Illinois State Board of Education 21st Century Community Learning Centers
Program
State-Level Program Evaluation 2017-2018
March 2019
Authors: Leslie Goodyear, Ph.D.
Sophia Mansori Joshua Cox
Sheila Rodriguez
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Executive Summary
TheU.S.DepartmentofEducation’s21stCenturyCommunityLearningCentersprogram(21st
CCLC)isdesignedto:1)Providestudentsopportunitiesandaccesstoacademicresources;2)
ProvidestudentsingradesK-12withyouthdevelopmentservices,programs,andactivities;and
3)Providefamiliesservedbythe21stCCLCprogramsopportunitiesforliteracyandrelated
educationalandpersonaldevelopment.Tothisend,theIllinoisStateBoardofEducation(ISBE)
hasimplementedthestatewide21stCCLCprogramsince2003.Thestateprogramhas7goals.
21stCenturyCommunityLearningCenterStatewideGoalsGoal1:Schoolswillimprovestudentachievementincoreacademicareas.
Goal2:Schoolswillshowanincreaseinstudentattendanceandgraduationfromhighschool.
Goal3:Schoolswillseeanincreaseinthesocialemotionalskillsoftheirstudents.
Goal4:Programswillcollaboratewiththecommunity.
Goal5:Programswillcoordinatewithschoolstodeterminethestudentsandfamilieswiththe
greatestneed.
Goal6:Programswillprovideongoingprofessionaldevelopmenttoprogrampersonnel.
Goal7:Programswillcollaboratewithschoolsandcommunity-basedorganizationstoprovide
sustainableprograms.
Summary of implementation Duringthe2017-18grantyear,activegranteesincludedthosefromthe2013and2015funding
cohorts.Atotalof116grantsoperated363sites.Theprogramserved49,556studentsacross
thestate,andhad28,190regularprogramparticipants(studentsattended30daysormoreof
programming).Participationratesvariedbyage/gradegroup:71%ofelementaryschool
studentswereregularparticipants,while57%ofmiddleschoolstudentsand32%ofhighschool
studentswereregularparticipants.Nearlyallgranteesreportedthatthey aimedtocreatean
invitingandinclusiveenvironmentasaprimarystrategyforencouragingstudentattendance.
Attendancelevelsbygrade,2017-18Grade <30
Days30-59Days
60-90Days
>90Days
PreK-5thgrade 29% 22% 19% 31%
6th-8thgrade 43% 24% 16% 18%
9th-12thgrade 68% 16% 7% 8%
Allgrades 43% 21% 15% 21%
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Themostfrequentlyindicatedprogramcomponents,outsideofacademicsupport,foreachage
groupwereasfollows:
Elementary MiddleSchool HighSchool
ArtsProgram(94%)
STEM(95%) Entrepreneurial,career
developmentandjobskills(91%)
Social-emotionallearning(92%) Social-emotionallearning(94%) Social-emotionallearning(89%)
STEM(89%)
STEM(91%) ArtsProgram(84%) ArtsProgram(82%)
Summary of outcomes Granteesprovidedawiderangeofenrichmentactivities.Inadditiontothemostfrequently
offeredprogramsdescribedabove:
§ 68%granteesreportedofferingaservice-learningcomponentintheirprogram.
§ 91%ofgranteesworkingwithhighschoolstudentsindicatedtheyofferedcollege
preparationactivities.
§ Granteesreportedthattheyusetechnologyintheprogramsforanumberofactivities,
includingresearch,homeworksupport,computerprogramming,andmedia-making.
Agrowingnumberofgranteesreportedprovidingprogrammingandsupportsforbothspecial
educationandEnglishlanguagelearnerstudents: § 49%-52%ofgranteesreportedimplementingaspecialneedsprogramdependingonage
group,with96%ofthosegranteesindicatingtheyprovidesupportstoincludeand
integratestudentsintoprogramactivities. § 37%-42%ofgranteesreportedofferingabilingual/ELLprogram,and98%ofthose
granteesprovidedbilingualstafftosupportstudents.
Accordingtoteachers(surveyedusingtheTeacherAPRSurvey),themajorityofregular
programparticipantsinneedofimprovementdidimprovetheirbehavior: § Teachersreportedthat61%ofelementarystudentsimprovedwithrespecttogetting
alongwellwithotherstudents,and63%incomingbeingattentiveinclass. § Teachersreportedthat64%ofmiddleandhighschoolstudentsimprovedwithrespect
togettingalongwellwithotherstudents,and67%improvedwithrespecttocoming
behavingwellinclass.
AccordingtostatestandardizedtestscoresavailablethroughtheIllinoisReportCardsystem,
20%orlessofprogramparticipantswereproficientinELAormath.However,accordingto
teachers(surveyedusingtheTeacherAPRSurvey),themajorityofregularprogramparticipants
inneedofimprovementdidimprovewithrespecttoacademicachievement: § 72%ofelementarystudentsimprovedtheiracademicperformance,and69%improved
withregardtocompletinghomeworktoteacher’ssatisfaction.
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§ 71%ofmiddle/highschoolstudentsimprovedtheiracademicperformance,and69%
improvedwithregardtocompletinghomeworktoteacher’ssatisfaction.
Granteesprovidedawidevarietyofactivitiestoparentsandfamiliesofprogramparticipants.
Over20,000familymembersparticipatedinprograms,withthemostcommonactivities
includedfamilyevents,suchasfamilyculturalevents,literacyandmovienights.
Organizational capacity Over6,000staffworkat21
stCCLCprogramsacrossthestate,and26%ofstaffareschool-day
teachers.Granteesofferedawidevarietyofprofessionaldevelopmentandtraining
opportunitiestotheirstaff;99%participatedinISBE-run21stCCLCprogramtrainingand
technicalassistanceactivities.
Granteesreportedusingdatatoimprovetheirprograms.83%-88%of2013Cohortgrantees
indicatedtheymetorexceededgoalsinthisarea;71%-83%of2015Cohortgranteesindicated
theymetorexceededrequirementstodate.
Atleast72%ofgranteesuseanexternalprogramevaluator.Grantsreportedusingseveral
methodsformeasuringprogressandoutcomesoftheirgrants:84%oflocalevaluations
reportedusingtheTeacherAPRSurveytounderstandstudentoutcomes.Granteesalsolookat
studentgrades,andcollectinformationthroughstudentandparentsurveys.
Granteesmadeprogressinaddressingthechallengeofprogramsustainability.All2013Cohort
granteesindicatedthatsomeormostoftheirprogramcomponentsweresustainable,and97%
of2015Cohortgranteesindicatedthatsomeormostoftheirprogramcomponentswere
sustainable.
Challenges and recommendations Althoughgranteesdemonstratedprogresstowardeachofthestateprogramobjectives,
challengesandrecommendationswereconsistentwithpreviousyears.
§ Poorparentalinvolvementwascitedasthemostcommonbarriertoprogram
implementation,andtheneedforincreasedorimproveparentandfamilyprogramming
andinvolvementwasmostfrequentlycitedasarecommendationforprogram
improvement.Thisisconsistentwithpreviousyears.
§ Granteesservingolderstudentsreportedregularstudentattendanceasaprogram
barrierandanareaforprogramimprovement.Granteesservingolderstudents
recognizedthatcompetingresponsibilitiesathomeandtheneedforsomestudentsto
workwasamainfactorinattendance.
§ Granteescontinuedtodescribechallengeswithevaluationandincollectingandusing
dataintheirownprograms.Issueswithdatacollectionincludedtheneedforconsistent
datacollectionacrosssitesandchallengeswithaccessschool-relateddataonprogram
participants.
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Table of Contents
1. Introduction ............................................................................................................. 6
1.1. About this report ........................................................................................................ 7
2. Program Implementation ...................................................................................... 8
2.1. Grants, sites, and attendance ................................................................................. 8
2.2. Program operations ................................................................................................ 11
3. Participant Outcomes .......................................................................................... 15
3.1. Participation in activities ......................................................................................... 15
3.2. Behavior and social-emotional skills ...................................................................... 21
3.3. Student achievement ............................................................................................. 26
3.4. School Attendance ................................................................................................ 28
3.5. Student and family inclusion .................................................................................. 29
4. Organizational Capacity ..................................................................................... 32
4.1. Professional development and training ............................................................... 32
4.2. Evaluation and continuous improvement ............................................................ 33
4.3. Funding and sustainability ...................................................................................... 35
5. Program-Reported Challenges & Recommendations ..................................... 37
5.1. Barriers to implementation ..................................................................................... 37
5.2. Recommendations for program improvement ................................................... 38
6. Conclusion ............................................................................................................ 41
Appendix A: EDC Evaluation Design ......................................................................... 44
Appendix B: Summary of Local Evaluation Reports ................................................. 47
Appendix C: Annual Survey ....................................................................................... 60
Appendix D: Teacher APR Survey Data .................................................................... 80
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1. Introduction TheIllinoisStateBoardofEducation(ISBE)hasimplementedtheUnitedStatesDepartmentof
Education-funded21stCenturyCommunityLearningCentersprogram(21stCCLC)since2003.
Theprogram:
1) Providesopportunitiesandaccesstoacademicresourcesdesignedforstudents,
especiallythosefromunderrepresentedgroups,highpovertyareas,andlow-performing
schools.Theseactivitiesarefocusedoncoreacademicareas,aswellasextra-curricular
subjectsandactivities.Programsandsitesusestrategiessuchastutorialservices,and
academicachievementenhancementprogramstohelpstudentsmeetIllinoisandlocal
studentperformancestandardsincoreacademicsubjectssuchasreadingand
mathematics.
2) ProvidesstudentsingradesK-12withyouthdevelopmentservices,programs,and
activities,includingdrugandviolencepreventionprograms,counselingprograms,art,
music,andrecreationprograms,technologyeducationprograms,andcharacter
educationprogramsdesignedtoreinforceandcomplementtheregularacademic
programofparticipatingstudentsandtheirfamilies.
3) Providesfamiliesservedbythe21stCCLCprogramsopportunitiesforliteracyandrelated
educationalandpersonaldevelopment.
ISBE21stCenturyCommunityLearningCenterStatewideGoals&Objectives
ISBEhasidentifiedsevenstatewidegoalsandcorrespondingobjectivesforthe21stCCLC
program,listedbelow.
Goal1:Schoolswillimprovestudentachievementincoreacademicareas.
Goal2:Schoolswillshowanincreaseinstudentattendanceandgraduationfromhighschool.
Goal3:Schoolswillseeanincreaseinthesocialemotionalskillsoftheirstudents.
Goal4:Programswillcollaboratewiththecommunity.
Goal5:Programswillcoordinatewithschoolstodeterminethestudentsandfamilieswiththe
greatestneed.
Goal6:Programswillprovideongoingprofessionaldevelopmenttoprogrampersonnel.
Goal7:Programswillcollaboratewithschoolsandcommunity-basedorganizationstoprovide
sustainableprograms.
Objective#1:Participantsintheprogramwilldemonstrateincreasedacademicachievement
Objective#2:Participantswilldemonstrateanincreasedinvolvementinschoolactivitiesandin
participatinginothersubjectareassuchastechnology,arts,music,theater,sportsand
otheractivities.
Objective#3:Participantsintheprogramwilldemonstratesocialbenefitsandexhibitpositive
behavioralchanges
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Objective#4:The21stCCLCprogramswillprovideopportunitiesforthecommunitytobe
involvedandwillincreasefamilyinvolvementoftheparticipatingchildren.
Objective#5:Programswillprovideopportunities,withprioritygiventoallstudentswhoare
lowestperformingandinthegreatestneedofacademicassistance.
Objective#6:ProfessionaldevelopmentwillbeofferedbytheprogramsandISBEtomeetthe
needsoftheprogram,staff,andstudents.
Objective#7:Projectswillcreatesustainabilityplanstocontinuetheprogramsbeyondthe
federalfundingperiod.
1.1. About this report Thisstatewideevaluationreportaddressestheprogramsandactivitiesimplementedbythe116
granteesactiveduringFY18(July1,2017throughJune30,2018).Theseactiveprogramswere
awardedgrantsinthe2013and2015cycles(referredtoasCohort13andCohort15inthis
report).Thisreportprovidesasummaryandanalysisofdatacollectedbyandmadeavailableto
EDCforFY18.Thesedatainclude:
§ EDC’sannualgranteesurvey,administeredinMay-June2018;
§ Grantees’individualannualevaluationreports,submittedbyDecember2018;and
§ IllinoisReportCarddata(IRC),includingstudentattendanceandachievement
information.
Amoredetaileddescriptionoftheevaluationdesignanddatasourcesusedforthisreportis
includedintheAppendices.Inmostcases,thedataforboththe2013and2015granteecohorts
arereportedintheaggregate.Inafewinstances,inordertoexploredifferencesbetweenthe
granteecohorts(particularlywithrespecttoimplementationandsustainability),dataforeach
cohortarereportedseparately.
Thisreportisorganizedintothefollowingsections:
§ ProgramImplementation:Thissectionincludesinformationaboutgrantees’
implementationofprogramsin2017-18.Itincludesprogramtotalsforattendeesand
sites,aswellasinformationaboutorganizationsandstaffing,recruitmentand
retention,andprogramcomponents.
§ ParticipantOutcomes:Thissectionprovidesdataaboutstudentparticipationin
activities,attendanceinschool,studentbehavior,andstudentandfamilyinclusion.
§ OrganizationalCapacity:Thissectionprovidesinformationabouttheorganizational
capacityofgrantees,includingstaffdevelopment,progresstowardmeetingstated
programgoals,programevaluation,andsustainability.
§ ProgramChallengesandRecommendations:Thissectionsummarizesthechallenges
thatgranteesexperiencedduringimplementationoftheprogram,aswellas
recommendationsforprogramimprovementasofferedbygrantees’localevaluations.
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2. Program Implementation
2.1. Grants, sites, and attendance DuringFY18,Illinoishad116activegrants,includinggrantsfromthe2013and2015award
cohorts.Thesegrantsofferedprogrammingat363sites,andservednearly50,000students
overthecourseoftheyear.Twentypercentofthegranteesoperatedasingleprogramsite,
while63%ofgranteesoperated2to4sites.Seventeenpercentofthegranteeshad5ormore
sites.
Thetotalofnumberofstudentsserved–49,556–representsanincreasefromlastyear(FY17)
whenthetotalnumberofstudentsservedwas47,970.Thenumberofregularattendees—
studentswhoattendedtheprogram30daysormore—was28,190,or56.9%ofthetotal
numberofstudents.Theproportionofregularattendeeswasalmostidenticaltolastyear,
whentheratewas56.3%.
Table1:Grantees,sites,andstudentsserved,2017-2018(AS,APR)12
2017-18Grantees 116
3
Sites 363
Average#studentspergrant 435
Studentsserved 49,556
Regularattendees(30daysormore) 28,190
Table2:Numberofsitespergrant,2017-2018(AS)
Grantees
Number Percent
1site 21 20%
2sites 22 21%
3sites 11 10%
4sites 34 32%
5sites 9 8%
Morethan5sites 10 9%
Sitesprovideddataonthegradelevelsofthestudentstheyserved.Categorizingsitesasserving
elementary,middle,andhighschoolstudentisachallenge,asanumberofschools/sites
1(AS)indicatesdatathatcomefromEDC’sannualgranteesurvey,administeredinJune2018,inwhich
theyreportedondataforthepriortwelvemonths.While116grantswereactive,thesurveywas
completedby107grantees.2(APR)indicatesdataprovidedviatheIllinoisReportCardAPRdatawarehousesystem.Thesedataare
identicaltothosesubmittedtothefederalreportingsystem(theAPRsystem).3Thenumberofsitesinthistablerepresentsthenumberoperatedbythe107granteeswhoprovided
data.
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combinemiddlegradeswitheitherelementaryorhighschool.Themajorityofgranteesserve
studentsinelementaryandmiddleschool(72%and79%respectively).Approximatelyhalfof
thegranteesofferprogramsthatservehighschoolstudents.Whenlookingattotalparticipants
bygradelevel,themajorityofprogramparticipantswereingrades3through8.
Table3:Grantsbyschool-ageserved,2017-18(AS)
Grants
Number Percent
ElementarySchoolStudents(GradesPreK-5) 77 72%
MiddleSchoolStudents(Grades6-8) 84 79%
HighSchoolStudents(Grades9-12) 55 51%
Table4:Gradelevelofparticipants,2017-18(APR)
Grade
TotalParticipants
Number Percent
Pre-Kindergarten 110 0.2%
Kindergarten 1345 3%
1stgrade 2621 5%
2ndgrade 3921 8%
3rdgrade 5027 10%
4thgrade 5054 10%
5thgrade 4894 10%
6thgrade 4606 9%
7thgrade 4611 9%
8thgrade 4255 9%
9thgrade 3655 7%
10thgrade 3262 7%
11thgrade 3422 7%
12thgrade 2773 6%
Total 49,556 100%
The21stCCLCprogramencouragesgranteestoworktowardregularstudentparticipation,
definedasattendingtheprogramformorethan30daysduringtheschoolyear.Morethanhalf
oftheprogramparticipantswereregularthisyear,and36%attended60daysormore.
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Figure1:Programattendancelevelsofallparticipants,2017-18(APR)
Asinpreviousyears,thereisanotabledifferencebetweenagegroupsinthepercentageof
studentswhoareregularattendees.Whilelessthanonethirdofelementarygradeparticipants
attendedlessthan30days,lessthanathirdofhighschoolparticipantsattendedmorethan30
days.Thefigurebelowillustratesthedeclineinattendanceasstudentsgetolder.
Figure2:Studentattendanceratesforelementary,middle,andhighschoolstudents,2017-18(APR)
WithaccesstothenewIRCdatawarehouse,demographicdataonprogramparticipantsare
nowavailable.MorethanhalfofstudentswereidentifiedasHispanicorBlack.Whenbreaking
<30Days
43%
30-59Days
21%
60-90Days
15%
>90Days,
21%
AttendanceLevels(AllGrantees)
29%
43%
68%
22%
24%
16%
19%
16%
7%
31%
18%
8%
PreK-5thgrade
6th-8thgrade
9th-12thgrade
AttendancebyGradeLevel
<30Days 30-59Days 60-90Days >90Days
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downraceandethnicitydatabygradelevel,alargerproportionofmiddleschoolandhigh
schoolparticipantswereHispanicorBlack.
Table5:Race/ethnicityofallprogramparticipants,2017-18(APR)
Race/ethnicity Percentofall
participants
Hispanic 37%
Black 34%
White 20%
Asian 6%
Multi-Racial/Ethnic 2.2%
NativeAmerican 0.3%
PacificIslander 0.1%
Figure3:ParticipantRace/Ethnicitybygradelevel,2017-18(APR)
2.2. Program operations Recruitmentandretention
Accordingtothesurvey,nearlyallgranteesrelyonschoolstaffreferralswhenrecruiting
programparticipants.Themajorityofgranteesalsouseparent/guardianorself-referrals,along
withreferralsfromotherinternalprograms.Granteesidentifiedanumberofothersourcesof
participantreferralsorstrategiesforrecruitment.Theseincluded:referralsfrompartner
organizations,studentrecruitmentfairsandprogramopenhouses,recruitmentduringreport
cardpickup,recruitmentofsiblingsofparticipants,andrecruitmentofpeersthroughcurrent
participants.
