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Nebraska’s 21st CCLC programming resulted in positive outcomes for students despite challenges related to the COVID-19 pandemic. Most students participating in the 21st CCLC programs saw moderate to significant improvement in math (75 percent), science (74 percent), reading (74 percent), and writing (69 percent) from the fall to the spring. Additionally, a majority of students saw improvement in their behavior (61 percent) and ability to get along with other students (56 percent), based on teacher surveys. Many students reported that their programs help them learn new things (81 percent), and parents overwhelmingly agreed that afterschool programs were a benefit to their children.
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.
A 2022 evaluation of Delaware’s 21st CCLC programs found positive impacts related to participants’ academic performance and engagement as well as students’ interpersonal skills and behavior. Students, parents, and staff overwhelmingly agreed that afterschool program participation helped students improve their academic skills, and 9th-12th grade students reported feeling more connected to their school because of their program. The majority of students also reported feeling cared for and safe within their programs while also indicating that their program provides opportunities for them to develop life skills, including college and career readiness. The majority of teachers and parents reported a reduction in students’ behavioral problems as a result of participation in their 21st CCLC program
This addendum to an earlier evaluation of North Dakota’s 21st CCLC results for the 2021-2022 school year shows statistically significant improvements in participating students’ academic engagement and performance, attendance, and behavior. Compared to non-participants, 21st CCLC participants improved their English language arts test scores, daily attendance, and engagement in learning while also decreasing their suspension rates. This evaluation addendum highlights the in-school impact of 21st CCLC programming in North Dakota.
This statewide evaluation of Florida’s 21st Century Community Learning Center (21st CCLC) programs during the 2018-19 school year finds that program participants improved in academic performance and positive school behaviors. On a scale that ranged from 1 (“declined”) to 3 (“improved”), teachers report that students improved their class behavior (3.0), motivation to learn (2.96), homework completion (2.95), and academic performance (2.91). Students agree that their programs help them to solve problems in a positive way (2.68) and get along with others (2.58). They also report that the programs have adults who care about them (2.8) and make them feel safe (2.77), with 1 corresponding to “not at all” and 3 corresponding to “definitely.”
A statewide evaluation of Indiana’s 21st Century Community Learning Center (21st CCLC) programs finds that higher levels of participation in the afterschool program is associated with improved academic performance and school-related behaviors. More than 7 in 10 students with high program participation (90+ days) maintained a B or higher in math (73 percent) and English language arts (72 percent), higher than students attending less frequently. Students who attend 21st CCLC programs at high levels also have higher school day attendance and lower suspension rates. In addition, teachers report that a majority of students in need of improvement improved their academic performance (73 percent), class participation (64 percent), and classroom behavior (57 percent).
Students, teachers, families, and afterschool program staff reported mostly positive outcomes for students attending 21st CCLC program sites across the state of Alabama, even while COVID-19 proved to be challenging for programs nationwide. Students improved their math and reading through their afterschool programs and agreed that their programs were a place they could feel safe. Parents reported that their children improved their school day attendance, enjoyed the STEM opportunities available, and get along better with others through programming, and staff responded positively to survey questions about programs’ overall operations, and provided categories of professional development that would be beneficial for future program delivery.
This evaluation of Colorado’s 21st Century Community Learning Center (21st CCLC) programs found that, based on teachers surveyed, students regularly participating in programs made academic and behavioral gains, with regular participants who attended both the fall and spring sessions even more likely to make improvements. Among regularly attending students in need of improvement, more than 7 in 10 improved their academic performance (73 percent) and class participation (73 percent), and approximately 2 in 3 students improved their motivation to learn (65 percent), class attentiveness (67 percent), and satisfactory homework completion (65 percent). Students who attended 21st CCLC programs in the fall and spring were more likely to make gains compared to students who attended for part of the year. For example, 74 percent of students who attended in both the fall and spring improved their academic performance, while 66 percent of students who attended in eithe
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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