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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.
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.
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.
An evaluation of the Building Educated Leaders for Life (BELL) Summer program, which served 8,756 K-8 students at 66 sites across 8 states during the summer of 2012. The evaluation found that BELL Summer program participants made significant gains in reading and math, gaining an average of 5.8 months of reading skills and 6.7 months of math skills. Students who were struggling the most academically when entering the program saw the largest gains in reading and math skills. An overwhelming majority of teachers and parents surveyed for the evaluation reported that they agreed that students’ participating in the program made gains in their self-efficacy, engagement in school, and behavior.
A meta-analysis by the Collaborative for Academic, Social and Emotional Learning (CASEL) that examined 75 studies of 68 afterschool programs. The meta-analysis evaluated the impact of afterschool programs on participants’ personal and social skills, as well as academic achievement. A key finding of the evaluation is the positive impact high-quality afterschool programs have on students, where students showed improved behavior and performed better academically than students who did not participate in a program.
A 30-month longitudinal evaluation of 322 Boys & Girls Club members from 10 Clubs across the country, beginning in seventh and eighth grade. Student survey responses indicated that participants who attended the program more often had increased academic confidence, community service involvement, integrity, and academic confidence, and decreased school absence rates, aggression,and police interactions.
An evaluation of high-quality afterschool programs serving low-income elementary and middle school students across diverse community types in eight states. Data collected through standardized test scores, as well as teacher and student surveys indicates regular participation in high-quality afterschool programs provide low-income youth significant gains in math test scores and work habits and reductions in behavioral problems.
A meta-analysis of 35 evaluations examining the academic impact of out-of-school time (OST) programs, specifically programs serving students at risk for school failure, a population that includes students who were not performing well academically in school or students who had characteristics associated with dropping out of school. The meta-analysis found that programs have a statistically significant positive impact on both the reading and math achievement of students participating in the program.
This study of 1,755 working parents of school-age children at one of three Fortune 100 companies focused on assessing parental stress. Based on parents surveyed, the study estimates that approximately 50 million parents are potentially over-stressed by parental concern about afterschool time (PCAST)—which is when parents are worried about what their children are doing during the hours after school—and are likely to bring their concerns to the office. The study found that parental worries about what their children are doing after school makes mothers and fathers less productive at work and contributes to employee stress, costing businesses between $50 billion and $300 billion annually in lost productivity.