Data Collection Overview

Data Collection Process

Subgrantees implementing a 21CCLC program must provide information and data three times a year: Summer, Fall, and Spring. A 21CCLC Annual Performance Report (21APR) for each 21CCLC center is submitted to the USDE at the end of each school year. Project directors are responsible for providing required attendance and 21APR data to HIDOE each reporting period. All required data will be entered via the TransAct Hawaii Afterschool21 System.

Two sets of data are required for each reporting period (Summer, Fall, Spring)

  1. Attendance
    1. activities and sessions
    2. attendance
  2. 21APR
    1. staffing
    2. partners
    3. family member participation

Data Collection Timeline

Attendance Data Due 21APR Data Due Certification Due
Summer August 1 August 15 August 15
Fall January 15 January 31 January 31
Spring June 15 June 30 June 30

In addition, teacher surveys are required to be completed for students in grades 1 to 5 between May 1st and 31st.

Project Directors will certify data submissions at multiple points throughout the year. Specific certification dates are listed in the Calendar. Once the data has been certified, TransAct/Cayen will submit the 21APR data to USDE. Monthly Q&A sessions are scheduled to support project directors in completing data submissions.

Indicators

  • Required program data is validated and entered into the appropriate data collection system in a timely manner as directed by HIDOE.
  • The program demonstrates that all of the program’s annual goals have been met.
  • Program monitoring is on-going, meaningful, and documented.
  • Program administrators routinely review, disseminate and use data, including staff input and evaluator reports, to refine, improve and strengthen the program.
  • Program disseminates data-analyses and evaluation results to staff, partners, collaborators, parents, etc.
  • Program uses data, staff input, and evaluation reports to refine, improve, and strengthen the program, as evidenced by changes within the current year.
  • Program shares student level program data with HIDOE and CEB when requested, enables accurate and timely federal and state reporting, and facilitates statewide evaluation activities.

Possible Evidence

  • Data Collection Plan
  • Program Goals and Objectives
  • Enrollment Application and Roster Completion
  • Student Needs Assessments
  • Data Collection
    • Student Program Attendance
    • Student Academic Achievement Data
    • Student Discipline and Behavior Data
    • Student, Teacher, and Parent Surveys
    • Data on Achievement of Program-specific Objectives
    • Observation Data
    • Data Sharing Agreement
    • Other data collection efforts
  • Evidence of On-time Data Submission
  • Output Reports
  • Data Story Reports
  • Evaluation Reports
  • Other

Measures of Effectiveness

The Nita M. Lowey 21CCLC program, like most programs funded through Congressional appropriations, is subject to the Government Performance and Results Act. This Act dictates that metrics, commonly referred to as GPRA measures, serve as program outcomes for the purpose of completing the required annual performance report (APR) submitted to Congress. In 2020, the Department of Education approved a set of five new GPRA measures for the 21CCLC program. These new measures became effective for reporting beginning in School Year 2021/22.

The Hawaii Department of Education and Hawaii 21CCLC programs have aligned program reporting requirements with the new GPRA measures and have adjusted performance indicators to align across all cohorts beginning with School Year 2021/22.

Programs must implement evaluation plans and overall programs that align with the goals, measurable objectives, and the expected outcomes of the proposed program. Programs must reflect the following requirements as described in ESSA Sec. 4205(b)(1):

  • Is based upon an assessment of objective data regarding the need for before and after school programs and activities in the schools and communities;
  • Is based upon an established set of performance measures aimed at ensuring the availability of high-quality academic enrichment opportunities;
  • Helps students meet the challenging State academic standards and any local academic standards;
  • Measures of student success align with the regular academic program of the school and the academic and other needs of participating students and their families, and include performance indicators and measures; and
  • Collects the data necessary for the measures of student success.

Federal Reporting Requirements

In accordance with USDOE requirements, HIDOE and subgrantees implementing a 21CCLC program must provide information and data into the federal data collection system regarding their approved and funded 21CCLC grants. The HIDOE is required to use the Annual Performance Report (APR) web-based data system to collect and report required data elements. Thus, 21CCLC programs must provide accurate and timely data as required by federal and state reporting requirements.

