The Impact of COVID-19 on 21st Century Community Learning Centers (CCLC) Programming

Background: The 21^st Century Community Learning Centers (CCLC) Act provides grants for extracurricular educational programming to benefit students in low-performing schools. Previous evaluations of 21^st CCLC programs have demonstrated positive impacts in reading, language, and social studies, with increased attendance yielding greater academic benefits.

This study evaluates a 21^st CCLC program in a southwestern U.S. city. The program provides homework help, tutoring, and enrichment activities while helping families engage in their children’s education through literacy and educational development. Due to COVID-19, this 21^st CCLC program adapted to a virtual format.

Objectives: This study’s purpose was to compare the effectiveness of a 21^st CCLC ASP from fall 2019 to spring 2020 to account for the effects of the global Coronavirus pandemic. Our research question was: 1) Are there significant differences before and during COVID on student’s ratings of various ASP outcomes?

Methods: To evaluate the ASP, five outcome measures were used: family, friends, safety, school, and after-school. Both paper and e-surveys were developed and pilot-tested to address the outcome measures using qualitative and quantitative data. In fall 2019, 317 students completed the survey instrument at their programming site. In spring 2020, 61 students responded to the survey using an online format. Student surveys included demographics such as age, gender, and race/ethnicity. Students were asked to rate their agreement on a five-point Likert scale with statements regarding the after-school program (e.g., ‘The ASP has adults who care about me’). Qualitative questions included where they would be if they were not in the ASP, their favorite activity, and what they have learned in the ASP.

Results: Five independent binary logistic regressions were conducted to determine the relationship between group (0=Spring 2020,1=Fall 2019) regarding five dependent variables measuring student outcomes. Mean composite scores for each student outcome were categorized into 0 = lowest to 3.999; 1 = 4.000 to highest. Students in spring 2020 reduced the likelihood of having after-school outcomes at 4 or higher by 86.6% compared to students in fall 2019 (R² = .169; χ2=34.798; p=.000). Students in spring 2020 reduced the likelihood of having school outcomes at 4 or higher by 75.3% compared to students in fall 2019 (R² = .094; χ2=19.043; p=.000). Students in spring 2020 did not make a difference in safety outcomes at 4 or higher compared to students in fall 2019. Students in spring 2020 will reduce the likelihood of outcomes related to friends at 4 or higher by 63.2% compared to students in fall 2019 (R² = .051; χ2=10.148; p=.001). Students in spring 2020 will reduce the likelihood of family outcomes at 4 or higher by 86.6% compared to students in fall 2019 (R² = .150; χ2=34.041; p=.000).

Conclusion: Significant differences were found between students on four after-school outcomes in fall 2019 and spring 2020. Students reported significantly better outcomes in family, friends, school, and after-school outcomes in fall 2019 prior to the COVID-19 pandemic. More research on how COVID-19 impacts ASPs is needed to determine implications for future programming.