Learn more about the basics of evaluation, as well as how to find an evaluator for your program.
View Afterschool Alliance resources, including a glossary of terms used in the database, evaluation-related blogs, webinars and more.
Our list of evaluation resources from other organizations, including how to collect and work with data.
Want to find what we know about afterschool programs more broadly, not just individual programs? Head to our Afterschool Research page!
Year Published: 2019
A statewide evaluation of Idaho’s 21st Century Community Learning Center (21st CCLC) programs found that, based on state assessment data, students attending a program for at least 30 days (regular attendees) saw improvements in their academic performance. 39.4 percent of regular program participants who had pre-and post-test scores improved from “not proficient” to “meets or exceeds proficiency” on the Idaho Reading Indicator (IRI) test for K-3rd graders, 13.5 percent improved on the Idaho Standards Achievement Test (ISAT) English/Language arts test, and 5 percent improved on the ISAT in math. Surveyed parents and students also expressed high satisfaction with 21st CCLC programming. For example, 82 percent of students surveyed agreed that they felt safe in the program and 91 percent of parents surveyed agreed that the 21st CCLC program benefited their child.
Program Name: Idaho 21st Century Community Learning Centers
Idaho’s 21st Century Community Learning Center program, which is federally-funded through the 21st CCLC Initiative, provides academic enrichment opportunities for children at high-poverty and low-performing schools. During the 2017-18 program year, 41 grantees operated 96 centers and served 7,653 students.
Scope of the Evaluation: Statewide
Program Type: Summer, Afterschool
Grade level: Elementary School, Middle School, High School
All schools served by Idaho’s 21st CCLC programs are Title I eligible, meaning more than 40 percent of students qualify for Free and Reduced Price Lunch. In the 2017-18 program year, 11 percent of students had limited English proficiency and 11 percent of students had special needs. Regarding race and ethnicity, 63 percent of students identified as White, 21 percent as Hispanic, 5 percent as American Indian/Alaska Native, 4 percent as “two or more races,” and less than 1 percent as Asian, Black or Pacific Islander. Race and ethnicity was unavailable for 5 percent of students served.
Program Website: http://www.sde.idaho.gov/student-engagement/cclc/