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A 2024 evaluation of Vetri Cooking Lab (VCL), an afterschool nutrition program that promotes healthy eating habits among children in the Greater Philadelphia area, found that programs integrating hands-on nutrition education can improve youth confidence and knowledge about healthy food choices and drive overall improvements in youth eating habits. Students who participated in VCL retained significantly more improvements in their cooking confidence and knowledge post program, with nearly half reporting at least some changes in individual consumption behaviors (49.7%). Greater gains in cooking confidence were associated with higher odds of positive consumption changes.
A 2023 evaluation of Montana's 21st CCLC programs during the 2021-22 school year found positive outcomes related to participating students’ academic engagement and behavior, positive relationships, and youth development. Teacher surveys indicated that participating students needing improvement demonstrated increased academic engagement, including participation in class, willingness to try new things, and completion of in-class assignments. Also, results suggest students are building foundational skills through their programs, with most participating students reporting growth in emotional intelligence, problem-solving skills, and the ability to work well with others. Lastly, nearly all school day administrators surveyed reported that they viewed the 21st CCLC program as valuable (100 percent), agreed that their school’s students benefited from participation in the 21st CCLC program (100 percent), and
This study found that students who participated in the Sacramento 4-H Water Wizards program from 2012-2016 had a better understanding of water science and a heightened awareness of water issues and conservation behavior. Program staff reported a higher level of understanding around content knowledge (different aspects of water science) and teaching pedagogy (teaching science in an inquiry-based way), as well as increased enjoyment of science. Evaluators found that including training sessions, teaching materials, and coaching opportunities throughout the program for staff helped contribute to the program's success, and 80 percent of staff said they would teach the program again.
This study focused on 978 participants who were part of a longitudinal study and followed from ages 15 to 26, finding that how high schoolers spend their time during out-of-school time hours is predictive of substance use in young adulthood. The analysis found that unsupervised out-of-school time with peers during high school was highly related to problematic substance use–such as binge drinking, regular marijuana use, and illicit drug use– in adulthood, while participation in organized activities in high schools, such as arts, academic clubs, and community service, served as a protective function against illicit drug use, reducing the likelihood that these students would engage in drug use at age 26.
This return on investment study finds that for every dollar Oregon invests in afterschool programs, $4.60 is returned to the state due to reduced drug and alcohol addiction, increased graduation rates, reductions in crime, and lower healthcare costs because of increased physical activity. Pulling from state-level data and existing afterschool evaluations, researchers estimate that an annual $122.8 million investment in afterschool programs would provide year-over-year returns such as $41 million in economic productivity gains from reduced dropouts, $353 million from lower juvenile crime rates, and $167.6 million in healthcare savings, totaling a $569 million annual return to Oregon's economy.
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.
A randomized control trial following 436 youth who had overweight or obesity in 12 Harlem Children’s Zone afterschool programs in New York. The study sought to assess the impact of Healthy Harlem’s Get Fit program, a 12-week afterschool program designed to improve students' physical activity and eating habits, on participants’ body mass index (BMI). Students participating in the Get Fit program experienced a decrease in BMI z-score, and a greater percentage of students in the treatment group improved their weight status than in the control group. However, there was no statistically significant effect on obesity. Additionally, the Get Fit program had an impact on BMI among girls but not among boys.
A 2019 evaluation of Vermont’s 21st Century Community Learning Center (21st 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).
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.
A statewide evaluation of Michigan’s 21st Century Community Learning Center (21st 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.
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The Afterschool Impacts Database is a project of the Afterschool Alliance.
The Afterschool Alliance is a nonprofit public awareness and advocacy organization working to ensure that all children and youth have access to quality afterschool programs.
Afterschool Impacts Database