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The Impact of Afterschool STEM: STEM 3D

Year Published: 2016

STEM 3D: Integrating Science Afterschool, a project of The Franklin Institute, engages underserved youth and families in year-round STEM learning and career awareness through a combination of afterschool, home and community activities. 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.

Learning from Summer: Effects of Voluntary Summer Learning Programs on Low-Income Urban Youth

Year Published: 2016

A randomized controlled study following 5,000 low-income, predominantly African-American and Hispanic students from third to seventh grade in five urban school districts located in Boston, MA; Dallas, TX; Duval County, FL; Pittsburgh, PA and Rochester, NY, assessing the impacts of no-cost, voluntary summer learning programs on academic performance and social and emotional skills. Students who had high attendance in the summer programming saw significant near term benefits (gains in the fall after the summer program) and long-term benefits (gains seen through the following spring after the summer program) in math after summer programming in 2013 and 2014, near and long-term benefits in language arts after summer 2014, and positive benefits to their social and emotional skills after summer 2014.

The Impact of Afterschool STEM: Science Club

Year Published: 2016

Science Club is a partnership between Northwestern University and the Boys & Girls Club of Chicago, utilizing long-term mentoring relationships to engage low-income urban youth in science. 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.

Baltimore Community Schools: Promise & Progress

Year Published: 2016

This evaluation found that during the 2014-15 school year, students participating in Baltimore Community Schools’ out-of-school time programs saw improvements in their school day attendance and a significant decrease in being chronically absent from school. However, no effect was found on students’ reading or math Partnership Assessment of Readiness for College and Career (PARCC) scores.

Evaluation of Young Audiences of Maryland, 2016 Summer Arts and Learning Academies Program Goals

Year Published: 2016

This evaluation examines if during the summer of 2016, the Young Audiences Summer Arts and Learning Academy’s (YA Academy) program goals were met in the following areas: program attendance, improvement in math and writing skills, growth in social-emotional development, student enjoyment of the program, and parent satisfaction. Students who had high levels of participation in YA Academy saw gains in their math and writing skills and knowledge, as well as improvements in their social-emotional growth. Overall, this evaluation found that YA Academy was able to meet the majority of the goals they had set for summer 2016, meeting or exceeding their goals set for academic achievement in math and writing, students’ social-emotional growth, and parent satisfaction with the program.

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: SHINE After School Program

Year Published: 2016

SHINE (Schools & Homes in Education) is a comprehensive afterschool program that provides academic and social support to youth in a primarily rural region of Pennsylvania. SHINE offers STEM throughout the grades, with the intention of building a STEM pipeline from kindergarten to career. 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: Techbridge After-School

Year Published: 2016

Techbridge offers afterschool and summer programs with hands-on projects and career exploration to inspire girls in STEM. 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: Science Minors Clubs

Year Published: 2016

Science Minors Clubs is an outreach initiative of the Museum of Science and Industry aimed at increasing interest in science in underserved neighborhoods by engaging students in places where they already spend their time after school, such as community-based organizations and schools. 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: 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.

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