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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 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.
A 2024 evaluation of Arkansas’s 21st CCLC programs during the 2022-2023 school year found positive outcomes related to participants’ academic performance, school-day behavior and engagement, life skills development, and satisfaction with program quality. Nearly 7 in 10 students in grades 4–8 demonstrated growth on statewide math and ELA assessments, and more than three-quarters of regularly attending high school students showed GPA improvement, exceeding state objectives. Students who needed to improve attendance or behavior demonstrated gains, with three in four improving school-day attendance and more than 3 in 5 (64%) reducing in-school suspensions. Teachers reported increased engagement among the vast majority of elementary students, while students and caregivers reported high levels of life skills, including self-advocacy and social skills. Students also expressed strong satisfaction with caring staff, fun activities, and opportunities to try new experiences within the programs.
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 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.
A statewide evaluation of Indiana’s 21st Century Community Learning Center (21st CCLC) programs finds that higher levels of participation in the afterschool program is associated with improved academic performance and school-related behaviors. More than 7 in 10 students with high program participation (90+ days) maintained a B or higher in math (73 percent) and English language arts (72 percent), higher than students attending less frequently. Students who attend 21st CCLC programs at high levels also have higher school day attendance and lower suspension rates. In addition, teachers report that a majority of students in need of improvement improved their academic performance (73 percent), class participation (64 percent), and classroom behavior (57 percent).
A longitudinal study of voluntary summer learning programs, led by five school districts located in urban communities across the country, followed students from 3rd to 7th grade and found positive academic gains among the randomly assigned students to the program compared to the control group of their nonparticipating peers. After the first and second summer of program participation, program attendees outperformed control-group students. Statistically significant differences were found in math achievement after the first summer, and math, language arts, and social and emotional skills after the second summer. Researchers followed up on program participants three years after the second summer of program participation and found that while academic gains compared to average gains made in a year were no longer statistically significant, they were still large enough to be meaningful.
This study of 1,364 families followed children from birth through age 15 to examine how early life experiences affect adolescent development. The study found that participation in both early child care and out-of-school time activities during middle childhood were linked to higher reading comprehension and math achievement at age 15, suggesting an additive effect. Additionally, participation in more organized activities in the elementary years was associated with higher vocabulary scores at age 15 and greater social confidence.
A statewide evaluation of Kentucky’s 21st Century Community Learning Center (21st CCLC) programs during the 2018-19 school year found that regular program attendees improved their math and reading/ELA grades from the fall to spring, and a majority reached proficient/distinguished on the Kentucky Performance Rating for Educational Progress (K-PREP). Based on teacher surveys, among those who needed to improve, an overwhelming majority of both elementary and high school students improved in academic performance, class participation, and homework completion. Students also reported benefits of the programs, including helping them complete their homework, get better grades, and challenge them to do their best.
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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