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Year Published: 2019
This 2019 evaluation of Washington’s 21st Century Community Learning Centers program found that students who consistently attended programs had a higher percentage of credits earned, cumulative GPA, and a lower number of school day absences and disciplinary incidents compared to non-attendees. Additionally, most students reported that it was completely or mostly true that the program helped them improve their academic behavior (81 percent) and self-management skills (77 percent). Students who regularly attended programming for two years had statistically significant higher reading and math test scores, lower school day absences, and a higher percentage of credits earned compared to students who did not attend at these levels. This finding suggests the importance of regular and continued program participation.
Program Name: Washington 21st Century Community Learning Centers
Program Description:
Washington’s 21st Century Community Learning Centers program, which receives federal funding through the 21st CCLC initiative, provides afterschool and summer academic enrichment opportunities for children at high-poverty and low-performing schools throughout the state. During the 2017-18 program year, 50 grantees operated 132 centers, serving 15,402 students.
Scope of the Evaluation: Statewide
Program Type: Afterschool
Location: Washington
Grade level: Elementary School, Middle School, High School
Program Demographics:
During the 2017-18 program year, 81 percent of regular attending students were eligible for Free or Reduced Price Lunch, 32 percent were identified limited English proficient, and 15 percent were identified as having a special need or a disability. Regarding race and ethnicity, 54 percent of regular attendees identified as Hispanic, 29 percent identified as White, 4 percent identified as Black, 3 percent identified as American Indian, 2 percent identified as Asian, 1 percent identified as Pacific Islander, and 6 percent identified as multiracial.
Program Website: http://www.k12.wa.us/21stCenturyLearning/
Evaluator: Sniegowski, S., Naftzger, N., Vinson, M., & Liu, F. American Institutes for Research.
Evaluation Methods:
To assess program impact and direct program outcomes, both academic and social and emotional outcomes, data were collected from six primary sources. This includes school related data available at the state or local level, site coordinator surveys, staff surveys, observation data using the Youth Program Quality Assessment tool, and youth surveys (Youth Motivation, Engagement, and Beliefs Survey). School related data were collected for reading and math test scores, GPA, credits earned, attendance data, disciplinary incidents, and demographics. A quasi-experimental design compared students attending programs for at least 30 days and at least 60 days to non-participants, as well as students who regularly attending programs for two years compared to students who did not attend at this level.
Evaluation Type: Quasi-experimental;Non-experimental
Summary of Outcomes:
This 2019 evaluation of Washington’s 21st Century Community Learning Centers (21st CCLC) by the American Institutes for Research found that students who regularly participated in the program (30 days or more) saw academic and social and emotional gains. Based on the Youth Motivation, Engagement, and Beliefs Survey (YMEB Survey), students generally expressed having positive, engaging, and supporting experiences in 21st CCLC programs. The YMEB Survey found that most regularly attending students reported that it was completely or mostly true that their afterschool program helped in the domains of academic identity (90 percent), interpersonal skills (87 percent), positive mindsets (84 percent), and self-management (76 percent). Additionally, students reported that it was completely or mostly true that the program helped them improve their academic behaviors (81 percent) and self-management skills (77 percent).
In measuring youth outcomes, results were mixed, however, positive impacts were found. When compared to students not attending a program, students attending programs for at least 30 days had statistically significantly higher cumulative GPAs and percentage of credits earned. Further, statistically significant negative impacts were found for disciplinary incidents and school day absences, meaning that, students who attended programs for at least 30 days were less likely to have had disciplinary incidents and school day absences compared to students who did not attend. For disciplinary incidents, students attending programs at least 60 days were even less likely to have disciplinary incidents compared to those who did not attend.
Finally, the evaluation examined the impact of high levels of program participation for two years. It was found that students who regularly attended programming for two years had statistically significant higher reading and math test scores, lower school day absences, and a higher percentage of credits earned compared to students who did not attend at these levels. This finding suggests the importance of regular and continued program participation.
Date Added: July 7, 2021