Kings Canyon Joint Unified

Transcription

1 Kings Canyon Joint Unified After School Program Report Card for This report describes the participants, participation levels, and outcomes of the after school program in Kings Canyon Joint Unified. Participant data includes the gender, ethnicity, English Learner (EL) status, and grade level of students. Outcomes measured include students performance on the English-Language Arts (ELA) and Math portions of the California Standards Test (CST), the ELA and Math portions of the California High School Exit Exam (CAHSEE), and change in regular school day attendance over the previous year. Relationships between after school program attendance and these key outcomes are examined. Section 1: Participation Demographics During the school year, a total of 3428 students participated in the after school program in Kings Canyon Joint Unified for at least one day. Participation levels are reported and compared by grade level in the next section of this report. Gender and Ethnicity 50.3% Gender Composition After School Participants Non-After School Participants 51.1% 49.7% 48.9% Ethnic Composition After School Participants Non-After School Participants 88.5% 83.1% Male Female 12.9% 8.8% 0.5% 1.3% 0.4% % 2.6% Asian Black Hispanic White Other Figure 1 Figure 2 Grade Level and English Learner (EL) Status 30.8% 38.6% Grade Level Composition After School Participants Non-After School Participants 37.4% 44.9% 31.8% English Learner Composition After School Participants 42.6% 43.5% Non-After School Participants 57.4% 56.5% 16.6% K-3rd 4th-6th 7th-8th 9th-12th EL Non-EL Figure 3 Figure 4 Educational Resource Consultants Kings Canyon Joint Unified -- 1/18/2011 1

2 Grade Level Days Attended Section 2: After School Program Attendance in Each Program Attendance Category Figure 5 shows the percentage of students who fell within each of five attendance categories for the after school program ( days, days, days, days, or 120 days or more). At Kings Canyon Joint Unified, the largest percentage of students (36.3%) attended the after school program days. Number of Participants 3428 Participant Composition Gender EL Status Male 1725 EL 1415 Female 1703 Non-EL 1906 Not Reported 0 Not Reported 107 Grade Days Attended K : : : : 290 Not Reported 0 : 922 (n=922) (n=290) (n=350) (n=621) by Program Attendance Category (Overall) 8.5% 10.2% 18.1% 26.9% (n=1245) 36.3% 5% 1 15% 2 25% 3 35% 4 Figure 5 Number of Days Students Attended the After School Program In Kings Canyon Joint Unified, the average after school participant attended the program for approximately 71.9 days. The mean number of days that students attended the after school program is compared with the district mean and disaggregated by grade level in Figure 6. Mean Number of Days Students Attended the After School Program District (n=3428) 71.9 Grades 9-12 (n=0) Grades 7-8 (n=1089) 43.8 Grades 4-6 (n=1282) 71.9 Grades K-3 (n=1057) Mean Number of Days Attended Figure 6 Educational Resource Consultants Kings Canyon Joint Unified -- 1/18/2011 2

3 Days Section 3: Regular School Day Attendance Mean Change in Regular Day Attendance by After School Attendance Category The line graph in Figure 7 shows the relationship between change in regular school day attendance and attending the after school program. Changes in attendance from the baseline year are shown for each of five attendance categories. Changes represent the difference (+ or -) in the mean number of regular school days after school participants attended in when compared with the previous year. The green line indicates mean changes in regular day attendance for after school participants at Kings Canyon Joint Unified. Similar data is shown in blue for non-after school participants n=1083 Mean Change in Regular School Day Attendance n= n= n= n= Days Attended After School Program Kings Canyon Joint Unified (n=3144) Non-After School Participants (n=4357) Figure 7 Section 4: Academic Achievement The relationship between program participation and academic achievement in English-Language Arts (ELA) and Math was analyzed using California Standards Test (CST) results from May Academic achievement was also measured using passing rates on the California High School Exit Exam (CAHSEE) as outcomes. Method: CST Performance To determine the relationship between the CST achievement and after school program attendance, students were grouped into five categories based on the number of days they attended the after school program ( days, days, days, days, and days). The percentage of students scoring at the proficient and advanced level was calculated within and compared among each of the five categories. CST English-Language Arts (ELA) The green line in Figure 8 shows the relationship between performance on the ELA portion of the CST and attending the after school program. The blue line indicates the same information for non-after school participants. Educational Resource Consultants Kings Canyon Joint Unified -- 1/18/2011 3

