Evaluator: Center for Evaluation, Policy, and Research, Indiana University.

Evaluation Methods:

This evaluation used data from the 2019 APR database to examine student demographics, attendance, and student outcomes for regular program participants. Results from the Kentucky Performance Rating for Educational Progress (K-PREP) and the K-3 Reading Initiative were also used. In addition, teacher and student surveys were administered.  

Evaluation Type: Non-experimental

Summary of Outcomes:

A statewide evaluation of Kentucky’s 21^st CCLC programs found that regular program attendees (attending the program for 30 days or more) improved in math and reading achievement and behavior. Among elementary regular attendees, 67 percent maintained or increased their reading/English language arts (ELA) grades from fall to spring; 22 percent received high grades in both the fall and spring and had no need to improve. The evaluation also looked at the Kentucky Performance Rating for Educational Progress (K-PREP) and the K-3 Reading Initiative. In the 2018-19 school year, 55 percent of regularly attending students placed within the proficient or distinguished categories in reading and 48 percent tested at or above proficient in math on the K-PREP. For the K-3 Reading Initiative, 57 percent of K-3 students met a reading benchmark. 

In regards to math, 68 percent maintained or improved their grades from fall to spring and 21 percent had high grades both semesters. Based on teacher surveys of regularly attending elementary school students, an overwhelming majority that needed to improve in the following indicators saw gains in their academic performance (82 percent), homework completion to teacher’s satisfaction (81 percent), class participation (78 percent), turning homework in on time (78 percent), being attentive in class (74 percent), and motivation to learn (73 percent). Additionally, most students improved their classroom behavior (67 percent), ability to get along with other students (67 percent), and attendance (60 percent). Regularly attending elementary students reported that the programs help them finish their homework (75 percent), get better grades (57 percent), and make friends (51 percent). The most common reason to attend the program among this group was because the activities are fun (62 percent), and if they were not in the program, 63 percent said they would spend that time watching television or playing videos.

Among middle and high school students who regularly attend 21^st CCLC programs, 60 percent maintained or improved their reading/ELA grades from fall to spring, and 28 percent had high grades both semesters and thus had no need to improve. For math, 61 percent maintained or improved their grades and 26 percent had high grades both semesters. More than 7 in 10 teachers reported that regular attendees who were in need of improvement on the following indicators improved their academic performance (77 percent), homework completion to teacher satisfaction (76 percent), class participation (75 percent), turning in homework on time (75 percent), and being attentive in class (73 percent). Strong majorities also improved their classroom behavior (66 percent), ability to get along with their peers (66 percent), motivation in school (65 percent), and regular class attendance (58 percent).  Related to youth voice, 90 percent of student agreed or strongly agreed that the program staff and leadership listened to what they had to say. More than 7 in 10 students agreed or strongly agreed with each of the 12 statements regarding the program’s impact, including the program helps them spend time with friends (92 percent), get better grades (87 percent), learn about college/career options (86 percent), build upon things learned in school (85 percent), stay out of trouble (82 percent), and be more involved in school (82 percent). Students report wanting to attend the program to be with friends (57 percent) and to participate in certain activities (53 percent); 57 percent said they would be watching television or playing video games if they were not in the program. 

Date Added: June 17, 2021