13%
4%
3%
22%
20%
22%
35%
42%
34%
27%
57%
39%
3%
3%
3%
Pre-K-5thGrade
6th-8thgrade
9th-12thgrade
Race/EthnicitybyGradeLevel
Asian White Black Hispanic Other
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Table6:Programreferralsources,byagegroup,2017-18(AS)
TypeofReferral
%ofgranteesindicatingreferralmethodfor:
ElementarySchool
Participants
MiddleSchool
Participants
HighSchool
Participants
Schoolstaffreferrals
(e.g.teachers,administrators,etc.) 100% 100% 98%
Parent/Guardianorself-referrals 91% 92% 95%
Internalprogramreferrals 88% 88% 95%
Granteesemployavarietyofstrategiestoretainprogramparticipants.Nearlyallgrantees
indicatedthattheyworktoprovideaninclusiveenvironmentthatencouragesstudent
attendanceandofferbothacademicandnon-academicactivitieswithaspecificfocuson
encouragingattendance.Nearlyallgranteesservingyoungerstudents(elementaryandmiddle
school)conductoutreachtoparentstoaddressretentionissues,whilegranteesservinghigh
schoolstudentsarelesslikelytodoso.Similarly,granteesservingelementaryandmiddle
schoolstudentsuseincentivesystemstoencourageattendancemorefrequentlythanthose
servinghighschoolstudents.
Figure4:Retentionstrategiesbyschoolagegroup,2017-18(AS)
Inadditiontothestrategiesabove,granteesdescribedotherapproachestheyusetoincrease
programretention.Somegranteessharedthattheyconductoutreachtostudentstobetter
understandtheirspecificreasonsforstrongattendanceandconversely,anychallengesor
problemsthatneedtobeaddressedwhenastudent’sattendancedeclines.Somegranteesalso
reportedthattheyaimtohirefunandenergeticprogramstaff.
99% 96% 96% 97% 96%
70%
99%95% 94%
98%93%
70%
96%
76%
91% 93%89%
55%
0%
20%
40%
60%
80%
100%
Aninvitingan
inclusive
environmentthat
encouragesstudent
attendance
Outreachtoparents
whenstudents
demonstrate
patternsof
absenteeism
Academicactivities
withaspcecific
focuson
encouraging
attendance
Non-academic
activitieswitha
specificfocuson
encouraging
attendance
Outreachtoschool
staffwhenstudents
demonstrate
patternsof
absenteeism
Incentivesystem
rewardingstudent
attendancein
program
RetentionStrategies
Elementary(N=77) Middle(N=84) High(N=55)
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Transportationcanplayaroleinrecruitingandretainingprogramparticipants.Morethanhalf
ofgranteesindicatedthattheyprovidetransportation,withthoseservingmiddleschool
participantsindicatingthehighestpercentage.Ofthegranteesthatindicatedthattheir
programprovidedtransportation,60%indicatedthattheyfundedthisthroughacombination
of21stCCLCandothersources,while33%indicatedthattheyreliedexclusivelyon21
stCCLC
fundingtodoso.
Table7:Availabilityoftransportationbystudentagegroup,2017-18(AS)
AvailabilityofTransportation %ofgranteesElementaryschool 51%
Middleschool 54%
Highschool 47%
Nearlyallgrantees(91%ormore),acrossstudentagegroups,indicatedthattheyusephone
callsandin-personmeetingsasawaytokeepthelinesofcommunicationopenwithparents
andguardiansofstudents.Agrowingpercentofgranteesindicatethattheyareusingsocial
mediaandtextmessageasameansofparentcommunication.Granteesservingyounger
studentsmorefrequentlyreportedthattheyusenewslettersandnotessenthome,whilethey
morefrequentlyindicatedthattheyuseawebsitetocommunicatewithparentsandguardians
ofhighschoolstudents.Othercommunicationstrategiescitedbygranteesincludedemail,
parentconferencesandotherevents,andflyersandcalendars.Asmallnumberofgrantees
describedusing“parentcommunicationapps.”
Figure5:Parentcommunicationstrategiesbyschoolagegroup,2017-18(AS)
97% 99% 99%
79%
65%69%
71%
98% 96% 96%
75% 74%
68%65%
96%91%
84%
56%
76%
67% 67%
0%
20%
40%
60%
80%
100%
Phonecalls In-person
meetings
Notessenthome Newsletters Website Socialmedia Textmessaging
CommunicationwithParents/Guardians
Elementary(N=77) Middle(N=84) High(N=55)
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Programming
Dependingonfundingcohort,currentgranteesareintheir4thand6
thyearsofprogramming.
Therefore,itisappropriateandreassuringthatmostgranteesindicatethattheyhavemetor
exceededtheirgoalswithrespecttoprogramming.Nearlyallgranteesindicatedthattheyhad
metorexceededgoalsrelatedtoprogrammingwithrespecttoelementarystudents.Itisworth
notingthatgranteesservinghighschoolstudentsindicateslightlylesssuccessmeeting
programminggoals,with10-15%reportingtheypartiallymetgoalsinthisarea.
Table8:Grantprogressinimplementingprogramactivities,2017-18(AS)
Didnotmeetgoals
Partiallymetgoals
Metgoals Exceededgoals
Elem
entary Implementedacademicactivities 0% 1% 73% 26%
Implementedotherenrichment/recreation
activities
0% 0% 4% 56%
Coordinatedafterschoolprogramwith
school'sdayprograms
0% 4% 64% 31%
Middle
Implementedacademicactivities 0% 4% 64% 32%
Implementedotherenrichment/recreation
activities
0% 1% 42% 57%
Coordinatedafterschoolprogramwith
school'sdayprograms
0% 6% 62% 32%
High
Implementedacademicactivities 0% 11% 60% 28%
Implementedotherenrichment/recreation
activities
0% 10% 42% 48%
Coordinatedafterschoolprogramwith
school'sdayprograms
0% 15% 43% 42%
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3. Participant Outcomes
3.1. Participation in activities Allgranteesarerequiredtoofferanacademiccomponentintheirafterschoolprogramming.
Otherprogramcomponentsandofferingsvaryfromgranteetograntee,andfromsitetosite.
ArtsandSTEM(Science,Technology,Engineering,andMathematics)programmingcontinueto
beextremelyprevalentacrossagegroups.Mostgranteesalsoindicatedthattheyoffer
programmingthatsupports21stcenturyskills,althoughthiswasusuallyintegratedwithother
typesofprogramming.Programsthatsupportentrepreneurialskills,careerdevelopment,and
jobskillsaremorecommonforgranteesworkingwithhighschool.Inaddition,ahigher
proportionofgranteesworkingwithhighschoolstudentsofferedprogrammingforcredit
recovery,whichatthehighschoollevelbecomesanimportantsupportinhelpingprogram
participantssucceedingraduatingfromhighschool.Figure6:Programcomponentsofferedbyagegroup,2017-18(AS)
94%
91%
83%
52%
52%
42%
9%
94%
95%
86%
71%
49%
37%
15%
82%
89%
82%
91%
51%
42%
36%
0% 25% 50% 75% 100%
Arts
STEM
21stcenturyskills
Entrepreneurial,
careerdevelopment,jobskills
Specialneeds
Bilingual
Creditrecovery
ProgramComponents
Elementary(N=77) Middle(N=84) High(N=55)
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Inanefforttofurtherunderstandtheactivitiesandexperiencesofferedtostudents,andto
learnwhatcommonactivitiesandstrategiesareincludedinsomeofthebroaderprogramming
categories,thesurveyaskedgranteestofurtherspecifyordescribemanyoftheirprogram
components.Thisinformationisincludedbelow.
STEMprograms:STEMprogramminghasbecomeoneofthemostcommonprogram
componentsamong21stCCLCgranteesoverthepastseveralyears,with94%indicatingthat
theyofferSTEMactivities.STEMprogrammingencompassesawidevarietyofactivities.Many
granteesreportedthattheypartneredwithSTEMorganizationsorotherprogramprovidersto
supportactivitiesintheirownprogram.Thisstrategyaddressestheissueofhavingbothtrained
staffandnecessarymaterialstofacilitateSTEMprograms.SpecifictypesofSTEMactivities
offeredbygranteesincludedrobotics(67%ofthoseofferingSTEMprograms),STEAMactivities
thatintegrateSTEMandarts(66%),andcomputerprogramming(65%).Further,themajorityof
granteesofferingSTEMprogramsindicatedthattheyconductactivitiesalignedwithschool
sciencestandards,anduseschool-dayscienceteacherstosupportactivities.
Table9:STEMprogrammingactivitiesandstrategies,2017-18(AS)
GranteesofferingSTEMPrograms
(N=101)
Percent Count
PartnershipswithSTEMorganizationsorprogramproviders 69% 70
Roboticsclubsoractivities(Legoandothers) 67% 68
Activitiesalignedwithschoolstandards(NGSS) 66% 67
STEAMactivitiesorprogramming 66% 67
Computerprogrammingorcodingactivities 65% 66
STEMkitsprovidedbyvendor 62% 63
Environmentalscienceactivities 62% 63
FamilySTEMnightsoractivities 59% 60
School-dayscienceteacherstosupportactivities 56% 57
Artsprograms:Artsprogramscontinuetobeoneofthemostcommonareasofprogramming,
outsideofacademicsupport.“Artsprogramming”isabroadcategory,andonthesurvey,
granteesprovidedmorespecificinformationaboutthekindofartsprogrammingtheyoffered.
Visualarts—suchasdrawingandphotography—isthemostprevalentactivity.Performance
arts,includingtheateranddance,arealsocommon.
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Table10:Typesofartsprogrammingandactivities,2017-18(AS)
GranteesofferingArtsPrograms
(N=99)
Percent Number
VisualArts(photography,drawing,sculpture) 88% 87
PerformanceArts 77% 76
Music 74% 73
DecorativeArts(Ceramics,Jewelry) 66% 65
AppliedArt(Architecture,Fashiondesign) 43% 43
ArtHistory(includingvisitingartmuseums) 41% 41
Entrepreneurship,careerdevelopmentandjobskillsprograms:Manygranteesoffered
entrepreneurship,careerdevelopment,andjobskillprogramsandactivities,particularlyfor
participantsatthehighschoollevel.Thesemostcommonlyincludedcareerexplorations
activities,suchasskill/interestinventories,jobfairs,andguestspeakers,alongwithclubsor
programsthatallowparticipantstoexplorecareersandsupportskilldevelopment.Morethan
halfofthegranteesthatindicatedofferingthiscategoryofprogrammingreportedtheyprovide
financialliteracyactivitiesandactivitiestodevelopjob-seekingskills.Asmallerproportionof
granteesprovidedcareerandtechnicaleducationactivities(42%)orajuniorachievement
program(35%).Table11:Typesofentrepreneurship,careerdevelopmentandjobskillsprograms,2017-18(AS)
Granteesofferingentrepreneurial,
careerdevelopment,and/orjob
skillsPrograms(N=81)
Percent Count
Careerexploration(skills/interestinventories,guestspeakers,
jobfairs,fieldtrips) 89% 72
Clubs/programsthatexplorecareersandsupportskill
development 84% 68
Entrepreneurshipactivities(businessplanning,schoolstore) 63% 51
Financialliteracy 59% 48
Jobseekingskills(e.g.resumewriting,interviewskills) 57% 46
Onlineprograms/resources(e.g.CareerLaunch,CareerCruising) 47% 38
Careerandtechnicalstudentorganizationactivities 42% 34
Juniorachievementprogram 35% 28
Specialneedsprograms:Approximatelyhalfofgranteesreportedthattheyofferspecialneeds
supportsandactivitiesaspartoftheirprograms.Nearlyallgranteesthatreportedthatthey
providespecialneedsprogrammingindicatedthattheyprovidesupportstoincludeand
integratespecialneedsstudentsintoprogramactivities,alongwiththenecessaryand
appropriateaccommodationsforthesestudents.Itwasalsocommonforgranteestoaccess
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andusestudents’IEPsandprovideactivitiestosupportstudentswithlearningdisabilities.
Three-quartersofgranteesindicatedthattheyhavededicatedprogramstafftosupport
studentswithspecialneeds.
Table12:Strategiesforspecialneedsprogramming,2017-18(AS)
GranteesofferingSpecialNeeds
Programs(N=55)
Percent Count
Supportstoincludeandintegratespecialneedsstudentsinto
programactivities 96% 53
Necessaryandappropriateaccommodationsforspecialneeds
students 95% 52
AccesstoanduseofstudentsIEPs 80% 44
Activitiestosupportstudentswithlearningdeficiencies 80% 44
Dedicatedstafftosupportspecialneedsstudents
(paraprofessional,specialeducationteacher) 76% 42
Bilingual/ELLprograms:Anincreasingnumberofgranteesindicatedthattheyprovided
bilingualorprogramsforEnglish-languagelearners(ELL)aspartoftheirgrant(44%).Allbut
oneofthesegranteesindicatedthattheyprovidebilingualstafftosupportstudents.Mostalso
indicatedthattheyofferspecificactivities,tutoring,orsupportforELLstudents.Morethanhalf
ofthegranteesthatreportedofferingbilingual/ELLprogramsindicatedthattheyprovide
languagelearningactivitiesforalloftheirstudents.
Table13:Typesofbilingual/ELLprogramactivitiesandsupports,2017-18(AS)
GranteesofferingBilingual/ELL
Programs(N=47)
Percent Count
Bilingualstafftosupportstudents(instructors,tutors,or
volunteers) 98% 46
Activities,tutoring,orothersupportforELLstudents 85% 40
Language-learningactivitiesforallstudents 66% 31
AnestablishedcurriculumforELLstudentswithabilingualteacher 45% 21
Creditrecoveryprograms:Creditrecoveryprogramswereofferedprimarilyatsitesservinghigh
schoolstudents.Whendescribingtheircreditrecoveryprograms,mostgranteesreportedthat
creditrecoverywasprimarilyaddressedthroughsummerprogramming,givingstudentsthe
chancetomakeupafailedclassandworktowardgradepromotionandgraduation.Grantees
providedamixofdirectinstructionandself-pacedonlineprograms.Granteesalsodescribed
coordinatingcreditrecoveryactivitieswithschoolstaffandguidancecounselors,andinsome
cases,schoolstaffranthecreditrecoveryportionoftheprogram.
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Additionalenrichmentactivities:Inadditiontotheprogrammingdescribedabove,granteesalso
offeravarietyofenrichmentactivities.Theseincludeopportunitiesforparticipantstoengage
inhealthandwellnessactivities,andexperiencenewplaces,people,andideas.Sports,field
trips,andgameswerethemostcommonoftheseactivities.Ingeneral,enrichmentactivities
weremoreoftenincludedbygranteesservingelementaryandmiddleschoolstudents.The
exceptiontothiswascollegepreparationactivities.Figure7:Enrichmentactivitiesbyagegroup,2017-18(AS)
Servicelearningprograms
Servicelearninggivesstudentstheopportunitytoengageinarangeofactivitieswhilebuilding
connectionswiththeircommunities.Sixty-eightpercentofgranteesindicatedthatthey
includedservicelearningaspartoftheirprograms.Granteesreportedthenumberofstudents
thatparticipatedinservicelearningactivities,andelementarystudentsrepresentedmorethan
halfofthetotal(54%).Granteesprovideddescriptionsofthetypesofservicelearningactivities
theydidwithstudents,andtheyvariedgreatlybothintermsofstructureandfocus.Often,
servicelearningactivitiesincludedstudentinput,andinsomecases(usuallywhenworkingwith
olderstudents)wereprojectsorinitiativescompletelydesignedandmanagedbystudents.
Examplesoftherangeofservicelearningactivitiesaredescribedbelow.
97%
95%
94%
90%
69%
57%
51%
94%
98%
92%
87%
68%
57%
74%
87%
89%
73%
78%
67%
56%
91%
0% 20% 40% 60% 80% 100%
Sports
FieldTrips
Games
CulturalActivities
CulinaryArts
Gardening
CollegePrepActivities
EnrichmentActivities
Elementary(N=77) Middle(N=84) High(N=55)
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• Themostcommontypesofactivityweredrivesandcollectioneffortsforthe
community,suchasfooddrivesforfoodpantries,andclothingandhygienekitsfor
sheltersorrefugeeassistanceprograms.Similarly,manygranteesdescribedfundraising
efforts,withmoneybeingraisedforanynumberofcauses.
• Manyservicelearningactivitiesaddressenvironmentalissues,includingneighborhood
cleanupandbeautificationeffortsandrecyclingprograms.Someprogramsalsohave
studentsparticipatinginschoolorcommunitygardens.
• Someservicelearningactivitieswerecombinedwithmedia-makingactivities,andhad
studentsdevelopinginformationcampaignsandpublicserviceannouncementsabout
issuessuchasbullying,gangs,anddruguse.
• Asmallnumberofprogramsdescribedstructuredservicelearningprogramsguidedby
curriculumoraprogrammodel.Theseprojectshadstudentsengagedinresearchand
assetmappingactivities,definingacommunityneedorissueanddevelopingastrategy
toaddressit.Insomecases,theseactivitieswereimplementedbyorincollaboration
withacommunitypartnerorganization.
Technology
Technologyplaysanimportantroleinmanyprograms,supportingparticipantsintheir
academicworkandprovidingopportunitiesforlearningandactivities.Formanyparticipants,
the21stCCLCisoneofthefewopportunitiestheyhavetoaccessandlearnvarious
technologies.Applicationsoftechnologyvarybyagegroup.Themostcommonlyreporteduse
oftechnologybygranteesservingmiddleschoolstudentswashomeworksupport,whilefor
bothelementaryandhighschoolstudentsthemostcommonusewasforresearchorfinding
informationandresources.Threequartersofthegranteesindicatedthattheyprovide
computerliteracyorprogrammingactivities,acrossgradelevels.Media-makinganddigitalarts
activitiesweremorecommonatthehighschoollevel.Technologyuseforcredit-recoverywas
almostexclusivelyusedforhighschoolstudents.
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Figure8:Usesoftechnologybyagegroup,2017-18(AS)
Whenaskedtocitecommonlyusedtechnology-basedprogramsandonlineresources,grantees
describedusingcommonapplicationssuchasMicrosoftOffice,AdobeCreativeSuite,andApple
programssuchasiMovie.Frequentlynamededucationalprogramsorwebsitesincluded:
CompassLearning,KhanAcademy,PBSKids,StudyIsland,CoolMath,Read180,EverydayMath,
FunBrain,andMobyMax.
3.2. Behavior and social-emotional skills Oneofthegoalsandobjectivesofthe21
stCCLCprogramistheimprovedsocial-emotionalskills
andbehaviorsofprogramparticipants.Nearlyallgrantees(89%+)offerasocial-emotional
learningcomponentaspartoftheirprogram.Inaddition,manygranteesofferotherprograms
thataimtosupportpositivebehaviorandsocial-emotionaldevelopment,suchasyouth
developmentprogramming,mentoring,andbehaviorandpreventionprogramming.These
programsaremorecommonatthemiddleandhighschoollevel.
