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Indiana 21st Century Community Learning Centers Statewide Evaluation Report: 2019-2020

Year Published: 2021

A statewide evaluation of Indiana’s 21st Century Community Learning Center (21st CCLC) programs finds that higher levels of participation in the afterschool program is associated with improved academic performance and school-related behaviors. More than 7 in 10 students with high program participation (90+ days) maintained a B or higher in math (73 percent) and English language arts (72 percent), higher than students attending less frequently. Students who attend 21st CCLC programs at high levels also have higher school day attendance and lower suspension rates. In addition, teachers report that a majority of students in need of improvement improved their academic performance (73 percent), class participation (64 percent), and classroom behavior (57 percent). 

Florida’s Nita M. Lowey 21st Century Community Learning Centers Program 2018-2019 Evaluation Report

Year Published: 2021

This statewide evaluation of Florida’s 21st Century Community Learning Center (21st CCLC) programs during the 2018-19 school year finds that program participants improved in academic performance and positive school behaviors. On a scale that ranged from 1 (“declined”) to 3 (“improved”), teachers report that students improved their class behavior (3.0), motivation to learn (2.96), homework completion (2.95), and academic performance (2.91). Students agree that their programs help them to solve problems in a positive way (2.68) and get along with others (2.58). They also report that the programs have adults who care about them (2.8) and make them feel safe (2.77), with 1 corresponding to “not at all” and 3 corresponding to “definitely.”

The Impact of Girls Inc. on Academic and Behavioral Outcomes

Year Published: 2020

This quasi-experimental study of Girls Inc.—a year-round program located in more than 350 cities for girls ages 5-18 that focuses on healthy living, academic enrichment, and building positive life skills—found that girls who participated in the program reported more positive attitudes and behaviors than a comparison group of girls across the 27 outcomes that were measured in the categories of healthy living, academic engagement and success, and life skills. Girls Inc. participants also had higher math achievement test scores and school-day attendance rates than matched non-participants. By year two of the program, 23 of the 27 outcomes were statistically significant in the positive direction, including outcomes such as school engagement; finding school fun in areas like reading, math, and science; getting excited about science; engaging in physical activity; leadership; positive relationships with adults; and postsecondary readiness. 

Evaluation of the Kentucky 21st Century Community Learning Centers Initiative: 2018-2019 Statewide Results

Year Published: 2020

A statewide evaluation of Kentucky’s 21st Century Community Learning Center (21st CCLC) programs during the 2018-19 school year found that regular program attendees improved their math and reading/ELA grades from the fall to spring, and a majority reached proficient/distinguished on the Kentucky Performance Rating for Educational Progress (K-PREP). Based on teacher surveys, among those who needed to improve, an overwhelming majority of both elementary and high school students improved in academic performance, class participation, and homework completion. Students also reported benefits of the programs, including helping them complete their homework, get better grades, and challenge them to do their best. 

Hawaii Statewide Evaluation of the 21st Century Community Learning Centers Program: School Year 2018-19

Year Published: 2020

A statewide evaluation of Hawaii’s 21st Century Community Learning Center (21st CCLC) programs during the 2018-19 program year found students in the program made academic and behavioral gains. The percent of students who missed 15 or more days of school throughout the year was significantly less for 21st CCLC participants compared to non-participants. In addition, those who participated in 21st CCLC programs were more likely to meet or exceed proficiency in math and reading compared to non-participants.  

Every Summer Counts: A Longitudinal Analysis of Outcomes from the National Summer Learning Project

Year Published: 2020

A longitudinal study of voluntary summer learning programs, led by five school districts located in urban communities across the country, followed students from 3rd to 7th grade and found positive academic gains among the randomly assigned students to the program compared to the control group of their nonparticipating peers. After the first and second summer of program participation, program attendees outperformed control-group students. Statistically significant differences were found in math achievement after the first summer, and math, language arts, and social and emotional skills after the second summer. Researchers followed up on program participants three years after the second summer of program participation and found that while academic gains compared to average gains made in a year were no longer statistically significant, they were still large enough to be meaningful.

State Evaluation of Afterschool Programs 2019: Nita M. Lowey Iowa 21st Century Community Learning Centers

Year Published: 2020

A statewide evaluation of Iowa’s 21st Century Community Learning Center (21st CCLC) programs found that among students regularly attending a 21st CCLC program and in need of improvement, 72 percent improved in math and 70 percent improved in English. Among regularly attending elementary schoolers identified as not proficient in reading, 25 percent achieved proficiency or higher, and among regularly attending middle and high schoolers not proficient in math, 46 percent achieved proficiency or above. Additionally, teachers reported that 79 percent of regular program participants improved their homework completion and participation in class, and 67 percent improved their behavior. 

21st Century Community Learning Centers Program Fiscal Year 2018 Year End Report (Massachusetts)

Year Published: 2019

A statewide evaluation of Massachusetts’s 21st Century Community Learning Centers (21st CCLC) program during the 2017-18 program year found that, based on teacher ratings, program participants made gains in math and reading/English language arts achievement. Teachers and program staff also noted increases in outcomes including students’ critical thinking skills, perseverance, and communication. English language learners, students receiving special education services, and economically disadvantaged students made particularly strong gains for certain outcomes.

Hawaii Statewide Evaluation of the 21st Century Community Learning Centers Program: School Year 2017-18 Evaluation Report

Year Published: 2019

A statewide evaluation of Hawaii’s 21st Century Community Learning Center (21st CCLC) programs during the 2017-18 school year examined outcomes related to participants’ educational, social, and behavioral developments. Based on teacher reports, among students who participated in the program 30 days or more, 82 percent improved turning in the homework on time and classroom participation and 79 percent improved their behavior in class. Of the sub-grantees reporting on academic improvement, 69 percent of students regularly attending the program showed improvements in English and 72 percent saw gains in math based on teacher surveys. 

Alaska 21st Century Community Learning Centers Statewide Evaluation Report: Fiscal Year 2018

Year Published: 2019

A 2019 evaluation by Education Northwest of Alaska’s 21st Century Community Learning Center (21st CCLC) afterschool programs found that students who participated more regularly in programs saw greater academic and behavioral gains. Teachers surveyed reported that an overwhelming majority of students attending the program for at least 60 days saw improvements in their academic performance (72 percent), participation in class (71 percent), and ability to persevere through challenges (66 percent), as well as their ability to form positive relationships with adults (70 percent) and work collaboratively with peers (68 percent).

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