Maine Department of Education 21st Century Community Learning Centers Program, Statewide Evaluation Report: 2015-2016

A statewide evaluation of Maine’s 21^st Century Community Learning Center (21^st CCLC) programs during the 2015-2016 school year examined academic and behavioral outcomes associated with regular participation in the program among students who were designated as low-performing in school. The evaluation found that a majority of regularly attending low-performing students increased both their math and English language arts/literacy test scores. Teacher surveys showed that the majority of regularly participating low-performing students improved in-class behavior from the fall and spring semesters. Student surveys showed that the majority of students learned something new at their 21^st CCLC program and enjoyed attending their program.

Hawaii Statewide Evaluation of the 21st Century Community Learning Centers Program, School Year 2014-2015 Evaluation Report

A statewide evaluation of Hawaii's 21^st Century Community Learning Center (21^st CCLC) programs assessing operations, participation, and student achievement using data from the Annual Performance Reporting (APR) system. This evaluation found improvements in classroom behavior, homework completion and classroom participation, and school day attendance among students regularly participating in Hawaii's 21^st CCLC programs. Additionally, improvements in reading and language arts and math were also found among regular participants.
 

Texas 21st Century Community Learning Centers, 2014-2015 Evaluation Report

A statewide evaluation of Texas’ 21st Century Community Learning Center (21st CCLC) programs assessing operations, participation, and student achievement, as well as the relationship between each. Data was collected using student and staff surveys, program observations, and testing results. This evaluation found that students regularly participating in Texas 21st CCLC programs saw gains in their math performance, learning behavior, and persistence, as well as reductions in their school day absences and frequency of disciplinary incidents.

21st Century Community Learning Centers 2014-15 State Evaluation Report

An evaluation of 21^st Century Community Learning Centers (21^st CCLC) programs in Pennsylvania using federally reported 21APR data (where APR stands for “Annual Performance Report” and the 21APR system collects information on 21^st CCLC grantees and centers) and PA Grantee Reports to examine attendance and behavior; academic achievement in reading, math, and credit completion; and student and parent program satisfaction. The evaluation found that among students who regularly attended the program, 44 percent improved their reading grade from fall to spring and 43 percent improved their math grade from fall to spring. Based on teacher reports, 47 percent of regular program attendees improved their in-school behavior, and 56 percent of attendees improved homework outcomes. Overall, parents and students were both overwhelming “very satisfied” with their, or their child’s, experience in the program.

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

A statewide evaluation of 21^st 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’ 21^st 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 21^st 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.
 

The Impact of Afterschool STEM: Girlstart After School

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.

Activity Types and Frequent Attendance in Michigan 21st Century Community Learning Centers Linked to Improved Academic Performance

An evaluation of more than 16,000 students participating in Michigan’s 21st Century Community Learning Centers (21st CCLC) during the 2013-14 school year. Regular participants saw improvements in their math and reading grades, homework completion, school day behavior, and attendance rates. The evaluation also found that the students’ math grades, teachers’ reports of homework completion and school behavior, students’ attendance and behavior in school, and students’ reports of their commitment to school all saw improvements the more total days they participated in program, starting at a minimum of 20 days.

Washington 21st Century Community Learning Centers Program Evaluation: 2012-2013 and 2013-2014

This statewide evaluation of Washington’s 21st CCLC grantees assesses the impact of the program on participating students during the 2012-2013 and 2013-2014 academic school years. Data collected on youth outcomes included reading and math achievement, GPA, school day absences, disciplinary incidents, and surveys of students that examined students’ motivation, engagement, and beliefs. This study found that students who regularly participated in Washington’s 21st CCLC programs saw gains in their math and reading performance and grade point averages, compared with their non-participating peers. A positive impact was also found regarding school day absences and disciplinary incidents, where regular program participants had a lower number of unexcused absences and disciplinary incidents compared to students not participating in the program.

21st Century Community Learning Centers: A Descriptive Evaluation for 2014-2015

A statewide evaluation of West Virginia’s 21^st Century Community Learning Center (21^st CCLC) programs during the 2014-15 school year to examine the program’s impact on participating students’ academics and school day behavior. Key findings of the report include—based on teacher surveys—approximately 3 in 4 students improved their homework completion and participation in class and approximately 7 in 10 improved their academic performance, behavior in class, and engagement in learning. The evaluation also included findings from surveys of program directors to evaluate the successes, challenges, parent participation, and relationships with partners of 21^st CCLC programs. Results from program directors showed that student involvement and high attendance were their greatest successes, and personnel issues was the biggest challenge. Furthermore, programs desired more professional development training—specifically in sustainability and personnel issues, greater parent engagement, and improvements in the 21^st CCLC database collection system.
 

Wisconsin Department of Public Instruction’s 21st Century Community Learning Centers Executive Summary: 2013-2014

A statewide evaluation of Wisconsin’s 220 21st CCLC programs during the 2013-2014 school year. This evaluation focuses on the academic and behavioral outcomes of these programs. Primary teachers were surveyed to collect data on student academic performances, behavior, and engagement in learning. Key findings include that students who participated in Wisconsin’s 21st CCLC program experienced a number of improvements in academic performance, such as completing and turning in homework on time, school day attendance, and behavior, which includes getting along with others and coming to school motivated to learn.