87%
86%
84%
75%
68%
57%
56%
0%
85%
89%
77%
75%
65%
64%
63%
7%
80%
78%
67%
71%
71%
64%
69%
29%
0% 25% 50% 75% 100%
Researchorfinding
information&resources
Homeworksupport
Gamesand/orfreeplaytime
Computerliteracyorprogramming
Academicremediationor
computer-assistedinstruction
Testpreparation
Media-makingand/ordigitalarts
Creditrecoveryprograms
TechnologyUse
Elementary Middle High
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Figure9:Behaviorandsocial-emotionalprogramming,2017-18(AS)
Granteesindicatedwhethertheyusedanyofanumberofspecificmodels,curricula,or
activitiesaspartoftheirsocial-emotionalprogramming.Thelargestproportionofgrantees
(69%)indicatedthattheyusethePositiveBehavioralInterventionandSupportsmodel(PBIS).
PBISisaframeworkusedbymanyschools,andgranteesnotedthattheystrivetoprovide
consistencyinbehaviorexpectationsfromtheschooldayintoafterschooltimeandtherefore
employthesamemodelastheschoolsthatparticipantsattend.Beyondthat,somegrantees
indicatedusingspecificcurriculaorevidence-basedprograms,includingtheSecondStep
Curriculum(23%)andStevenCovey’sHabitsofHighlyEffectivepeopleprogram(19%).These
arethesamecurriculathatwereidentifiedbygranteeslastyear.Table14:Social-emotionalprogramsandcurriculum,2017-18(AS)
Granteesofferingsocial-emotional
programming(N=98)
Percent Count
PositiveBehavioralInterventionandSupports(PBIS) 69% 68
SecondStepCurriculum 23% 23
StevenCovey'sHabitsofHighlyEffectivePeopleProgram 19% 19
Other 16% 16
AggressionReplacementTraining 8% 8
BotvinLifeSkillsTrainingCurriculum 5% 5
LionsQuestCurriculum 5% 5
MeansandMeasuresofHumanAchievementLabs(MHA)Tools 3% 3
92%
81%
74%
69%
94%
86%
77%
74%
89%
87%
76%
78%
0% 25% 50% 75% 100%
Social-emotional
Youthdevelopment
Behavior&preventioncomponent
Mentoring
SELRelatedProgramming
Elementary(N=77) Middle(N=84) High(N=55)
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Seventy-sevenpercentofgrantees(82of107)reportedthattheyprovidedprevention
programmingorbehaviorsupports.Withinthatgroup,77%indicatedtheyincludedviolence
preventionefforts,while51%indicatedtheyprovideddrugandtruancypreventionactivities.
Table15:Preventionprogrammingandbehaviorsupports,2017-18(AS)
Granteesofferingbehaviorand
preventionprograms(N=82)
Percent Count
Violenceprevention 77% 63
Drugprevention 51% 42
Truancyprevention 51% 42
Mentalhealthservices 44% 36
Measuringchangesinsocial-emotionallearningandchangesinstudentbehaviorisachallenge.
Thereisnostandardizedassessmentthatcanbebroadlyappliedtoprogramsandparticipants.
Intheirlocalevaluationreports,manygranteesdescribedeffortstosurveyparentsabout
perceivedchangesintheirchildren,andsomegranteesincludedstudentself-reporton
attitudestowardlearningandtheirpeers.Lookingacrossgrantees,thefederalteacherAPR
surveycontinuestoserveastheonlyconsistentsourceofcross-sitedata,andwhileitcomes
withanumberoflimitations,itdoesofferasnapshotofhowregularprogramparticipants
(attending30daysormore)mayormaynotbeimprovingtheirin-schoolperformance.
Ashasbeennotedinpreviousevaluationreports,TeacherSurveydatacomeswiththe
followingcaveatsandlimitations:
§ TheTeacherSurveyreliesonteachers’perceptionofchangeforeachindividualstudent
thatisaregularprogramparticipant.
§ Atthemiddleandhighschoollevel,surveysareusuallycompletedbyhomeroom
teachers,whomayormaynothaveacompleteunderstandingofastudents’
performance.
§ Mostgranteesexperiencechallengesingettinga100%responseratefromteachersof
regularparticipants.
§ Instructionsthatteachersreceivedonhowtoratechangemaybeinconsistentand
opentowideinterpretation.
Nearlyallsites(98%)indicatedthattheyadministeredtheTeacherAPRSurvey.Responserate
withrespecttoindividualstudentsisunclear,buttheaggregatesurveydataprovidedby
granteesisapproximatelyequaltothenumberofregularprogramparticipantsrecordedinthe
IRCAPRsystem.
Teachersreportedthatsixtypercentormoreofregularprogramparticipantsshowed
improvementinbehaviorwithrespecttobeingattentiveinclass,behavingwellinclass,and
gettingalongwellwithotherstudents.Consistentwithlastyear,aslightlygreaterproportionof
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middle/highschoolstudentswerereportedtobeimproving,comparedwithelementary
students.
Figure10:Teacherreportedchangesinbehaviorofregularstudentattendees,2017-18(AS)4
4Thesurveyasksteacherstoratestudentsasdeclining,nochange,orimprovingwithrespecttoeach
statement.Thesurveyalsogivestheoption,“Didnotneedtoimprove.”Whencalculatingthe
percentageofstudentsinthedecline,nochange,andimprovementcategories,thenumberofstudents
thatteachersindicated“Didnotneedtoimprove”wereexcludedfromthetotal,andthepercent
reportedinthesefiguresisbasedonthenumberofstudentsthat,accordingtoteachers,neededto
improve.Fordataforallcategories,seeAppendixD.
12%
12%
8%
12%
8%
14%
23%
24%
25%
28%
28%
26%
65%
63%
67%
60%
64%
61%
Middle/High
Elementary
Middle/High
Elementary
Middle/High
Elementary
Percentofregularattendeesimprovingbehavior,asreportedbyteachers
Decline NoChange Improvement
Behavingwellinclass
Gettingalongwellwithotherstudents
Being attentiveinclass
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Teachersalsoratedstudents’engagementinclass,reportingthatmorethan60%ofstudents
improvedwithrespecttocomingtoschoolmotivatedtolearn,andthemorethan50%of
studentsimprovedwithrespecttovolunteeringinclass.Fortheseitems,thevalueswereonly
slightlyhigherforelementaryschoolstudentsthanmiddle/highschoolstudents.
Figure11:Teacherreportedchangesinengagementofregularstudentattendees,2017-18(AS)
10%
10%
5%
6%
28%
26%
38%
34%
62%
64%
57%
59%
Middle/High
Elementary
Middle/High
Elementary
Percentofregularattendees improvingengagement,asreportedbyteachers
Decline NoChange Improvement
Coming toschoolmotivatedtolearn
Volunteering inclass(e.g.forextracredit,responsibilities
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3.3. Student achievement ImprovingstudentachievementinschoolisamajorgoaloftheISBE21
stCCLCprogram.Forthe
pastfewyears,theevaluationhashadlimitedaccesstoachievementdata.Thisyear,forthe
firsttime,theevaluationreceiveddatafromtheIllinoisReportCarddatawarehousesystem,
whichincludedachievementdata(measuredviaPARCCassessments)forregularprogram
participants.Thesedata,coupledwithteacherratingsofindividualstudentperformanceviathe
TeacherAPRSurvey,provideinsightintheacademicachievementlevelsofprogram
participants.
BasedonthetotalsfromtheIRCdatasystem,19-20%ofallprogramparticipantswere
proficientinEnglish/LanguageArts(ELA),while16%ofwereproficientinmath.Itshouldbe
notedthat,accordingtotheoutputfromtheIRCdatasystem,datawerenotavailablefor
approximatelyhalfofallparticipantsforELAormath5.Studentachievementdatawerenot
availableforlastyear’sreport,butinFY16,theevaluationcollectedgranteeself-reporteddata
onthepercentofstudentsproficientorabove.Theratesatthattimewerethesameorlower
thanthisyear.
Table16:Percentofproficientprogramparticipantsbygradelevel,2017-18(APR)
Gradelevel ELA MathGradesPreK-5 19% 16%
Grades6-12 20% 16%
Calculationofthepercentofproficientstudentsbyattendancelevelsdoesnotshowan
increaseinproficiencywithanincreaseinattendance.Infact,thepercentofproficient
studentsremainsfairlyconsistentacrossattendancelevels.However,itisimportanttonote
thattheseareaggregatedata,andnostudent-levelanalysiswasavailabletoseekcorrelations
betweenattendanceandproficiency.Anditisnotclearhowthesefindingsmaybeaffectedby
thelargepercentageofmissingdata.
5TheIRCdatasystemoutputprovidedtoEDCdidnotindicatewhichparticipantsweremissingdata—
whethertheywerefromparticulargranteesorscatteredthroughout.Theevaluationassumesthat
missingdataisaproductofschoolsandstudentsnotparticipatinginPARCCtesting.
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Figure12:Percentofproficientelementarystudentsbyattendancelevel,2017-18(APR)6
Figure13:Percentofproficientmiddle/highschoolstudentsbyattendancelevel,2017-18(APR)
Whileacademicachievementasmeasuredbystandardizedtestscoreswaslow,teachersreport
thatprogramparticipantsmadeacademicgainsandimprovements.Teachersreportedthat
morethan70%ofregularprogramparticipantsimprovedwithrespecttoacademic
performanceforbothelementaryandmiddle/highschoolstudents.Nearly70%ofstudentsalso
improvedwithrespecttocompletinghomeworktotheteacher’ssatisfactionandturningin
homeworkontime.Differencesbetweenagegroupswereminimal.
6Percentageofproficientstudentscalculatedasthenumberofproficientstudentsdividedbythetotal
numberofstudentsthathaddataavailable.
22%20%
16% 17%18% 17%14%
17%
0%
25%
50%
<30days 30-59days 60-90days >90days
PercentageofProficientElementarySchoolStudentsbyAttendanceLevel
ELA Math
21% 19% 19% 20%
0%
25%
50%
<30days 30-59days 60-90days >90days
PercentofProficientMiddle/HighSchoolStudentsbyAttendanceLevel
ELA Math
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Figure14:Teacherreportedchangesinacademics,2017-18(AS)
3.4. School Attendance Asecondarygoalofmany21
stCCLCprogramsisimprovedschool-dayattendance.School
attendanceisinfluencedbymanyfactorsoutsideofthecontrolof21stCCLCprograms.
However,thetheoryisthatbyprovidinganengagingandenrichingopportunityafterschool,
andbyhelpingstudentsbemorepreparedinschool,programparticipantswillbemorelikelyto
cometoschoolinthemorning.Somegranteesindicatedintheirlocalevaluationreportsthat
theydotrackandmonitorparticipants’school-dayattendancerecords.Thesedataare
inconsistentandcannotbeaggregated.However,accordingtodatafromtheTeacherSurvey,
morethan50%ofstudentsimprovedwithrespecttoattendingclassregularly.
11%
10%
8%
9%
11%
11%
19%
19%
20%
21%
20%
20%
71%
72%
72%
69%
69%
69%
Middle/High
Elementary
Middle/High
Elementary
Middle/High
Elementary
Percentofregularattendeesimprovinginacademics,asreportedbyteachers
Decline NoChange Improvement
Turninginhomeworkontime
Completinghomeworktoteacher'ssatisfaction
Academicperformance
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Figure15:Teacherreportedchangesinschoolattendance,2017-18(AS)
3.5. Student and family inclusion OneofthegoalsandcorrespondingobjectivesofISBE’s21
stCCLCprogramistoservestudents
andfamilieswiththegreatestneed.Mostgranteesreportedusingallofthethreemain
strategiestoidentifystudentswiththegreatestneed:usingachievementdata,using
free/reducedlunchstatus,andidentifyingstudentswithsocial-emotionalissues.These
strategiesarecommonacrosssitesandagegroups.Granteesdescribedadditionalmethods
usedtoensurethatstudentswiththegreatestneedsaretargeted.Theseincluded:talkingwith
teachersandcounselorstoidentifystudentsinneedofacademicorothersupport;targeting
certainpopulationsofstudents,suchasELLstudentsorstudentsexperiencinghomelessness;
andworkingwithpartnerorganizationstoidentifyhighneedstudents.
Figure16:Methodsofidentifyinghighneedstudents,byagegroup,2017-18(AS)
11%
11%
33%
36%
56%
53%
Middle/High
Elementary
Percentofregularattendeesimprovingattendance,asreportedbyteachers
Decline NoChange Improvement
94% 91% 90%92% 90% 92%87% 85%
82%
0%
25%
50%
75%
100%
Studentsareidentifiedusing
studentachievementdata
Studentsareidentifiedusing
free/reducedlunchstatus
Studentsareidentifiedashaving
social-emotionalissues
Methodsofidentifyinghighneedstudents
Elementary(N=77) Middle(N=84) High(N=55)
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TheIRCdatasystemprovidedinformationaboutparticipantswithrespecttofree/reduced
lunchstatus,Englishproficiency,andspecialneeds.Thesemaybeconsideredindicatorsof
studentneed.Forty-sixpercentofallparticipantswereindicatedashavingfree/reducedstatus.
However,datawerenotprovidedfor43%ofparticipants.Ofthestudentswithdataprovided,
82%werefree/reducedlunchstatus.
Table17:Populationinformationofallparticipants,2017-18(APR)
StudentPopulation Percentofallparticipants Percentofparticipantswithdataprovided
Free/ReducedLunchStatus 46% 82%
LimitedEnglishProficiency 10% 19%
SpecialNeeds 7% 13%
DataNotProvided 44% ~
Granteeswereaskedtoratetheirprogressinimplementingservicesforthefamiliesoftheir
studentprogramparticipants.Seventy-fivepercentormoreofgrantees(dependingonage
groupofparticipants)indicatedthattheyhadmetorexceededtheirgoalsinthisarea.Twenty-
fivepercentofgranteesindicatedtheyhadpartiallymetgoalswithrespecttoelementary
students,comparedwith20%formiddleandhighschoolstudents.Thismaybeareflectionof
granteeshavinghighergoalsandgreaterexpectationsforengagingtheparentsofyounger
students.Noneofthegranteesindicatedthattheyhadnotmetgoals.
Figure17:Granteeprogressinprovidingservicestostudents’families,2017-18(AS)
25%
20%
20%
56%
57%
41%
19%
23%
37%
0% 20% 40% 60% 80% 100%
Elementary
(N=77)
Middle
(N=84)
High
(N=54)
Levelofimplementationforprovidingservicestostudents'families
Partiallymetgoals
Metgoals
Exceededgoals
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GranteessubmitteddataonfamilyparticipationtotheIRCdatasystem.Granteesreportedthat
over20,000familymembersofstudentsparticipatedinfamilyprogrammingoverthecourseof
theyear.Itshouldbenotedthatthenumberoffamilymemberparticipantsvariedgreatlyfrom
granteetograntee:whileonegranteereported3,905familyparticipants,theaveragewas177
familymembers.SixteengranteesreportednofamilyparticipantsviatheIRCdatasystem.
Table18:Numberoffamilyparticipantsacrossgrantees,2017-18(APR)
StudentGradeLevel NumberofFamilyParticipants
GradesPreK-5 9,636
Grades6-12 10,406
Total 20,042
Intheirlocalevaluationreports,granteesdescribedthekindsoffamilyactivitiesand
programmingprovidedoverthepastyear.Socialeventswerethemostcommontypeof
activity—culturalevents,familymovienights,orparentnightsarejustafewexamples.Fewer
granteesdescribedprovidingmoreformaleducationalorinformationprogrammingfor
families.
Table19:Typesoffamilyactivitiesreportedbygrantees,2017-18(LER,N=90)
Typesofparent/familyactivitiesGrantees
Number PercentFamilyevents(socialandacademic) 56 62%
Health,nutrition&wellness 29 32%
Adulteducation 26 29%
Informationalsessionsandseminarson
varioustopics
16 18%
Technologyandcomputer 14 16%
Parenting 12 13%
Highereducationsupport 12 13%
Parentcafesandmeetandgreet 11 12%
Familyfieldtrips 10 11%
Studentshowcasesandperformances 10 11%
Financialliteracy 8 9%
Career/jobdevelopment 5 6%
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4. Organizational Capacity
4.1. Professional development and training GranteessubmittedinformationabouttheirstaffviatheIRCdatasystem,providingasnapshot
ofthetypesofpaidstaffandvolunteersinvolvedinprogramsacrossthestate.Twenty-six
percentofstaffacrossallofthegranteeswereschool-dayteachers.School-dayteachershelp
programsbuildconnectionstoparticipants’school-daylearning,andalsocanprovideacademic
contentexpertise.
Table20:Staffingtypesofallgrantees,2017-18(APR)
StaffType Paid VolunteerTotal
NumberTotal
PercentSchoolDayTeachers 1629 88 1717 26%OtherNon-TeachingSchoolStaff 732 213 945 14%SubcontractedStaff 643 199 842 13%Other 548 72 620 9%Parents 142 460 602 9%CommunityMembers 193 312 505 8%CollegeStudents 277 218 495 8%Administrators 375 68 443 7%HighSchoolStudents 181 184 365 6%Allstafftypes 4720 1814 6534 100%
Ongoingprofessionaldevelopment(PD)forprogrampersonnelisanimportantgoaland
objectiveofthe21stCCLCprogram.Almostallofthegranteesindicatedthattheirstaff
participatedin21stCCLCprogram-specifictraining,suchasISBEconferencesandwebinars.
Afterthat,themostcommonareaofPDweresocialandemotionallearningtraining(76%)and
STEMtraining(72%).Thesewascloselyfollowedbyprofessionaldevelopmentrelatedto
disciplinaryorbehaviortrainingandsafetytraining(both70%).Thesetopicsreflectwhatmany
granteesmayviewandpriorityareasfortheirprograms.
Table21:Typesofprofessionaldevelopmentoffered,2017-18(AS)
ProfessionalDevelopment/Training
Grantees
Percent Number
21stCCLCProgram-SpecificTraining(e.g.ISBEconferences,ISBEwebinars) 99% 106
SocialandEmotionalLearningTraining 76% 81
STEMTraining 72% 77
Disciplinaryand/orBehavioralTraining(e.g.AngerManagement,Positive
BehavioralInterventionandSupports(PBIS)) 70% 75
SafetyTraining(e.g.FirstAid,CPRtraining) 70% 75
TraumaInformedPracticeTraining 68% 73
CulturalAwarenessandSensitivityTraining 66% 71
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ProfessionalDevelopment/Training
Grantees
Percent Number
YouthDevelopmentTraining 64% 69
IllinoisLearningStandardsTrainingand/orCommonCoreTraining 61% 65
Team-BuildingTraining 53% 57
YouthProgramQualityAssessmentTraining 49% 52
HealthTraining(e.g.nutritioneducation,fitnesseducation,sexual
education) 48% 51
Media/TechnologyTraining 39% 42
EnglishLanguageArtsTraining 28% 30
Granteesreported“other”kindsofPDthattheirstaffparticipatedinduringthepastyear.
Theseincluded:
• Topicsrelatedtosupportingstudents:Diverselearners,youthdevelopment,andconflict
resolution.
