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A Snapshot of OST Programming in Philadelphia
Tracey A. Hartmann
Jian Gao
Anurag Kumar
Kimberly Edmunds
其他書名
An Evaluation of Six 21st Century Community Learning Center Grantees
出版
ERIC Clearinghouse
, 2013
URL
http://books.google.com.hk/books?id=YlsQvwEACAAJ&hl=&source=gbs_api
註釋
This report looks at the 21st Century Community Learning Center (CCLC) programs evaluated by Research for Action (RFA). It seeks to answer the following questions: (1) Who participated in the 21st CCLC programs and how frequently did they participate?; (2) What elements of program quality were in place to achieve the intended outcomes?; and (3) What was the relationship between program participation and academic, attendance and behavioral outcomes? RFA addresses these research questions through a mixed-methods study that includes an aggregate analysis of student outcomes data, program participation data, and qualitative data from the local evaluations including interviews with program staff, site visits, and a review of program documents. We report only aggregated findings to inform broader discussions about OST programs and systembuilding efforts in Philadelphia. The study includes data from each of the 24 sites operated by the seven provider organizations. However, the analysis of student outcomes focuses on a smaller subset of nine sites which operated programs for the entire school year and for which we had sufficient data. The analysis of student outcomes considers math and reading course grades, math and reading Pennsylvania System of School Assessment (PSSA) scores, school attendance, and suspensions, and compares OST participants to other non-participating students within their schools and in relationship to their level of participation in the program. A more detailed description of data collected and methods can be found in the Appendix. Overall, the study finds promising evidence of the benefits of the 21st CCLC programs in each of the outcome areas for elementary school students who participate more frequently. We found less evidence of the benefits for middle school students. However, the small sample size for middle school students reduced the strength of the analysis. Our analysis of 21st CCLC program content, staffing, and school partnerships demonstrated some elements of quality. It also suggested ways in which programs could increase their impact on students' academic outcomes. The report begins with descriptive information about the providers and schools and then presents analyses addressing each of the research questions. The sections of the report are as follows: (1) Context: Providers and Schools; (2) Participant Characteristics and Level of Participation; (3) Elements of Quality Programming: Program Content, Staff and School Partnerships; and (4) Student Outcomes: Academics, Attendance, Behavior. The following are appended: (1) Qualitative Methodology; (2) Quantitative Methods; and (3) Profile of Sites Included in the Student Outcome Analysis.
