Specifications include, but are not limited to: n evaluation plan for the 21st CCLC program must be guided by a logic model addressing potential strategies to achieve successful student outcomes and the interrelated nature of the program goals and objectives. Additionally, the evaluation plan must clearly indicate how all stated evaluation objectives and expectations will be addressed in relation to the deliverable timeline (see Section 1.6 and Attachment K). Section 3.2 includes specific requirements about the level of detail expected in the proposal for each objective. The evaluation plan must use a rigorous mixed-method (quantitative and qualitative approach) evaluation design that employs, as applicable, appropriate statistical matching procedures when participating 21st CCLC students are compared to non-participating students. Given prior results, special consideration may be given to program attendance levels when forming the analytic samples for participating students. The evaluation will begin with a focus on 21st CCLC Cycle 11 grantees (approximately 40 grant awards). Given the multi- year nature of the evaluation, the evaluation plan must anticipate incorporating future years of Cycle 11, as well as any additional cycles in the planned evaluation activities outlined below in each objective. It is expected that new cycles will be awarded every two years after Cycle 11. The four primary objectives of the evaluation are outlined below. All evaluation objectives must be addressed as directed below; however, to respond to programmatic needs over time, TEA will work with the awarded contractor to identify areas of focus for the design and reporting each year. Additionally, it is expected that, over time, the evaluation plan will incorporate any changes that are made by TEA or the ED to the 21st CCLC program implementation guidelines.