• Topicsrelatedtoprogrammingandinstruction:Differentiatedinstructionandartsand
mathematicstraining.
• Topicsrelatedtoprogramimplementation:Safety• Topicsrelatedtoprogrammanagement:staffleadership,communication,and
management.
Granteeswereaskedforrecommendationsforfutureprofessionaldevelopmentactivities.The
fivemostcommonrecommendationswere:
1. SocialandEmotionalLearningTraining
2. TraumaInformedPractices
3. CulturalAwarenessandSensitivityTraining
4. STEMTraining
5. IllinoisLearningStandardsTraining
4.2. Evaluation and continuous improvement Accordingtoareviewofgrantees’localevaluationreports,72%ofgranteesareusingan
externalevaluator.Intheannualsurvey,granteesindicatedtheirprogresswithrespectto
implementingtheirprogramevaluation,andmorespecifically,usingdatatoimprovetheir
programs.Onegranteefromthe2013cohortindicatedthattheyhadnotmetgoalsinthisarea.
All2015cohortgranteesindicatedthattheyhadatleastpartiallymetgoals.
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Figure18:Granteeprogressinusingdatatoimprovetheprogrambycohort,2017-2018(AS)
Allgranteessubmittedlocalannualevaluationreports,andatleast72%ofgranteeshadan
externalevaluatorinvolvedinthiswork.Basedonthedataprovidedinthesereports,itisclear
thatmostgranteescollectedprogramimplementation,includingstudentattendancedata,
studentdemographics,programhoursandoperations.Granteesarelessconsistentabout
reportingonfamilyparticipationdataintheirlocalevaluationreport.
Granteescontinuetofacechallengeswhenreportingevaluationdatarelatedtoprogram
outcomes—particularlyacademicachievementofregularprogramparticipants—intheirlocal
evaluationreports.TheTeacherAPRsurveyremainsthemostcommon,consistentsourceof
dataonstudentoutcomes,with84%ofgranteesincludingthesedataintheirreports.Objective
dataonstudentoutcomesuchasgradesandtestscoreswerelessfrequentlyreported.Ashas
beenpreviouslydiscussedinthisreport,manygranteesindicatedthattheyfacechallengesin
obtainingthesedata.Completeinformationonthedataprovidedinlocalevaluationreportsis
includedinAppendixB.
22%
22%
13%
61%
70%
67%
17%
7%
13%
Elementary
(N=23)
Middle
(N=27)
High
(N=15)
Usingdatatoimprovetheprogram
2013Cohort
9%
13%
32%
72%
69%
42%
19%
18%
26%
0% 20% 40% 60% 80% 100%
Elementary
(N=54)
Middle
(N=55)
High
(N=38)
2015Cohort
Didnotmeetgoals Partiallymetgoals Metgoals Exceededgoals
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4.3. Funding and sustainability Ontheannualsurvey,granteesindicatedtheirprogresswithrespecttoidentifyingwaysto
continuecriticalcomponentsoftheprogramafterthegrantperiod.Asmallnumberofgrantees
fromboththe2013and2015cohortindicatedthattheyhavenotmettheirgoalsinthisarea.Figure19:GranteeprogressinplanningforsustainabilitybyCohort,2017-18(AS)
Inanefforttofurthercapturegrantees’progressinachievingprogramsustainability,the
annualsurveyalsoasksgranteestoindicatetheproportionoftheirprogramcomponentsthat
aresustainableatthistime.All2013granteesindicatedthatsomeormostoftheirprogram
wassustainable.Two2015cohortgranteesindicatedthatnoneoftheirprogram’scomponents
weresustainable,whileonegranteeindicatedthatallofitsprogramwassustainable.Itis
interestingtoconsiderthesefindingsinrelationtothoseinthefigureabove,asithighlights
twodifferentanglesofthesustainabilityissue.Above,granteesreflectedontheirprogressand
efforttoworktowardsustainability,whilebelowtheyindicatedtheircurrentstatuswith
respecttosustainability.Together,thesedatapointsindicatethatthemajorityofgranteesare
ontheirwaytohavingsustainableprograms.
4%
7%
7%
52%
43%
60%
35%
46%
20%
9%
4%
13%
Elementary(N=23)
Middle(N=28)
High(N=15)
Identifyingwaystocontinuecriticalcomponentsoftheprogramafterthegrant
2013Cohort
7%
4%
5%
50%
48%
51%
30%
34%
22%
13%
14%
22%
0% 20% 40% 60% 80% 100%
Elementary(N=54)
Middle(N=56)
High(N=37)
2015Cohort
Didnotmeetgoals Partiallymetgoals Metgoals Exceededgoals
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Figure20:GranteeindicationofproportionofprogramthatissustainablebyCohort,2017-18(AS)
3% 72%
74%
24%
26%
1%
0% 20% 40% 60% 80% 100%
2015Cohort
(n=72)
2013Cohort
(n=35)
Proportionofprogramcomponentsthataresustainable
None Some Most All
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5. Program-Reported Challenges & Recommendations
5.1. Barriers to implementation Granteesratedtheextenttowhichtheyencounteredcertainbarriersintheireffortstoserve
programparticipantsandachieveprogramgoals.Thesedatahighlighttheissuesthatgrantees
acrossthestatehaveincommon,andalsothechallengesthatgranteesfacewhenserving
differentparticipantagegroups.Thesedatahaveremainedlargelyunchangedoverthepast
fewyearsoftheevaluation.Poorparentalinvolvementhasconsistentlybeenthenumberone
challengeindicatedbygranteesacrossagegroups,anditisagainthisyear.Granteesserving
elementaryandhighschoolstudentsindicatedthatinconsistentattendanceofstudentswas
thesecondmostcommonbarrier.Whileregularattendancehasbeenagreaterchallengefor
olderstudents,granteesservinghighschoolsstudentsindicatedthatcompetingstudent
responsibilitieswasthesecondmostfrequentbarrier.Thisindicatesthatgranteesrecognize
thedifferentfactorsthatinfluenceattendance,andarelikelytoaddressthebarriers
accordingly.Thereareotherdifferencesinbarriersbyagegroupthatareworthcalling
attentionto:
§ Studentrecruitmentismoreofachallengeasstudentsgetolder.Itwascitedasa
barrierby20%ofgranteesservingelementary,41%formiddleschool,and62%forhigh
schoolstudents.
§ Granteesworkingwithhighschoolstudentscitedtoolittletimewithstudentsasa
barriermorefrequently(40%)thanthoseworkingwithelementaryandmiddleschool
students(both28%).
§ Granteesworkingwithelementarystudentscitedpoorcooperationfromschoolin
obtainingnecessaryinformationasabarriermorefrequently(32%)thanthoseworking
withmiddleandhighschoolstudents(21%and16%respectively).
Table22:Barrierstoprogramimplementationbyagegroup,2017-18(AS)Shadedcellsindicatetopthreebarriersforagegroup
%ofGranteesindicating“Somewhat”or
“Significant”Barrier
Elementary
(N=77)
Middle
(N=84)
High
(N=55)
Poorparentinvolvementinactivities 88% 92% 89%
Inconsistentattendanceofstudents 55% 73% 62%
Competingresponsibilitiesathome,suchastheneed
tobabysitsiblings32% 71% 73%
Competingactivitiesatschoolinwhichthestudents
wanttoparticipate46% 65% 71%
Negativepeerpressureand/organgsinfluencing
students46% 47% 53%
Difficultyinrecruitingstudents 20% 41% 62%
Poorcooperationfromdayteacher 26% 33% 37%
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%ofGranteesindicating“Somewhat”or
“Significant”Barrier
Elementary
(N=77)
Middle
(N=84)
High
(N=55)
Difficultiesintransportingstudents(cost,logistics) 33% 29% 22%
Toolittletimewithstudents 28% 28% 40%
Difficultyinmaintaining/identifyingpartners 25% 23% 38%
Poorcooperationfromschoolinobtainingnecessary
information32% 21% 16%
Difficultyincommunicatingwithschool 9% 20% 16%
Difficultyinmaintainingasafeenvironmentfor
studentswhencoming/goingfromsite15% 19% 21%
Competingresponsibilitiesbecausestudentmustwork 7% 15% 77%
5.2. Recommendations for program improvement Localevaluationreportswerereviewedtocapturegrantees’evaluationrecommendationsand
analyzeareascitedasinneedofimprovement.Themostcommonrecommendationthispast
yearwastoincreaseorimproveparentandfamilyprogrammingandinvolvement.Looking
acrossthepastfouryears,thefourmostcommonrecommendationswerethesamefrom2015
until2017.Thisyear,threeofthefourtoprecommendationsremainedthesame:1)Parent
andfamilyprogrammingandinvolvement;2)Theuseandcollectionofdata,andevaluation;
and3)Recruitment,attendanceand/orretention.
Thisyear,sustainabilityreplacedstafftrainingandprofessionaldevelopmentasthe4thmore
commonrecommendation.(Stafftrainingandprofessionaldevelopmentwas5ththisyear.)As
manygranteesarecomingtotheendoftheirinitial5-yeargrant,evaluationsmaybe
recognizingtheneedforadditionalattentiontosustainability.Overall,mostofthe
recommendations—andtheneedsandchallengesfacingprogramsthatwecaninferfrom
them—haveremainedfairlyconsistent.
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Table23:Localevaluationreportcitedrecommendationsforprogramimprovement,2015-2018(LER)Shadedcellsindicatetopfourrecommendationseachyear.
Recommendation
%ofGranteesincludingthisinlocalevaluationreport2015 2016 2017 2018
Increase/improveparent/guardian/familyprogrammingand
involvement63% 48% 53% 63%
Increase/improvetheuseofdata,datacollection,and/orevaluation 49% 48% 55% 50%
Addressrecruitment,attendance,and/orretentionissues 40% 45% 43% 44%
Addressprogramsustainability 36% 34% 35% 42%
Increase/improvefurtherstafftrainingandprofessional
development56% 42% 46% 39%
Expandoraltertherangeofactivitiesbeingoffered 26% 32% 33% 29%
Increase/improvesocialemotionallearningsupportsandactivities 37% 31% 27% 25%
Increase/improveconnectiontoschooldayandschooldayteachers
and/oradministrators31% 13% 22% 23%
Increase/improvepartnershipsand/orcommunityoutreach
opportunities-- 15% 25% 17%
Provide(additional)youthdevelopmentprogrammingand
opportunities8% 12% 13% 14%
Makeadjustmentstostaffingcompositionorhirestaffforspecified
needs8% 14% 17% 13%
Increase/improveattentiontoandsupportforpositivestudent
behavior10% 13% 4% 11%
Increase/improvesupportforcoreacademicstoalignwith
standards15% 15% 7% 7%
Makeadjustmentstoprogramlogistics(schedule,transportation,
space)8% 2% 5% 4%
Increase/improvesupportforcollegeandcareerreadiness 10% -- 8% --
Thelocalevaluationreportsprovideddetailsonthespecificchallengesandneedsthattheir
programsface.Informationaboutthenatureoftherecommendationsisincludedbelow.
Parentandfamilyprogrammingandinvolvement(63%ofgrantees):Nearlytwo-thirdsofthe
grantees’localevaluationreportsincludedarecommendationonthetopicofparentandfamily
programsandinvolvement.Recommendationsaddressedseveralchallengesandshortcomings
withrespecttothisissue,suchassolicitinginputonparentinterestsandneedstoplanmore
relevantorappealingprograms,seekingadditionalpartnerstoincreaseparentengagement,
addressingbarrierstoparticipationsuchastimingandchildcare,andemployingnewstrategies
ormethodstoimprovecommunicationwithparentsandtoincreaseinterestandparticipation.
Datacollection,datause,and/orevaluation(50%ofgrantees):Abouthalfofthegrantees’local
evaluationscitedtheneedtoimproveorincreasethedatabeingcollected,theuseofdatain
makingdecisions,ortheuseofevaluationinunderstandingtheirprograms.Evaluations
describedtheneedtodevelopdatacollectionprotocolsandsystems,particularlywithrespect
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toaccessingdatatoimproveandguideinstructionalandprogramchanges,andtodevelopor
improvetheirownsurveystobettermeettheirevaluationneeds.
Recruitment,attendanceandretention(44%):Manyevaluationreportsindicatedintheir
recommendationsthatprogramsneedtoaddressissueswithrespecttorecruitment,
attendance,andretention.Somereportsrecommendedinvestigatingfactorsthatinfluenced
attendance,fromstudentinteresttoprogramlogistics.Othersrecommendedimproved
attendancemonitoringandincreasingattendance,alongwithgreaterparentcommunication
aroundissuesofattendance.
Sustainability(42%ofgrantees):Sustainabilityisanareaofconcernformanygrantees,and
morethanonethirdofthelocalevaluationreportsincludedtheneedtoattendtosustainability
aspartoftheirrecommendations.Recommendations,forthemostpart,werefairlygenericand
mostoftenincludedastatementthatgranteesshould,“Continueeffortstowardssustainability
throughcommunitypartnersandgrants,”orreviewtheirsustainabilityplan.Some
recommendationsincludedspecificcallstodevelopspecificpartnershipsorotherwiseengage
otherstoaddressthechallengeofsustainability.
Stafftrainingandprofessionaldevelopment(39%ofgrantees):Nearlyhalfofthegrantees
mentionedtheneedforstafftrainingandprofessionaldevelopmentwithintheir
recommendations.Inmanycases,therecommendationmentionedspecificskillsorprogram
areasthatneededtobeaddressedthroughstaffdevelopment.Forexample,recommendations
includedbuildingstaffcapacitytosupportstudentsocial-emotionaldevelopmentandacademic
skills.Recommendationsalsocitedtheneedtogatherstaffinputontraininganddevelopment
needs.
Expandprogramactivities(29%ofgrantees):Anumberofgranteeevaluationsrecommended
thatprogramsconsiderexpandingtheirprogramofferings,particularlyintheareasofSTEM
andotheracademiccontent.Thisrecommendationwasusuallymadeinconjunctionwithoras
astrategytoaddressotherissues—suchasrecruitmentandretentionoracademic
achievement.
Socialemotionallearning(25%ofgrantees):Someevaluationsnotedtheneedforenhancedor
increasedeffortstoimprovethesocialemotionallearningofprogramparticipants.Insome
instances,therecommendationfocusedontheneedtoimproveprogramcapacitytohelp
studentsdevelopsocialemotionalcompetenciesbytrainingandhiringstaff.Inothercases,the
recommendationwastoaddorexpandactivitiesthatsupportsocialemotionallearningand
development.
Connectiontoschooldayandschooldayteachers(23%ofgrantees):Somelocalevaluations
recommendedthatsitesdeveloporimprovecommunicationmethodsandstrategiestohelp
programstaffandschooldayteachersandstaffshareinformationandupdateoneanother
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aboutprogressandissueswithspecificstudents.Recommendationsalsofocusedonimproving
communicationtohelpprogramactivitiesbetteralignwithschool-dayacademiccontent.
Partnershipsorcommunityoutreach(17%ofgrantees):Recommendationsrelatedto
developingbetterandstrongercommunitypartnershipsorimprovingoutreacheffortsoften
wereconnectedtotheneedforprogramsustainabilityortoexpandprogrammingactivitiesfor
students.Theserecommendationsencouragedgranteestoseekoutcommunitypartnersto
provideprogramming,ortostrengthenandimproverelationshipssuchasparentengagement.
Youthdevelopment,youthleadership,andmentoring(14%ofgrantees):Somelocalevaluations
recommendedthatgranteesspecificallyworktoaddressyouthdevelopment,supportyouth
leadership,and/orprovidementoringactivitiesaspartoftheirprogramming,inresponseto
particularneedsofparticipants.
Staffing(13%ofgrantees):Asmallnumberofevaluationsidentifiedtheneedsforadditional
stafforrecommendedspecifictypesofstafftoimproveprogramimplementation,suchas
hiringschooldayteachersandenlistingvolunteerstoprovideacademicsupportduring
afterschoolprogramming.
Studentbehavior(11%):Averysmallnumberofreportsincludedrecommendationsrelatedto
studentbehavior.Somereportscitedtheneedtocommunicatewithstaffandschool
leadershiptoaddressbehavioralproblems.
6. Conclusion Forthepastcoupleofyears,ISBE’s21
stCCLCprogramhasbeencomprisedofalargelystable,
experiencedgroupofgrantees.Giventhatthegranteesrepresentedinthisreportwereintheir
4thand6
thyearsofimplementation,muchofthedataprovidedintheevaluationisremarkably
consistentandsimilarasthosereportedinpreviousyearsoftheevaluation.Lookingacrossthe
state,granteescontinuedtodemonstrateprogressandpositivecontributionsinmeetingthe
program’sgoalsandobjectives.Reflectionsandconsiderationsforeachoftheobjectivesare
offeredbelow.
Objective#1:Participantsintheprogramwilldemonstrateincreasedacademicachievement.Thismaybethemostdifficultobjectivetounderstandanddocument,andperhapsalsoto
achieve.Thestatewideevaluationhadaccesstonewdatathisyear—achievementdataof
regularprogramparticipants,providedviatheIRCdatasystem.Accordingtothesedata,less
than20%ofparticipantswereproficientinELAormath.However,itisimportanttorecognize
thelimitationsofthesedata.ThisrepresentsachievementasmeasuredbyPARCCscores,which
comewithanumberofissuesandcontroversies,andwerenotavailableforhalfofthe
participants.Giventhatthisisthefirstyeartheevaluationhashadaccesstothesedata,the
evaluationteamisstillworkingtounderstandwhatthesedatareflect,andlearningaboutthe
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qualityandcompletenessofthedataset.Whileachievementdataprovidedlittleevidenceof
progressinthisarea,teachersurveydataindicatethatonanindividualstudentlevel,students
wereperceivedasmakingpositivestridesintheireducation.Thediscrepanciesbetweenthese
indicatorsperhapsillustratesthedifferencebetweensupportingstudentstosucceedinschool
versuseffortstoimprovestandardizedtestscores.
Objective#2:Participantswilldemonstrateanincreasedinvolvementinschoolactivitiesandinparticipatinginothersubjectareassuchastechnology,arts,music,theater,sportsandotheractivities.Granteescontinuetoproviderichanddiverseprogramsandlearning
experiences.Beyondacademicsupport,granteesofferstudentstheopportunitytoengagein
arts,STEM,healthandwellness,servicelearning,andtechnology-basedactivities.Throughthe
21stCCLCprogram,studentswereinvolvedinmanyactivitiestheydonothaveaccesstoduring
theschoolday.
Objective#3:Participantsintheprogramwilldemonstratesocialbenefitsandexhibitpositivebehavioralchanges.Granteesprovidedawidevarietyofprogramandactivitiesdesignedto
supportsocial-emotionallearningandtoincreasepositivebehavior.Theseeffortsincluded
specificsocial-emotionallearningprograms,moregeneralyouthdevelopmentandmentoring
activities,alongwithviolenceanddrugpreventionprograms.Reportsfromschooldayteachers
indicatedthatmorethan60%ofregularprogramparticipantsimprovedtheirbehaviorover
thecourseoftheyear.
