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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
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.
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 quasi-experimental study of Girls Inc.—a year-round program located in more than 350 cities for girls ages 5-18 that focuses on healthy living, academic enrichment, and building positive life skills—found that girls who participated in the program reported more positive attitudes and behaviors than a comparison group of girls across the 27 outcomes that were measured in the categories of healthy living, academic engagement and success, and life skills. Girls Inc. participants also had higher math achievement test scores and school-day attendance rates than matched non-participants. By year two of the program, 23 of the 27 outcomes were statistically significant in the positive direction, including outcomes such as school engagement; finding school fun in areas like reading, math, and science; getting excited about science; engaging in physical activity; leadership; positive relationships with adults; and postsecondary readiness.
A 2019 evaluation of Vermont’s 21st Century Community Learning Center (21st CCLC) programs found that the programs have many strengths and aspects in which they improved in their four goal areas: access and equity, quality programming, program leadership, and project sustainability. Further, students participating in programs reported a positive experience. When asked their feelings about the programs, 7 in 10 students reported that they feel like they belong (70 percent) and that they matter (69 percent) in the program. More than half of students responded that they feel challenged in a good way (52 percent) and that the activities are important to them (51 percent).
This study evaluated the effectiveness of the Girls on the Run program and found that participants in the program improved their social and emotional behaviors and health outcomes, including measures of competence, confidence, character, connection, caring, and physical activity. Girls who scored below the preseason average showed the greatest gains, including in areas such as perceived social competence, self-esteem, empathy, and positive connection with their peers.
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.
A national evaluation of the Up2Us Coach program by the American Institutes for Research found that youth who participated in the sports-focused youth development program made significant improvement from the beginning of the year to the end of the year in fitness, nutritional habits, and high-impact attributes that contribute to healthy decision-making, including positive identity, situational awareness, discipline, social confidence, and overall well-being. Greatest gains were seen among young people who had the lowest baseline level scores.
This statewide evaluation of Minnesota’s 21st Century Community Learning Center (21st CCLC) programs during the 2016-17 school year finds positive academic and behavioral outcomes associated with participation. For example, 81 percent of participants shared that their program helps them feel good about themselves, and students who were deemed as regular participants in 21st CCLC programming (attended 30 days or more) were 13 percent more likely to be proficient in reading and 10 percent more likely to be proficient in math compared to their peers who attended the program less often.
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.
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The Afterschool Impacts Database is a project of the Afterschool Alliance.
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Afterschool Impacts Database