21st Century Community Learning Centers Program: Alabama 2016-2017 Evaluation Report

A 2018 evaluation of Alabama’s 21^st Century Community Learning Center (21^st CCLC) programs by the Truman Pierce Institute found that students regularly participating in programs with room for improvement saw academic and behavioral gains. Based on teacher surveys, an overwhelming majority of regular program attendees in need of improvement improved their overall academic performance (81 percent), participation in class (81 percent), attentiveness in class (76 percent), motivation to learn (75 percent), and classroom behavior (71 percent). Additionally, nearly 4 in 10 students regularly participating in the program improved their reading (34 percent) and math (37 percent) grades.

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

A statewide evaluation of Missouri’s 21^st Century Community Learning Center (21^st CCLC) programs during the 2017-18 school year examined outcomes related to participants’ academic performance, engagement, and behavior. The evaluation found that almost all 21^st CCLC sites reported that at least half of their students maintained or improved their reading/communication arts, math, and science grades. Students in the programs also reported strong personal and social skills and a commitment to learning. 

Montana State Evaluation Report: 2016-17 Annual Report

A statewide evaluation of Montana’s 21^st Century Community Learning Center (21^st CCLC) programs examined the impact of 21^st CCLC programs on student academic performance, student behaviors, and positive youth assets. Surveyed teachers reported that almost all (93.3 percent) of program participants maintained or increased their academic performance in math and reading. In addition, teachers noticed an increase in the socio-emotional skills of their students.  

Afterschool & STEM: System-Building Evaluation 2016

A total of 1,599 students participating in afterschool programs with a STEM focus in grades 4-12 from 11 states completed retrospective self-report surveys measuring STEM-related attitudes and 21^st century skills. Facilitators completed a survey about their experiences leading afterschool STEM, and the programs’ STEM activities were observed and evaluated to establish levels of quality. The evaluation found that students that participated in STEM-focused afterschool programs led to positive changes in students’ attitudes toward science, STEM interest, STEM identity, STEM career interest, career knowledge, 21^st century skills, and critical thinking. Larger effects were seen in students who participated in programs for a minimum of four weeks. Higher quality STEM programs reported more positive gains than lower quality programs.

The Impact of Afterschool STEM: The Clubhouse Network

The Clubhouse Network provides a creative and safe out-of-school learning environment in which youth from underserved communities work with adult mentors to explore their own ideas, develop new skills and build self-confidence through the use of technology. In this selection of evaluation data spanning 2013 to 2016, participants demonstrated gains along three major categories of youth outcomes—interest in STEM, capacity to engage in STEM, and finding value in STEM.

The Impact of Afterschool STEM: Girlstart After School

Girlstart After School is a free, weekly STEM afterschool program designed as an intensive intervention to increase girls’ interest and engagement in STEM through sequential, informal, hands-on and inquiry-based activities in topics across the STEM acronym. In this selection of evaluation data from the 2015-2016 school year, participants demonstrated gains along three major categories of youth outcomes—interest in STEM, capacity to engage in STEM, and finding value in STEM.

The Impact of Afterschool STEM: SHINE After School Program

SHINE (Schools & Homes in Education) is a comprehensive afterschool program that provides academic and social support to youth in a primarily rural region of Pennsylvania. SHINE offers STEM throughout the grades, with the intention of building a STEM pipeline from kindergarten to career. In this selection of evaluation data from the 2013-2014 school year, participants demonstrated gains along three major categories of youth outcomes—interest in STEM, capacity to engage in STEM, and finding value in STEM.

Missouri 21st Century Community Learning Centers Statewide Evaluation Report: 2015-2016 Annual Report

A statewide evaluation of Missouri’s 21st Century Community Learning Center (21st CCLC) programs during the 2015-16 school year examined outcomes related to participants’ academic performance, engagement, and behavior. The evaluation found that almost all 21st CCLC sites reported that at least half of their students maintained or improved their reading/communication arts, math, and science grades. Additionally, a majority of sites reported that at least 70 percent of their students reported a “medium to high level” of reading efficacy and math efficacy, and 56 percent of sites reported that at least 70 percent of their students reported a “medium to high level of interest and engagement in STEM.” Students in the programs also reported strong personal and social skills and a commitment to learning.

Oakland School-Based After School Programs Evaluation: 2014-15 Findings Report

An evaluation of 82 afterschool programs funded by the Oakland School-Based After School Partnership, a collaboration between Oakland Fund for Children and Youth (OFCY) and the Oakland Unified School District’s After School Programs Office (ASPO), that served 16,505 students during the 2014-2015 school year. Site visits and student surveys were used to evaluate the quality of the program and student’s perceptions of the program’s impacts on their academic performance, behavior, health, and readiness for the future. The evaluation found that Oakland afterschool programs are positively impacting their students’ academics, behavior, self-confidence, health and wellness, and readiness for the future.

Citizen Schools: Achieving High School Graduation: Citizen Schools’ Youth Outcomes in Boston

This comprises the final analysis of an eight-year evaluation of the academic outcomes in high school of former 8th grade participants in the Boston-based Citizen Schools. The study found a number of positive academic outcomes associated with participation in Citizen Schools, as well as positive school day attendance findings. Former Citizen Schools participants were more likely to pass their math and English language arts (ELA) courses, as well as more likely to earn a proficient or advanced rating on their math and ELA Massachusetts Comprehensive Assessment System (MCAS) tests than their non-participating peers. Former participants were also more likely to attend school more often and have a higher rate of on-time graduation than non-participants.