External Evaluation of Delaware’s Twenty-First Century Community Learning Centers: Final Report

A statewide evaluation of Delaware’s 21st Century Learning Center (21st CCLC) programs during the 2011-2012 and 2012-2013 school years looked at changes in academic achievement in reading and math, and examined the overall quality of programs and activities offered to students. During both program years, the majority of regularly attending program participants maintained or improved their grades in both reading and math (2011-2012: 82.9 percent in reading and 81.6 percent in math; 2012-2013: 82.7 percent in reading and 83.5 percent in math). In addition, program and school staff unanimously agreed that the programs offer support for the growth of students, and almost all perceived their students as interested and engaged in program activities.  

Idaho 21st Century Community Learning Centers: Data Summary Report 2013-2014

A statewide evaluation of Idaho’s 21^st Century Community Learning Center (21^st CCLC) programs found that based on teacher surveys, students attending a program for at least 30 days (regular attendees) experienced improvements in their academic performance, behavior, and engagement in school. Teachers reported student growth in areas such as quality of homework (77.1 percent), class participation (72.5 percent), motivation to learn (64.9 percent), and classroom behavior (62.8 percent).   

South Carolina Twenty-First Century Community Learning Centers 2012-2013 Quantitative Evaluation Report

A statewide evaluation of South Carolina’s 21st CCLC programs during the 2012-13 school year, using data from the Grantee Evaluation Management System, the South Carolina Department of Education information systems, and teacher surveys. The evaluation found that students who participated in the program improved their academic performance, behavior, and school day attendance.

Staying On Track: Testing Higher Achievement’s Long-Term Impact on Academic Outcomes and High School Choice

A comprehensive, multiyear evaluation of Higher Achievement, an intensive year-round afterschool program located across the Mid-Atlantic region. The evaluation sought to understand the program’s impact on participants’ academic performance, attitudes and behaviors, and enrollment in competitive high schools. The evaluation uses a randomized control design, comparing students who were selected via lottery to participate in Higher Achievement to students who were not selected through the lottery. Key findings from the evaluation include that, after two years in the program, Higher Achievement students performed better on standardized tests in math problem-solving and reading comprehension when compared to their non-participating peers. Furthermore, program participants were more likely to apply to, be accepted to, attend, and matriculate through private schools and competitive magnet or charter schools than non-participants.

Los Angeles Unified School District’s Beyond the Bell Tutoring Supplemental Educational Services Program

An evaluation that matched participants in the Beyond the Bell program—a comprehensive afterschool program serving close to 180,000 students in more than 600 schools—with the Los Angeles Unified School District’s school population, comparing a variety of demographic characteristics, including gender, ethnicity, grade level, socioeconomic status, and English language learner status. Key findings indicate that participation in the Beyond the Bell program provided students more significant gains in standardized test scores in English language arts and math when compared to students who did not participate in the program.

21st Century Community Learning Centers Final Evaluation Report 2013 (District of Columbia)

This evaluation of the District of Columbia’s 21^st Century Community Learning Centers (21^st CCLC) program examined results from the program between 2007 and 2012 and found that students in the program made academic and behavioral gains. By the fourth year of operation, nearly half of regular program participants who took part in core content enrichment activities improved their grades from fall to spring. Additionally, among participants in need of improvement, by the fourth year of operation, 68 percent showed improvement in homework completion, 63 percent improved attentiveness, and 61 percent improved classroom behavior. 

Evaluation of the New Hampshire 21st Century Community Learning Centers: Findings from the 2011-12 School Year

A statewide evaluation of New Hampshire’s 21st CCLC program’s impact on participating students’ academic and social development during the 2011-12 school year. Data was collected using student, teacher, and principal surveys. Key findings of the report include that participation in New Hampshire’s 21st CCLC programs improved students’ academic performance, such as homework completion, math and literacy skills, and class participation, as well as students’ social skills and behavior. Principals surveyed almost unanimously agreed that the 21st CCLC programs enhanced the overall effectiveness of the school at least to some extent. The report also found that an overwhelming percentage of students reported feeling safe in the program.

Independent Statewide Evaluation of ASES and 21st CCLC After School Programs

This statewide longitudinal evaluation examined the After School Education and Safety (ASES) and 21st Century Community Learning Center (21st CCLC) programs, which are designed to unite schools, community-based organizations, cities, and businesses to provide elementary and middle school students academic support in a safe environment. Results from this evaluation, collected using standardized test scores, student surveys, teacher surveys, and administrative data, suggest that students who frequently participated in these afterschool programs made greater academic and physical fitness gains than their non-participating peers. For the purposes of this evaluation, frequent participation was defined as attending the program at least three days per week for elementary students and attending at least two days per week for middle school students.

Summer Evaluation Report 2012 (Building Educated Leaders for Life)

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.

The Relationship between Intensity and Breadth of After-School Program Participation and Academic Achievement: Evidence from a Short-Term Longitudinal Study

This short-term longitudinal study examined 719 2nd grade through 8th grade students participating in the Boys and Girls Clubs of Greater Dallas during the 2009-2010 school year. Report card data and attendance information was collected. This analysis found that participation in afterschool programming increased students’ overall GPA and school attendance rates.