California Standards Test (CST) English Language Arts

Transcription

1 Island Elementary After School Program Report Card for This report describes the participants, participation levels, and outcomes of the after school program at Island Elementary. Participant data includes the gender, ethnicity, English Learner (EL) status, and grade level of students. Outcomes measured include students changes in regular school day attendance when compared with the previous year and performance on the English-Language Arts (ELA) and Math portions of the California Standards Test (CST). The relationship between after school program attendance and these key outcomes were examined. California Standards Test (CST) Mathematics California Standards Test (CST) English Language Arts Changes in Regular School Day Attendance During the school year, a total of 123 students participated in the after school program for at least one day. Participation levels are reported and compared by grade level in the next section of this report. Section 1.1 Gender and Ethnicity Gender Composition After School Participants Non-After School Participants After School Participants Ethnic Composition Non-After School Participants 52.8% 51.6% 42.6% 43.3% 54.9% 53.8% 47.2% 48.4% 0.8% 1.6% 2.9% Male Female Asian Black Hispanic White Figure 1 Figure Evaluation, Research, and Cyber-Technology October 11, 2013 p.1

2 Section 1.2 Grade Level and English Learner (EL) Status Grade Level Composition After School Participants Non-After School Participants English Learner Composition After School Participants Non-After School Participants 62.6% 83.5% 84.7% 39.4% 29.3% 35.2% 8.1% 25.4% 16.5% 15.3% K-3rd 4th-6th 7th-8th Figure 3 Figure 4 EL Non-EL Section 2.1 Program Attendance Categories After school participants were grouped into five attendance categories for the after school program ( days, days, days, days, or days). Students were grouped into five quintiles 1 based on the number of days they attended the after school program. Quintile groupings were determined by assigning each after school participant a percentile rank and dividing them into five equal percentile groups (1 st -19 th, 20 th -39 th, 40 th -59 th, 60 th -79 th, 80 th -99 th ). These quintiles, or program attendance categories, are used in the analysis of measurable outcomes throughout this report 2. Student Totals After School Participants 123 Total Student Population (from CBEDS) 314 After School % of School(s) Population 39.2% Participant Composition Gender EL Status Male 58 EL 13 Female 65 Non-EL 66 No Data 0 No Data 44 Grade Days Attended K-3 rd th -6 th th -8 th No Data Section 2.2 Number of Days Students Attended the After School Program The average after school participant attended the program for approximately 85.5 days. The mean number of days that students attended the after school program is disaggregated by grade level in Figure 5. Mean Number of Days Students Attended the After School Program By Grade Level, Overall (n=123) (n=10) (n=36) K-3 (n=77) 82.3 Figure Evaluation, Research, and Cyber-Technology October 11, 2013 p.2

3 Days Section 3.1 Mean Change in Regular Day Attendance by After School Attendance Category Figure 6 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 the target year when compared with the baseline year 3. The green line indicates mean changes in regular day attendance for after school participants. Similar data is shown in blue for non-after school participants. Mean Change in Regular School Day Attendance After School Participants vs. Non-Participants, (n=28) (n=18) (n=13) (n=13) After School Participants (n)=83 Non-After School Participants (n)=155 Figure 6 Regular School Day Attendance (per student, 2-years required) +/- Mean Change in Attendance 2013 Evaluation, Research, and Cyber-Technology October 11, 2013 p.3

4 Mean CST Scale Score The relationship between after school program participation and academic achievement in English-Language Arts (ELA) and Math was analyzed using California Standards Test Results (CST) from May Section 4.1 California Standards Test (CST) Performance in English -Language Arts (ELA) To determine the relationship between after school program participation and academic achievement in ELA, students were grouped into five program attendance categories based on quintiles ( days, days, days, days, and days). The line graph in Figure 7 compares the overall mean CST scale scores in ELA of after school participants with those of non-participants within each of five program attendance categories 4. Mean Scale Scores by Program Attendance Category California Standards Test in English Language Arts, After School Participants (n)=74 Non-After School Participants (n)=163 Figure 7 In Figure 8, the percentages of students (in grades 2nd through 8th) scoring proficient or advanced were calculated and compared among each of the five program attendance categories. A zero category for non-participants was added for comparison. Percentage of Students Proficient/ Advanced in English - Language Arts California Standards Test, % 87.5% 65.0% 46.9% 58.8% 63.6% 0 (Non-ASP) (n=163) Figure Evaluation, Research, and Cyber-Technology October 11, 2013 p.4

