State Evaluation of Afterschool Programs 2019: Nita M. Lowey Iowa 21st Century Community Learning Centers

A statewide evaluation of Iowa’s 21^st Century Community Learning Center (21^st CCLC) programs found that among students regularly attending a 21st CCLC program and in need of improvement, 72 percent improved in math and 70 percent improved in English. Among regularly attending elementary schoolers identified as not proficient in reading, 25 percent achieved proficiency or higher, and among regularly attending middle and high schoolers not proficient in math, 46 percent achieved proficiency or above. Additionally, teachers reported that 79 percent of regular program participants improved their homework completion and participation in class, and 67 percent improved their behavior. 

Cumulative and Differential Effects of Early Child Care and Middle Childhood Out-of-School Time on Adolescent Functioning

This study of 1,364 families followed children from birth through age 15 to examine how early life experiences affect adolescent development. The study found that participation in both early child care and out-of-school time activities during middle childhood were linked to higher reading comprehension and math achievement at age 15, suggesting an additive effect. Additionally, participation in more organized activities in the elementary years was associated with higher vocabulary scores at age 15 and greater social confidence. 

Hawaii Statewide Evaluation of the 21st Century Community Learning Centers Program: School Year 2018-19

A statewide evaluation of Hawaii’s 21^st Century Community Learning Center (21^st CCLC) programs during the 2018-19 program year found students in the program made academic and behavioral gains. The percent of students who missed 15 or more days of school throughout the year was significantly less for 21^st CCLC participants compared to non-participants. In addition, those who participated in 21^st CCLC programs were more likely to meet or exceed proficiency in math and reading compared to non-participants.  

Evaluation of the Kentucky 21st Century Community Learning Centers Initiative: 2018-2019 Statewide Results

A statewide evaluation of Kentucky’s 21^st Century Community Learning Center (21^st CCLC) programs during the 2018-19 school year found that regular program attendees improved their math and reading/ELA grades from the fall to spring, and a majority reached proficient/distinguished on the Kentucky Performance Rating for Educational Progress (K-PREP). Based on teacher surveys, among those who needed to improve, an overwhelming majority of both elementary and high school students improved in academic performance, class participation, and homework completion. Students also reported benefits of the programs, including helping them complete their homework, get better grades, and challenge them to do their best. 

The Impact of Girls Inc. on Academic and Behavioral Outcomes

This quasi-experimental study of Girls Inc.—a year-round program located in more than 350 cities for girls ages 5-18 that focuses on healthy living, academic enrichment, and building positive life skills—found that girls who participated in the program reported more positive attitudes and behaviors than a comparison group of girls across the 27 outcomes that were measured in the categories of healthy living, academic engagement and success, and life skills. Girls Inc. participants also had higher math achievement test scores and school-day attendance rates than matched non-participants. By year two of the program, 23 of the 27 outcomes were statistically significant in the positive direction, including outcomes such as school engagement; finding school fun in areas like reading, math, and science; getting excited about science; engaging in physical activity; leadership; positive relationships with adults; and postsecondary readiness. 

Oregon MESA: Increasing the odds of high school graduation

A 2020 evaluation of the Oregon chapter of the Mathematics, Engineering & Science Achievement (MESA) afterschool program found positive impacts on academic achievement and high school graduation. Using a quasi-experimental design, researchers found that MESA students had higher science test scores and were significantly more likely to graduate from high school compared to their matched non-participating peers. Researchers wrote that, “This relationship suggests MESA participation has a tangible and important effect on high school graduation.” 

Ohio 21st Century Community Learning Centers Year 5 Evaluation Report

A 2020 evaluation of Ohio's 21^st Century Community Learning Centers programs found that there was a statistically significant positive impact on academic and behavioral outcomes among students regularly attending the program. Regular program participants scored higher on math and English language arts assessments compared with similar non-participating youth, as well as saw reductions in both unexcused absences and disciplinary incidents. Youth surveys revealed that students agree that their program is beneficial, including helping them make new friends and prepare for their future. 

The Dynamic Effects of a Summer Learning Program on Behavioral Engagement in School

This quasi-experimental study examines students who attended Aim High, a voluntary summer learning program that provided academic and social and emotional learning (SEL) supports, during 2013-2014 and/or 2014-2015 to middle school students in the San Francisco Unified School District. The study analyzes how students’ participation in the program impacts both behavioral engagement and academic achievement. Evaluators found that program participants were significantly less likely to be chronically absent and suspended, as well as have slight improvements in English/language arts state assessments and school-day attendance than their peers who did not participate in Aim High. Additionally, this study found that these effects are greatest for Aim High participants who are boys and Latinx students.

21st Century Community Learning Centers Program School Years 2015-2019: Final Evaluation Report (Delaware)

A statewide evaluation of Delaware's 21^st Century Community Learning Center (21^st CCLC) programs finds that participants made positive academic and behavioral gains. Based on teacher surveys during the 2018-19 school year, more than half of students showed improvement in class participation (57 percent), academic performance (58 percent), and turning in homework on time (52 percent). In addition, 47 percent of students improved their motivation to learn, and 49 percent were more attentive in class.

Improving School Attendance and Academic Performance: The Role of Multiyear Participation in After School Programs (Connecticut)

The Center for Applied Research in Human Development at the University of Connecticut and the Capitol Region Education Council (CREC) jointly conducted a study of Connecticut’s 21^st Century Community Learning Center (21^st CCLC) afterschool programs that looked at students enrolled in the program between 2013 and 2017 and the impact of attendance on academics and school day attendance. The study found that students participating in Connecticut’s 21^st CCLC programs for multiple years had significantly higher school day attendance rates and performed better on Connecticut's standardized math and language arts tests when compared to their peers who participated for only one year.