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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 21st 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, 21st 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.
The Clubhouse Network provides a creative and safe out-of-school learning environment in which youth from underserved communities work with adult mentors to explore their own ideas, develop new skills and build self-confidence through the use of technology. In this selection of evaluation data spanning 2013 to 2016, participants demonstrated gains along three major categories of youth outcomes—interest in STEM, capacity to engage in STEM, and finding value in STEM.
Girlstart After School is a free, weekly STEM afterschool program designed as an intensive intervention to increase girls’ interest and engagement in STEM through sequential, informal, hands-on and inquiry-based activities in topics across the STEM acronym. In this selection of evaluation data from the 2015-2016 school year, participants demonstrated gains along three major categories of youth outcomes—interest in STEM, capacity to engage in STEM, and finding value in STEM.
SHINE (Schools & Homes in Education) is a comprehensive afterschool program that provides academic and social support to youth in a primarily rural region of Pennsylvania. SHINE offers STEM throughout the grades, with the intention of building a STEM pipeline from kindergarten to career. In this selection of evaluation data from the 2013-2014 school year, participants demonstrated gains along three major categories of youth outcomes—interest in STEM, capacity to engage in STEM, and finding value in STEM.
A statewide evaluation of Missouri’s 21st Century Community Learning Center (21st CCLC) programs during the 2015-16 school year examined outcomes related to participants’ academic performance, engagement, and behavior. The evaluation found that almost all 21st CCLC sites reported that at least half of their students maintained or improved their reading/communication arts, math, and science grades. Additionally, a majority of sites reported that at least 70 percent of their students reported a “medium to high level” of reading efficacy and math efficacy, and 56 percent of sites reported that at least 70 percent of their students reported a “medium to high level of interest and engagement in STEM.” Students in the programs also reported strong personal and social skills and a commitment to learning.
An evaluation of 82 afterschool programs funded by the Oakland School-Based After School Partnership, a collaboration between Oakland Fund for Children and Youth (OFCY) and the Oakland Unified School District’s After School Programs Office (ASPO), that served 16,505 students during the 2014-2015 school year. Site visits and student surveys were used to evaluate the quality of the program and student’s perceptions of the program’s impacts on their academic performance, behavior, health, and readiness for the future. The evaluation found that Oakland afterschool programs are positively impacting their students’ academics, behavior, self-confidence, health and wellness, and readiness for the future.
This comprises the final analysis of an eight-year evaluation of the academic outcomes in high school of former 8th grade participants in the Boston-based Citizen Schools. The study found a number of positive academic outcomes associated with participation in Citizen Schools, as well as positive school day attendance findings. Former Citizen Schools participants were more likely to pass their math and English language arts (ELA) courses, as well as more likely to earn a proficient or advanced rating on their math and ELA Massachusetts Comprehensive Assessment System (MCAS) tests than their non-participating peers. Former participants were also more likely to attend school more often and have a higher rate of on-time graduation than non-participants.
A 10-year retrospective study of the impact of Project Exploration, which has been providing personalized out-of-school time science programs to traditionally under-served middle and high school youth attending Chicago Public Schools since 1999. The study, which surveyed 30 percent of the 259 alumni in their database over the age of 18, found that participants in the program were performing well academically, with 95 percent of Project Exploration participants graduating from high school or on track to graduate, nearly double the overall rate of Chicago Public Schools. The study also found an increased interest in science, technology, engineering, and math (STEM) fields among Project Exploration alumni surveyed.