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An evaluation of eight 21st Century Community Learning Centers (21st CCLC) programs in the Fairbanks North Star Borough school district during the 2014-15 school year. Student academic performance and parent involvement for regular program attendees are evaluated using enrollment records, student grades, GPA, attendance, Alaska Measures of Progress (AMP) test results, teacher surveys, parent and student surveys, program staff interviews, and program site visits. The evaluation found that participation in the afterschool programs increased the attendance of regularly attending students with below average attendance records and increased participating high school students’ GPAs. Parent surveys showed that students’ participation in the program led to their parents feeling more comfortable in their child’s school and more involved in their child’s education.
A statewide evaluation of North Carolina’s 21st Century Community Learning Center (21st CCLC) programs examined academic performance and behavior of regularly participating students. State achievement test results in reading and math for program participants (grades 4-8) showed year-to-year improvements in test scores that were on par or slightly above the state average. Additionally, based on classroom teacher surveys, an overwhelming majority of students regularly attending 21st CCLC programs made improvements in student performance (86 percent) and behavior (69 percent).
An evaluation of 21st Century Community Learning Centers (21st CCLC) programs in Pennsylvania using federally reported 21APR data (where APR stands for “Annual Performance Report” and the 21APR system collects information on 21st CCLC grantees and centers) and PA Grantee Reports to examine attendance and behavior; academic achievement in reading, math, and credit completion; and student and parent program satisfaction. The evaluation found that among students who regularly attended the program, 44 percent improved their reading grade from fall to spring and 43 percent improved their math grade from fall to spring. Based on teacher reports, 47 percent of regular program attendees improved their in-school behavior, and 56 percent of attendees improved homework outcomes. Overall, parents and students were both overwhelming “very satisfied” with their, or their child’s, experience in the program.
A statewide evaluation of West Virginia’s 21st Century Community Learning Center (21st CCLC) programs–based on exam scores and teacher surveys–found that students attending a program for at least 30 days (regular attendees) experienced academic and behavioral improvements. The overwhelming majority of program participants either stayed the same or improved their performance level from the previous year on statewide exams in reading (elementary- 82 percent, middle school- 82.2 percent, high school- 83.5 percent) and math (elementary- 81.1 percent, middle school- 85.9 percent, high school- 83.1 percent). Teachers also reported improvements in students’ homework completion and class participation (69.1 percent) and overall behavior in the classroom (59.6 percent).
A statewide evaluation of Colorado’s 21st Century Community Learning Center (21st CCLC) programs during the 2016-17 school year found positive gains related to student participants’ academic performance, engagement in school, and school-day behavior. Teachers reported that among students regularly attending the program and who were in need of improvement, a strong majority improved their academic performance (76 percent), class participation (73 percent), motivation to learn (66 percent), classroom attentiveness (66 percent), relationships with their peers (62 percent), homework completion (60 percent), and behavior in class (60 percent). Program directors were also surveyed and they discussed how the program provided a host of supports to students and their families, including creating a safe space for students, which also provided peace of mind for families; provided a place for students to build connections to their peers; and offered classes to family members, such as GED and ESL classes.
A report on the performance data for the 21st Community Learning Centers (21st CCLC) program operated by Coordinated Child Care of Pinellas, Inc. under two grants from the Florida Department of Education. Program participants at all three middle schools sites were more likely to meet or exceed grade-level standards on the math, English language arts, and science Florida Comprehensive Assessment Test (FCAT) than students in the middle schools overall. Additionally, the report looked at the program’s impact on health and physical fitness, finding that an overwhelming majority of students participating in the program maintained a healthy Body Mass Index (BMI) or showed improvement in their BMI scores throughout the academic year, as well as were able to successfully identify the healthier foods.
A statewide evaluation of Pennsylvania’s 21st Century Community Learning Center (21st CCLC) programs—based on performance outcomes and teacher surveys—found that students regularly participating in the program showed academic and behavioral improvements. Teachers reported that among students regularly participating in programs and in need of improvement, 68 percent improved their academic performance and 53 percent improved their behavior in class. Among students who had two consecutive years of data from the Pennsylvania statewide assessments, more than a fifth (22 percent) improved their performance from the previous year in reading and 13 percent in math.
A statewide evaluation of Alabama’s 21st Century Community Learning Center (21st CCLC) programs during the 2014-2015 school year examined outcomes related to participants’ academic performance, attendance, and classroom behavior. The evaluation found that based on grades and teacher surveys, students attending Alabama’s 21st CCLC programs for at least 30 days saw academic gains. For instance, 46 percent of students improved their grade in reading and 42 percent improved their math grade. Additionally, according to teacher surveys, almost all students who regularly attended 21st CCLC programs improved, maintained, or did not need to improve their class participation, homework completion, regular attendance, and motivation to learn. Keywords: Statewide Rural Urban Suburban Title 1 Eligible Academics Attendance & Behavior SEL
A statewide evaluation of Alabama’s 21st Century Community Learning Center (21st CCLC) programs during the 2015-16 school year examined outcomes related to participants’ academic performance, school engagement, and classroom behavior. The evaluation found that based on grades and teacher surveys, students attending Alabama’s 21st CCLC programs for at least 30 days saw both academic and behavioral improvements. For instance, teachers reported that almost all regularly attending students improved their motivation to learn (96 percent), participation in class (99 percent), attentiveness in class (95 percent), ability to get along with others (97 percent), and classroom behavior (95 percent).
A statewide evaluation of West Virginia’s 21st Century Community Learning Center (21st CCLC) programs examined positive changes in students’ academic and behavioral outcomes as a result of participation in a 21st CCLC program. Performance on statewide reading and math proficiency exams showed that students who participated in 21st CCLC programs for longer periods of time (120 or more days) experienced higher rates of proficiency in literacy and numeracy skills than nonparticipating students. Students who participated in the 21st CCLC program for 30 or more days had higher rates of