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A statewide evaluation of Idaho’s 21st Century Community Learning Center (21st CCLC) programs found that, based on state assessment data, students attending a program for at least 30 days (regular attendees) saw improvements in their academic performance. 39.4 percent of regular program participants who had pre-and post-test scores improved from “not proficient” to “meets or exceeds proficiency” on the Idaho Reading Indicator (IRI) test for K-3rd graders, 13.5 percent improved on the Idaho Standards Achievement Test (ISAT) English/Language arts test, and 5 percent improved on the ISAT in math. Surveyed parents and students also expressed high satisfaction with 21st CCLC programming. For example, 82 percent of students surveyed agreed that they felt safe in the program and 91 percent of parents surveyed agreed that the 21st CCLC program benefited their child.
A statewide evaluation of Colorado’s 21st Century Community Learning Center (21st CCLC) programs during the 2017-18 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 (71 percent), class participation (68 percent), motivation to learn (67 percent), relationships with peers (63 percent), classroom attentiveness (62 percent), homework completion (55 percent), and behavior in class (54 percent). Subgrantees were also surveyed and reported progress in meeting or exceeding their performance measure in enrichment (57 percent), STEM (61 percent), health and wellness (53 percent), and attendance (60 percent).
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).
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.
A statewide evaluation of New Mexico’s 21st Century Community Learning Center (21st CCLC) programs during the 2017-18 program year found that an overwhelming majority of regular program participants (attending 30 days or more) showed improvements in their school behavior. According to teachers surveyed, 91 percent of regular program participants improved in classroom behavior, while 88 percent improved in homework and class participation. Regular program participants also demonstrated academic gains, with roughly half of students (51 percent) earning a below passing grade in math and reading during the first grading period raising their grades before the end of term.
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 21st 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, 21st 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.
A statewide evaluation of Nebraska’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 based on teacher surveys, a majority of students regularly attending the program improved their academic performance, homework completion, participation, behavior, and relationship with their peers. Student and parent surveys also indicated positive experiences in the program.
A statewide evaluation of Nevada’s 21st Century Community Learning Center (21st CCLC) programs—based on student grades and teacher surveys—demonstrates improvements in academic performance and behavior among regular program participants (attending 30 days or more). Approximately 3 out of 4 regularly attending students with room for improvement improved their overall academic performance (76.5 percent), while a strong majority of students with room for improvement made behavioral gains in areas such as classroom participation (72.8 percent), completing homework to the teacher’s satisfaction (69.1 percent), motivation to learn at school (68.4 percent), and classroom attentiveness (67.9 percent). Students and parents also expressed high satisfaction with 21st CCLC programs.
This non-experimental evaluation focused on pre- and post-program survey results distributed to girls enrolled in Girlstart After School and Summer Camp programs throughout Texas. The study evaluated whether program participants showed an increase in confidence, ability, and desire to pursue and accomplish STEM related opportunities and future careers. The survey results for Girlstart’s After School program met or exceeded all goals set by the program prior to the post-program survey, showing a majority of girls interested in STEM, pursuing STEM careers, and feeling more confident in their abilities to complete STEM related tasks. Summer Camp evaluation results showed a similar pattern, however, results were not compared to pre-survey goals.
East End House uses a holistic approach to promote the well-being, academic achievement, and lifelong success of youth from under-resourced families. STEM is embedded into its elementary and middle school afterschool program, with the goal to increase excitement and confidence in STEM learning, as well as introduce youth to STEM careers. 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.