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

Year Published: 2018

A statewide evaluation of Missouri’s 21st Century Community Learning Center (21st CCLC) programs during the 2017-18 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. Students in the programs also reported strong personal and social skills and a commitment to learning. 

Afterschool & STEM: System-Building Evaluation 2016

Year Published: 2017

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.

Arkansas 21st Century Community Learning Centers Statewide Evaluation, 2014-2015 Annual Report

Year Published: 2016

A statewide evaluation of 21st CCLC programs in Arkansas examining student achievement and social emotional skills and parents’ satisfaction with the program.  The evaluation used student, parent, and staff surveys, as well as annual performance reports and found that programs provided an environment where students felt that they were supported academically and were able to develop positive social and emotional skills and good work habits. Similarly, parent satisfaction with Arkansas’ 21st CCLC programs was high. Parents felt as though their children were safe when they were at the program and felt that their child’s participation in the program encouraged better communication with the schools. Program staff felt as though they related content of the program to school-day academics and that they had effective communication between supervising staff directing student youth workers. Overall, staff at Arkansas 21st CCLC programs came to the program with sufficient training, were trained sufficiently upon start at programs, and stayed at the program for a reasonable time.
 

Girlstart Program Impact Statement: 2015-16

Year Published: 2016

This non-experimental evaluation focused on pre- and post-program survey results distributed to girls enrolled in Girlstart After School and Summer Camp programs throughout Texas. The study evaluated whether program participants showed an increase in confidence, ability, and desire to pursue and accomplish STEM related opportunities and future careers. The survey results for Girlstart’s After School program met or exceeded all goals set by the program prior to the post-program survey, showing a majority of girls interested in STEM, pursuing STEM careers, and feeling more confident in their abilities to complete STEM related tasks. Summer Camp evaluation results showed a similar pattern, however, results were not compared to pre-survey goals. 

The Impact of Afterschool STEM: 4-H Tech Wizards

Year Published: 2016

4-H Tech Wizards is an evidence-based afterschool mentoring program that trains youth on various technologies within a bilingual, bicultural learning environment. In this selection of evaluation data from the 2012-2013 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.

The Impact of Afterschool STEM: Build IT

Year Published: 2016

Build IT is an afterschool and summer curriculum for middle school youth to develop fluency in information technology (IT), interest in mathematics and knowledge of IT careers. In this selection of evaluation data from the 2012-2013 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.

The Impact of Afterschool STEM: The Clubhouse Network

Year Published: 2016

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.

The Impact of Afterschool STEM: East End House

Year Published: 2016

East End House uses a holistic approach to promote the well-being, academic achievement, and lifelong success of youth from under-resourced families. STEM is embedded into its elementary and middle school afterschool program, with the goal to increase excitement and confidence in STEM learning, as well as introduce youth to STEM careers. 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.

The Impact of Afterschool STEM: EVOLUTIONS After School Program

Year Published: 2016

EVOLUTIONS (Evoking Learning and Understanding Through Investigations of the Natural Sciences) is a multi-year afterschool program for high school students at the Yale Peabody Museum of Natural History. In this selection of evaluation data from the 2014-2015 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.

The Impact of Afterschool STEM: Explore the Bay

Year Published: 2016

Save The Bay's mission is to protect and improve the Narragansett Bay, and its afterschool program, Explore The Bay, is one of its education initiatives designed to create young environmental stewards. 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.

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