Results of Additional Data Becoming Available

Executive Summary

Purpose of this Summary

Three years of grantee 21st Century Community Learning Center (CLC) programs were successfully completed during the 2011 – 2012 school year. There was one grant, which served four schools funded under FY10 monies. This was the third and last year of this grant. The FY11 grant funded four separate programs each serving two schools. The FY 12 grant funded five separate programs, four serving two schools each and one grant serving one school. Because of the unavailability of fourth quarter report card grades and EOCT final results by the GaDOE evaluation report deadline, a supplemental report was produced and forwarded to the GaDOE and SCCPS 21st Century program Director. This document summarizes the results from the ten (10) final (Rev.) evaluation documents.

Results of Additional Data Becoming Available

As a result of the additional fourth quarter data becoming available, eight of the schools, as displayed below, had changes in the number of achieved objectives.

One school site, East Broad Elementary (FY12) met all six (100%) of the program objectives. Four school sites,Butler Elementary (FY11) Garden City Elementary (FY12), Hubert Middle School (FY10) and Mercer Middle (FY12) met five out of six objectives (83%).

The second chart (on the following page) displays objective attainment (after revisions) by each of the FY 10, FY 11 and FY 12 funded school sites (21 total).

Number of Achieved Objectives by FY and School Site

• Denotes that these schools had eight objectives to meet.

Only three schools met the objectives focusing upon report card grade improvement in reading and/or mathematics.

Profiles of Five Successful Schools

The five successful schools (achieving five or six objectives) shared both some commonalities and differences. Some selected characteristics are examined in the data that follows.

Reduced and or Free Lunch

The percent of reduced and or free lunch program participants of the top five performing schools were among the highest in the district 21st Century CLC programs. The selected data is displayed below.

These schools 21st Century CLC students succeeded despite adverse poverty levels.

Gender and Ethnicity

The participant’s gender did not appear to negatively influence the successes. One hundred percent (100%) of Hubert Middle school participants were male. About two thirds (63.3%) of Butler Elementary “regular” students were female. Student ethnicity did not appear to affect the outcomes. Garden City Elementary shared the most diverse with 15% Caucasian and 9% Hispanic students. By contrast Butler, East Broad Elementary Schools and Hubert Middle Schools student populations were 98% African-American.

Number of Days Open Per Week

It would appear that, at the middle school level, the schools that were open five days a week tended to post better student performance.

Other Performance Data

CRCT Performance

Two of these schools, Butler Elementary and Hubert Middle, outperformed their peers in percentage of student’s meeting/exceeding their objective in reading. * White Bluff Elementary 21st Century CLC students also met this standard.

Two of these schools,Butler Elementary and Hubert Middle, outperformed their peers in percentage of student’s meeting/exceeding their objective in mathematics. * Hodge, Low, and Shuman Elementary Schools along with Myers Middle School 21st Century CLC students also met this standard.

In the elementary school grouping, Butler Elementary posted the lowest percentage (12%) of participants scoring at Level 1 in reading. Juliette Low students posted the lowest percentage (21%) of participants scoring at Level 1 in mathematics

Hubert and Myers Middle Schools posted the best passing percentage (89%) in reading for both elementary and middle school groupings respectively. Butler Elementary posted the highest percentage (87%) in the elementary grouping on the reading subtest.

In mathematics, Myers Middle School program students posted the highest passing percent (82%) for both elementary and middle school levels. Juliette Low Elementary posted the best passing percentage (79%) in the elementary grouping.

* A comparison was made by examining the district data for each 21st Century CLC program school; students in grades 3-5 (elementary) or grades 6-8 (middle). The school spring pass rate in reading and mathematics was compared with the 21st Century CLC “regular” program participants.

White Bluff Elementary 21st Century CLC students posted the highest percent of program participants scoring at Level 3 in reading (24%) and in mathematics (19%).

Among the schools in the middle school grouping, Myers Middle School 21st Century CLC student participants posted the highest percent scoring at Level 3 in reading (23%) and in mathematics (19%).

Other Highlights from the 2011 – 2012 21st Century CLC Program Performance

• The top performing middle schools tended to serve students more often (Myers and Hubert Middle operated five days a week instead of four days a week like the other middle schools.

Results of Survey Data

During the year surveys were administered to students, parents, and teachers. Three questions were similar on all three respondent surveys. They were also reported earlier in aggregate data collected on the GaDOE “Common Elements” submitted earlier to both the district and the GaDOE.

The first question dealt with program satisfaction. The table below shows the percent by grade span, of each respondent group level of satisfaction with the 2011 – 2012 21st Century CLC program.