5 Mean CST Scale Score Section 4.2 California Standards Test (CST) Performance Math To determine the relationship between after school program participation and academic achievement in Math, students were grouped into five program attendance categories based on quintiles ( days, days, days, days, and days). The line graph in Figure 9 compares the overall mean CST scale scores in Math of after school participants with those of non-participants within each of five program attendance categories 4. Mean Scale Scores by Program Attendance Category California Standards Test in Math, After School Participants (n)=74 Non-After School Participants (n)=163 Figure 9 In Figure 10, the percentages of students (in grades 2nd through 8th) scoring proficient or advanced were calculated and compared among each of the five program attendance categories. A zero category for nonparticipants was added for comparison. Percentage of Students Proficient/Advanced in Math California Standards Test, % 59.5% 76.5% 87.5% 72.7% 43.8% 0 (Non-ASP) (n=163) Figure Evaluation, Research, and Cyber-Technology October 11, 2013 p.5

6 1 A quantile is defined as class of values of a variate that divides the total frequency of a sample or population into a given number of equal proportions. Specialized quantiles, those that split the sample or population into a specific number of groups, are given special names such as tertiles (3 groups), quartiles (4 groups), and deciles (10 groups). This report utilizes quintiles (5 groups). Quintile ranges were determined by assigning each after school participant a percentile rank based on the number of days they attended the program and dividing them into five equal percentile groups (1st-19th, 20th-39th, 40th-59th, 60th-79th, 80th-99th). For this reason, the number of students in each quintile group may not be equal. In other words, if you have a very large number of students with 3 days of attendance in the first quintile and a very small number of students with 4 days of attendance in the second quintile you cannot randomly choose some 3-day students to send over to the second quintile to make the groups equally sized. 2 Summer attendance is ignored for the sake of determining dosage students considered as "Summer Only" are not included in either the after school or non-after school populations. 3 The algorithm for calculating mean change in regular school days attended over the previous year takes into account school years with differing days of operation such as years with furlough days. Only students for whom 2 years of attendance data was available (for each line respectively) are included in the sample for this chart. 4 In some instances, the data in a subsequent figure may show a high % of Proficient/Advanced students while the data in this figure may show a low mean CST scaled score and vice-versa. This phenomenon is normally a result of a distribution of scores with many outliers. For example, a sample with a large numbers of students scoring Proficient/Advanced and a large number of students scoring Far Below Basic may yield a high % in a subsequent figure but a low or average mean in this figure. (in order to base dosage on a 180 day school year). In addition, 2013 Evaluation, Research, and Cyber-Technology October 11, 2013 p.6

7 Program Highlights Mean Change In Regular School Day Attendance (Figure 6) High attenders increased their regular school day attendance (over the previous year) by 0.47 days more than low attenders. High attenders increased their regular school day attendance (over the previous year) by 1.20 days more than non-after school participants. CST ELA Mean Scale Score (Figure 7) High attenders scored an average of 15.9 scale score points higher than low attenders on the CST ELA. CST ELA Percent Proficient/Advanced (Figure 8) The percentage of high attenders scoring Proficient or Advanced on the CST ELA was 16.7% greater than low attenders. CST Math Mean Scale Score (Figure 9) High attenders scored an average of 68.9 scale score points higher than low attenders on the CST Math. High attenders scored an average of 42.9 scale score points higher than non-after school participants on the CST Math. CST MATH Percent Proficient/Advanced (Figure 10) The percentage of high attenders scoring Proficient or Advanced on the CST Math was 28.9% greater than low attenders. The percentage of high attenders scoring Proficient or Advanced on the CST Math was 13.2% greater than non-after school participants Evaluation, Research, and Cyber-Technology October 11, 2013 p.7