New Mexico 21st Century Community Learning Centers Statewide Evaluation Mid - Year Report

21^st Century Community Learning Centers across the state served almost 7,000 students who participated in 396,739 hours of activities during the fall 2021 semester. Almost half (49 percent) of all participants earned a B or better during the first grading period in both math and English/reading. In evaluators’ preliminary findings, they noted that there were, “substantial gains in students’ English/Reading scores” comparing the first two grading periods during the 2021-22 school year. 

Evaluation of an After-School Program for African-American and Hispanic Male Youth: Please Call Me Mister

This quasi-experimental evaluation of the Please Call Me Mister (PCMM) program—a 4-year afterschool program in Franklin County, Kentucky, for middle and high school African American and Hispanic males focused on violence prevention and positive youth development—found several statistically significant positive outcomes for PCMM participants, including a decrease in carrying weapons and lower levels of alcohol consumption. PCMM participants also saw increases in resiliency and a decrease in levels of depression.  

21st Century Community Learning Centers External State-Wide Evaluation Report (Alabama)

Students, teachers, families, and afterschool program staff reported mostly positive outcomes for students attending 21^st CCLC program sites across the state of Alabama, even while COVID-19 proved to be challenging for programs nationwide. Students improved their math and reading through their afterschool programs and agreed that their programs were a place they could feel safe. Parents reported that their children improved their school day attendance, enjoyed the STEM opportunities available, and get along better with others through programming, and staff responded positively to survey questions about programs’ overall operations, and provided categories of professional development that would be beneficial for future program delivery. 

The Dynamic Effects of a Summer Learning Program on Behavioral Engagement in School

This quasi-experimental study examines students who attended Aim High, a voluntary summer learning program that provided academic and social and emotional learning (SEL) supports, during 2013-2014 and/or 2014-2015 to middle school students in the San Francisco Unified School District. The study analyzes how students’ participation in the program impacts both behavioral engagement and academic achievement. Evaluators found that program participants were significantly less likely to be chronically absent and suspended, as well as have slight improvements in English/language arts state assessments and school-day attendance than their peers who did not participate in Aim High. Additionally, this study found that these effects are greatest for Aim High participants who are boys and Latinx students.

Michigan 21st Century Community Learning Centers Evaluation: 2017-2018 Annual Report

A statewide evaluation of Michigan’s 21^st Century Community Learning Center (21^st CCLC) programs found that based on grades and surveys of teachers, students, and parents, students attending a program for at least 30 days (regular attendees) saw academic gains, as well as improvements in their behavior and engagement in school. Approximately half of students with room for improvement (defined as having a fall GPA below 3.0), saw grade improvement in math (52 percent) and English/language arts (51 percent) from fall to spring. Teacher surveys also reflected an improvement in classroom performance for behaviors such as turning in homework on time and participating in class (74 percent), as well as getting along with other students (79 percent). In addition, both students and parents reported overall positive perceptions of program impact on academic learning and behavior.  

21st Century Community Learning Centers 2017-2018 Program Year Statewide Evaluation (Colorado)

A statewide evaluation of Colorado’s 21st Century Community Learning Center (21st CCLC) programs during the 2017-18 school year found positive gains related to student participants’ academic performance, engagement in school, and school-day behavior. Teachers reported that among students regularly attending the program and who were in need of improvement, a strong majority improved their academic performance (71 percent), class participation (68 percent), motivation to learn (67 percent), relationships with peers (63 percent), classroom attentiveness (62 percent), homework completion (55 percent), and behavior in class (54 percent). Subgrantees were also surveyed and reported progress in meeting or exceeding their performance measure in enrichment (57 percent), STEM (61 percent), health and wellness (53 percent), and attendance (60 percent). 

Michigan 21st Century Community Learning Centers Evaluation: 2016-2017 Annual Report

A statewide evaluation of Michigan’s 21^st Century Community Learning Center (21^st CCLC) programs found that based on grades and surveys of teachers, students, and parents, students attending a program for at least 30 days (regular attendees) saw academic gains, as well as improvements in their behavior and engagement in school. Approximately half of students with room for improvement (defined as having a fall GPA below 3.0), saw grade improvement in math (51 percent) and English/language arts (49 percent) from fall to spring. Teacher surveys also reflected an improvement in classroom performance for behaviors such as turning in homework on time and participating in class (73 percent), as well as getting along with other students (75 percent). In addition, both students and parents reported overall positive perceptions of program impact on academic learning and behavior.

Mississippi 21st Century Community Learning Centers Program Evaluation – Final Report

This statewide evaluation of Mississippi’s 21st Century Community Learning Center (21st CCLC) programs during the 2017-18 school year finds that participants showed significant progress in both school-day behavior and academics based on school-day teacher reports. Parent satisfaction was high both for their children’s outcomes and their own experiences with programming. Additionally, 21^st CCLC centers where most of their staff received Mississippi Department of Education (MDE) training saw better student attendance and outcomes compared to centers where most staff were not trained by MDE. Staff were satisfied with their performance, with 95 percent of site directors agreeing or strongly agreeing that they had accomplished their main program objectives during the school year and shared what key successes and challenges they had.  

21st Century Community Learning Centers Minnesota Performance Report 2016-17

This statewide evaluation of Minnesota’s 21st Century Community Learning Center (21st CCLC) programs during the 2016-17 school year finds positive academic and behavioral outcomes associated with participation. For example, 81 percent of participants shared that their program helps them feel good about themselves, and students who were deemed as regular participants in 21^st CCLC programming (attended 30 days or more) were 13 percent more likely to be proficient in reading and 10 percent more likely to be proficient in math compared to their peers who attended the program less often.

Illinois State Board of Education 21st Century Community Learning Centers Program: State-Level Program Evaluation 2016-2017

A statewide evaluation of Illinois’ 21^st Century Community Learning Center (21^st CCLC) programs during the 2016-17 school year found that based on teacher surveys, a majority of students attending a program for 30 days or more saw improvements in academics,  behavior, and engagement in school. For example, teachers reported that students who were in need of improvement in the following areas improved their academic performance (elementary schoolers- 61 percent, middle/high schoolers- 70 percent), behavior in class (elementary schoolers- 53 percent, middle/high schoolers- 62 percent), motivation to learn (elementary schoolers- 52 percent, middle/high schoolers- 58 percent), and ability to get along with others (elementary schoolers- 57 percent, middle/high schoolers- 66 percent).