Evaluator: Hektner, J., North Dakota State University.

Evaluation Methods:

This evaluation uses data collected in the 2021-2022 school year. Multiple sources of data were used, including English and math state test scores, attendance data, suspension data, and teacher surveys. This evaluation compares 21st CCLC participants' outcomes to non-participants to reveal a statistically significant difference favoring 21st CCLC participants. The results are presented for all participants, as well as separately for Native American and low-income participants.

Evaluation Type: Quasi-experimental

Summary of Outcomes:

This addendum to the statewide evaluation of North Dakota 's 21st CCLC programs found statistically significant improvements related to participants' academic performance and engagement, behavior, and attendance compared to non-participants.

Participating students experienced gains in both English language arts (ELA) and math test scores from the 2020-21 to 2021-22 school year. Most 21st CCLC participants in 4-8 grade improved their ELA and math test scores, 74 percent and 82 percent, respectively. Regarding ELA test scores, program participants improved an average of 33.1 points, statistically higher when compared to non-participants. 21st CCLC participants from families with low income also saw a statistically significant improvement in their ELA test scores compared to their non-participating counterparts, with 74 percent of low-income participants experiencing ELA score gains, compared to 70 percent of low-income non-participants.

Participants, including Native American participants and participants from families with low incomes, also saw statistically significant improvements in school day attendance compared to their non-participating counterparts. Among 1st-12th grade students who had an attendance rate of 90 percent or below in the previous year, 71 percent of participants improved their school day attendance, compared to only 58 percent of non-participants. Participating Native American students also experienced statistically significant improvement compared to non-participating Native American students (71 percent vs. 58 percent). Regarding low-income students, 70 percent improved attendance rates compared to 57 percent of non-participating low-income students.

There was also a statistically significant decrease in in-school suspensions among participating students compared to the previous year. Among students who experienced at least one in-school suspension the previous school year, 95 percent decreased their in-school suspensions the following year versus 84 percent of non-participants.

Lastly, teacher-reported surveys showed that most 21st CCLC participants improved their academic engagement. Specifically, more than 7 in 10 of all participants (71 percent), Native American participants (73 percent), and low-income participants (71 percent) improved in their engagement in learning.