A project of the Afterschool Alliance.
Card image cap
Clear

Note: Multi-select with Ctrl/Cmd

Clear

Page 2 of 14

Washington 21st Century Community Learning Centers Program Evaluation 2017-18 Program Year

Year Published: 2019

This 2019 evaluation of Washington’s 21st Century Community Learning Centers program found that students who consistently attended programs had a higher percentage of credits earned, cumulative GPA, and a lower number of school day absences and disciplinary incidents compared to non-attendees. Additionally, most students reported that it was completely or mostly true that the program helped them improve their academic behavior (81 percent) and self-management skills (77 percent). Students who regularly attended programming for two years had statistically significant higher reading and math test scores, lower school day absences, and a higher percentage of credits earned compared to students who did not attend at these levels. This finding suggests the importance of regular and continued program participation. 

2017-18 North Carolina 21st CCLC Program State-Level Progress Monitoring Report Cohort 11 and 12 Grantees

Year Published: 2019

This 2019 statewide evaluation of North Carolina’s 21st Century Community Learning Center (21st CCLC) programs found that based on teachers surveyed, students regularly participating in 21st CCLC programs saw improvements in their classroom performance and behavior. Approximately 5 in 6 elementary (84 percent), middle (86 percent), and high school (88 percent) students improved their homework completion and class participation. A majority of elementary (68 percent), middle (74 percent), and high school (84 percent) students also improved their behavior. 

Virginia Department of Education Evaluation of 21st Century Community Learning Centers 2017-2018

Year Published: 2019

A 2019 evaluation of Virginia’s 21st Century Community Learning Centers found that based on teacher-reported outcomes, an overwhelming majority of students improved their academic performance (63 percent), classroom behavior (70 percent), and homework completion and class participation (77 percent). Additionally, students indicated that the programs helped them get better grades, attend class regularly, behave in class, and “prepare for a job or career”. When comparing 21st CCLC students to non-attendees, students receiving special education services in the programs outperformed those not in programs. 

21st Century Community Learning Centers Statewide Evaluation Report 2017-2018 (Vermont)

Year Published: 2019

A 2019 evaluation of Vermont’s 21st Century Community Learning Center (21st CCLC) programs found that the programs have many strengths and aspects in which they improved in their four goal areas: access and equity, quality programming, program leadership, and project sustainability. Further, students participating in programs reported a positive experience. When asked their feelings about the programs, 7 in 10 students reported that they feel like they belong (70 percent) and that they matter (69 percent) in the program. More than half of students responded that they feel challenged in a good way (52 percent) and that the activities are important to them (51 percent).

Montana State Evaluation Report 21st Century Community Learning Centers: 2017-18 Annual Report

Year Published: 2019

A 2019 evaluation of Montana’s 21st CCLC programs found that students participating in the programs made academic, behavioral, and social and emotional gains. Based on teacher reports, 95 percent of students participating in the programs maintained or improved their academic performance, and a majority of students improved their class participation (62 percent), homework completion (59 percent), and conflict resolution skills (59 percent). Overall, 98 percent of program participants advanced to the next grade level or graduated on time. Both students and parents reported overall positive perceptions of the program’s impact on engagement in learning.

New Mexico 21st Century Community Learning Centers FY2019 Evaluation Report

Year Published: 2019

A 2019 evaluation of New Mexico’s 21st Century Community Learning Center (21st CCLC) programs by the New Mexico Public Education Department found that the programs had a positive impact on students’ academic achievement. Among the students in the programs, 29 percent raised their grade by a full letter grade by the end of the school year and 49 percent of students who earned below a passing grade raised their grade by the end of the year. Additionally, 66 percent of students who earned a passing grade in the first grading period maintained their grade throughout the year. There was a high level of satisfaction of New Mexico’s 21st CCLC programs, where, 95 percent of students, family, and staff surveyed agreed that the program was of high quality. 

Arkansas 21st Century Community Learning Centers Statewide Evaluation: 2017-18 Annual Report

Year Published: 2019

The 2019 evaluation by the David P. Weikart Center for Youth Program Quality of Arkansas’ 21st Century Community Learning Center (21st CCLC) programs found that students regularly participating in the programs made positive academic and social and emotional gains. Students reported that the programs helped them improve their academic habits, such as following the rules (95 percent), and helped them with their social and emotional skills and competencies, including working well with others (91 percent) and sharing their thoughts even if they disagreed (89 percent). Additionally, among regular participants, 41 percent and 42 percent increased or remained in the advanced or proficient levels in reading and math, respectively.

Michigan 21st Century Community Learning Centers Evaluation: 2017-2018 Annual Report

Year Published: 2019

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 (51 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 (74 percent), as well as getting along with other students (79 percent). In addition, both students and parents reported overall positive perceptions of program impact on academic learning and behavior.  

Idaho State Department of Education 21st CCLC Statewide Program Evaluation 2017-2018

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. 

21st Century Community Learning Centers 2017-2018 Program Year Statewide Evaluation (Colorado)

Year Published: 2019

A statewide evaluation of Colorado’s 21st Century Community Learning Center (21st CCLC) programs during the 2017-18 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 (71 percent), class participation (68 percent), motivation to learn (67 percent), relationships with peers (63 percent), classroom attentiveness (62 percent), homework completion (55 percent), and behavior in class (54 percent). Subgrantees were also surveyed and reported progress in meeting or exceeding their performance measure in enrichment (57 percent), STEM (61 percent), health and wellness (53 percent), and attendance (60 percent). 

Previous Next