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Florida’s Nita M. Lowey 21st Century Community Learning Centers Program 2018-2019 Evaluation Report
Year Published: 2021
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.”
Program Name: Florida 21st Century Community Learning Centers
Program Description:
Florida’s 21st Century Community Learning Centers (21st CCLC) program, which receives federal funding through the 21st CCLC initiative, provides academic enrichment opportunities for children at high-poverty and low-performing schools. During the 2018-19 program year, approximately 480 sites operated across the state, serving 57,480 youth.
Scope of the Evaluation: Statewide
Program Type: Afterschool
Location: Florida
Grade level: Elementary School, Middle School, High School
Evaluator: Kisa, Z., Dyehouse, M., & Razzouk, R. The Florida Center for Research in Science, Technology, Engineering, and Mathematics, Learning Systems Institute, Florida State University.
Evaluation Methods:
This evaluation used data from multiple sources, including end of year grades; statewide assessment scores; surveys to measure student, parent, and school day teachers’ perceptions; and student attendance records.
Evaluation Type: Non-experimental
Summary of Outcomes:
This evaluation of Florida’s 21st CCLC programs during the 2018-19 school year finds that program participants improved in academic performance and positive school behaviors. Based on teacher surveys, students in the program improved their overall academic performance (2.91), as well as their ability to complete their homework (2.95) and classroom participation (2.93). Teachers also report that students improved their behavior in class (3.0), academic self-efficacy (2.98), and motivation to learn (2.96). Scores are on a scale that range from 1 (“declined”) to 3 (“improved”). Additionally, the evaluation finds that student attendance rates are correlated with academic performance. Students with higher grades have higher attendance rates in their 21st CCLC program, with authors concluding that regularly attending a 21st CCLC program “has the potential to improve academic outcomes.”
Students recognize the benefits of participation as well. On a scale that ranges from 1 (“not at all”) to 3 (“definitely”), students agree that their programs help them to solve problems in a positive way (2.68), improve their grades (2.62), and get along with others (2.58). They also note that the programs have adults who care about them (2.8) and make them feel safe (2.77). Overall, students enjoy the activities in the program (2.68).
Finally, parent survey data reveals that parents are highly satisfied with their child’s program. On a scale that ranges from 1 (“very unsatisfied”) to 5 (“very satisfied”), parents report that they are satisfied with the program as a whole (4.69), as well as are satisfied with their child’s improvement in the areas of academic performance (4.49), ability to get along with others (4.56), and staying out of trouble (4.58). Parents also recognize the benefits for themselves, noting that the program has helped them become more involved with their child’s education (4.57).
Date Added: October 13, 2021
