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A statewide evaluation of Maine’s 21st Century Community Learning Center (21st 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 21st CCLC program and enjoyed attending their program.
A statewide evaluation of Hawaii's 21st Century Community Learning Center (21st 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 21st CCLC programs. Additionally, improvements in reading and language arts and math were also found among regular participants.
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.
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.
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.
An evaluation of 21st Century Community Learning Centers (21st CCLC) programs in Pennsylvania using federally reported 21APR data (where APR stands for “Annual Performance Report” and the 21APR system collects information on 21st 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.
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.
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.
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.
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.