The purpose of this quantitative comparative study was to determine the differences in literacy and mathematics pass rates between AY 2021-2022 and AY 2022-2023, whether a 21st CCLC Program contributed to score differences and whether there is an interaction between them in a southeastern state. A two-way mixed ANOVA was used to answer the research questions. For Literacy, there was no difference between AY 2021-2022 (M = 77.3, SD = 20.88, CI = 72.56-82.04) to AY 2022-2023 (M = 76.40, SD 19.62, CI = 71.95-80.86) [F(1, 75) =1.548, p = 0.217), there was a difference in pass rates for schools without (M = 85.76, SD = 6.10, CI 79.05-92.48) or with (M = 68.17, SD = 15.43, CI = 63.16-73.17) the program (F(1, 75) = 1397.123, p < 0.001), but those with the program had a lower score, not a higher one. But there was no interaction effect between the two [F(1, 75) = 0.046, p = 0.831]. For Mathematics, there was a difference between AY 2021-2022 (M = 68.85, SD= 25.18, CI = 63.06-74.65) to AY 2022-2023 (M = 73.88, SD = 22.79, CI = 68.64-79.12) [F(1, 73) =30.412, p < 0.001], there was a difference in pass rates for schools without (M = 83.47, SD = 21.84, CI = 76.19-90.76) or with (M = 59.58, SD = 19.20, CI 53.27-65.89) the program [F(1, 73)= 25.350, p < 0.001], but those with the program had a lower score, not a higher one, and there was no interaction effect between the two (F(1, 73)= 2.242, p = 0.139). A recommendation for further research is to determine how the 21st CCLC program is aligned, monitored, and implemented to support student achievement in low-performing schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]