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The Harvard Family Research Project separated from the Harvard Graduate School of Education to become the Global Family Research Project as of January 1, 2017. It is no longer affiliated with Harvard University.

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Program Description

Overview The Four Counties for Kids (4C4K) 21st Century Community Learning Centers (21st CCLC) program is a federally funded comprehensive after school/community learning center project located in four rural counties in western Illinois (Brown, Cass, Morgan, and Scott). 4C4K is designed to meet five goals: (1) extend learning beyond the school day, (2) offer alternatives to drug use and violence, (3) coordinate services among local agencies, (4) coordinate programs among school districts, and (5) improve families’ access to services and technology.
Start Date June 2001
Scope local
Type after school, summer/vacation, before school, comprehensive services
Location rural
Setting public school, private school, community-based organization, religious institution, private facility, recreation center (The program operates in public school facilities most of the time, but uses all of the other settings listed during out-of-school days and summers when the school facilities are not available.)
Participants elementary through middle school students
Number of Sites/Grantees 20 (4C4K created 12 after school/community learning centers in schools that did not have out-of-school time programs and expanded existing programs in eight other locations)
Number Served 689 youth in 2002–2003 and 513 in 2003–2004
Components Each location provides after school programming which includes academic tutoring, recreation, and life-skills education. In addition, a variety of family and adult programming is available to each site’s local community, including a computer lab to increase family computer literacy, parent education classes, and CPR/First Aid and nutrition classes.
Funding Level approximately $4.6 million over 3 years (2001–2002, 2002–2003, and 2003–2004)
Funding Sources U.S. Department of Education’s 21st Century Community Learning Centers program
Other 4C4K is a collaborative effort among 11 school districts, the Regional Office of Education, and a variety of recreational, educational, and social services partnering agencies including the YMCA, Illinois Department of Human Services, American Red Cross, Illinois Department of Children and Family Services, and the Beardstown Houston Memorial Library.


Evaluation

Overview In fall 2001, 4C4K contracted with the Center for Prevention Research and Development at the University of Illinois to conduct an evaluation of their 21st CCLC program. The primary focus of the 1st year of the evaluation was on program implementation across the 20 sites, although academic and youth outcomes were also examined. The 2nd year evaluation assessed how the 4C4K 21st CCLC program affected youth development outcomes, youth’s academic performance, and parents of youth participants. The 3rd and final year of the evaluation focused on similar themes as the 2nd year, and also explored the relationship between program dosage and youth outcomes. The overall evaluation effort was also designed to help with the continuous improvement of the program and to demonstrate the value of the program to present and future funders to assist in program sustainability.
Evaluators University of Illinois, Urbana-Champaign, Center for Prevention Research and Development
Evaluations Profiled 4C4K 21st Century Community Learning Center: The Second Year Evaluation Report

4 Counties for Kids – The Implementation of the 21st Century Community Learning Centers Program: Final Evaluation Report
Evaluations Planned none
Report Availability University of Illinois, Urbana-Champaign Center for Prevention Research and Development. (2003). 4C4K 21st Century Community Learning Center: The second year evaluation report. Champaign: Author.

University of Illinois, Urbana-Champaign Center for Prevention Research and Development. (2004). 4 Counties for Kids – The implementation of the 21st Century Community Learning Centers program: Final evaluation report. Champaign: Author.

Available at www.cprd.uiuc.edu/21docs.html.


Contacts

Evaluation Ernie J. Hill, M.A.
Coordinator of Research Programs
Center for Prevention Research and Development
510 Devonshire Dr.
Champaign, IL 61820
Tel: 312-996-8265
Fax: 312-996-4652
Email: ejh@uiuc.edu
Program Jolene Dixon
Grant Coordinator
Four Counties for Kids
749 West Lafayette Ave.
Jacksonville, IL 62650
Tel: 217-245-6858
Fax: 217-245-6868
Email: jdixon@roe46.k12.il.us
Profile Updated December 14, 2004

Evaluation 1: 4C4K 21st Century Community Learning Center: The Second Year Evaluation Report


Evaluation Description

Evaluation Purpose To answer the following questions: (1) What is the relationship between 4C4K 21st CCLC program participation and youth development? (2) What is the relationship between participation in the 4C4K 21st CCLC program and academic performance? (3) What is the program’s impact on parents?
Evaluation Design Quasi-Experimental and Non-Experimental: Pretest/posttest data were collected from students, parents, and academic records. In addition, data were collected from students’ classroom teachers, and daily program and activity attendance data were also collected.

