Kake City School District - AK 21st CCLC Evaluation Report - Year Nine Grant Cycle 2022-2023

Sep 15, 2026

Kake City School District’s AK 21st CCLC Year Nine evaluation report documents implementation and outcomes for the 2022-2023 grant cycle of the Broader Horizons after-school program. The report summarizes enrollment and attendance trends, fidelity of delivery, and progress toward four project goals covering academic performance, parent/family involvement, regular-day attendance, and community/cultural engagement. It explains measurement changes tied to MAP (STAR), reports evidence of correlations between outcomes and participation, and provides strengths, challenges, and actionable recommendations for expansion and engagement.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages27

Reading Time1 h 8 min

AccessFree to download

Executive Summary

Program Overview

Site Description

Target Population

Overall Program Design

Example of Activity Schedule Year Nine

Program Logic Model

Evaluation Approach

Evaluation Questions

Evaluation Methods

Evaluation Findings

Overall Summary and Progress on Performance Indicators

Program Implementation Findings: Activities

Program Implementation Findings: Strategies

Program Outcome Findings

Conclusions and Recommendations

Strengths

Challenges

Recommendations

Personnel

Kake City School District, Alaska AK 21st CCLC Evaluation Report Broader Horizons Year Nine Grant Cycle: 2022-2023 Submitted by Jordana Grant, Project Director [jgrant@kakeschools.com](jgrant@kakeschools.com) PO Box 450 Kake, AK 99830 Cynthia Webb, Evaluator [cynwebb@msn.com](cynwebb@msn.com) TABLE OF CONTENTS I. Executive Summary 1 II. Program Overview ● Site Description 2 ● Target Population 4 ● Overall Program Design 4 ● Example of Activity Schedule Year Nine 5 ● Program Logic Model 7 III. Evaluation Approach ● Evaluation Questions 8 ● Evaluation Methods 8 IV. Evaluation Findings ● Overall Summary and Progress on Performance Indicators 10 ● Program Implementation Findings: Activities 14 ● Program Implementation Findings: Strategies 16 ● Program Outcome Findings 18 ○ Attendance ○ Academics ○ Parent/Family Involvement ○ Cultural Engagement V. Conclusions and Recommendations ● Strengths 23 ● Challenges 24 ● Recommendations 25 VI. Personnel ● Local Evaluator and Project Director 25 TABLES Table 1: Standardized Test Proficiency 3 Table 2: Activity Schedule for Year Nine of Funding Cycle 5 Table 3: Logic Model 7 Table 4: Summary of Evaluation Approach 8 Table 5: Performance Indicator Reporting 12 Table 6: A Comparison of Grant Application with Actual Classes 14 Table 7: Recruitment Strategies Summary 16 Table 8: Retention Strategies Summary 16 Table 9: Family Engagement Strategies Summary 17 Table 10: Participation Numbers 18 Table 11: Attendee Participation By % KCS Total Students 18 Table 12: AK STAR Annual Data 19 Table 13: PEAKS Annual Data 19 Table 14: Family Involvement by Event 20 Table 15: Family Involvement Comparative Data 22 APPENDICES A Student Hours and Improvement B Activities and Category C Student Demographics with Family Engagement D Participation Summary E Teacher Survey Aggregated by Hours F Teacher Survey Aggregated by Days Of Participation G 21st CCLC Narrative Reflection on Progress Report Form for FY23 Executive Summary The 21st CCLC after school program continues to demonstrate success, overcoming a variety of challenges. Perhaps the most powerful indicator of that success is the fact that year nine continued the trend of the last few years enrolling approximately 50% of the Kake City Schools (KCS) student body. Regular attendance remains high. Broader Horizons has become integrated into school expectations and has become a true resource in a community with limited options for children and families. Additionally, data demonstrates that the program is being delivered with fidelity and that four of four project goals have been met, and the goals are compliant with health and safety protocols. Goal 1, to increase the academic performance of regular attendees, is intended to be measured by comparing fall MAP scores to the spring scores. The measures employed by Broader Horizons to determine academic achievement have been modified; MAP (STAR) is the new state testing mechanism and implementation makes it impossible to compare with previous years. The evaluator is conducting some progress monitoring on younger students with very encouraging results. Available data demonstrate the correlation between improved academic achievement and regular participation in Broader Horizons. Goal 2, increasing parent/family involvement from the established benchmark was met. Family involvement appears to be slowly returning to pre-Covid numbers as people cautiously return to in-person activities. Goal 3, the correlation between regular participation in Broader Horizons and improvement in regular school day attendance was also strong with regular attendees. Goal 4, community and cultural engagement is harder to track and compare since Covid precluded participation over the last couple of years. Community members continue to express interest in participating with the program and in student cultural and linguist

FAQs

What program goals does the report assess for Year Nine?

The report evaluates four goals: increasing academic performance for regular attendees, increasing parent/family involvement, improving regular school-day attendance, and strengthening community and cultural engagement.

Why are academic comparisons limited to MAP STAR scores in this cycle?

Academic achievement measures were modified because MAP (STAR) became the new state testing mechanism, making comparisons with prior years impossible.

What key recommendations are made to expand the program?

Recommendations include working with 7th–12th graders to increase participation, planning additional community events to boost family involvement, providing academic support and social connections for graduation/post-secondary success, and replicating the most supported classes and events from the past five years.

Sep 15, 2026

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