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

Evaluation Methods:

This evaluation utilizes data collected in the 2023 Annual Performance Report year, which encompasses outcomes from summer 2022 and the 2022-2023 school year. Data sources include program characteristics, program attendance, student demographics, student surveys, and teacher surveys. Additionally, student outcome data provided by the Kentucky Department of Education were also collected, including statewide assessment scores, attendance records, GPA, and suspension records.

Evaluation Type: Non-experimental

Summary of Outcomes:

This evaluation of Kentucky 's 21st CCLC programs during the 2022-2023 APR year revealed positive outcomes related to participants' school-day attendance and connectedness, in-school behavior, grades, and statewide test scores.

Regarding school-day outcomes for elementary school participants, among students with a school-day attendance rate of less than 90% in the 2021-2022 school year, 72% improved their attendance in the 2022-2023 school year. Additionally, teacher surveys indicate that students identified as needing improvement demonstrated gains in several areas, including participation in learning activities (80%), attentiveness during learning activities (76%), and motivation to learn (76%). Students also reported several benefits to participation, with roughly half reporting that their programming supports homework completion and helps them achieve better grades (53% and 45%, respectively). Additionally, over one-quarter of students reported an increased desire to attend school due to their program (28%).

Teacher- and self-reports for middle and high school students echoed outcomes demonstrated by elementary participants. Sixty percent of middle/high school students who needed to improve their attendance showed progress during the 2022-2023 school year. Moreover, participation in 21st CCLCs contributed to improved behavioral outcomes, with 64% of students who had received suspensions in the previous school year having fewer suspensions in the 2022-2023 school year. Moreover, middle and high school students with GPAs below 3.0 in the previous academic year made significant progress: 70% improved their GPAs in the 2022-2023 school year. Teachers also report substantial improvements among students needing to improve in areas such as participation (75%), motivation to learn (70%), and engagement in learning (65%).

Middle and high school students also indicated numerous benefits of participation, including supportive staff and increased school connectedness. More than 9 in 10 students agreed or strongly agreed that program staff listened to what they had to say and challenged them to do their best (90% and 91%, respectively). Additionally, overwhelming majorities of students agree or strongly agree that their afterschool program helped them become more involved in school (82%), achieve better grades (85%), and enjoy coming to school (75%).

Finally, students participating in Kentucky 's 21st CCLCs demonstrated progress on statewide assessments. One-quarter of 4th through 8th-grade participants improved their performance level on the math and English/Language Arts Kentucky Summative Assessment (KSA) (24% and 25%, respectively). Likewise, 7 in 10 kindergarten through 3rd-grade students met a reading benchmark on the K-3 Reading Initiative, a state-required literacy intervention.

With at least 6 in 10 elementary school students and middle/high school students attending Kentucky 's 21st CCLCs saying that they would be watching TV, playing video games, or spending time alone if not for their afterschool program, Kentucky 's programs are filling an essential gap with productive, enriching, and advantageous opportunities.