Required APR data

  • General program information
  • Student enrollment and demographic characteristics
  • Student attendance (less than 30 days, 30-59 days, 60-89 days, 90 and more days and less than 15, 15-44, 45-89, 90-179, 180-269, and 270 and more hours)
  • Times per week, hours per session, and average number of participants for each activity
  • Schools attended by students enrolled in the 21CCLC program
  • Information on staffing levels and types used by the program in serving students
  • List of partners and subcontractors involved with the grant

In addition, each Spring each agency implementing a 21CCLC program must provide summative data for inclusion in the APR. These GPRA measures are as follows:

  1. Academic Achievement
    • Percentage of students in grades 4-8 participating in 21CCLC programming during the school year and summer who demonstrate growth in reading/language arts on state assessments.
    • Percentage of students in grades 4-8 participating in 21CCLC programming during the school year and summer who demonstrate growth in math on state assessments.
  2. Grade Point Average (GPA)
    • Percentage of students in grades 7-8 and 10-12 attending 21CCLC programming during the school year and summer with a prior-year unweighted GPA less than 3.0 who demonstrated an improved GPA.
  3. School Day Attendance
    • Percentage of youth in grades 1-12 participating in 21CCLC during the school year and summer who had a school-day attendance rate at or below 90% in the prior school year AND demonstrated an improved attendance rate in the current school year.
  4. Behavior
    • Percentage of students in grades 1 through 12 attending 21CCLC programming during the school year and summer who experienced a decrease in in-school suspension compared to the previous school year.
  5. Student Engagement in Learning
    • Percentage of students in grades 1-5 participating in 21CCLC programming in the school year and summer who demonstrated an improvement in teacher-reported engagement in learning.

Hawaii 21CCLC Key Indicators of Success

The HIDOE has adopted the following Key Indicators of success of the 21CCLC program. Programs will set measurable goals reflecting the HIDOE Indicators.

Objective 1

Grade 4-8 participants in 21st Century Community Learning Centers will demonstrate academic improvement in reading/language arts.

  • Indicator 1.1: Percentage of grade 4-8 program participants with improvement in reading/language arts proficiency on the State Assessment compared to last State Assessment.

Objective 2

Grade 4-8 participants in 21st Century Community Learning Centers will demonstrate academic improvement in math.

  • Indicator 2.1: Percentage of grade 4-8 program participants with improvement in math proficiency on the State Assessment compared to last State Assessment.

Objective 3

Participants in 21st Century Community Learning Centers will demonstrate positive behavioral changes.

  • Indicator 3.1: Percentage of grade 1-12 program participants with decreases in the number of days absent from school, as measured annually compared to previous year.
  • Indicator 3.2: Percentage of grade 1-12 program participants with decreases in the number of behavioral incidents at school, as measured annually compared to previous year.

Objective 4

Participants in 21st Century Community Learning Centers will demonstrate significant and consistent program attendance.

  • Indicator 4.1: At least 25% of elementary/middle school students and at least 15% of high school students attend the 21CCLC program as measured annually by non-duplicated students at the end of each year and total student population in participating schools.
  • Indicator 4.2: Number of program participants attending 30 days or more as measured annually by non-duplicated students at the end of each year.
  • Indicator 4.3: Percentage of program participants attending 30 days or more as measured annually by non-duplicated students at the end of each year.

Objective 5

Additional program-specific measurable indicators may be included as applicable.

  • Measures of early literacy skills;
  • Increases in school attendance and decreases in chronic absenteeism;
  • Meaningful involvement of students in planning activities;
  • Evidence of credit recovery;
  • Student attitudes toward school;
  • Students’ feeling that there are adults they can trust and who care about them;
  • Increases in project-based, hands-on learning;
  • Indicators of positive behaviors, such as leadership, mentoring, and civic involvement;
  • Evidence of increased parent involvement in their children’s schoolwork;
  • For high school students, indicators such as career competencies, successful completion of internships or apprenticeships, or work-based learning opportunities; and on-time graduation.