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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.
An evaluation of participation levels and academic outcomes of 8,849 Los Angeles high school students participating in an afterschool program operated by the EduCare Foundation in 2014-2015. A comparison of EduCare attenders and non-attenders indicates that participants in EduCare After School Programs have higher school day attendance and credit completion rates, and outperform non-participants in California High School Exit Exam (CAHSEE) and California English Language Development Test (CELDT) scores.
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.
An evaluation of 82 afterschool programs funded by the Oakland School-Based After School Partnership, a collaboration between Oakland Fund for Children and Youth (OFCY) and the Oakland Unified School District 's After School Programs Office (ASPO), that served 16,505 students during the 2014-2015 school year. Site visits and student surveys were used to evaluate the quality of the program and student 's perceptions of the program 's impacts on their academic performance, behavior, health, and readiness for the future. The evaluation found that Oakland afterschool programs are positively impacting their students ' academics, behavior, self-confidence, health and wellness, and readiness for the future.
A statewide evaluation of Idaho 's 21st Century Community Learning Center (21st 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).
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.
This evaluation examined 17 afterschool programs in the Denver Public School system that were funded in part by Colorado 's 21st Century Community Learning Center (21st CCLC) grant. It found that students who were new to the program and participated more than 30 days (first-year attendees) and students who attended more than 30 days multiple years in a row (multi-year attendees) saw improved school day attendance and believed that the program helped them perform better academically. Students regularly participating in the program also reported positively when asked about their social competency, their ability to plan for the future and their future expectations. The evaluation also found that multi-year attendees outperformed their non-participating peers when examining performance growth on the state 's academic assessments; however, there was little difference found when comparing students ' proficiency levels.
A randomized control study of 221 children participating in the Fitness Improves Thinking in Kids (FITKids) program, a nine-month afterschool physical activity program. Students participating in FITKids in their afterschool program increased their physical fitness by 6 percent compared to less than 1 percent improvement by students not participating in the program. Students in the afterschool program also improved their ability to pay attention, avoid distraction, and switch between cognitive tasks.
Academic results from year two of a five-year randomized controlled study that follows 5,000 low-income, predominantly African-American and Hispanic students from third to fifth grade in five urban school districts located in Boston, MA; Dallas, TX; Duval County, FL; Pittsburgh, PA, and Rochester, NY. Evaluators compared student success on math tests in the fall following their summer learning programs with the success of students who did not participate in summer programming. Key findings indicate that students who participated in summer programming performed significantly better on their math tests in the fall following the programs.
An evaluation of 85 Fort Worth Independent School District afterschool programs (FWAS), including 21st CCLC programs. Key findings, which were collected via surveys, standardized test results and site visits, indicate that as participation in FWAS increased school day attendance, raised standardized test scores, and decreased disciplinary referrals. Additionally, students, parents, and teachers felt that participation in FWAS was beneficial to student overall success.
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The Afterschool Impacts Database is a project of the Afterschool Alliance.
The Afterschool Alliance is a nonprofit public awareness and advocacy organization working to ensure that all children and youth have access to quality afterschool programs.
Afterschool Impacts Database