The challenges that were present in the overarching themes involved 21st CCLC students, staff, and parents/ family. With respect to 21st CLLC students, grantees reported student attendance as the most common challenge. Reasons for low attendance cited by grantees included competition with extra-curricular activities and obligations, as well as lack of student motivation and engagement. Grantees also reported a lack of basic skills and background knowledge as challenges for 21st CCLC students, specifically that students were often reading below grade level and/or lacked fundamental math skills. Grantees expressed that various levels of knowledge made it difficult for staff to meet the needs of students across multiple grade levels and as a whole group. Grantees also indicated student behavior as a challenge. Grantees described how disruptive students, who are often the ones who need the program the most, took important time away from students who wanted to work. A few grantees acknowledged that home and community environments often created challenges that 21st CCLC programs students’ are trying to reduce with targeted resources and support. Grantees mentioned several challenges involving the 21st CCLC program and staff. Grantees frequently noted finding and securing qualified teaching staff as a challenge. Reporting centers described a lack of consistency in staff and teacher burn-out. Grantees also indicated experiencing difficulty finding instructors with specific certifications and qualifications (e.g., mathematics, reading, ESL). According to grantees, securing additional skilled staff would allow for more teachers to work with students in smaller groups or on an individual basis, opportunities to increase program offerings, and the ability to provide more hands-on activities. Regarding 21st CCLC programs, the challenges grantees reported included scheduling activities, a shortage of resources, and lack of time to effectively plan and prepare lessons while including time for enrichment.
The challenges that were present in the overarching themes involved 21st CCLC students, staff, and parents/ family. With respect to 21st CLLC students, grantees reported student attendance as the most common challenge. Reasons for low attendance cited by grantees included competition with extra-curricular activities and obligations, as well as lack of student motivation and engagement. Grantees also reported a lack of basic skills and background knowledge as challenges for 21st CCLC students, specifically that students were often reading below grade level and/or lacked fundamental math skills. Grantees expressed that various levels of knowledge made it difficult for staff to meet the needs of students across multiple grade levels and as a whole group. Grantees also indicated student behavior as a challenge. Grantees described how disruptive students, who are often the ones who need the program the most, took important time away from students who wanted to work. A few grantees acknowledged that students’ home and community environments often created challenges that 21st CCLC programs are trying to reduce with targeted resources and support. Grantees mentioned several challenges involving the 21st CCLC program and staff. Grantees frequently noted finding and securing qualified teaching staff as a challenge. Reporting centers described a lack of consistency in staff and teacher burn-out. Grantees also indicated experiencing difficulty finding instructors with specific certifications and qualifications (e.g., mathematics, reading, ESL). According to grantees, securing additional skilled staff would allow for more teachers to work with students in smaller groups or on an individual basis, opportunities to increase program offerings, and the ability to provide more hands-on activities. Regarding 21st CCLC programs, the challenges grantees reported included scheduling activities, a shortage of resources, and lack of time to effectively plan and prepare lessons while including time for enrichment.
21st-cclc-2016-2017-evaluation-report.docx