A primary goal of afterschool programs, including 21st Century Community Learning Centers (21st CCLC) programs throughout Oregon, is the promotion of academic and youth development through enrichment and expanded learning opportunities. Multiple interrelated factors influence the prevalence of participant outcomes in afterschool and expanded learning settings: program characteristics and context, youth characteristics and participation, and program quality at the point of service and at the organizational level (Durlak, Mahoney, Bohnert, & Parente, 2010). In consideration of these variables, the questions that guided this evaluation were primarily focused on how well the 21st CCLC aligned with research-based indicators of high-quality programming and the extent that 21st CCLC program participants demonstrated outcomes of interest as compared with nonparticipants. For the evaluation of Oregon's 21st CCLC programs, the project team collected data at multiple levels (i.e., grantee, center, and student) from multiple data sources (i.e., Web-based data reporting systems, site coordinator surveys, observations of a sample of programs, teacher surveys, and state assessment scores) to describe participants' outcomes and also the interrelated factors in Oregon's 21st CCLC programs that ultimately influence youth outcomes. The methods of analysis of youth outcomes included an analysis of program impacts on participants' academic and school behavior using a rigorous quasi-experimental design that compared the test scores and disciplinary data of regular 21st CCLC attendees with matched nonparticipants. (author abstract)