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Evaluation of 21st Century Community Learning Centers in North Dakota - Addendum: Report on GPRA Performance Indicators
Year Published: 2022
This addendum to the statewide evaluation of North Dakota’s 21st CCLC programs found statistically significant improvements related to participants' academic performance and engagement, behavior, and attendance compared to non-participants.
Participating students experienced gains in both English language arts (ELA) and math test scores from the 2020-21 to the 2021-22 school year. Most 21st CCLC participants in 4th-8th grade improved their ELA and math test scores, 74 percent and 82 percent, respectively. Regarding ELA test scores, program participants improved an average of 33.1 points, statistically higher when compared to non-participants. 21st CCLC participants from families with low income also saw a statistically significant improvement in their ELA test scores compared to their non-participating counterparts, with 74 percent of low-income participants experiencing ELA score gains, compared to 70 percent of low-income non-participants.
Participants, including Native American participants and participants from families with low incomes, also saw statistically significant improvements in school day attendance compared to their non-pa
Program Description:
North Dakota’s 21st Century Community Learning Centers (21st CCLC) 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.
Program Type: Summer, Afterschool
Location: North Dakota
Grade level: Elementary School, Middle School, High School
Program Demographics:
Participant demographic data was not included in the evaluation addendum.
Evaluator: Hektner, J., North Dakota State University.
Evaluation Methods:
This evaluation uses data collected in the 2021-2022 school year. Multiple sources of data were used, including English and math state test scores, attendance data, suspension data, and teacher surveys. This evaluation compares 21st CCLC participants' outcomes to non-participants to reveal a statistically significant difference favoring 21st CCLC participants. The results are presented for all participants, as well as separately for Native American and low-income participants.
Evaluation Type: Quasi-experimental
Summary of Outcomes:
This addendum to an earlier evaluation of North Dakota’s 21st CCLC results for the 2021-2022 school year shows statistically significant improvements in participating students’ academic engagement and performance, attendance, and behavior. Compared to non-participants, 21st CCLC participants improved their English language arts test scores, daily attendance, and engagement in learning while also decreasing their suspension rates. This evaluation addendum highlights the in-school impact of 21st CCLC programming in North Dakota.
