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Hawaii Statewide Evaluation of the 21st Century Community Learning Centers Program: School Year 2017-18 Evaluation Report

Year Published: 2019

A statewide evaluation of Hawaii’s 21st Century Community Learning Center (21st CCLC) programs during the 2017-18 school year examined outcomes related to participants’ educational, social, and behavioral developments. Based on teacher reports, among students who participated in the program 30 days or more, 82 percent improved turning in the homework on time and classroom participation and 79 percent improved their behavior in class. Of the sub-grantees reporting on academic improvement, 69 percent of students regularly attending the program showed improvements in English and 72 percent saw gains in math based on teacher surveys. 

Michigan 21st Century Community Learning Centers Evaluation: 2017-2018 Annual Report

Year Published: 2019

A statewide evaluation of Michigan’s 21st Century Community Learning Center (21st 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 (51 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 (74 percent), as well as getting along with other students (79 percent). In addition, both students and parents reported overall positive perceptions of program impact on academic learning and behavior.  

Idaho State Department of Education 21st CCLC Statewide Program Evaluation 2017-2018

Year Published: 2019

A statewide evaluation of Idaho’s 21st Century Community Learning Center (21st CCLC) programs found that, based on state assessment data, students attending a program for at least 30 days (regular attendees) saw improvements in their academic performance. 39.4 percent of regular program participants who had pre-and post-test scores improved from “not proficient” to “meets or exceeds proficiency” on the Idaho Reading Indicator (IRI) test for K-3rd graders, 13.5 percent improved on the Idaho Standards Achievement Test (ISAT) English/Language arts test, and 5 percent improved on the ISAT in math. Surveyed parents and students also expressed high satisfaction with 21st CCLC programming. For example, 82 percent of students surveyed agreed that they felt safe in the program and 91 percent of parents surveyed agreed that the 21st CCLC program benefited their child. 

21st Century Community Learning Centers 2017-2018 Program Year Statewide Evaluation (Colorado)

Year Published: 2019

A statewide evaluation of Colorado’s 21st Century Community Learning Center (21st CCLC) programs during the 2017-18 school year found positive gains related to student participants’ academic performance, engagement in school, and school-day behavior. Teachers reported that among students regularly attending the program and who were in need of improvement, a strong majority improved their academic performance (71 percent), class participation (68 percent), motivation to learn (67 percent), relationships with peers (63 percent), classroom attentiveness (62 percent), homework completion (55 percent), and behavior in class (54 percent). Subgrantees were also surveyed and reported progress in meeting or exceeding their performance measure in enrichment (57 percent), STEM (61 percent), health and wellness (53 percent), and attendance (60 percent). 

Indiana 21st Century Community Learning Centers Statewide Evaluation Report: 2017 & 2018

Year Published: 2019

A statewide evaluation of Indiana’s 21st Century Community Learning Center (21st CCLC) programs uses comparative analysis to show that high-participating program participants are more likely to experience gains in academic performance and behavior when compared to students who participate in 21st CCLC programs less frequently. During the 2017-2018 program year, a higher percentage of participants who attended the program for 90+ days passed the English/language arts (52 percent), math (48 percent), and science (41 percent) state standardized tests compared to those attending less frequently. Teachers also reported that more than 6 out of 10 students attending 60 or more days and identified as needing to improve in the following respects, improved their academic performance (68 percent), classroom participation (64 percent), and quality of homework completion (63 percent).

Alaska 21st Century Community Learning Centers Statewide Evaluation Report: Fiscal Year 2017

Year Published: 2018

A statewide evaluation of Alaska’s 21st Century Community Learning Center (21st CCLC) programs examined student improvement in academic performance and social and emotional skills. Gains were seen across grade levels and teacher reports indicate that the greater the program attendance, the greater the percentage of students that improved in each category. Teachers reported that 75 percent of students regularly participating in programs improved their overall academic performance and the majority of students demonstrated growth in their social and emotional skills and behavior, such as forming positive relationships with adults (70 percent), working collaboratively with peers (68 percent), and seeking assistance (68 percent). 

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

Year Published: 2018

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

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

Year Published: 2018

A statewide evaluation of Nebraska’s 21st Century Community Learning Center (21st CCLC) programs during the 2016-17 school year examined outcomes related to participants’ academic performance, engagement, and behavior. The evaluation found that based on teacher surveys, a majority of students regularly attending the program made improvements in their academic performance, homework completion, participation, behavior, and relationship with their peers. Student and parent surveys also show positive program experiences. 

Iowa 21st Century Community Learning Centers State Evaluation of Afterschool Programs 2017

Year Published: 2018

A statewide evaluation of Iowa’s 21st Century Community Learning Center (21st CCLC) programs examined student behavior as well as academic gains in reading and math. On average, 43 percent of regular program participants identified as needing improvement showed improvements in reading and 37 percent improved in math. In addition, 83 percent of students improved their behavior and 81 percent improved their homework completion and class participation.

Hawaii Statewide Evaluation of the 21st Century Community Learning Centers Program: School Year 2016-17 Evaluation Report

Year Published: 2018

A statewide evaluation of Hawaii’s 21st Century Community Learning Center (21st CCLC) programs during the 2016-17 school year examined outcomes related to participants’ academic performance, engagement, and behavior. The evaluation found improvements in homework completion, classroom participation, and classroom behavior among students regularly participating in the program based on teacher surveys.  

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