in 2023-24. Lastly, most students participating in dropout prevention programs successfully earned credits (93%) or graduated (92%).
A 2025 evaluation of North Dakota’s 21st CCLC programs during the 2023–2024 school year found positive outcomes related to participants’ school-day attendance, behavior, and family outcomes. Participants are significantly less likely than non-participants to be chronically absent overall (15% vs. 19%), with similar results for Hispanic, Native American, and FRPL-eligible students. While there are no statistically significant differences in English language arts and math assessment scores between participants and non-participants, school leaders and teachers recognize the educational value of programs, including programs’ academic rigor and alignment with school-day content. Surveys from young people, parents, teachers, school leaders, and community partners emphasize the positive social, behavioral, and community impacts of programs, and evaluators highlight the economic value– estimating that programs’ economic impact is up to $33 million.
A 2025 evaluation of Illinois’ 21st CCLC programs during the 2023-2024 school year found positive impacts on student attendance, behavior, engagement, and academic outcomes. Of chronically absent students, 61% improved their attendance, with stronger gains among higher-attending participants, and 40% of students with prior in-school suspensions reduced suspensions. Teacher surveys reported improvements in class participation, homework completion, motivation, attentiveness, behavior, and peer relationships across elementary and middle/high school students. Regarding academic performance, over half of middle/high school students with GPAs below 3.0 demonstrated growth, and a higher percentage of participants made progress on their statewide reading test compared to the previous year.
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.
The New York Academy of Sciences STEM Education 10-Year Report outlines the impact of its pipeline programs, which have reached over 450,000 individuals globally. The core strategy is to use research-based methods and engage scientists as mentors to provide students with inclusive, active learning experiences. The report highlights a significant impact: 50% of participating scientists show increased interest in education careers, and students demonstrate increased self-efficacy and workplace skills. Key outcomes include a 62% increase in students' interest in science and a 78% increase in their understanding of what it means to be a scientist.
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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