Objective#4:The21stCCLCprogramswillprovideopportunitiesforthecommunitytobeinvolvedandwillincreasefamilyinvolvementoftheparticipatingchildren.Parentandfamily
involvementcontinuedtobeasignificantchallengeforgrantees.Whilegranteesdescribed
offeringavarietyofactivitiesfortheparentsandfamiliesofprogramparticipants,theyalso
consistentlyreportedthatpoorparentinvolvementwasaprogrambarrier,andcitedtheneed
forimprovedandincreasefamilyprogrammingasarecommendationforprogram
improvement.Thisyear,theIRCdatasystemprovidedfamilyparticipationdataforthefirst
time,andthesenumbersillustratedthewiderangeofparticipationacrossgrantees.
Objective#5:Programswillprovideopportunities,withprioritygiventoallstudentswhoarelowestperformingandinthegreatestneedofacademicassistance.Granteescontinuetotargetandservestudentsinthegreatestneed.Themajorityofstudentsqualifiedforfreeor
reducedlunch.And,granteesspecificallyrecruitedandenrolledstudentsinneedofacademic
andorbehavioralsupport.
Objective#6:ProfessionaldevelopmentwillbeofferedbytheprogramsandISBEtomeettheneedsoftheprogram,staff,andstudents.Granteesreportedonprovidedprofessionaldevelopmentfortheirstaffonarangeoftopics,includingsocial-emotionallearning,STEM
programming,positivebehaviorapproaches,andtrauma-informedpractices.And,nearlyall
granteesreportedthattheirstaffparticipateintheprofessionaldevelopmentopportunities
providedbythestatewideprogram.
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Objective#7:Projectswillcreatesustainabilityplanstocontinuetheprogramsbeyondthefederalfundingperiod.Sustainabilityischallengingtomeasureandunderstandacrossthe
program.Asthegranteesrepresentedinthisreporthavebeenactiveforanumberofyears,it
waspositivetofindthatnearlyallgranteesindicatedthatsomeormostoftheirprogram
componentsweresustainable.Atthesametime,granteesacknowledgedthattheyneedtodo
moreworktoensureprogramsustainability,asitwasfrequentlycitedasarecommendationfor
programimprovement.
Themostnotablechallengesidentifiedinthisreportareconsistentwithpreviousyears,and
havebeendiscussedinpreviousevaluationreports.Thechallengesthatpersistincludeparent
andfamilyinvolvement,regularprogramattendanceparticularlyforolderstudents,and
evaluationanddatacollectionattheindividualgranteelevel.Theseareasshouldcontinuetobe
afocusforISBEandtheevaluationwhenprovidingresourcesandtechnicalassistance
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Appendix A: EDC Evaluation Design InSeptember2016,EducationDevelopmentCenter,Inc.(EDC)–aleadingnonprofitresearch
anddevelopmentorganizationspecializinginbothdomesticandinternationalprogram
development,andresearchandevaluationineducation,human,andeconomicdevelopment–
wasawardedthecontractbyISBEtoconductthestatewideevaluationofthe21stCCLC
initiative.ThisallowsEDCtocontinuetheevaluationworkitbeganthroughtheprevious
contract,whichranfrom2013through2015.Aspartofthecontract,EDCalsoprovides
technicalassistanceresourcestoprogramsandsitestoenablethemtoconsistentlyprovide
continuousfeedbackthatcanbeusedforprogrammaticandmid-coursecorrection.
Theegoalsoftheevaluationare:
1. ToprovideISBEinstructive,relevant,andactionabledataandinformationonthe
progressofthe21stCCLCprogramandgranteestowardmeetingthestate’sprogram
objectives.
2. Toprovidegranteesfeedbackregardingtheirperformancewithrespecttoprogram
objectives,aswellassupportandfeedbackontheirevaluationofimplementationand
progress.
ThequestionsguidingtheevaluationarealignedwiththesevengoalsoftheISBE21stCCLC
program,addressbothstudentoutcomesandprogramimplementation,andalignwithcurrent
statewideobjectives.
1. Do21stCCLCprogramsprovideopportunitiesforparticipantstoincreaseparticipationin
activitiesandsubjectssuchastechnology,thetheatreandarts,andextracurricular
activitiessuchassportsandclubs?Inwhatways?Forwhom?
• Towhatextentdoprogramparticipantsincreaseparticipationinactivitiesand
subjectssuchastechnology,thetheatreandarts,andextracurricularactivities
suchassportsandclubs?
2. Towhatextentdoprogramgoalsandactivitiesaddressandsupportincreasedacademic
achievementforprogramparticipants?
• Have21stCCLCprogramactivitiesandservicespositivelyinfluencedstudent
achievementoutcomes(i.e.,increasedstudenttestscores,gradepromotion
rates)?
3. Towhatextentdoprogramgoalsandactivitiesaddressandsupportincreasedpositive
behavioralchangesandimprovedsocial-emotionalskills?
• Whatistherelationshipbetweenparticipationintheprogramandstudent
increasesinpositivebehaviorsandsocial-emotionalskills?
4. Towhatextentare21stCCLCprogramsworkingtowardbeinginclusiveoffamilies?In
whatways?
5. Inwhatwaysare21stCCLCprogramspartnering,collaboratingandworkingwithfederal
fundingsources,agencies,othercommunitypartnershipsinordertoensurefamily
participationandbenefitstothecommunity?
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6. Whatarethecharacteristicsofstudentsandfamiliesservedbythesubgrantees?Dothe
studentsandfamiliesservedrepresentthosewiththegreatestneedforservices?
7. Whatprofessionaldevelopmentandtrainingopportunitiesareavailabletoprogram
personnel?ArethesealignedwiththefederalandNSDCdevelopmentstandards?
• HowarethePDandtrainingopportunitiesavailablerelatedtoeffective21st
CCLCprogramimplementation?
8. Inwhatwaysare21stCCLCprogramspartnering,collaboratingandworkingwithfederal
fundingsources,agencies,othercommunitypartnerships?
• Inwhatwaysare21stCCLCprogramsaddressingsustainability?Towhatextent
areprogramsmakingprogresstowardachievingsustainabilityastheyhave
definedthatgoal?
Informationabouteachdatasourceincludedinthisreportisincludedbelow.
AnnualSurveyData(AS).EDCadministeredwhatwasinthepreviousevaluationreferredtoas
theSpringSurvey,inMay-June2017.Thissurveyfocusesonprogramimplementation.In
addition,thissurveyrequeststhatsitesprovidedatafromtheTeacherAPRsurvey.Some
changesweremadefromthepreviousiterationofthesurvey—namely,closed-ended
questions,basedoncodingofpreviouslyopen-endedquestions,wereaddedtocollectbetter
informationaboutcertainactivities.Also,asatthetimeofadministration,EDCexpectedthe
Cohort2013granteestoendtheirprograms,thesurveyincludedquestionsaboutwhat
granteeslearnedfromtheirexperiencethisgrantcycle.
Thesurveywasadministeredtoallactivegrantees.Granteescompletedonesurveypergrant
(sothatorganizationswithmultiplegrantscompletedmultiplesurveys).Withinthesurvey,
granteesprovidedinformationforeachofthesitestheyoperated.Theresponserateforthis
surveywas100%.ThesurveyisincludedinAppendixB.
LocalEvaluationReports.Aspartofthegrantrequirements,ISBErequeststhateachgrantee
conductalocalevaluation.Granteesareaskedtoprovideinformationonfourdifferent
dimensions,(1)programimplementation;(2)objectivesassessment;(3)recommendations,
actionplans,andtracking;and(4)dissemination.EDCprovidedareportingtemplatethat
offeredanoutlinefortheinformationanddatatobeincludedinthereport.Thistemplatewas
identicaltotheoneprovidedinthepreviousyear.ReportswereduetoEDCandISBEon
December15,2017.
EDCreviewedallofthereports,andsummarizedandcodedthemforseveralcategoriesof
information.Giventhevariationinthedataincluded,itwasnotpossibletoaggregatespecific
outcomefindings;granteesdonotaskthesamequestions,orcollectingdatainthesameway.
Instead,thereviewfocusedonthecategoriesofdataincludedandaqualitativeanalysisofthe
datareported.EDCcodedforevaluationplansandmethods,typesofinformationabout
implementation,typesofdataaddressingoutcomes,andtherecommendationsofferedfor
programimprovement.Inaddition,EDCtrackedwhetherthegranteereportedprogresswith
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respecttoeachofthestatewideprogramobjectives.Relevantfindingsareintegratedintothis
report,andasummaryoftheanalysisisalsoincludedinAppendixC.
Site Visits Withthenewevaluationcontract(startedinSeptember2016),EDCre-designedthesitevisit
componentoftheevaluation.Inpriorevaluations,EDCconductedvisitstoasetnumberof
granteeseachyear,visitingonesitepergranteeandfollowingastandardprotocolacrossall
sites.EDCnowconductssitevisitstoinvestigateaparticularthemeorprogramarea.Basedon
adataprovidedthroughtheannualsurveyandlocalevaluationreports,EDCidentifiesgrantees
thatmayprovideparticularinsightorserveasexemplarsforaspecifictypeofprogrammingor
objective.Theseforsitevisitsinclude:newgranteeorganizationstart-up,summer
programming,social-emotionallearning,parentandfamilyinvolvement,STEMprogramming,
artsprogramming,academicsupport,andcareerandcollegereadiness.
Sitevisitdataareanalyzedandseparatereportsarewrittenandsharedastheyarecompleted.
Theyarenotincludedintheannualevaluationreport.
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Appendix B: Summary of Local Evaluation Reports
About the grantee evaluation reports ISBErequiresallactivegranteestosubmitlocalannualevaluationreports.Inresponsetothe
variedformat,content,andqualityofthesereports,EDCprovidedareporttemplatein2015,
andconductedawebinartoinformgranteesaboutreportexpectationsandrequirements.With
thenewstatewideevaluationcontractbeginningSeptember2016,EDChasmaintainedthe
sameevaluationtemplate,andbecauseofEDC’sregularwebinarsandcommunications,
granteesarenowfamiliarwiththetemplateandreportingexpectations.
ReportsforFY18(reportingonactivitiesanddatafromJuly2017throughJune2018)were
receivedfromgranteesinthe2013and2015CohortsinDecember2018.EDCworkedclosely
withISBEtocollectandtrackthesereportsastheycamein.Granteeswereinstructedtosubmit
onereportpergrant;inasmallnumberofinstances,organizationswithmultiplegrants
submittedasinglereportdiscussingthosegrants,ortheysubmittedmultiplereportsfora
singlegrant.Localevaluationreportsweresubmittedforallactivegrants,and116reports
submittedandreviewed7.
Whilethereporttemplatehasimprovedtheconsistencyofthereports,thequalityand
substanceofthelocalevaluationscontinuetovarygreatly.Mostgrantsadheredcloselytothe
reporttemplate,ensuringthattheyaddressedthebasicandfundamentalquestionsabout
grantprogressandoutcomes.However,theextenttowhichtheyprovideddatatosupport
theirclaimsrangedfromextensiveanalysistominimalreporting.
EDCreviewedallofthesubmittedreports8.EDCdoesnotcodethereportsinorderto
aggregatespecificoutcomefindings;EDCreliesontheannualsurveytocollectthosedata.
Instead,thereview,andthereforethissummary,focusedonthecategoriesofdataincluded,
theextenttowhichtheevaluationsaddressedstategoals,andtherecommendationsfor
programimprovement.EDC’sreviewservesseveralfunctions:itallowsEDCtoquantifyhow
granteesareevaluatingtheirprogramsandwhatkindsofdatatheyofferasevidenceoftheir
programssuccess;itprovidesEDCwithadeeperunderstandingoftheprogress,successes,and
challengesofthegranteesandenablesEDCtoidentifytrendsacrossthestate;anditprovides
EDCwithdatatoinformfutureevaluationaswellastechnicalassistanceefforts.
7Thenumberofreportsisnotthesameasthenumberofactivegrantsbecauseofthesereporting
issues.8Twomembersoftheevaluationteamreviewedandcodedreports.Reviewerscodedthreereports
together,andthencodedtwoadditionalreportsseparatelywhichwerethencomparedandcross-
checkedforconsistency.Theremainingreportswerethendividedamongthereviewers;regular
meetingsduringthecodingprocessallowedreviewerstoraisequestionsandensureconsistentcoding
acrossthecompletesetofreports.
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Analysis and summary Asnotedabove,thelevelofdetailanddataprovidedinthelocalevaluationreportsvaried.
However,asrequestedinthereporttemplate,thevastmajorityofgranteesprovided
informationabouttheirprogramimplementation,progresstowardthestatewideobjectives,
andoutcomedata,aswellasinformationabouttheirevaluationactivitiesand
recommendationsforprogramimprovement.Basedtheinformationincludedinthereportsat
least73%ofthegranteesareusinganexternalevaluator.
Thereportswerereviewedandcodedtogainahighlevelunderstandingofgrantees’progress
towardmeetingthestatewideobjectives.Reviewersnotedwhetherinformationanddatawere
providedtoaddresseachoftheobjectives,andifthereweredata,madeajudgementasto
whetherthosedataprovidedevidencethatprogresswasbeingmade.Estimationofprogress
was,tosomeextent,anevaluativecallonthepartofthereviewer;insomecases,activities
weredescribedandoutputoroutcomedatawerenotprovided,ordatawereincludedbutdid
notdirectlyindicatethatgainsweremade.
Mostgranteesreportedontheireffortstomeetormakeprogresstowardeachofthestate
objectives.Only10-11%ofgranteesdidnotaddressanobjective.Seventy-fivepercentof
granteesreportedmakingprogressonObjective5(providingopportunitiestostudentswiththe
greatestneeds),andthisisinlargepartbecausetheyareabletoreportonthedemographicsof
thestudentstheyserve.Seventy-threepercentofgranteesreportedprogressonObjective6
(providingprofessionaldevelopmenttostaff),asmostgranteesprovidedinformationaboutthe
trainingstheirstaffparticipatedinovertheyear.Progresstowardtheotherobjectiveswas
morechallengingtodemonstrateforsomegrantees.However,morethanhalfofgrantees
documentedprogressoneachobjective.Table24:Sub-grantsreportingonstatewideobjectives(N=115)
Stateobjective
Notreported
Reported:Progressunclear
Reported:ProgressMade
1. Participantsintheprogramwilldemonstrateincreased
academicachievement 10% 26% 64%
2. Participantswilldemonstrateanincreasedinvolvementin
schoolactivitiesandinparticipatinginothersubjectareas
suchastechnology,arts,music,theater,sportsandother
activities.
10% 21% 69%
3. Participantsintheprogramwilldemonstratesocial
benefitsandexhibitpositivebehavioralchanges 11% 28% 61%
4. The21stCCLCprogramswillprovideopportunitiesforthe
communitytobeinvolvedandwillincreasefamily
involvementoftheparticipatingchildren.10% 36% 54%
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5. Programswillprovideopportunities,withprioritygivento
allstudentswhoarelowestperformingandinthegreatest
needofacademicassistance.11% 14% 75%
6. Professionaldevelopmentwillbeofferedbytheprograms
andISBEtomeettheneedsoftheprogram,staff,and
students.10% 17% 73%
7. Projectswillcreatesustainabilityplanstocontinuetheprogramsbeyondthefederalfundingperiod. 11% 26% 63%
ImplementationData
Implementationinformationincludedinlocalevaluationreportsconsistedofenrollmentand
attendancedata;studentdemographics;informationaboutfamilyparticipationandactivities;
programhoursandoperations;andinformationaboutstaffingandstafftraining.Nearlyall
grantees(111,or96.5%)includedenrollmentandattendancedataalongwithstudent
demographicdata(108,or94%).Similarly,mostgranteesprovideddataontheirprogram
operationandhours,theirstaff,andstaffprofessionaldevelopment.Whilethemajorityof
granteesprovidedsomedescriptionandaccountoffamilyactivities(79%),only62%of
granteesprovidedparticipationdatafortheirfamilyprograms.However,thisrepresentsan
improvementfrom2017,when56%providedfamilyparticipationdata.
Table25:Typesofimplementationdatareported(N=115)
ImplementationdataGrantees
Number PercentRecruitment,enrollment,andattendance 111 96.5%
Studentdemographics 108 94%
Familyactivities 94 82%
Familyparticipation 71 62%
Programhoursandoperation 97 84%
Staffinformation 103 90%
Staffprofessionaldevelopment 96 83%
Giventhatparentandfamilyengagementhasconsistentlybeenachallengefor21stCCLC
grantees,localevaluationreportscanbeausefulsourceofdatainunderstandingthekindsof
familyprogramminggranteesprovide.Descriptionsofactivitiesinthisareashowthatgrantees
provideavarietyofworkshops,classes,showcases,themenights,andfieldtripstoparentsand
families.Forexample,morethanhalfofthesub-grantsreportedfamilyengagementactivities
(62%)thatcenteredaroundsocialandacademic-themedeventssuchasanicecreamsocials,
movienights,bookclubs,familyscienceandreadingnights,andfamilycelebrations.Grantees
alsoreportedprovidingavarietyofhealth,nutritionandwellnessevents(32%)thatconsisted
ofhealthandnutritionworkshops,healthfairs,healthylifeskills,fitnessclasses,andstress
managementworkshops.Asmallerportionofsub-grantsprovidedadulteducationclasses
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(29%),technologyandcomputerclasses(16%,)andparentingskill-developmentactivities
(13%).
Additionally,thereportreviewrevealedthatwhilemorethanhalfofthegranteesreportedthat
theyofferedeventstoparentsandfamilies,oftenthesewerebroadstatementswithlittletono
specificinformationprovided.Aportionofgrantees(22%)didnotprovideanyinformationon
familyactivitiesornotedthatfamilyactivitieswerenotoffered.
Table26:Typesoffamilyactivitiesreported(N=90)
TypesofactivitiesGrantees
Number PercentFamilyevents(socialandacademic) 56 62%
Health,nutrition&wellness 29 32%
Adulteducation 26 29%
Informationalsessionsandseminarson
varioustopics
16 18%
Technologyandcomputer 14 16%
Parenting 12 13%
Highereducationsupport 12 13%
Parentcafesandmeetandgreet 11 12%
Familyfieldtrips 10 11%
Studentshowcasesandperformances 10 11%
Financialliteracy 8 9%
Career/jobdevelopment 5 6%
Outcome Data
Collectingoutcomedata—andparticularlydataonstudentacademicachievement—continues
tobeachallengeformanygrantees.Therearemultiplefactorsthatgranteesdescribewith
respecttocollectingandanalyzingachievementdata:
§ Challengeswithstandardizedtestdata:WhilestateofIllinoisswitchedtothePARCC
standardizedtestinthe2014-15schoolyear,somegranteesstillhaveissueswith
accessingandinterpretingthesedata.ManygranteesdonotreceivePARCCscoresin
timetoincludethemintheirreports.ThechangetothePARCCalsointerrupted2013
cohortgrantees’abilitytolookattestscoresoverthelifeoftheirgrant.Comparisons
betweenISATscoresandPARCCarenotpossible.
§ Changesingradingsystems:Someschoolsanddistrictsaremovingtowardnew
competency-basedgradingsystems.Thismoveeliminatesthepossibilityofcomparing
firstandfourthquartergrades.Guidanceisneededinthinkingaboutnewwaysto
understandgrowthandimprovementwithinthesenewparadigmsandsystems.