Matched pretest/posttest survey data were available for 84 youth participants (12% response rate) and 46 parents (response rate not available since some parents may have had multiple children in the program). The youth sample ranged in grade level from fourth to sixth; approximately half were male and the majority was white. Over one-quarter of youth reported living in single-parent households. The parent sample indicated that 36% of their children resided in single-parent households and 50% received either free or reduced-price lunch. Although the program was designed to serve elementary- and junior-high-school-age youth, no youth from the upper junior high school grade levels were represented.

Matched pretest/posttest school record data were available for 282 youth (46% response rate). Teacher survey data were available for 196 teachers (covering 32% of program youth). Evaluators note that these response rates represent a very conservative estimate, since they include in the denominator all 689 students included in the attendance data. Among these 689, many were not likely to have been enrolled in 4C4K during both the pretest and posttest.
Data Collection Methods Secondary Source/Data Review: Report card data from the 2002–2003 school year were collected to measure reading and math improvements between the first and the last grading periods of the year. In addition, a database was designed to track youth participants’ daily program and activity attendance. School attendance records were also analyzed.

Surveys/Questionnaires: Surveys were administered to youth participants in Grades 4 and above during fall 2002 and spring 2003. Survey instruments were comprised of demographic/background items and a series of scales that measured youth outcomes. The areas assessed were feelings about school, academic aspirations, and perceptions of youth development/academic benefits from the program. For the youth participants’ perceptions of youth development/academic benefits from the program, youth were first asked whether the given benefit (e.g., completing homework) was a component of their 4C4K program, since programs varied with regard to the actual youth development/academic components offered. Thus, analyses for these questions were restricted to those youth who answered first that that component was a part of their 4C4K program.

Parent surveys were administered to parents of youth participants during fall 2002 and spring 2003. The survey was designed to gather information from parents about the impact of the learning center on them and their children in the program. The survey consisted of demographic/background items and scales in the areas of parental involvement in the child’s education, parent perception of the program, perceived program impacts on the child, perceived program impacts on the parent, and program satisfaction.

Teacher surveys were administered to the schoolteachers of youth participants during spring 2003. This survey was used to gather information from the teachers’ perspectives about youth participants’ classroom behavior and performance. This survey instrument asked teachers to rate youth participants on the following: turning in homework, class participation, classroom behavior, attendance, and academic performance.
Data Collection Timeframe Data were collected during the 2002–2003 program year (September through the end of May).


Findings:
Formative/Process Findings

Costs/Revenues All parents surveyed agreed that 4C4K was affordable.
Parent/Community Involvement Majorities of parents surveyed reported that staff informed parents of activities, program schedules, and changes in the program (100%); told parents how to get involved (95%); asked parents for input (94%); kept parents informed about their children’s progress (94%); made parents feel that they belonged and were appreciated (91%); kept parents informed using a variety of methods (87%); were responsive to parent suggestions (86%); and provided alternatives for parent participation (75%).
Program Context/Infrastructure Nearly all or all parents surveyed (98%–100%) agreed that 4C4K appropriately addressed various safety issues.

Virtually all parents (98%) reported that their child was part of a caring, nurturing environment.

Nearly all or all parents surveyed (98%–100%) agreed that 4C4K was accommodating to the schedules of working parents.
Satisfaction Across nine questions tapping various aspects of youth’s satisfaction with 4C4K, majorities of youth reported the following either “usually” or “almost always”: There is someone available in the program to help me when I need it (79%); during the program kids are expected to do their best work (79%); students get to know each other well in the program (76%); I look forward to attending the program (75%); there are lots of things to do at this program (75%); I like the program (72%); students get a lot of work done in the program (72%); students like coming to the program (65%); and students enjoy doing things with each other during the program (64%).

Nearly all (98%) of parents surveyed reported that they were “satisfied” or “very satisfied” with 4C4K.
Staffing/Training Of the youth surveyed, 82% reported that staff cared about students in the program, 69% reported that staff enjoyed hearing what the youth were thinking about, 65% reported getting good ideas about how to do things from program staff, and 63% reported feeling comfortable talking to program staff.

Ninety-one percent of parents surveyed reported that staff got to know youth as individuals, and 89% reported that staff had warm, caring relationships with youth participants.

Virtually all parents (96%) reported that their child looked up to staff.


Summative/Outcome Findings

Academic Among surveyed youth participants who indicated the following as components of their 4C4K programs (64% to 98%), 74% reported learning a lot about studying for tests, 70% learned a lot about getting help with certain subjects, 69% learned a lot about completing homework, and 59% learned a lot about using computers. Including those who reported that they learned “a little” in each of these areas, the figures increase to a range of 90% to 96%.

