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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.  

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.

New Mexico 21st Century Community Learning Centers: FY18 Evaluation Report

Year Published: 2018

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.  

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).

21st Century Community Learning Centers Program Evaluation: Final Report (Mississippi)

Year Published: 2018

A statewide evaluation of Mississippi’s 21st Century Community Learning Center (21st CCLC) programs—based on teacher surveys—found that regular program participants (attending 30 days or more) experienced positive and statistically significant gains in academic performance and behavior. According to teacher surveys, approximately 3 in 4 regular program participants improved their grades in reading (74.8 percent) and math (75.6 percent). In addition, there is a positive and statistically significant correlation between higher levels of program participation and increased rates of student improvement in English language arts and math, as well as in behavior, classroom participation, and homework completion.

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

Year Published: 2017

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 (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.  

Illinois State Board of Education 21st Century Community Learning Centers Program: State-Level Program Evaluation 2015-2016

Year Published: 2017

A statewide evaluation of Illinois’ 21st CCLC programs during the 2015-16 school year found that based on teacher surveys, a strong majority of students attending a program for 30 days or more saw improvements in their academics, behavior, and engagement in school. For example, teachers reported that regularly participating students made improvements in their academic performance (elementary schoolers- 64 percent, middle/high schoolers- 59 percent), behavior in class (elementary schoolers- 60 percent, middle/high schoolers- 52 percent), motivation to learn (elementary schoolers- 64 percent, middle/high schoolers- 56 percent), and regular school day attendance (elementary schoolers- 57 percent, middle/high schoolers- 50 percent).

Connecticut’s 21st Century Community Learning Centers Evaluation 2015-16 Evaluation Report

Year Published: 2017

A statewide evaluation of Connecticut’s 21st Century Community Learning Center (21st CCLC) programs during the 2015-16 program year found that, according to site coordinator surveys, students attending a program for at least 30 days (regular attendees) experienced high levels of program engagement. Regular program participants also showed high rates of regular school day attendance (94.6 percent) and low rates of disciplinary infractions (10.8 percent).  

21st Century Community Learning Centers: 2015-16 Evaluation Report (Nevada)

Year Published: 2017

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. 

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