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Year Published: 2021
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).
Program Name: Indiana 21st Century Community Learning Center
Program Description:
Indiana’s 21st Century Community Learning Center (21st CCLC) program, which receives federal funding through the Nita M. Lowey 21st CCLC initiative, provides afterschool and summer academic enrichment opportunities for children at high-poverty and low-performing schools throughout the state. During the 2019-20 school year, 98 grantees operated 226 centers, serving 22,491 students.
Scope of the Evaluation: Statewide
Program Type: Afterschool
Location: Indiana
Grade level: Elementary School, Middle School, High School
Program Demographics:
During the 2019-2020 school year, 72 percent of program attendees qualified for free or reduced price lunch (FRPL), 12 percent qualified for special education services, and 6 percent of students were limited English proficient. Regarding race, 51 percent identified as White, and 49 percent as non-White.
Evaluator: Diehl Consulting Group
Evaluation Methods:
This evaluation uses multiple sources of data, including the Indiana Department of Education (IDOE) Teacher Survey, school day attendance records, final grades, the IDOE Course Completion and Graduate Reports, and IDOE’s discipline data layout. A series of descriptive analyses were conducted to examine the relationship between 21st CCLC participation at various attendance levels and a variety of outcome measures.
Summary of Outcomes:
A 2021 evaluation of Indiana’s 21st CCLC programs finds that higher levels of afterschool program participation is associated with improved academic performance and school-related behaviors. A higher percentage of 21st CCLC students attending at least 90 days of programming earned a B or higher in English language arts compared to those attending less than 30 days, between 30 and 59 days, and between 60 and 89 days (72 percent, 62 percent, 66 percent, and 69 percent, respectively). The same was true for math, where a higher percentage of participants attending at least 90 days received a B or higher in math compared to those attending less than 30 days, between 30 and 59 days, and between 60 and 89 days (73 percent, 59 percent, 66 percent, and 67 percent, respectively).
A statistically significant relationship was found between the number of days students attended 21st CCLC programming and their average final English language arts and math grade, with participants with higher program attendance earning higher grades than those with lower program attendance. Students who attended regularly for multiple years also had significantly higher grades compared to students who never attended regularly. Additionally, there was a significant relationship between 21st CCLC participation and the total number of credits earned among high school students. Teacher surveys revealed that 73 percent of students in need of improvement improved their academic performance.
In regards to school related behaviors, a significant relationship was found between 21st CCLC attendance levels and school day attendance, with students who attended afterschool programming more frequently having higher school day attendance rates. In addition, there was a significant relationship between 21st CCLC attendance and lower suspension rates, where 21st CCLC participants who attended at high levels (at least 90 days) were less likely to be suspended compared to students who attended less frequently.
Finally, based on teacher surveys, among students in need of improvement, a large majority improved assignment completion (69 percent), class participation (64 percent), responsible decision making (64 percent), and class behavior (57 percent). Teachers also note that a majority of students improved their self-confidence (69 percent), ability to get along well with other students (57 percent), and ability to identify their emotions (57 percent).
Date Added: October 13, 2021