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ThefederalTeacherAPRSurveywasthemostfrequentlyutilizedsourceofoutcomedatain
FY18localevaluationreports,whichwasalsothecaseinFY17.Thissurveyaskseachregular
participant’sschooldayteachertoindicatepositiveandnegativechangesinbehaviorand
achievement;84%ofgranteesincludedfindingsbasedonthesedataintheirreports.
Seventy-threepercentofgranteesprovideddataonparticipants’gradesand/orchangesin
theirgradesoverthecourseoftheyear,whichisanincreasefromthe66%reportedin2017.A
smallerproportion,31%,wereabletoprovidePARCCscoresforparticipatingstudents.Many
granteesutilizesurveysofyouthandparentsaspartoftheirevaluation,with74%and66%of
reportscitingthesedatarespectively.Asmallproportionofgranteesprovidedotheroutcome
data,includingindicatorssuchasdisciplinaryrates,gradepromotion/retentionrates,and
graduationrates.inaddition,somesitesreportedthattheyusetheYouthProgramQuality
Assessment(YPQA)instrument.
Table27:Typesofoutcomedatareported(N=115)
Outcomedata Grantees Number Percent
TeacherAPRsurvey 97 84% Youthparticipantsurvey 85 74% Studentgrades/gradechanges 84 73% Parentsurvey 76 66% PARCCscores 36 31% Otherassessment/outcomedata 29 25%
Otherassessmentdata:Inadditionto,orinsomecasesinsteadofPARCCtestscoredata,some
grantees(265%)provideddataonalternativestandardizedassessment.Themostfrequently
usedassessmentwasNWEA’sMAPinterimassessment.Somegranteesworkingwithhigh
schoolstudentsreportedonSATscores.
Youthparticipantsurveys:Asindicatedabove,manygrantees(74%)includeddatafromstudent
surveys,contributingtofindingswithrespecttooneormoreprogramoutcomes/statewide
objectives:
• Qualityandsatisfactionwithrespecttoprogrammingandactivities.Example:Ilikethe
activitiesofferedafterschool.
• Qualityandsatisfactionwithrespecttoenvironmentandstaff.Example:Comingtothe
afterschoolprogramhelpedmetogetalongbetterwithmyteachers.
• Self-reportonchangesinbehavior,attitudes,andachievement.Example:Mygradesare
betterbecauseoftheafterschoolprogram.
• Somesitesreportedthattheysurveyedstudentsonsocialandemotionallearning(for
example,usingtheACTEngagesurvey)
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Parentsurveys:Morethanhalfoftheevaluationreports(66%)includeddatafromparent
surveyscontributingtofindingswithrespecttooneormoreprogramoutcomes/statewide
objectives:
• Parentperceptionofchangesintheirchild’sbehavior,attitudes,andskills.Example:My
childisdoingbetterinschoolsincestartingtheprogram.
• Qualityandsatisfactionwithrespecttoprogrammingandactivitiesfortheirchild.
Example:Mychildenjoystheafterschoolprogram.
• Qualityandsatisfactionwithrespecttoprogrammingandactivitiesforparentsand
families.
• Parentengagementintheirchild’seducation.Example:Iconsidermyselftobeinvolved
inmychild’seducation.
• Suggestionsforimprovingofferingsprovidedtoparentsandfamilies.
Reported Recommendations
Themajorityofgrantees(90%)concludedtheirevaluationreportswithrecommendationsfor
programimprovementorsuggestionsforprogramdevelopmentandenhancement.Asin
previousyears,thetwomostcommonareasofrecommendationsweretoincreaseorimprove
parentinvolvementandprogramming,andimprovedatacollectionanduse,withatleasthalf
ofthegranteesincludingarecommendationintheseareas(63%and50%respectively).
Inreviewingrecommendationsforprogramimprovement,itwasnotedthatmany
recommendationsdonotaddressjustonechallengeorissue.Programsaresystems,and
componentsareinterconnectedandinfluenceoneanother.Forexample,arecommendation
forstaffdevelopmentmayinfactbearesponsetotheneedforbettersocial-emotional
programmingandsupports.Arecommendationforimprovedcommunityoutreachmaybethe
strategytoaddresssustainabilityorfamilyinvolvement.Recommendationswerecodedin
multiplecategoriesifappropriate,andabesteffortwasmadetoconsiderandunderstandthe
focusofthevariousrecommendationsasawayfortheevaluationtodescribeandanalyzethe
challengesfacingprogramsacrossthestate.Descriptionsandexamplesofthe
recommendationsareprovidedbelow.
Table28:Recommendations(N=115)
Recommendation Grantees Number Percent
Improve/increaseparentandfamilyInvolvementandprogramming 72 63%
Improve/increasedatacollection,datause,and/orevaluation 57 50%
Addressrecruitment,attendance,and/orretentionissues 51 44%
Addressprogramsustainability 48 42%
Increasestaffprofessionaldevelopmentorprovideprofessionaldevelopmentto
addressaparticularneed45 39%
Expandoraltertherangeofprogramofferingsandactivities 33 29%
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Recommendation Grantees Number Percent
Increase/Improvesocial-emotionalprogramcomponents 29 25%
Increase/improvetheconnectionbetweenprogramandprogramstaffandschoolday
activitiesand/orteachers27 23%
Increase/improvepartnershipsand/orcommunityoutreachefforts 20 17%
Increase/improveprogramcomponentsthataddressyouthdevelopmentandyouth
leadership,orprovidementoring16 14%
Adjuststaffcomposition,addstaff,oraddressotherissuesthroughprogramstaffing
strategy15 13%
AddressIssuesofstudentbehaviorinprograms 13 11%
Modify/improvethealignmentofacademicprogrammingwithstatestandards 8 7%
Addressissuesrelatedtoprogramlogistics(schedule,transport) 5 4%
Improvecommunicationsbetweensitesandstaff 5 4%
Increase/improvetheuseoftechnologyinprograms 3 3%
Norecommendationsoffered 12 10%
Parentandfamilyprogrammingandinvolvement(63%ofgrantees):Morethanhalfofthe
grantees’localevaluationreportsincludedarecommendationwithrespecttoparentand
familyinvolvementandprogramstofacilitatethat.Recommendationsaddressedseveral
aspectswithrespecttoparentandfamilyinvolvement,suchassolicitinginputonparent
interestsandneedstoplanmorerelevantorappealingprograms,seekingadditionalpartners
toincreaseparentengagement,addressingbarrierstoparticipationsuchastimingand
childcare,andemployingnewstrategiesormethodstoimprovecommunicationwithparents
andtoincreaseinterestandparticipation.Specificrecommendationsincluded:
§ “Enhanceparentrecruitmentandretentionstrategiesbyhavingmorefrequentsurveys
andprogramsthatfittheneedsofthefamilyandbyofferingmoreinteractivefamily
nightthemedactivitiesthatappealtoparents.”
§ “Wehavemadeprogressinengagingfamilymembers;however,wehavefamiliesthat
cannoteasilyparticipate.Ourgoalistolookatalternativemethodsoffamily
engagementforotherpotentialwaysofengagingthemulti-challengedparents.”
§ “Promotefamilyinvolvementbydiscussingnewmodelsforparentinvolvementwith
parentcommittees.Increasemarketingandpromotionofparentandfamilyeventsand
allocateadditionaltimeforplanningparentactivities.”
§ “Itisrecommendedthatstaffcontinuetocommunicatewithfamiliesandincreasethe
numberoffamilyeventsofferedinordertoincreaseparentinvolvement,especiallyat
themiddleschoollevel.”
§ “Inthefuture,bothsitesshouldcontinuetobuildontheirFamilyEngagementstrategies
[thegrantee]willleveragethefindingsfromtheparentsurveyandguidanceofthe
parentadvisorycouncilcontinuetoofferconsistentcommunicationwithparentsaswell
asprogramsthatappealtoparentsinordertogettheminvolvedandkeepthem
engaged.”
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§ “Continuingtoalignparentandfamilyengagementprogramsforgreatercontinuityof
experienceandinformation,increasingpointsofentryandaccessforparentstobe
awareoftherangeofopportunitiesforinvolvement.”
Datacollection,datause,and/orevaluation(50%ofgrantees):Abouthalfofthegrantees’local
evaluationscitedtheneedtoimproveorincreasethedatabeingcollected,theuseofdatain
makingdecisions,ortheuseofevaluationinunderstandingtheirprograms.Evaluations
describedtheneedtodevelopdatacollectionprotocolsandsystems,particularlywithrespect
toaccessingdatatoimproveandguideinstructionalandprogramchanges,andtodevelopor
improvetheirownsurveystobettermeettheirevaluationneeds.Examplesofspecific
recommendationsinthisarea:
§ “Useendofyearmiddleschooldataasabasistoguidestructuralandinstructional
changestotheprogram.”
§ “Administeraparentsurveytoassesstheirexperienceswithparentprogramsandto
givefurtherinciteonwhatprogramsarethemostvaluableandexcitingtothem…and
createmoremethodstotrackelementarystudents'academicprogress,includinggrades
andothernon-standardsbasedmethods.”
§ “SiteCoordinatorshouldcontinuetosurveyparentstoobtaintopicsofinterestwhich
willkeepthemengagedandcontinuesurveyingthescholarseachquartertogettheir
inputonprogramming”
§ “Addressdatagatheringbyevaluatingourcurrentmeasuresandadjustingwhere
necessaryandavailable.”
§ “Findawaytomakethetimetodistribute,collect,andshareStudentSurveydatawith
evaluator...andtogatherfeedbackfromallprogramevents;anaccessible
template/targetedquestions”
§ “Compare21stCenturyparticipantstononparticipatingstudentsintermsofkey
measuresofattendance,disciplinaryintervention,schoolgrades,andmajortestscores
overthelengthoftheprogram.”
Recruitment,attendanceandretention(44%):Manyevaluationreportsindicatedintheir
recommendationsthatprogramsneedtoaddressissueswithrespecttorecruitment,
attendance,andretention.Somereportsrecommendedinvestigatingfactorsthatinfluenced
attendance,fromstudentinteresttoprogramlogistics.Othersrecommendedimproved
attendancemonitoringandincreasingattendance,alongwithgreaterparentcommunication
aroundissuesofattendance.Examplesofrecommendations:
§ “Recruitstudentsthathavenotparticipatedatendofeachgradingperiod.Review
retentionincentives.Trackattendanceandincentivestoreachattendancemilestones.”
§ “S.M.A.R.T.goalsshouldbedevelopedtoincreasestudentattendanceateachsite.The
teamshouldconsiderelicitingfeedbackfromstudents,staffmembers,parentsandthe
communitytoboostdailyattendancerates.”
§ “Continuetoprovideprogramsandactivitiesthatareappealingtoavarietyofyouth
andaimstoimproveyearoveryearyouthparticipantretention,especiallyforolder
youthasthevastmajorityofourstudentsarein9thand10thgrade.”
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§ “Itisrecommendedthatadditionalincentivesbedevelopedinyearfivetoincreasethe
levelofinvolvementforthoseparticipating30daysormoreforhighschoolstudents.”
§ “Continuetoimplementclearrecruitmentplansincollaborationwithschool
administratorsandprovidesupporttoResourceCoordinatorsandProgramManagersto
implementtherecruitmentandenrollmentplanswithfidelity.”
§ “Increasingattendancebyincreasingclasssize,recruitmenteffortsandengagestudents
inassessingofferings.”
§ “Sitecoordinatorshouldcontinuetousealternativestrategiestoretainstudentsof
variousdemographicstoreducethenumberofbehaviorallychallengedparticipants.”
Sustainability(42%ofgrantees):Sustainabilityisanareaofconcernformanygrantees,and
morethanonethirdofthelocalevaluationreportsincludedtheneedtoattendtosustainability
aspartoftheirrecommendations.Recommendations,forthemostpart,werefairlygenericand
mostoftenincludedastatementthatgranteesshould,“Continueeffortstowardssustainability
throughcommunitypartnersandgrants,”orreviewtheirsustainabilityplan.Some
recommendationsincludedspecificcallstodevelopspecificpartnershipsorotherwiseengage
otherstoaddressthechallengeofsustainability.Examplesofrecommendationsincluded:
§ “Sustainanextendeddaytutoringprogramthroughpartnershipsandseekvolunteers
thatwillhelpwithsustainability.”
§ “AssembleanAdvisoryTeamtohelpwithsustainabilityplanning,includinginforming
theprogram’ssustainabilityactionplan,identifyingstrategiccommunitypartners,and
identifyingwaystointegrateafterschoolprogramofferingsintooverallschoolplanning
efforts.”
§ “SteeringCommitteebrainstormbestmethodstoaddressthelong-termsustainability
ofthebeforeandafterschoolprogramgiventheeconomicuncertainly.Contactlocal
andcountyserviceentitiesforinputaswellastheinstitutionsofhighereducationwith
whichamajorityofthestudentsaffiliateafterhighschooltoconsideralternative
sourcestohelpmaintaintheprogram.Continuetopursuefundingsourcesand
volunteers.Sustainabilityisanunendingcommitment.”
§ “Programshouldtracktheeffectoftheirmentorcomponenttohelpdemonstratethe
needandeffectivenessforfunderstofurtherincreasesustainability”
§ “Aplanforthecontinuationoftheprogrambeyondthegrantfundingisacritical
concern.Acommunity-wideapproachwillpulltogetherourpartnersandconstituents
tocreatetheroadmapforthefutureofourprogram.Anoutcomesreportwillbe
createdtobeusedinthiseffort.”
Stafftrainingandprofessionaldevelopment(39%ofgrantees):Nearlyhalfofthegrantees
mentionedtheneedforstafftrainingandprofessionaldevelopmentwithintheir
recommendations.Inmanycases,therecommendationmentionedspecificskillsorprogram
areasthatneededtobeaddressedthroughstaffdevelopment.Forexample,recommendations
includedbuildingstaffcapacitytosupportstudentsocial-emotionaldevelopmentandacademic
skills.Recommendationsalsocitedtheneedtogatherstaffinputontraininganddevelopment
needs.Examplesofrecommendationinthisareaincluded:
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§ “Increasedtrainingopportunitiesforallstafftosupportculturalcompetence.”
§ “TheAllianceshouldprovideadditionaltrainingandtechnicalassistanceonthe
mentoringandmodifiedcasemanagementportionoftheafterschoolprogram,inorder
tohelpstafftobemoreawareandabletoaddresstheneedsoftheyouthinthisarea.”
§ “MoreattentioncouldbepaidinthedesignanddevelopmentofPDsupportingthose
areasinwhichstudentsscoredlowerontheSELinstrument.”
§ “ItisrecommendedthatasimilarPDprogramforResourceCoordinatorsandstaffbe
conductedintheproject'sfifthprogramyearbuttakingintoaccountthe
recommendationsprovidedinthisreport,especiallyinareaswherestudentsneed
additionalsupportasisthecasewithhighschoolprogramming..”
§ “[grantee]shouldcontinuetoofferprofessionaldevelopment,andworktostreamline
effortsinsupportinginstructorsandfacilitatorsofprogrammingonkeyareas(youth
leadership,parentengagement,youth-adultrelationship-building,engagingparticipants
indecision-making)”
Expandprogramactivities(29%ofgrantees):Severalofthelocalevaluationsthatsuggested
thatprogramsofferadditionalactivitiesandprogrammingforparticipantsmadethis
recommendationinconjunctionwithorasastrategytoaddressotherissues—mainlyto
strengthentheprogramorexpandprogrammingincertainareas,suchasSTEMandSEL.In
theseinstances,therecommendationsgenerallypointedtotheneedtoimproveacademic
achievementandengagement.Examplesofrecommendations:
§ “Considerapproachestostrengthentheacademicportionofprogrammingsuchas
addingproject-basedlearningactivitiestohelpstudentsimprovetheirachievement
levelswhileengagingtheminactivitiesthatpromote21stCenturylearningskills.”
§ “ExpandopportunitiesandactivitiestosupportstudentSELgrowth.Includecollegeand
careerreadinessopportunitiesandexpandSTEMandproject-basedlearning.”
§ “ExpandprogramofferingsinMakerSpacetoconnecttoSTEMcareers.”
§ “Facilitateteacherandinstructor/teachingartistsplanningsessionswheretheycreate
joininglessonsandactivitiesthatincludeimportantlearningconceptsthatarefun,
informative,andutilizestudents'criticalthinkingskills.”
Socialemotionallearning(25%ofgrantees):Someevaluationsnotedtheneedforenhancedor
increasedeffortstoimprovethesocialemotionallearningofprogramparticipants.Insome
instances,therecommendationfocusedontheneedtoimproveprogramcapacitytohelp
studentsdevelopsocialemotionalcompetenciesbytrainingandhiringstaff.Inothercases,the
recommendationwastoaddorexpandactivitiesthatsupportsocialemotionallearningand
development.Examplesofrecommendationsinclude:
§ “The[program]shouldofferadditionaltrainingandtechnicalassistanceonrunningthe
BGCAconflictresolutionandviolencepreventionprograms,whichhelpyouthtolearn
strategiestoavoidfighting.”
§ “ProvideadditionalsupportforincorporatingSELskillsintoafterschoolactivities.”
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§ “Considerimplementingadditionalsocialemotionalprogrammingtohelpaddresssocial
skillsinandoutsideofschool.”
§ “Continuetostrengthencapacitytohelpstudentsdeveloptheirsocial,emotional,and
interpersonalcompetenciesthroughstaffdevelopmentopportunities;program
structuresandroutines;andalignmentwithschoolgoals.”
Connectiontoschooldayandschooldayteachers(23%ofgrantees):Somelocalevaluations
recommendedthatsitesdeveloporimprovecommunicationmethodsandstrategiestohelp
programstaffandschooldayteachersandstaffshareinformationandupdateoneanother
aboutprogressandissueswithspecificstudents.Recommendationsalsoonimproving
communicationtohelpprogramactivitiesbetteralignwithschool-dayacademiccontent.
Recommendationsincluded:
§ “Makethetimetocollaboratewiththemiddleschoolandhighschoolteachers;explore
waystokeepthetrendgoingtowardSignificantImprovementintohighschoolaswell.
Inaddition,workwithhighschoolteacherstoincreasethenumberofcompleted
surveys.”
§ “Maintainingopencommunicationwiththeschooldaystaffwillhelpafterschoolstaffto
workonspecificissuesthateachyouthisstrugglingtoovercome.”
§ “Exploreoptionsforpromotingcommunicationbetweenthe21stCCLCteachersandthe
classroomteachersofparticipatingstudents,sothatstaffcanworktogethertoidentify
waystheafter-schoolprogramcansupportinstructionofferedduringtheschooldayto
helpstudentsachievebettercoursegrades.”
§ “Buildamethodwithteacherandadministratorbuy-inforlinkingschooldayand
afterschoolactivities.”
§ “Recommendationstoimprovestudents’academicperformanceincludestaffmembers
helpingstudentspreparefortesting,directlyteachingstudyandorganizationalskills,
andcommunicatingregularlywithschooldayteacherstodeterminewhereadditional
supportmaybeneeded.”
