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

Year Published: 2019

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.  

Indiana 21st Century Community Learning Centers Statewide Evaluation Report: 2017 & 2018

Year Published: 2019

A statewide evaluation of Indiana’s 21st Century Community Learning Center (21st CCLC) programs uses comparative analysis to show that high-participating program participants are more likely to experience gains in academic performance and behavior when compared to students who participate in 21st CCLC programs less frequently. During the 2017-2018 program year, a higher percentage of participants who attended the program for 90+ days passed the English/language arts (52 percent), math (48 percent), and science (41 percent) state standardized tests compared to those attending less frequently. Teachers also reported that more than 6 out of 10 students attending 60 or more days and identified as needing to improve in the following respects, improved their academic performance (68 percent), classroom participation (64 percent), and quality of homework completion (63 percent).

Alaska 21st Century Community Learning Centers Statewide Evaluation Report: Fiscal Year 2017

Year Published: 2018

A statewide evaluation of Alaska’s 21st Century Community Learning Center (21st CCLC) programs examined student improvement in academic performance and social and emotional skills. Gains were seen across grade levels and teacher reports indicate that the greater the program attendance, the greater the percentage of students that improved in each category. Teachers reported that 75 percent of students regularly participating in programs improved their overall academic performance and the majority of students demonstrated growth in their social and emotional skills and behavior, such as forming positive relationships with adults (70 percent), working collaboratively with peers (68 percent), and seeking assistance (68 percent). 

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

Year Published: 2018

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 (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.

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

Year Published: 2018

A statewide evaluation of Nebraska’s 21st Century Community Learning Center (21st CCLC) programs during the 2016-17 school year examined outcomes related to participants’ academic performance, engagement, and behavior. The evaluation found that based on teacher surveys, a majority of students regularly attending the program made improvements in their academic performance, homework completion, participation, behavior, and relationship with their peers. Student and parent surveys also show positive program experiences. 

Hawaii Statewide Evaluation of the 21st Century Community Learning Centers Program: School Year 2016-17 Evaluation Report

Year Published: 2018

A statewide evaluation of Hawaii’s 21st Century Community Learning Center (21st CCLC) programs during the 2016-17 school year examined outcomes related to participants’ academic performance, engagement, and behavior. The evaluation found improvements in homework completion, classroom participation, and classroom behavior among students regularly participating in the program based on teacher surveys.  

21st Century Community Learning Centers 2016-2017 Program Year Evaluation Report (Colorado)

Year Published: 2018

A statewide evaluation of Colorado’s 21st Century Community Learning Center (21st CCLC) programs during the 2016-17 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 (76 percent), class participation (73 percent), motivation to learn (66 percent), classroom attentiveness (66 percent), relationships with their peers (62 percent), homework completion (60 percent), and behavior in class (60 percent). Program directors were also surveyed and they discussed how the program provided a host of supports to students and their families, including creating a safe space for students, which also provided peace of mind for families; provided a place for students to build connections to their peers; and offered classes to family members, such as GED and ESL classes.  

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

Year Published: 2018

A statewide evaluation of Illinois’ 21st Century Community Learning Center (21st 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).

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

Year Published: 2018

A statewide evaluation of 21st CCLC programs in Arkansas using student, parent, and staff surveys, as well as annual performance reports, found that programs provided an environment where students felt that they were supported academically and were able to develop positive social and emotional skills. Additionally, among students who participated in 21st CCLC programs between 30-59 days, a majority either increased to or remained in the “Proficient” or “Advanced” category for the state assessment in English language and literacy (74 percent) and math (62 percent). 

Montana State Evaluation Report: 2016-17 Annual Report

Year Published: 2018

A statewide evaluation of Montana’s 21st Century Community Learning Center (21st CCLC) programs examined the impact of 21st 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.  

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