The percent of student program satisfaction ranged from 83.1% to 92.8%. Students at Butler, Garden City, and West Chatham Elementary Schools posted 100% satisfaction. Students at Mercer Middle, and Johnson and Savannah High School of Liberal Arts Studies also expressed 100% program satisfaction.

The percent of parental program satisfaction ranged from 96.3% to 100%. The reliability of the high school data is questionable due to the small n (28 total), which may have skewed the results. Butler, Garden City, Hodge, and Thunderbolt Elementary Schools posted 100% parental program satisfaction. Hubert, Mercer, Myers, Southwest and West Chatham Middle School parents also posted 100% program satisfaction.

The percent of teacher/staff program satisfaction was the lowest of the three respondent groups across all grade spans. The range of satisfaction was 55.8% to 89.1%. Responses to this question were underreported because the AS 21 system did not ask pose this question to this group. Garden City Elementary, Mercer, and Myers Middle Schools, and Groves and Johnson High Schools each posted 100% program satisfaction. A listing of each schools response is summarized in the appendix of this executive summary.

The second question dealt with perception of improved student behavior. The table below shows the percent by grade span, of each respondent group level of improved student behavior within the 2011 – 2012 21st Century CLC program.

The percent of students believing their behavior had improved ranged from 64.6% to 79.7%. One hundred percent (100%) of student responders at Mercer Middle, and Savannah High School of Liberal Arts Studiesbelieved their behavior had improved.

The percent of parents thinking their child’s behavior had improved ranged from 64.6% to 85.7%. One hundred percent (100%) of Thunderbolt Elementary School and Mercer Middle School parents believed that their child’s behavior had improved.

The percent of teachers thinking their student’s behavior had improved ranged from 36.4 % to 69.2 %. One hundred percent (100%) of Mercer Middle School staff believed that their students’ behavior had improved as a result of program participation. A listing of each schools response is summarized in the appendix of this executive summary.

The last question dealt with the perception of improved homework completion. The table below shows the percent by grade span, of each respondent group level perception of improved homework completion during the 2011 – 2012 21st Century CLC program.

The percent of students believing their homework completion had improved because of program participation, ranged from 79.2% to 90.6%. One hundred percent (100%) of student responders at Mercer Middle, and Savannah High School of Liberal Arts Studiesbelieved their homework completion had improved. The greatest discrepancy on this issue between teacher/staff responders and students was shown at the high school level.

The percent of parents believing their child’s homework completion had improved ranged from 70.1 % to 96.4%. One hundred percent (100%) of Gould, Hodge and Thunderbolt Elementary School and Mercer Middle School parents believed that their child’s homework completion improved as a result of participating in the program.

The percent of teachers thinking their student’s homework completion had improved ranged from 30.9% to 72.3%. One hundred percent (100%) of Mercer, Middle School staff believed that their student’s homework completion had improved as a result of program participation. A listing of each schools response is summarized in the appendix of this executive summary.

The last table in this section depicts the percent of responders by grade span group.

The percent of responses by parents appears low at the elementary level (32%) and decreases by grade span (14% high school level). The overall percent of responses from “regular” students appeared consistently low. Lastly, the high school level of teacher/staff participation appeared as underreported.

Because of some discrepancies in the data collection procedures, recommendations specific to selected school sites will be found in the next section.

Recommendations

The following sets of Grantee year and school specific evaluator recommendations are derived from each of the three years of grantee projects. The rationale for each recommendation is found in the final evaluation document for each sub-grantee on file with the director of the SCCPS 21st Century CLC director. Those marked with an asterisk* are also germane to the total program.

FY 10 Recommendations: Elementary and Middle Schools

• The evaluator recommends that staff from White Bluff and Hubert share with their colleagues the successful strategies, which yielded great results in mathematics achievement on the CRCT.

• *The evaluator is concerned that the report card data might not clearly represent grade data since “no grade Change” is not part of the equation. Sixteen percent (16%) of Hubert Middle students did not count. Within the middle school grade span, ten percent (10%) of the students posted “no grade change”. There should be further study with the state to address this issue.

• *At Shuman Elementary School, the evaluator recommends that a site-based individual be responsible for developing, implementing and monitoring a data collection system to ensure more accurate data collection on a monthly basis. This will allow school staff to make any necessary adjustments in order to improve parent participation in 21st Century CLC activities.

FY 10 Recommendations: Scott Alternative Center

• In view of the relatively poor student attendance percentage, the project director should review recordkeeping responsibilities and parental contact responsibilities at both Shuman and Scott Alternative Center (if selected again as a 21st Century CLC program site).