Partnershipsorcommunityoutreach(17%ofgrantees):Recommendationsrelatedto
developingbetterandstrongercommunitypartnershipsorimprovingoutreacheffortsoften
wereconnectedtotheneedforprogramsustainabilityortoexpandprogrammingactivitiesfor
students.Theserecommendationsencouragedgranteestoseekoutcommunitypartnersto
provideprogramming,ortostrengthenandimproverelationshipssuchasparentengagement.
Examplesofrecommendations:
§ “Continuetostrengthenandexpandthenetworkofcommunitypartnershipsateach
site.Developnewopportunitiesforpartnerstoengageintheschoolcommunity(i.e.,
advisoryboards).”
§ “Buildkeychampionpoolthroughmoresystematicsharingandpresentationsto
supportlongtermsustainabilityandinstitutionalknowledgebuilding.”
§ “Continuetobuildpartnershipsandworktowardsustainability.”
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§ “Continuetobuildrelationshipsandpartnershipsbyconnectingschoolcommunity,local
businessesandotherorganizationswithexpertiseinareasofyouthdevelopment,
educationandout-of-schooltimeandsustainability.”
§ “Continuetodocommunityoutreachandstrategicpartnershipcultivationwith
sustainabilityinmind,byconductingcommunityassetmappingactivities;participating
intheNorthLawndalePeaceHub;andintentionalplanningwithcommunityschool
advisorycommittees.”
Youthdevelopment,youthleadership,andmentoring(14%ofgrantees):Somelocalevaluations
recommendedthatgranteesspecificallyworktoaddressyouthdevelopment,supportyouth
leadership,and/orprovidementoringactivitiesaspartoftheirprogramming,inresponseto
particularneedsofparticipants.Examplesofrecommendations:
§ “Continuetouseactivityengagementdata,membersurveyandregulartownhall
meetingswithyouthparticipantstoidentifyareasofstrengthandopportunitiesfor
improvementandwhereGCYCcantargetprogramsandsupportstoensurethatyouth
participantsarehavinggoodexperiences,buildingskillsanddevelopingsupportive
relationshipswithpeersandcaringadults.”
§ “Increasingstudentparticipationthroughcontinuingtobuildstudentleadershipintothe
structure,ashighschoolstudentshaveshownresponsivenesstoopportunitiesto
developresponsibility;thisprojectwillworktoaddthatcharacteristicintoitsofferings
featuringculturallyrelevant,engagingthemeandcontent-basedworkshop/activity
series.”
§ “Continuetobuildrelationshipsandpartnershipsbyconnectingschoolcommunity,local
businessesandotherorganizationswithexpertiseinareasofyouthdevelopment,
educationandout-of-schooltimeandsustainability.”
Staffing(17%ofgrantees):Asmallnumberofevaluationsidentifiedtheneedsforadditional
stafforrecommendedspecifictypesofstafftoimproveprogramimplementation,suchas
hiringschooldayteachersandenlistingvolunteerstoprovideacademicsupportduring
afterschoolprogramming.Examplesofrecommendations:
§ “Continuetofocusonfull-timestaffrolesandwillchangethehiringapproachtofocus
onfitandbehavior-basedinterviewingstrategies.”
§ “Developastaffingplantoensureallsitesarefullystaffedtoservetherequisitenumber
ofstudentsthroughouttheprogramyear.”
§ “Recruitlicensedteachersasprogramstafftosupportacademicneeds.”
§ “Furtherrecruitmentofteachersshouldexpandenrichmentactivitiesandentice
studentparticipation.”
Studentbehavior(11%):Averysmallnumberofreportsincludedrecommendationsrelatedto
studentbehavior.Somereportscitedtheneedtocommunicatewithstaffandschool
leadershiptoaddressbehavioralproblems.Specificrecommendationsincluded:
§ “Increasepositivebehaviorofstudentsbyincreasingcommunicationviaweekly
meetingsbetween[grantee]andschoolleadership,schooldisciplinarianandcommunity
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schoolmanager,whichwillprovideanopportunitytocheckinandcomeupwithnew
strategiestoimplementschool-dayandout-of-schoolinterventions.”
§ “Wewilldiscussandevaluatestaffsuggestionsforprogramimprovement,includingthe
feasibilityofaddingbusingserviceto[grantee]andmethodologiesforreducingthe
impactofdistractingbehaviorsatbothsites.”
§ “Improvestudentbehavior/disciplineplans.”
§ “Takingacloserlookatregularclassroombehaviorofstudentsasreportedbyteacher
surveys.”
Academicprogramming(improveprogramandalignment7%):Reportsincluded
recommendationsrelatedtotwoaspectsacademicprogramming.Somegrantees’reportscited
theneedforbetterprogramming,foradjustingprogramminginanefforttohaveagreater
impactonstudents’academicachievement.Theseincludedrecommendationsfor
programmingtoaligntotheschooldaygoals.Otherrecommendationsfocusedontheneedfor
academicprogrammingthatwasmorealignedwithstandards.Specificsuggestionsincluded:
§ “Targetacademicactivitiestolinktoschooldaygoals.”
§ “Continuetosurveystudentstomakesureprogrammingisofinterest.”
§ “Academicactivitieswilladdressstandardsandlinktoschooldaygoals.Workwith
schoolcurriculumdirectors.”
§ “Alignactivitieswithacademicstandards,schooldaygoals.Infusemathandliteracyinto
STEMactivities.”
Conclusion
Granteeutilizationoftheannuallocalevaluationreporttemplatecontinuestoimprovethe
overallconsistencyofreporting,andclearlyencouragesgreaterreflectiononprogressbeing
madetowardprogramobjectives.Moregranteesareprovidingdata,reflectingonthem,and
offeringrecommendationsforprogramimprovementbasedontheirfindings.Agrowing
numberofevaluationsalsonotedhowtheyhadaddressedissuesidentifiedinpreviousyears’
evaluations.
Thisreviewandanalysisofthegranteeevaluationreportshighlightssomekeychallenges,as
wellasareasofprogress.Morethan70%ofgranteesprovidedevidenceofprogressforsomeof
thestatewideobjectives.Whilegranteesarereportingconsistentlyontheirimplementation,
outcomedatacontinuestobeachallengeforgrantees.TheTeacherAPRsurveyremainsthe
mostcommonsourceofoutcomedataforgrantees,andbothEDCandgranteesrecognizethe
limitationsofthesurveyinassessingstudentprogress.Thefactthattheneedforimproved
datacollection,datause,andevaluationisthemostfrequentrecommendationofthelocal
evaluationsprovidesfurtherevidencethatthisisanissueofconcern.ISBE,EDC,andgrantees
shouldcontinuetoworktogethertoidentifyreliable,relevantdatasourcesaswellassystems
andtacticsforcollectingandanalyzingthesedatainordertodemonstratethevalueofthese
programs.
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Appendix C: Annual Survey ProgrammaticInformation|BasicInformation
Organization(Grantee)Title:
YearGranteeBegan(CohortYear):
Whoistheprimarypersoncompletingthissurvey?
Whatisthetitleofthisperson?
Emailaddress:
TelephoneNumber(IncludeAreaCode):
Howmanysitesarecoveredbyyourgrant?
DoesyourprogramserveELEMENTARYSCHOOLstudents(i.e.studentsinPre-Kthrough5thgrade)?
m Yes
m No
DoesyourprogramserveMIDDLESCHOOLstudents(i.e.,studentsin6ththrough8thgrade)?m Yes
m No
DoesyourprogramserveHIGHSCHOOLstudents(i.e.,studentsin9ththrough12thgrade)?m Yes
m No
ProgrammaticInformation|Recruitment&Retention
HowareELEMENTARYSCHOOLstudentsidentifiedandreferredintotheprogram?Pleasecheckallthat
apply.
q InternalProgramReferrals
q SchoolStaffReferrals(e.g.teachers,administrators,counselors,etc.)
q Parent/GuardianorSelfReferrals
q Other,pleasedescribe:________________________________________________
HowareMIDDLESCHOOLstudentsidentifiedandreferredintotheprogram?Pleasecheckallthatapply.
q InternalProgramReferrals
q SchoolStaffReferrals(e.g.teachers,administrators,counselors,etc.)
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q Parent/GuardianorSelfReferrals
q Other,pleasedescribe:________________________________________________
HowareHIGHSCHOOLstudentsidentifiedandreferredintotheprogram?Pleasecheckallthatapply.
q InternalProgramReferrals
q SchoolStaffReferrals(e.g.teachers,administrators,counselors,etc.)
q Parent/GuardianorSelfReferrals
q Other,pleasedescribe:________________________________________________
WhatstepsarebeingtakentoensureELEMENTARYSCHOOLstudentswiththegreatestneedsaretargeted?Pleasecheckallthatapply.
q Studentsareidentifiedusingstudentachievementdata
q Studentsareidentifiedusingfree/reducedlunchstatus
q Studentsareidentifiedashavingsocial-emotionalissues
q Other,pleasedescribe:________________________________________________
WhatstepsarebeingtakentoensureMIDDLESCHOOLstudentswiththegreatestneedsaretargeted?Pleasecheckallthatapply.
q Studentsareidentifiedusingstudentachievementdata
q Studentsareidentifiedusingfree/reducedlunchstatus
q Studentsareidentifiedashavingsocial-emotionalissues
q Other,pleasedescribe:________________________________________________
WhatstepsarebeingtakentoensureHIGHSCHOOLstudentswiththegreatestneedsaretargeted?Pleasecheckallthatapply.
q Studentsareidentifiedusingstudentachievementdata
q Studentsareidentifiedusingfree/reducedlunchstatus
q Studentsareidentifiedashavingsocial-emotionalissues
q Other,pleasedescribe:________________________________________________
WhatretentionstrategiesareinplacetomaximizethenumberofdaysthatELEMENTARYSCHOOLparticipantsattend?Pleasecheckallthatapply.
q Programoperatesanincentivesystemrewardingstudentattendanceintheprogram
q Programconductsoutreachtoparentswhenstudentsdemonstratepatternsofabsenteeism
q Programconductsoutreachtoschoolstaff(e.g.teachers,administrators,counselors,etc.)when
studentsdemonstratepatternsofabsenteeism
q Programprovidesaninvitingandinclusiveenvironmentthatencouragesstudentattendance
q Programdesignsanddeliversacademicactivitieswithaspecificfocusonencouraging
attendance
q Programdesignsanddeliversnon-academicactivitieswithaspecificfocusonencouraging
attendance
q Other,pleasedescribe:________________________________________________
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Whatretentionstrategiesareinplacetomaximizethenumberofdaysthat
MIDDLESCHOOLparticipantsattend?Pleasecheckallthatapply.q Programoperatesanincentivesystemrewardingstudentattendanceintheprogram
q Programconductsoutreachtoparentswhenstudentsdemonstratepatternsofabsenteeism
q Programconductsoutreachtoschoolstaff(e.g.teachers,administrators,counselors,etc.)when
studentsdemonstratepatternsofabsenteeism
q Programprovidesaninvitingandinclusiveenvironmentthatencouragesstudentattendance
q Programdesignsanddeliversacademicactivitieswithaspecificfocusonencouraging
attendance
q Programdesignsanddeliversnon-academicactivitieswithaspecificfocusonencouraging
attendance
q Other,pleasedescribe:________________________________________________
Whatretentionstrategiesareinplacetomaximizethenumberofdaysthat
HIGHSCHOOLparticipantsattend?Pleasecheckallthatapply.q Programoperatesanincentivesystemrewardingstudentattendanceintheprogram
q Programconductsoutreachtoparentswhenstudentsdemonstratepatternsofabsenteeism
q Programconductsoutreachtoschoolstaff(e.g.teachers,administrators,counselors,etc.)when
studentsdemonstratepatternsofabsenteeism
q Programprovidesaninvitingandinclusiveenvironmentthatencouragesstudentattendance
q Programdesignsanddeliversacademicactivitieswithaspecificfocusonencouraging
attendance
q Programdesignsanddeliversnon-academicactivitieswithaspecificfocusonencouraging
attendance
q Other,pleasedescribe:________________________________________________
ProgrammaticInformation|LinesofCommunication
Howarelinesofcommunicationkeptopenwithparents/guardiansofELEMENTARYSCHOOLparticipants?Pleasecheckallthatapply.
q Newsletters
q Website
q Socialmedia
q Notessenthome
q Phonecalls
q Textmessaging
q In-personmeetings
q Other,pleasedescribe:________________________________________________
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Howarelinesofcommunicationkeptopenwithparents/guardiansofMIDDLESCHOOLparticipants?Pleasecheckallthatapply.
q Newsletters
q Website
q Socialmedia
q Notessenthome
q Phonecalls
q Textmessaging
q In-personmeetings
q Other,pleasedescribe:________________________________________________
Howarelinesofcommunicationkeptopenwithparents/guardiansofHIGHSCHOOLparticipants?Pleasecheckallthatapply.
q Newsletters
q Website
q Socialmedia
q Notessenthome
q Phonecalls
q Textmessaging
q In-personmeetings
q Other,pleasedescribe:________________________________________________
ProgrammaticInformation|AcademicComponents
PleasedescribethereadingcomponentofyourprogramandtheprocessusedtoalignwithEnglish
languageartsstandards.Thestandardsanddescriptorscanbefoundathttp:www.isbe.net/ils/
Pleasedescribethemathematicscomponentofyourprogramandtheprocessusedtoalignwith
mathematicsstandards.Thestandardsanddescriptorscanbefoundathttp//:www.isbe.net/ils/
Howaretheotheracademiccomponentsofyourprogramalignedwithstatewideobjectives?Please
explain.
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ProgrammaticInformation|OtherProgramsandComponents
Pleaseidentifywhetherthefollowingprograms/componentsareavailableforeachpopulationlisted
below.Note:Bycheckingabox,you'reindicatingthattheprogramcomponentisavailableforthe
correspondingpopulation.
ForElementarySchool
Participants?
ForMiddleSchool
Participants?
ForHighSchool
Participants?
ArtsProgram q q q
Bilingual/ELLProgram q q q
SpecialNeedsProgram q q q
Entrepreneurial,career
development,jobskills
component
q q q
Youthdevelopment
componentq q q
Mentoringcomponent q q q
Creditrecoverycomponent q q q
Social-Emotionalcomponent q q q
Science,technology,
engineering,mathematics
(STEM)program
q q q
21stcenturyskillscomponent q q q
Behaviorandprevention
componentq q q
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Pleaseindicatewhetheryourartsprogrammingincludesoneormoreofthefollowing.Checkallthat
apply.
q PerformanceArts
q Music
q VisualArts(photography,drawing,sculpture)
q DeocrativeArts(Ceramics,Jewelry)
q AppliedArt(Architecture,Fashiondesign)
q ArtHistory(Visitingartmuseums)
Pleasedescribetheartsprogrammingforprogramparticipantsandindicateifandhowprogramming
differsbyagegroup.
Pleaseindicatewhetheryourbilingual/ELLprogrammingincludesoneormoreofthefollowing.Checkall
thatapply.
q Bilingualstafftosupportstudents(instructors,tutors,orvolunteers)
q Activities,tutoring,orothersupportforELLstudents
q AnestablishedcurriculumforELLstudentswithabilingualteacher
q Language-learningactivitiesforallstudents
Pleasedescribethebilingual/ELLprogrammingforprogramparticipantsandindicateifandhow
programmingdiffersbyagegroup.
Pleaseindicatewhetheryourspecialneedsprogrammingincludesoneormoreofthefollowing.Check
allthatapply.
q Accesstoanduseofstudents'IEPs
q Supportstoincludeandintegratespecialneedsstudentsintoprogramactivities
q Dedicatedstafftosupportspecialneedsstudents(paraprofessional,specialeducationteacher)
q Necessaryandappropriateaccommodationsforspecialneedsstudents
q Activitiestosupportstudentswithlearningdeficiencies
Pleasedescribethespecialneedsprogrammingforprogramparticipantsandindicateifandhow
programmingdiffersbyagegroup.
Pleaseindicatewhetheryourprograms'sentrepreneurial,careerdevelopment,and/orjobskills
componentincludesoneormoreofthefollowing.Checkallthatapply.
q Entrepreneurshipactivities(businessplanning,schoolstore)
q JuniorAchievementprogram
q Financialliteracy
q Careerexploration(skills/interestinventories,guestspeakers,jobfairs,fieldtrips)
q Onlineprograms/resources(e.g.CareerLaunch,CareerCruising)
q Jobseekingskills(e.g.resumewriting,interviewskills)
q Clubs/programsthatexplorecareersandsupportskilldevelopment
q Careerandtechnicalstudentorganizationactivities
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Pleasedescribetheentrepreneurial,careerdevelopment,and/orjobskillscomponentfor
programparticipantsandindicateifandhowprogrammingdiffersbyagegroup.
Pleasedescribetheyouthdevelopmentcomponentforprogramparticipantsandindicateifandhow
programmingdiffersbyagegroup.
Pleasedescribethementoringcomponentforprogramparticipantsandindicateifandhow
programmingdiffersbyagegroup.
Pleasedescribethecreditrecoverycomponentforprogramparticipantsandindicateifandhow
programmingdiffersbyagegroup.
Pleaseindicatewhetheryourprogram'ssocial-emotionalcomponentutilizesoneormoreofthe
following.Checkallthatapply.
q AggressionReplacementTraining
q BotvinLifeSkillsTrainingCurriculum
q LionsQuestCurriculum
q MeansandMeasuresofHumanAchievementLabs(MHA)Tools
q PositiveBehavioralInterventionandSupports(PBIS)
q SecondStepCurriculum
q StephenCovey'sSevenHabitsofHighlyEffectivePeopleProgram
q Other:________________________________________________
Pleasedescribethesocial-emotionalcomponentforprogramparticipantsandindicateifandhow
programmingdiffersbyagegroup.
Pleaseindicatewhetheryourscience,technology,engineer,mathematics(STEM)programmingincludes
oneormoreofthefollowing.Checkallthatapply.
q Roboticsclubsoractivities(Legoandothers)
q STEMkitsprovidedbyvendor
q PartnershipswithSTEMorganizationsorprogramproviders
q Computerprogrammingorcodingactivities
q Activitiesalignedwithschoolstandards(NGSS)
q Environmentalscienceactivities
q School-dayscienceteacherstosupportactivities
q FamilySTEMnightsoractivities
q STEAMactivitiesorprogramming
Pleasedescribethescience,technology,engineer,mathematics(STEM)programmingfor
programparticipantsandindicateifandhowprogrammingdiffersbyagegroup.
Pleasedescribethe21stcenturyskillscomponentforprogramparticipantsandindicateifandhow
programmingdiffersbyagegroup.
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Pleaseindicatewhetheryourbehaviorandpreventioncomponentincludesoneormoreofthe
following.Checkallthatapply.
q Mentalhealthservices
q Drugprevention
q Violenceprevention
q Truancyprevention
Pleasedescribethebehaviorandpreventioncomponentforprogramparticipantsandindicateifand
howprogrammingdiffersbyagegroup.
