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21st Century Community Learning Centers Program: Alabama 2015-2016 Evaluation Report

Year Published: 2017

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).  

21st Century Community Learning Centers: 2016-2017 Evaluation (West Virginia)

Year Published: 2017

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

Afterschool & STEM: System-Building Evaluation 2016

Year Published: 2017

A total of 1,599 students participating in afterschool programs with a STEM focus in grades 4-12 from 11 states completed retrospective self-report surveys measuring STEM-related attitudes and 21st century skills. Facilitators completed a survey about their experiences leading afterschool STEM, and the programs’ STEM activities were observed and evaluated to establish levels of quality. The evaluation found that students that participated in STEM-focused afterschool programs led to positive changes in students’ attitudes toward science, STEM interest, STEM identity, STEM career interest, career knowledge, 21st century skills, and critical thinking. Larger effects were seen in students who participated in programs for a minimum of four weeks. Higher quality STEM programs reported more positive gains than lower quality programs.

Hawaii Statewide Evaluation of the 21st Century Community Learning Centers Program, School Year 2014-2015 Evaluation Report

Year Published: 2017

A statewide evaluation of Hawaii's 21st Century Community Learning Center (21st CCLC) programs assessing operations, participation, and student achievement using data from the Annual Performance Reporting (APR) system. This evaluation found improvements in classroom behavior, homework completion and classroom participation, and school day attendance among students regularly participating in Hawaii's 21st CCLC programs. Additionally, improvements in reading and language arts and math were also found among regular participants.
 

Maine Department of Education 21st Century Community Learning Centers Program, Statewide Evaluation Report: 2015-2016

Year Published: 2017

A statewide evaluation of Maine’s 21st Century Community Learning Center (21st CCLC) programs during the 2015-2016 school year examined academic and behavioral outcomes associated with regular participation in the program among students who were designated as low-performing in school. The evaluation found that a majority of regularly attending low-performing students increased both their math and English language arts/literacy test scores. Teacher surveys showed that the majority of regularly participating low-performing students improved in-class behavior from the fall and spring semesters. Student surveys showed that the majority of students learned something new at their 21st CCLC program and enjoyed attending their program.

Oklahoma 21st Century Community Learning Centers Statewide Evaluation: 2015-2016 Annual Report

Year Published: 2017

A statewide evaluation of Oklahoma’s 21st Century Community Learning Center (21st CCLC) programs examined improvements in academic performance and positive social and emotional competency. Of students who attended 90 or more program days, 60 percent increased to or stayed at the “proficient” or “advanced” levels in statewide reading scores, while 69 percent increased to or stayed at the “proficient” or “advanced” levels in math. The evaluation found that the greater the program attendance, the greater students’ gains in reading proficiency. When surveyed, youth expressed confidence in their academic abilities and social and emotional skills, and parents agreed that participating in afterschool programs helped their children be more successful in school. 

Nebraska 21st Century Community Learning Centers: 2015-2016 Annual Report

Year Published: 2017

A statewide evaluation of Nebraska’s 21st Century Community Learning Center (21st CCLC) programs during the 2015-16 school year examined outcomes related to participants’ academic performance, engagement, and behavior. The evaluation found that based on teacher surveys, a majority of students regularly attending the program improved their academic performance, homework completion, participation, behavior, and relationship with their peers. Student and parent surveys also indicated positive experiences in the program.   

Michigan 21st Century Community Learning Centers Evaluation: 2015-2016 Annual Report

Year Published: 2017

A statewide evaluation of Michigan’s 21st Century Community Learning Center (21st CCLC) programs found that based on grades and surveys of teachers, students, and parents, students attending a program for at least 30 days (regular attendees) saw academic gains, as well as improvements in their behavior and engagement in school. Approximately half of students with room for improvement (defined as having a fall GPA below 3.0), saw grade improvement in math (52 percent) and English/language arts (48 percent) from fall to spring. Teacher surveys also reflected an improvement in classroom performance for behaviors such as turning in homework on time and participating in class (73 percent), as well as getting along with other students (74 percent). In addition, both students and parents reported overall positive perceptions of program impact on academic learning and behavior.  

Illinois State Board of Education 21st Century Community Learning Centers Program: State-Level Program Evaluation 2015-2016

Year Published: 2017

A statewide evaluation of Illinois’ 21st CCLC programs during the 2015-16 school year found that based on teacher surveys, a strong majority of students attending a program for 30 days or more saw improvements in their academics, behavior, and engagement in school. For example, teachers reported that regularly participating students made improvements in their academic performance (elementary schoolers- 64 percent, middle/high schoolers- 59 percent), behavior in class (elementary schoolers- 60 percent, middle/high schoolers- 52 percent), motivation to learn (elementary schoolers- 64 percent, middle/high schoolers- 56 percent), and regular school day attendance (elementary schoolers- 57 percent, middle/high schoolers- 50 percent).

21st Century Community Learning Centers 2015-2016: A Descriptive Evaluation (West Virginia)

Year Published: 2017

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).   

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