• If the program is reopened, there should be a clear procedure for recordkeeping and an individual identified to maintain records on an ongoing basis.

FY 11(Myers and Thunderbolt)Recommendations:

• The evaluator recommends that the staff of these two schools share with other SCCPS 21st Century CLC program their success stories and strategies for moving targeted students into level 3 in reading and mathematics.

• *Based upon the exemplary student performance data at Hubert Middle and to a lesser percent at Myers Middle, the program director and staff should review the practice of four vs. five day program services at the middle school levels for the 2012 -2013 school year.

• *At Thunderbolt Elementary School, the evaluator recommends that a site-based individual be responsible for developing, implementing and monitoring a data collection system to ensure more accurate data collection on a monthly basis. This will allow school staff to make any necessary adjustments in order to improve parent participation in 21st Century CLC activities.

• Based upon the low rate of parental survey returns, efforts at Myers Middle School should be directed to determine ways to improve the percentage of parental survey responses next year.

FY11 (Butler and Juliette Low Elementary) Recommendations:

• *The evaluator recommends that student grade improvement data, especially in Reading/ELA, be reviewed by school administration and staff and 21st Century CLC staff to map out strategies for improvement next year.

• At Butler Elementary School, the evaluator recommends that a site-based individual be responsible for developing, implementing and monitoring a data collection system to ensure more accurate data collection on a monthly basis. This will allow school staff to make any necessary adjustments in order to improve parent participation in 21st Century CLC activities.

FY 11 (Southwest Elementary and Middle Schools) Recommendations:

• The evaluator questions the validity related to the percent of free and/or reduced lunch reported at Southwest Elementary and posted in the After School 21 program. It appears underreported when compared with Southwest Middle and the other elementary schools served by the 21st Century CLC program. The evaluator recommends that school administration review the accuracy of this data element.

• At Southwest Middle School, the evaluator recommends that a site-based individual be responsible for developing, implementing and monitoring a data collection system to ensure more accurate data collection on a monthly basis. This will allow school staff to make any necessary adjustments in order to improve parent participation in 21st Century CLC activities.

• Since both the elementary and middle schools occupy adjacent campus facilities, the evaluator recommends that the two schools may wish to collaborate more on joint parent programs. This might result in improving the percent of parents attending events, especially at the middle school level.

FY 11 West Chatham Elementary and Middle Schools Recommendations:

• Based upon the exemplary student attendance data and program parental support at Hubert Middle, the program director and staff should review the practice of four day program services at the middle school levels for the 2012 -2013 school year.

• *At West Chatham Middle School, the evaluator recommends that a site-based individual be responsible for developing, implementing and monitoring a data collection system to ensure more accurate data collection on a monthly basis. This will allow school staff to make any necessary adjustments in order to improve parent participation in 21st Century CLC activities.

• Since both the elementary and middle schools occupy adjacent campus facilities, the evaluator recommends that the two schools may wish to collaborate more on joint parent programs. This might result in improving the percent of parents attending events, especially at the middle school level.

FY 12 (Garden City and Gould Elementary) Recommendations:

• The evaluator suggests that the district conduct a study comparing students enrolled in one reading class and those students enrolled in multiple reading classes and the effect, if any, on student achievement on the Reading section of the CRCT.

• *The evaluator recommends that a site-based individual be responsible for developing, implementing and monitoring a data collection system to ensure more accurate data collection on a monthly basis. This will allow school staff to make any necessary adjustments in order to improve parent participation in 21st Century CLC activities.

• Based upon the low rate of parental survey returns, efforts at Garden City Elementary School should be directed to determine ways to improve the number of parental survey responses next year.

FY 12 (East Broad and Hodge Elementary) Recommendations:

• The evaluator recommends that East Broad Elementary School find ways to improve the percent of parental surveys that are returned.

• *The evaluator recommends a study of the data relating to the effect of multiple enrollments in reading classes and the passing rate on CRCT reading subtest and improvement of report card grades over the school term.

FY 12 (Derenne and Mercer Middle) Recommendations:

• The evaluator recommends that site- based 21st Century CLC staff meet with the Hubert Middle School site- based 21st Century CLC staff to discuss ways to improve student interest and attendance at Mercer Middle School

• The evaluator recommends that a site-based individual be responsible for developing, implementing and monitoring a data collection system to ensure more accurate data collection on a monthly basis. This will allow school staff to make any necessary adjustments in order to improve parent participation in 21st Century CLC activities.

FY 12 (Groves and Johnson High Schools) Recommendations:

As a result of conversations with project staff and data reviews, the evaluator makes the following recommendations for the 2012 – 2013 program year.