Texas afterschool programs strive to enhance academic performance and meet students' needs, yet gaps in program quality persist. This study evaluated 21st Century Community Learning Centers’ performance in reading, math, GPA, attendance, in-school suspension, and engagement, both within these categories and against program goals and demographics. Theoretical frameworks used in this study include the logic model, social justice theory, and cultural relevance theory. This quantitative study utilized a nonexperimental and secondary data research design which utilized five statistical tests: the Pearson Product-Moment Correlation, One-Way repeated ANOVA, Spearman Correlation, the Independent Samples t-Test, and the Mann-Whitney U Test. Results showed that students who attended afterschool programs most of the school year had better overall attendance and improved math performance. Black students, male students, and SPED students had lower performance improvement than other demographics, which suggests issues with program quality related to demographics. Implications indicate that programs should promote year-round participation, innovative class offerings, community involvement, and culturally inclusive programming guided by a logic model to drive continuous improvement.
","abstract_html":"<p>Texas afterschool programs strive to enhance academic performance and meet students' needs, yet gaps in program quality persist. This study evaluated 21st Century Community Learning Centers’ performance in reading, math, GPA, attendance, in-school suspension, and engagement, both within these categories and against program goals and demographics. Theoretical frameworks used in this study include the logic model, social justice theory, and cultural relevance theory. This quantitative study utilized a nonexperimental and secondary data research design which utilized five statistical tests: the Pearson Product-Moment Correlation, One-Way repeated ANOVA, Spearman Correlation, the Independent Samples t-Test, and the Mann-Whitney U Test. Results showed that students who attended afterschool programs most of the school year had better overall attendance and improved math performance. Black students, male students, and SPED students had lower performance improvement than other demographics, which suggests issues with program quality related to demographics. Implications indicate that programs should promote year-round participation, innovative class offerings, community involvement, and culturally inclusive programming guided by a logic model to drive continuous improvement.</p>","abstract_has_math":false,"creators":["Jackson, Rosilyn"],"institution":null,"degree_name":"Doctor of Education","degree_level":"Dissertation","degree_discipline":"Secondary Education and Educational Leadership","degree_department":null,"school":null,"contributors":["Ali Hachem, Ph.D.","Freddie L. Avant, Ph.D.","Wendy Killam, Ph.D."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-12-01T08:00:00Z","date_published":"2024-12-01T08:00:00Z","updated_at":"2026-07-24T04:30:45Z","subjects":["21st Century Community Learning Centers (21st CCLCs)","Texas","secondary data analysis","Art Education","Bilingual, Multilingual, and Multicultural Education","Curriculum and Instruction","Education","Educational Administration and Supervision","Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods","Education Economics","Elementary and Middle and Secondary Education Administration","Holistic Education","Liberal Studies","Nonprofit Studies","Organizational Behavior and Theory","Organization Development","Other Education","Other Educational Administration and Supervision","Other Teacher Education and Professional Development","Secondary Education and Teaching","Social and Philosophical Foundations of Education","Social Justice","Vocational Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarworks.sfasu.edu/etds/574","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ali Hachem, Ph.D.","Freddie L. Avant, Ph.D.","Wendy Killam, Ph.D."]},{"key":"dc:creator","label":"Author","values":["Jackson, Rosilyn"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2024-12-11T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Secondary Education and Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["21st Century Community Learning Centers (21st CCLCs)","Texas","secondary data analysis","Art Education","Bilingual, Multilingual, and Multicultural Education","Curriculum and Instruction","Education","Educational Administration and Supervision","Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods","Education Economics","Elementary and Middle and Secondary Education Administration","Holistic Education","Liberal Studies","Nonprofit Studies","Organizational Behavior and Theory","Organization Development","Other Education","Other Educational Administration and Supervision","Other Teacher Education and Professional Development","Secondary Education and Teaching","Social and Philosophical Foundations of Education","Social Justice","Vocational Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarworks.sfasu.edu/etds/574"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Texas afterschool programs strive to enhance academic performance and meet students' needs, yet gaps in program quality persist. This study evaluated 21st Century Community Learning Centers’ performance in reading, math, GPA, attendance, in-school suspension, and engagement, both within these categories and against program goals and demographics. Theoretical frameworks used in this study include the logic model, social justice theory, and cultural relevance theory. This quantitative study utilized a nonexperimental and secondary data research design which utilized five statistical tests: the Pearson Product-Moment Correlation, One-Way repeated ANOVA, Spearman Correlation, the Independent Samples t-Test, and the Mann-Whitney U Test. Results showed that students who attended afterschool programs most of the school year had better overall attendance and improved math performance. Black students, male students, and SPED students had lower performance improvement than other demographics, which suggests issues with program quality related to demographics. Implications indicate that programs should promote year-round participation, innovative class offerings, community involvement, and culturally inclusive programming guided by a logic model to drive continuous improvement.
"]},{"key":"dc:title","label":"Title","values":["21st Century Community Learning Centers: Program Evaluation Evidence from Texas"]}]}],"canonical_facts":{"dc:contributor":["Ali Hachem, Ph.D.","Freddie L. Avant, Ph.D.","Wendy Killam, Ph.D."],"dc:creator":["Jackson, Rosilyn"],"dc:date.available":["2024-12-11T08:00:00Z"],"dc:description.abstract":["Texas afterschool programs strive to enhance academic performance and meet students' needs, yet gaps in program quality persist. This study evaluated 21st Century Community Learning Centers’ performance in reading, math, GPA, attendance, in-school suspension, and engagement, both within these categories and against program goals and demographics. Theoretical frameworks used in this study include the logic model, social justice theory, and cultural relevance theory. This quantitative study utilized a nonexperimental and secondary data research design which utilized five statistical tests: the Pearson Product-Moment Correlation, One-Way repeated ANOVA, Spearman Correlation, the Independent Samples t-Test, and the Mann-Whitney U Test. Results showed that students who attended afterschool programs most of the school year had better overall attendance and improved math performance. Black students, male students, and SPED students had lower performance improvement than other demographics, which suggests issues with program quality related to demographics. Implications indicate that programs should promote year-round participation, innovative class offerings, community involvement, and culturally inclusive programming guided by a logic model to drive continuous improvement.
"],"dc:identifier":["https://scholarworks.sfasu.edu/etds/574"],"dc:subject":["21st Century Community Learning Centers (21st CCLCs)","Texas","secondary data analysis","Art Education","Bilingual, Multilingual, and Multicultural Education","Curriculum and Instruction","Education","Educational Administration and Supervision","Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods","Education Economics","Elementary and Middle and Secondary Education Administration","Holistic Education","Liberal Studies","Nonprofit Studies","Organizational Behavior and Theory","Organization Development","Other Education","Other Educational Administration and Supervision","Other Teacher Education and Professional Development","Secondary Education and Teaching","Social and Philosophical Foundations of Education","Social Justice","Vocational Education"],"dc:title":["21st Century Community Learning Centers: Program Evaluation Evidence from Texas"],"thesis:degree_discipline":["Secondary Education and Educational Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education"]},"updated_at":"2026-07-24T04:30:45Z"}