Pleaseidentifywhetherthefollowingenrichmentandrecreationcomponentsareavailablefor
ELEMENTARYSCHOOLparticipants.Pleasecheckallthatapply.q CollegePreparationActivities
q CulinaryArtsActivities
q CulturalActivities
q FieldTrips
q GardeningActivities
q Games
q SportsActivities
q Other,pleasedescribe:________________________________________________
PleaseidentifywhetherthefollowingenrichmentandrecreationcomponentsareavailableforMIDDLESCHOOLparticipants.Pleasecheckallthatapply.
q CollegePreparationActivities
q CulinaryArtsActivities
q CulturalActivities
q FieldTrips
q GardeningActivities
q Games
q SportsActivities
q Other,pleasedescribe:________________________________________________
PleaseidentifywhetherthefollowingenrichmentandrecreationcomponentsareavailableforHIGHSCHOOLparticipants.Pleasecheckallthatapply.
q CollegePreparationActivities
q CulinaryArtsActivities
q CulturalActivities
q FieldTrips
q GardeningActivities
q Games
q SportsActivities
q Other,pleasedescribe:________________________________________________
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Isthereaservice-learningcomponenttotheprogram?
m Yes
m No
Howmanyoftheprogramparticipantsareinvolvedintheservice-learningcomponent?
TotalNumber
ElementarySchoolParticipants
MiddleSchoolParticipants
HighSchoolParticipants
Pleasedescribetheservice-learningcomponentsofyourprogram.Whatdostudentsdoandwhomdo
theyserve?
ProgrammaticInformation|TechnologyUse
Pleaseindicatewhethercomputersand/orothertechnologies(i.e.tablets,smartphones)areutilized
byELEMENTARYSCHOOLparticipantsforanyofthefollowingactivities.Checkallthatapply.q Academicremediationorcomputer-assistedinstruction
q Homeworksupport
q Creditrecoveryprograms
q Media-makingand/ordigitalarts
q Testpreparation
q Researchorfindinginformationandresources
q Computerliteracyorprogramming
q Gamesand/orfreeplaytime
q Other,pleasedescribe:________________________________________________
Pleaseindicatewhethercomputersand/orothertechnologies(i.e.tablets,smartphones)areutilized
byMIDDLESCHOOLparticipantsforanyofthefollowingactivities.Checkallthatapply.q Academicremediationorcomputer-assistedinstruction
q Homeworksupport
q Creditrecoveryprograms
q Media-makingand/ordigitalarts
q Testpreparation
q Researchorfindinginformationandresources
q Computerliteracyorprogramming
q Gamesand/orfreeplaytime
q Other,pleasedescribe:________________________________________________
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Pleaseindicatewhethercomputersand/orothertechnologies(i.e.tablets,smartphones)areutilized
byHIGHSCHOOLparticipantsforanyofthefollowingactivities.Checkallthatapply.q Academicremediationorcomputer-assistedinstruction
q Homeworksupport
q Creditrecoveryprograms
q Media-makingand/ordigitalarts
q Testpreparation
q Researchorfindinginformationandresources
q Computerliteracyorprogramming
q Gamesand/orfreeplaytime
q Other,pleasedescribe:________________________________________________
Forthosecomputersand/orothertechnologies(i.e.tablets,smartphones)thatareutilized
byELEMENTARYSCHOOLparticipants,whichsoftware/on-linesitesareusedmostoften?
________________________________________________________________
Forthosecomputersand/orothertechnologies(i.e.tablets,smartphones)thatareutilizedbyMIDDLESCHOOLparticipants,whichsoftware/on-linesitesareusedmostoften?
Forthosecomputersand/orothertechnologies(i.e.tablets,smartphones)thatareutilizedbyHIGHSCHOOLparticipants,whichsoftware/on-linesitesareusedmostoften?
ProgrammaticInformation|Transportation
Pleaseidentifywhetheryourprogram(oroneofyourpartners)offerstransportationforthe
correspondingpopulationslistedbelow.Checkallthatapply.
q ElementarySchool
q MiddleSchool
q HighSchool
Inthepreviousquestion,youindicatedthatyourprogramofferstransportationforprogram
participants.Pleaseindicatehowtransportationisfundedforyourprogram.
m 21stCCLCfunds
m In-kindfunds
m Both21stCCLCandin-kindfunds
ProgrammaticInformation|ProfessionalDevelopment
Pleaseidentifyanyprofessionaldevelopmentofferedtostaffthisyearandanyplannedfornextyear.
Pleasecheckallthatapply.Notethattheseprofessionaldevelopmentopportunitiescanbeoffered
throughyourownorganization,throughpartners,orotherin-kindsupports.
q 21stCCLCProgram-SpecificTraining(e.g.ISBEconferences,ISBEwebinars)
q IllinoisLearningStandardsTrainingand/orCommonCoreTraining
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q CulturalAwarenessandSensitivityTraining
q Disciplinaryand/orBehavioralTraining(e.g.AngerManagement,PositiveBehavioral
InterventionandSupports(PBIS))
q EnglishLanguageArtsTraining
q HealthTraining(e.g.nutritioneducation,fitnesseducation,sexualeducation)
q Media/TechnologyTraining
q SafetyTraining(e.g.FirstAid,CPRtraining)
q STEMTraining
q Team-BuildingTraining
q TraumaInformedPracticeTraining
q YouthDevelopmentTraining
q SocialandEmotionalLearningTraining
q YouthProgramQualityAssessmentTraining
q Other,pleasedescribe:________________________________________________
Whatrecommendationsdoyouhaveforfutureprofessionaldevelopmentactivitiesandforwhichtarget
audiences?
ProgrammaticInformation|Sustainability
Pleasedescribewhatactionsyourprogramhastakentoensuresustainability.
Inyouropinion,howsustainablearethecriticalcomponentsoftheprogramafterthegrantcycleends?
m Allaresustainable
m Mostaresustainable
m Somearesustainable
m Nonearesustainable
Wasyourprogram'sfundingdecreasedin2017-2018?
m Yes
m No
Pleaseexplainhowthesizeandscopeoftheoriginallyfundedprogramisbeingmaintainedafter
fundingdecreasedin2017-2018.
Pleaselistanypartnersnotfundedbythe21stCCLCprogram.Describetherelationshipforeach.
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ProgrammaticInformation|Implementation
Pleaseratethelevelofimplementationoneachofthefollowingkeycomponentswhile
servingELEMENTARYSCHOOLstudentsthisyear.
Didnotmeet
goals
Partially
meetsgoalsMetgoals
Exceeded
goals
Implementedacademicactivities m m m m
Implementedother
enrichment/recreationactivitiesm m m m
Implementedevaluationactivities m m m m
Useddatatoimprovetheprogram m m m m
Identifiedwaystocontinuecritical
componentsoftheprogramafter
thegrantperiod
m m m m
Coordinatedafter-schoolprogram
withschool'sdayprogramsm m m m
Providedservicestothestudents'
extendedfamilieswith21stCCLC
funds
m m m m
Involvedotheragenciesand
nonprofitorganizationsm m m m
Servedchildrenwithgreatestneeds m m m m
Leadersparticipatedinprofessional
developmentm m m m
Staffengagedinprofessional
developmentm m m m
Coordinatedtheprogramwithother
fundingsourcestosupplementthe
school'sprograms
m m m m
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PleaseratethelevelofimplementationoneachofthefollowingkeycomponentswhileservingMIDDLESCHOOLstudentsthisyear.
Didnotmeet
goals
Partiallymet
goalsMetgoals Exceededgoals
Implementedacademic
activitiesm m m m
Implementedother
enrichment/recreation
activities
m m m m
Implementedevaluation
activitiesm m m m
Useddatatoimprovethe
programm m m m
Identifiedwaystocontinue
criticalcomponentsofthe
programafterthegrant
period
m m m m
Coordinatedafter-school
programwithschool'sday
programs
m m m m
Providedservicestothe
students'extendedfamilies
with21stCCLCfunds
m m m m
Involvedotheragenciesand
nonprofitorganizationsm m m m
Servedchildrenwithgreatest
needsm m m m
Leadersparticipatedin
professionaldevelopmentm m m m
Staffengagedinprofessional
developmentm m m m
Coordinatedtheprogram
withotherfundingsourcesto
supplementtheschool's
programs
m m m m
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PleaseratethelevelofimplementationoneachofthefollowingkeycomponentswhileservingHIGHSCHOOLstudentsthisyear.
Didnotmeet
goals
Partiallymet
goalsMetgoals Exceededgoals
Implementedacademic
activitiesm m m m
Implementedother
enrichment/recreation
activities
m m m m
Implementedevaluation
activitiesm m m m
Useddatatoimprovethe
programm m m m
Identifiedwaystocontinue
criticalcomponentsofthe
programafterthegrantperiod
m m m m
Coordinatedafter-school
programwithschool'sday
programs
m m m m
Providedservicestothe
students'extendedfamilies
with21stCCLCfunds
m m m m
Involvedotheragenciesand
nonprofitorganizationsm m m m
Servedchildrenwithgreatest
needsm m m m
Leadersparticipatedin
professionaldevelopmentm m m m
Staffengagedinprofessional
developmentm m m m
Coordinatedtheprogramwith
otherfundingsourcesto
supplementtheschool's
programs
m m m m
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ProgrammaticInformation|Barriers
PleaseratethedegreetowhichthefollowingwerebarrierswhileservingELEMENTARYSCHOOLstudentsthisyear.
NotabarrierSomewhatofa
Barrier
ASignificant
Barrier
Difficultyinrecruitingstudents m m m
Inconsistentattendanceofstudents m m m
Poorparentinvolvementinactivities m m m
Poorcooperationfromdayteacher m m m
Difficultyincommunicatingwithschool m m m
Poorcooperationfromschoolinobtaining
necessaryinformationm m m
Difficultiesintransportingstudents(cost,
logistics)m m m
Difficultyinmaintainingasafeenvironment
forstudentswhencoming/goingfromsitem m m
Negativepeerpressureand/organgs
influencingstudentsm m m
Competingactivitiesatschoolinwhichthe
studentswanttoparticipatem m m
Competingresponsibilitiesathome,suchas
theneedtobabysitsiblingsm m m
Competingresponsibilitiesbecausestudent
mustworkm m m
Difficultyinmaintaining/identifyingpartners m m m
Toolittletimewithstudents m m m
Other,pleasedescribe: m m m
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PleaseratethedegreetowhichthefollowingwerebarrierswhileservingMIDDLESCHOOLstudentsthisyear.
NotabarrierSomewhatofa
Barrier
ASignificant
Barrier
Difficultyinrecruitingstudents m m m
Inconsistentattendanceofstudents m m m
Poorparentinvolvementinactivities m m m
Poorcooperationfromdayteacher m m m
Difficultyincommunicatingwithschool m m m
Poorcooperationfromschoolinobtaining
necessaryinformationm m m
Difficultiesintransportingstudents(cost,
logistics)m m m
Difficultyinmaintainingasafe
environmentforstudentswhen
coming/goingfromsite
m m m
Negativepeerpressureand/organgs
influencingstudentsm m m
Competingactivitiesatschoolinwhichthe
studentswanttoparticipatem m m
Competingresponsibilitiesathome,such
astheneedtobabysitsiblingsm m m
Competingresponsibilitiesbecausestudent
mustworkm m m
Difficultyinmaintaining/identifying
partnersm m m
Toolittletimewithstudents m m m
Other,pleasedescribe: m m m
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PleaseratethedegreetowhichthefollowingwerebarrierswhileservingHIGHSCHOOLstudentsthisyear.
NotabarrierSomewhatofa
Barrier
ASignificant
Barrier
Difficultyinrecruitingstudents m m m
Inconsistentattendanceofstudents m m m
Poorparentinvolvementinactivities m m m
Poorcooperationfromdayteacher m m m
Difficultyincommunicatingwithschool m m m
Poorcooperationfromschoolinobtaining
necessaryinformationm m m
Difficultiesintransportingstudents(cost,
logistics)m m m
Difficultyinmaintainingasafeenvironment
forstudentswhencoming/goingfromsitem m m
Negativepeerpressureand/organgs
influencingstudentsm m m
Competingactivitiesatschoolinwhichthe
studentswanttoparticipatem m m
Competingresponsibilitiesathome,suchas
theneedtobabysitsiblingsm m m
Competingresponsibilitiesbecausestudent
mustworkm m m
Difficultyinmaintaining/identifyingpartners m m m
Toolittletimewithstudents m m m
Other,pleasedescribe: m m m
Illinois 21st Century Community Learning Center Program: FY18 State-level Evaluation
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ProgrammaticInformation|AdditionalComments
Pleaseprovideanyadditionalcommentsthatyou'dliketoshare.
Site-SpecificInformation
PleaseprovidethenameofSite:
Whatisthenameofthesitecoordinator?
Whatistheemailaddressforthesitecoordinator?
Whattown/cityisthissitelocated?
Nameallpublicandprivateschoolsattendedduringthedaybythe21stCCLCstudents.
Firstdayof21stCCLCprogrammingforFY18:
Lastdayof21stCCLCprogrammingforFY18:
Didthesiteprovidesummerprogramminginsummer2017?
m Yes
m No
Numberofweekssitewasactiveduringsummer2017:
Numberofweekssitewasactiveduringthe2017-2018schoolyear:
Didthesiteprovideweekendprogramming?
m Yes
m No
Pleasedescribetheweekendprogrammingat${Q122/ChoiceTextEntryValue}:
Didyouadministerthefederalteachersurveyattheendofthe2017-2018schoolyear?
m Yes
m No
HowmanycompletedteachersurveyswerereceivedforElementaryStudents(gradesPre-Kthrough5)?
HowmanycompletedteachersurveyswerereceivedforMiddle/HighSchoolStudents(grades6through12)?
Illinois 21st Century Community Learning Center Program: FY18 State-level Evaluation
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ElementaryStudents(gradesPre-Kthrough5)-TeacherSurveysummaryforelementarystudents
attending30daysormore.Teachersofregularattendeesshouldhavecompletedthefederalteacher
surveyforeachstudent.Pleaseprovideasummaryofthosesurveysinthetablebelow,byadding
teachersurveyresponsestogether.Reportthetotalofstudentsthatdidnotneedtoimprove,improved,
ordeclinedforeachbehavior.Notethatthetotalforeachrowshouldequalthetotalnumberof
studentsattending30daysormore.
Didnot
needto
improve
Significa
nt
Improve
ment
Modera
te
Improve
ment
Slight
Improve
ment
No
Change
Slight
Decline
Modera
te
Decline
Significa
nt
Decline
Turningin
his/her
homeworkon
time
Completing
homeworkto
theteacher's
satisfaction
Participatingin
class
Volunteering
(e.g.forextra
creditormore
responsibilities
Attendingclass
regularly
Beingattentive
inclass
Behavingwell
inclass
Academic
performance
Comingto
school
motivatedto
learn
Gettingalong
wellwithother
students
Illinois 21st Century Community Learning Center Program: FY18 State-level Evaluation
EDC |Education Development Center
79
Middle/HighStudents(grades6through12)-TeacherSurveysummaryformiddle/highstudents
attending30daysormore.Teachersofregularattendeesshouldhavecompletedthefederalteacher
surveyforeachstudent.Pleaseprovideasummaryofthosesurveysinthetablebelow,byadding
teachersurveyresponsestogether.Reportthetotalofstudentsthatdidnotneedtoimprove,improved,
ordeclinedforeachbehavior.Notethatthetotalforeachrowshouldequalthetotalnumberof
studentsattending30daysormore.
Didnot
needto
improve
Significa
nt
Improve
ment
Modera
te
Improve
ment
Slight
Improve
ment
No
Change
Slight
Decline
Modera
te
Decline
Significa
nt
Decline
Turningin
his/her
homeworkon
time
Completing
homeworkto
theteacher's
satisfaction
Participatingin
class
Volunteering
(e.g.forextra
creditormore
responsibilities
Attendingclass
regularly
Beingattentive
inclass
Behavingwell
inclass
Academic
performance
Comingto
school
motivatedto
learn
Gettingalong
wellwithother
students
Appendix D: Teacher APR Survey Data TeacherSurveysummaryforelementarystudentsattending30daysormore.Teachersofregularattendeesshouldhavecompleted
thefederalteachersurveyforeachstudent.Pleaseprovideasummaryofthosesurveysinthetablebelow,byaddingteachersurvey
responsestogether.Reportthetotalofstudentsthatdidnotneedtoimprove,improved,ordeclinedforeachbehavior.Notethat
thetotalforeachrowshouldequalthetotalnumberofstudentsattending30daysormore.
ElementaryStudents Didnot
needto
improve
Significant
Improvement
Moderate
Improvement
Slight
Improvement
No
Change
Slight
Decline
Moderate
Decline
Significant
Decline
Total
Turninginhis/her
homeworkontime2301 2926 1587 1684 1921 385 249 213 11266
Completinghomeworkto
theteacher'ssatisfaction1996 1630 1789 1742 1478 376 238 203 9452
Participatinginclass 1843 3002 1784 1794 2147 275 153 144 11142
Volunteering(e.g.forextra
creditormore
responsibilities
2093 1239 1386 1541 2386 193 127 133 9098
Attendingclassregularly 3423 1103 921 902 1993 296 157 146 8941
Beingattentiveinclass 1977 1288 1446 1831 1756 488 218 178 9182
Behavingwellinclass 2657 2556 1211 1471 2437 611 260 213 11416
Academicperformance 1463 1552 1985 2175 1471 388 207 173 9414
Comingtoschool
motivatedtolearn2192 1348 1532 1714 1904 361 186 172 9409
Gettingalongwellwith
otherstudents2698 1262 1270 1443 1676 506 220 171 9246
Illinois 21st Century Community Learning Center Program: FY18 State-level Evaluation
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TeacherSurveysummaryforMiddleandHighSchoolstudentsattending30daysormore.Teachersofregularattendeesshouldhave
completedthefederalteachersurveyforeachstudent.Pleaseprovideasummaryofthosesurveysinthetablebelow,byadding
teachersurveyresponsestogether.Reportthetotalofstudentsthatdidnotneedtoimprove,improved,ordeclinedforeach
behavior.Notethatthetotalforeachrowshouldequalthetotalnumberofstudentsattending30daysormore.
Middle/HighStudents Didnot
needto
improve
Significant
Improvement
Moderate
Improvement
Slight
Improvement
No
Change
Slight
Decline
Moderate
Decline
Significant
Decline
Total
Turninginhis/her
homeworkontime3912 5964 2682 3468 3322 892 292 242 20774
Completinghomeworkto
theteacher'ssatisfaction3464 2624 2862 3514 2598 918 272 232 16484
Participatinginclass 3380 6416 2884 3338 3958 564 180 190 20910
Volunteering(e.g.forextra
creditormore
responsibilities
3374 2322 2232 2532 4802 384 134 130 15910
Attendingclassregularly 6184 2238 1524 1790 3256 602 268 198 16060
Beingattentiveinclass 3918 2406 2314 3182 2812 906 350 200 16088
Behavingwellinclass 5534 5584 2082 2566 3746 842 262 186 20802
Academicperformance 3026 2668 2968 3686 2470 878 300 240 16236
Comingtoschool
motivatedtolearn4014 2066 2456 2946 3334 732 276 228 16052
Gettingalongwellwith
otherstudents5706 2208 1972 2546 2988 468 186 134 16208
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