The Impact of Girls Inc. on Academic and Behavioral Outcomes

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. 

21st Century Community Learning Centers Statewide Evaluation Report 2017-2018 (Vermont)

A 2019 evaluation of Vermont’s 21^st Century Community Learning Center (21^st CCLC) programs found that the programs have many strengths and aspects in which they improved in their four goal areas: access and equity, quality programming, program leadership, and project sustainability. Further, students participating in programs reported a positive experience. When asked their feelings about the programs, 7 in 10 students reported that they feel like they belong (70 percent) and that they matter (69 percent) in the program. More than half of students responded that they feel challenged in a good way (52 percent) and that the activities are important to them (51 percent).

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.  

Girls on the Run: Impact of a Physical Activity Youth Development Program on Psychosocial and Behavioral Outcomes

This study evaluated the effectiveness of the Girls on the Run program and found that participants in the program improved their social and emotional behaviors and health outcomes, including measures of competence, confidence, character, connection, caring, and physical activity. Girls who scored below the preseason average showed the greatest gains, including in areas such as perceived social competence, self-esteem, empathy, and positive connection with their peers. 

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.

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.

National Evaluation of Up2Us Coach: Program Year 2016-17

A national evaluation of the Up2Us Coach program by the American Institutes for Research found that youth who participated in the sports-focused youth development program made significant improvement from the beginning of the year to the end of the year in fitness, nutritional habits, and high-impact attributes that contribute to healthy decision-making, including positive identity, situational awareness, discipline, social confidence, and overall well-being. Greatest gains were seen among young people who had the lowest baseline level scores.

Michigan 21st Century Community Learning Centers Evaluation: 2015-2016 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 (48 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 (74 percent). In addition, both students and parents reported overall positive perceptions of program impact on academic learning and behavior.  

Michigan 21st Century Community Learning Centers Evaluation: 2014-2015 Annual Report

A statewide evaluation of Michigan’s 21^st Century Community Learning Center (21^st CCLC) programs during the 2014-15 program year 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 (49 percent) and English/language arts (50 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.  

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.