A large majority of parents surveyed believed that 4C4K had a very positive influence on their children in the areas of completing homework more often (91%), improving academic skills (91%), making them better readers (91%), increasing their interest in school (91%) and reading (86%), making them more likely to prepare for projects and tests (86%), getting better grades (85%), and knowing how to study better (82%).

Surveyed teachers reported that 4C4K youth improved in satisfactory completion of homework (59% of participants), turning in homework on time (56%), participation in the classroom (55%), attentiveness (46%), coming to school “ready to learn” (43%), volunteering (35%), behavior in the classroom (34%), getting along with others (33%), and attendance (20%). For substantial percentages of other students, teachers reported that there was no room for improvement in these areas, leaving 25%–30% of youth whose teachers reported no improvement since the beginning of the school year.

Although not statistically significant, youth with a higher program attendance level (over 70 days per year) were more likely to be described by their teachers as performing well at the end of the school year. In most areas assessed, youth in the high-program-attendance group were rated more highly by teachers compared to youth in the low-attendance group. The differences between the high- and low-program-attendance groups were most apparent in the areas of attending class, being attentive in class, coming to school “ready to learn,” classroom behavior, and homework completion.

There was a significant improvement (p < .05) among elementary school youth in reading grades (especially among younger elementary school youth in Grades 1 and 2) and a trend towards improvement for children in kindergarten. Though the difference was not statistically significant, positive change was found among the junior-high-school-age youth by the end of the school year.

There was a significant improvement (p < .05) among junior high school youth in math grades. This pattern was not found for the other groups of youth participants.

There was no relationship between number of days of participation in 4C4K and reading or math grades.
Family Results showed a significant increase (p < .01) over the course of the program year in how frequently parents reported participating in educational activities with their child (e.g., asking about school, reading to the child, helping with homework, visiting the school).

Parents also reported on ways that 4C4K had improved their own lives. Majorities agreed or strongly agreed that the program helped them encourage their children more often (93%), be more responsive to their child’s needs (86%), understand how to work with the school to improve the child’s education (86%), feel better about themselves as parents (84%), be more confident in their role as the child’s most important leader (84%), better understand how their child grows and develops (84%), spend more time playing with/talking to their child (84%), learn the best ways to discipline young children (79%), improve their attitude toward school and parent-school partnerships (79%), play a more active role in their child’s education (79%), learn more about existing community services (79%), learn new ideas about raising children (77%), know more about their rights and responsibilities as a parent (76%), read to their child more often (72%), and improve their self-esteem (67%).
Youth Development Among surveyed youth participants who indicated the following as components of their 4C4K programs (74% to 90%), many reported “learning a lot” about getting along with others (74%); health and nutrition (69%); the importance of exercise (68%); dealing with conflict with others (66%); setting goals for the future (66%); art, music, drama, and dance (66%); communicating with others (64%); solving problems and making decisions (63%); and other cultures (49%). Including those who reported that they “learned a little,” these figures increase to a range of 85%–95%.

A large majority of parents surveyed believed that 4C4K had a very positive influence on their child in the areas of learning to make good decisions (84%), making and keeping friends (80%), solving problems (78%), and learning to set goals (71%).

Evaluation 2: 4 Counties for Kids – The Implementation of the 21st Century Community Learning Centers Program: Final Evaluation Report


Evaluation Description

Evaluation Purpose To examine the program’s impact on academic achievement, youth development, and parenting and parent involvement.
Evaluation Design Quasi-Experimental and Non-Experimental: The evaluation sample consisted of a total of 513 youth who participated in 4C4K during the 2003–2004 program year. Pretest/posttest data were collected from a sample of youth participants and their parents at the beginning and end of the program/academic year. Youth data were linked to data collected from schoolteachers at the end of the program year. In addition, program outcomes were examined in relation to youth’s program dosage (frequency of program attendance). The final sample of matched fall/spring surveys consisted of 47 youth (23% response rate). The response rate for the youth survey was calculated by dividing the number of youth (Grades 4 and above with parental consent) who had completed both pretest and posttest surveys by the number of youth eligible to take the youth survey (n = 206). The survey sample was evenly split between males and females, and the majority (93%) identified as white. Forty-one percent of youth reported living in single-parent households. Teacher survey data were available for a total of 305 teachers (covering 59% of eligible youth).
Data Collection Methods Secondary Source/Data Review: Report card data from the 2003–2004 school year were gathered to measure changes in reading and math performance between the first and the last grading periods. In total, 267 youth had complete academic records (52% response rate). Kindergarten students’ report card data were not analyzed for statistically significant changes given the small number of kindergarteners with valid data (n = 12). For these youth, raw aggregate changes were examined. In addition, a database was designed to track youth participants’ daily program and activity attendance. Daily program attendance data were collected for 513 youth. These data were used to create a measure of program dosage-the total number of days each youth spent in the 4C4K program.