4 Scoring Proficient or Advanced Mean CST Scale Score 355 Mean CST-ELA Scale Score by Program Attendance Category n=1052 n=549 n=289 n=249 Kings Canyon Joint Unified (n=2904) Days Attended the After School Program Non-After School Participants (n=1977) Figure 8 The bar graph in Figure 9 shows the percentage of Kings Canyon Joint Unified after school participants who scored proficient or advanced on the May 2010 CST ELA portion by program attendance category. Scores were available for 2904 students in grades 2-11 who took the CST CST-ELA Proficient and Advanced by Program Attendance Category 50.7% 44.2% 41.3% 38.8% 35.3% 45.9% 0 (Non-ASP) n=1977 n=1052 n=549 n=289 Days Attended the After School Program n=249 Figure 9 CST Math The green line in Figure 10 shows the relationship between performance on the Math portion of the CST and attending the after school program. The blue line indicates the same information for non-after school participants. Educational Resource Consultants Kings Canyon Joint Unified -- 1/18/2011 4

5 Scoring Proficient or Advanced Mean CST Scale Score Mean CST-Math Scale Score by Program Attendance Category n= n=545 n=288 n=248 Days Attended After School Program Kings Canyon Joint Unified (n=2891) Non-After School Participants (n=1974) Figure 10 The bar graph in Figure 11 shows the percentage of Kings Canyon Joint Unified after school participants who scored proficient or advanced on the May 2010 CST Math portion by program attendance category. Scores were available for 2891 students in grades 2-11 who took the CST. 7 CST-Math Performance by Program Attendance Category % 45.9% 48.4% 44.4% % (Non-ASP) n=1974 n=1045 n=545 n=288 Days Attended the After School Program n=248 Figure 11 Educational Resource Consultants Kings Canyon Joint Unified -- 1/18/2011 5

6 Passing the CAHSEE-Math Passing the CAHSEE-ELA Method: CAHSEE Passing Rate The percentages of students passing the CAHSEE in ELA and Math were compared between after school program participants and non-participants at two grade levels (10 th and 11 th grade) Unduplicated passing rates were used, meaning that each student was counted as either passing or not passing the CAHSEE one time during regardless of the number of actual attempts. CAHSEE English-Language Arts Figure 12 compares the passing rates of after school participants on the ELA portion of the CAHSEE with the passing rates of non-participants. It should be noted that after school participants are more likely to need assistance in passing the CAHSEE Passing the CAHSEE-ELA 76.7% 34.2% n=0 n=14136 n=0 n= th Grade After School Participants County-Wide Average 11th Grade Figure 12 CAHSEE Math Figure 13 compares the passing rates of after school participants on the Math portion of the CAHSEE with the passing rates of non-participants. It should be noted that after school participants are more likely to need assistance in passing the CAHSEE Passing the CAHSEE-Math 78.2% 34.7% n=0 n=14071 n=0 n= th Grade After School Participants 11th Grade County-Wide Average Figure 13 Educational Resource Consultants Kings Canyon Joint Unified -- 1/18/2011 6

7 Change in CST Performance Band Figure 12 shows the change in students CST performance band in English-Language Arts and Math between May of 2009 and May of The column on the far left shows the number of students scoring in each performance band in May The colored columns show the performance bands attained by these same students in May Numbers in the area shaded green indicate students scoring in a higher performance band than in the previous year. Numbers in the blue shaded area indicate students scoring in the same performance band as the previous year. Numbers in the pink shaded area indicates students scoring in a lower performance band than in the previous year. Also shown are the percentages of students who decreased, maintained, or increased their performance band from the previous year. Only students for whom two years of CST data were available are included in this analysis. ** Percentages in parentheses (%) indicate the change in CST Performance Band of non-after school participants at the same school. = Decreased level = Maintained same level = Improved level 2009 Performance Level English-Language Arts 2010 FBB BB B PRO ADV % Decrease % Maintain % Increase FBB (n=208) N/A 29.3% (39.8%) 70.7% (60.2%) BB (n=376) % (14.) 39.9% (32.9%) 49.7% (53.1%) B (n=886) % (15.2%) 52.5% (51.6%) 28.8% (33.3%) PRO (n=690) % (19.1%) 53.5% (51.4%) 20. (29.5%) ADV (n=243) % (27.5%) 65.8% (72.5%) N/A Overall (n=2403) 19.6% (16.6%) 50.1% (50.5%) 30.3% (32.9%) 2009 Performance Level Math 2010 FBB BB B PRO ADV % Decrease % Maintain % Increase FBB (n=139) N/A 25.9% (40.) 74.1% (60.) BB (n=460) % (7.7%) 42.8% (38.2%) 47.4% (54.1%) B (n=703) % (16.) 41.7% (45.2%) 37.3% (38.8%) PRO (n=703) (34.3%) 48.1% (42.9%) 21.9% (22.8%) ADV (n=409) % (34.6%) 64.3% (65.4%) N/A Overall (n=2414) 22.8% (23.7%) 46.7% (47.7%) 30.5% (28.6%) Figure 14 Educational Resource Consultants Kings Canyon Joint Unified -- 1/18/2011 7