Awardees of 21st CCLC funds are referred to as sub-grantees and are granted five years of funding to provide services targeting students needing services beyond what can be provided in the regular classes. According to 21st CCLC guidelines, sub-grantees receive the same funding for the first three years of the five-year funding cycle. In the fourth year, funding is reduced by 25% of the amount of the initial year. In the fifth year, funding is reduced by 50% of the amount of the initial year. The purpose of this policy is to transfer responsibility for funding from the federal government to the state government, and prepare the sub-grantee to sustain the project operations and activities under other sources of support, encouraging program sustainability. The 21st CCLC program funding is intended to be used to provide opportunities for academic enrichment to help students (particularly students in high-poverty areas and those who attend low-performing schools) improve their academic performance and behaviors in core academic subjects by offering a broad array of academic enrichment services outside of regular school hours (Retrieved from http://doe.k12.khi.us/nclb/21cclc/ index.htm, 6/15/2011). The services include homework help, tutorial services, academic enrichment activities, and opportunities for their families to improve literacy and related educational development. Center students (referred to as regular center students) who participate in center activities for 30 or more days are to be considered in studies of effects on academic achievement and academic behavior. The objectives for these regular center students are stated in the Hawai'i 21st CCLC key performance indicators (KPI), including four objectives and eight related outcome indicators. The KPIs are adapted from the Government Performance and Results Act (referred to as GPRA) performance indicators associated with the 21st CCLC program and were revised during the program years as deemed necessary by the HIDOE-SPMS. The 21st CCLC program funded 15 sub-grantees (associated with 102 centers) for implementation in the project year spanning the summer of 2011 through School Year (SY) 2011‒2012. This included 2 sub-grantees (total of 14 centers) that were in their first year of funding, 4 sub-grantees (total of 25 centers) in their second year of funding, 5 sub-grantees (total of 35 centers) in their third year of funding, and 4 sub-grantees (total of 28 centers) in their fourth year of funding. A five-year evaluation design was developed in the previous evaluation contract year. The evaluation design is based on national research and local reports about the 21st CCLC program. The underlying logic model is represented in a graphic display to show how the research flowed into the implementation study and outcome study. Recommendations for program improvement were based on reviews of the national literature, the performance reports about the Hawai'i sub-grantees in 2008‒2009 and 2009‒2010, and considerations for the Hawai'i 21st CCLC program based on the 2010 auditor's comments. These recommendations are shown as part of the multi-year evaluation design in Appendix C. The focus of this year's evaluation is to (a) document and report the state-level on-site monitoring and technical assistance for the 21st CCLC program; (b) analyze and report the data from the 21st CCLC Profile and Performance Information Collection System (PPICS); and (c) review the 21st CCLC sub-grantee reports for completeness. (author abstract)