Surveys/Questionnaires: Youth surveys were administered to youth participants in Grades 4 through 8 in fall 2003 and spring 2004. The survey instrument was composed of demographic/background items and a series of subscales that measured youth outcomes in the following areas: feelings about school, homework completion, academic aspirations, peer group cohesion, self-concept, problem-solving skills, perceptions of adult support, youth development/academic benefits, and program satisfaction.

Surveys were administered to the teachers of youth participants in spring 2004. This survey gathered information about youth participants’ classroom behavior and performance, and asked teachers to rate youth participants on the following: turning in homework, class participation, classroom behavior, attendance, and academic performance. Teacher surveys were linked to the youth survey data.

Surveys were administered to parents of youth participants in fall 2003 and spring 2004. The survey was designed to gather information from parents about the impact of the learning center on them and their children in the program. The survey consisted of demographic/background items and scales in the areas of feelings about child’s school, parental involvement in child’s education, perceptions of the program, perceived program impacts on child, perceived program impacts on parent, and program satisfaction. Parent surveys were completed anonymously and could not be linked to youth or teacher survey data. Because of a low match rate between the fall and spring parent surveys, only spring 2004 parent surveys (n = 94) were used in the analysis.
Data Collection Timeframe Data were collected during the 2003–2004 program year (September 2003 through the end of May 2004).


Findings:
Formative/Process Findings

Costs/Revenues According to parent surveys, 90% either “agreed” or “strongly agreed” that 4C4K was affordable.
Parent/Community Involvement The majority of parent survey respondents reported that they either “agreed” or “strongly agreed” that staff informed parents of activities, program schedules, and changes in the program (96%); were responsive to parent suggestions (88%); kept parents informed using a variety of methods (87%); made parents feel they belonged and were appreciated (86%); kept parents informed about child’s progress (84%); told parents how to get involved (78%); asked parents for input (77%); and provided alternatives for parent participation (74%).
Program Context/Infrastructure Seventy-one percent of parents reported that after school care was an absolute necessity for their family.

According to parent surveys, parents either “agreed” or “strongly agreed” that 4C4K had safe arrival procedures in place (99%), was flexible and accommodated family schedules (98%), and had safe return procedures in place (96%).

Ninety-four percent of surveyed parents either “agreed” or “strongly agreed” that their child was part of a caring, nurturing environment in 4C4K.
Recruitment/Participation Over three-quarters of parents reported that their children spent 5 days per week in 4C4K, which is every day the program is in operation during a typical week. No parent stated that their child participated in 4C4K less than 3 days each week.

When parents were asked why they initially enrolled their child in 4C4K, reasons given included they liked program staff (97%), opportunities for their child to interact with other children (95%), opportunities for their child to get help with homework (93%), the program’s good reputation (93%), the program’s affordability (92%), opportunities for their child to get help with reading and math (90%), the program’s convenient location (90%), opportunities to help their child do better in school (89%), opportunities for their child to take part in recreational activities (85%), the child’s interest (83%), opportunities for their child to be with friends after school (80%), opportunities for their child to take part in cultural activities (79%), child care needs (71%), concern about safety and supervision after school (66%), and a teacher referral to the program (57%).
Satisfaction Across nine questions tapping various aspects of youth”s satisfaction with 4C4K, majorities of youth reported the following either “usually” or “almost always”: There is someone available in the program to help me when I need it (83%); during the program kids are expected to do their best work (82%); students get to know each other well in the program (83%); students get a lot of work done in the program (78%); there are lots of things to do at this program (72%); I look forward to attending the program (65%); I like the program (63%); students enjoy doing things with each other during the program (58%); students like coming to the program (56%).

According to parent surveys, 89% of parents reported that they were either “satisfied” or “very satisfied” with the 4C4K program, with the remaining 11% reporting that they were “a little satisfied.” None of the parents indicated that they were not satisfied with the program.
Staffing/Training Youth survey respondents reported either “usually” or “almost always” to the following: program staff cared about youth in the program (85%); youth felt comfortable talking to staff (66%); youth got good ideas about how to do things from the staff (62%); and staff enjoyed hearing what youth were thinking about (61%).

Parent survey respondents reported that they either “agreed” or “strongly agreed” that their child looked up to program staff (93%), staff got to know youth participants as individuals (92%), and staff had warm, caring relationships with youth participants (88%).

