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An evaluation that compares high school students participating in the YMCA High School Youth Institute—a year-round afterschool program serving low-income, culturally diverse, urban high school youth—to a randomly-selected, matched comparison group of non-participating high schoolers. The evaluation found that students who participated in the program had higher GPAs, English language art and math standardized test scores, and attendance rates than students who did not participate in the program.
A statewide evaluation of Indiana 's 21st CCLC programs, looking at 75 programs across 218 sites. Key findings of this comparative analysis indicate that high-participating students (participants who attended the program 60 days or more) had higher math and English language arts standardized test scores, as well as better grades in math and English compared to students with lower levels of program participation (attended less than 60 days of programming).
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.
An evaluation of Rhode Island 's 42 21st CCLC grantees to measure participating students ' perceptions of their programs, including students ' sense of competence and perceived supportive social environment, opportunity for choice and autonomy, and opportunity for leadership and responsibility. Key findings include that students who participated in the program mostly agreed that they had a sense of competence in reading, math, and science, and that they believed that the program helped them in academic and social/personal skill building.
This evaluation of the District of Columbia 's 21st Century Community Learning Centers (21st 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.
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.
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.
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.
A statewide evaluation of Oregon's 21st Century Community Learning Center (21st CCLC) programs during the 2010-2011 school year examined academic and behavioral outcomes associated with regular participation in the program. The evaluation found statistically significant positive impacts in math achievement and disciplinary incidents among students who regularly participated in the programs—students who participated in the program at least 30 days. Additionally, examining the organizational practices of Oregon's 21st CCLCs, evaluators found that programs were well-managed and provided a positive climate for students, that staff engaged in positive interactions with students, and that staff "demonstrated mid- to high-range skills in behavioral management—mostly utilizing proactive, positive, and effective behavior management strategies."
This statewide longitudinal evaluation examined the After School Safety and Enrichment for Teens (ASSETs) program, California 's high school component of the state 's 21st Century Community Learning Center (21st CCLC) program. The ASSETs program provides academically enriching activities for high school students after school and helps students pass the California High School Exit Examination (CAHSEE). Results from this evaluation, based on standardized test scores, student surveys, teacher surveys and administrative data, suggest that students participating in the program improved their academic performance, attendance, behavior and physical fitness.
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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