Interviews with parents and youth supported the idea that youth and parents had positive views of program staff (e.g., the staff are very warm and compassionate).


Summative/Outcome Findings

Academic Eighty-two percent of surveyed youth reported that they thought they were doing better in school since they started coming to the program.

Among surveyed youth who reported that the following components were a part of their 4C4K site”s program, the majority reported learning either “a lot” or “a little” at posttest about completing homework (96%), getting help with certain subjects (93%), studying for tests (83%), and using computers (82%).

Surveyed parents either “agreed” or “strongly agreed” that through 4C4K, their child completed homework more often (85%), was a better reader (84%), knew how to study better (82%), was making better grades (82%), showed more interest in reading (79%), was more likely to prepare for school projects and tests (78%), had better academic skills (78%), and showed more interest in school (76%).

Teachers reported improvements among program youth in the following areas: academic performance that is satisfactory or better (76%); satisfactory completion of homework (62%); turning in homework on time (61%); participation (53%); coming to school “ready to learn” (45%); attentiveness (45%); and attendance (28%).

There were no significant changes over time in youth participants” feelings about school or in academic aspirations, based on youth surveys. However, evaluators noted that average scores on these measures at pretest (2.7 out of 3 for feelings about school and 2.8 out of 3 for academic aspirations) were high enough to suggest that there was little room for improvement from pretest to posttest.

For third through sixth graders, more frequent participation in the 4C4K program was significantly associated with teachers’ reports of being satisfied with their homework (p < .01), seeing an improvement in youth turning in homework (p < .01), and improvement in coming to school “ready to learn” (p < .05). No other results were found for other age groups or the other seven areas of potential improvement assessed by teachers on the basis of program dosage.

Based on academic records, in the subject of reading, 83% of kindergarten youth either improved by one half letter grade or more or maintained their level of academic performance. In the subject of math, 50% of kindergarten youth improved or maintained their math grades.

There were significant improvements from pretest to posttest in reading grades for first and second grade youth (p < .01). In addition, youth participants in Grades 3 through 6 showed significant improvements in math grades (p < .05). Though no other significant differences were found for youth in Grades 1 through 8, reading and math grades generally increased for most of the youth at the different grade levels.

There was a significant positive relationship between program dosage and change in reading grades among youth in Grades 3 through 6, and Grades 7 and 8, but not in Grades 1 and 2. In addition, a significant positive relationship was found between program dosage and math performance among youth in Grades 7 and 8, but not in Grades 1 through 6.

On average, third through sixth grade youth who attended over 120 program days over the course of the year demonstrated an improvement of one half letter grade or more in reading. Seventh and eighth grade youth who attended over 60 days demonstrated an improvement of one half letter grade or more in reading and math.
Family Parents’ self-reported level of involvement in 4C4K was not significantly associated with parents’ reports of involvement with their child’s education, positive attitude toward the child’s school, or perceptions of their own parenting abilities.

The majority of surveyed parents either “agreed” or “strongly agreed” that due to 4C4K, they spent more time playing with/talking to their child (86%), encouraged their child more often (83%), played a more active role in their child’s education (81%), were more responsive to their child’s needs (79%), were more confident in the role as their child’s most important teacher (78%), understood how to work with the school to improve their child’s education (78%), knew more about their rights and responsibilities as a parent (77%), understood how their child grows and develops (76%), felt better about themselves as parents (75%), improved their attitudes toward school and parent-school partnerships (75%), read to their child more often (72%), learned new ideas about raising children (72%), learned best ways to discipline young children (72%), knew more about existing community services (71%), and improved their self-esteem (70%).
Youth Development Among surveyed youth who reported that the following components were a part of their 4C4K site’s program, the majority reported learning either “a lot” or “a little” at posttest about understanding the importance of exercise (93%); communicating with others (91%); setting goals for the future (91%); solving problems and making decisions (89%); health and nutrition (88%); art, music, drama, and dance (84%); dealing with conflict with others (82%); getting along with others (82%); and other cultures (80%).

Surveyed parents either “agreed” or “strongly agreed” that through 4C4K, their child learned to make good decisions (83%), was better at solving problems (83%), was better at making and keeping friends (81%), and learned to set goals (68%).

Teachers reported improvements in approximately a third of program youth in getting along with other students (36%), behavior (35%), and volunteering (31%).

As a group, youth participants demonstrated no significant change in any of the youth development areas (problem-solving skills, self-concept, peer-group cohesion, and perceptions of adult support). Evaluators noted that these analyses are based on very small sample sizes, which may have masked their ability to detect significant changes.

© 2016 Presidents and Fellows of Harvard College
Published by Harvard Family Research Project