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Kentucky 21 st CCLC in Perspective: National Comparison for 2006-2007 Presented October 2008 KY 21 st CCLC Program Dir

Kentucky 21 st CCLC in Perspective: National Comparison for 2006-2007 Presented October 2008 KY 21 st CCLC Program Director’s Meeting Mindy Hightower King, Ph.D . Jenell Holstead, MS Center for Evaluation & Education Policy Indiana University. Presentation Overview.

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Kentucky 21 st CCLC in Perspective: National Comparison for 2006-2007 Presented October 2008 KY 21 st CCLC Program Dir

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  1. Kentucky 21st CCLC in Perspective: National Comparison for 2006-2007 Presented October 2008 KY 21st CCLC Program Director’s Meeting Mindy Hightower King, Ph.D. Jenell Holstead, MS Center for Evaluation & Education Policy Indiana University

  2. Presentation Overview • Program Implementation • Student Attendance • Days of Operation • Activities • Participant Outcomes • Classroom Behaviors and Performance • Math and Reading/Language Arts Grades

  3. Program Attendance: Kentucky v. All States • Compared to sites across the U.S., a greater proportion of Kentucky sites served more than 200 students during the 2006-2007 school year. • These figures include students who attended the program site at least once during the year.

  4. Regular Program Attendance: Kentucky v. All States • Compared to sites across the U.S., a greater proportion of Kentucky sites served under 100 regular participants during the 2006-2007 school year. • These figures include students who attended the program site at least 30 days during the year.

  5. Program Attendance: Special Services Eligibility Special Services / Program Classification for Regular Student Attendees • Compared to sites across the U.S., Kentucky sites served more regular program participants during the 2006-2007 school year with special needs or disabilities. • They served fewer students with limited English proficiency.

  6. Days of Operation: Kentucky v. All States • Compared to sites across the U.S., a greater proportion of Kentucky sites were open three days per week during the 2006-2007 school year. • Fewer Kentucky sites were open four, five, or six days per week.

  7. Academic Activities: Kentucky v. All States • Compared to sites across the U.S., a greater proportion of Kentucky sites provided enrichment activities and homework help during the 2006-2007 school year. • Fewer Kentucky sites provided tutoring.

  8. Academic Activities: Kentucky v. All States • Compared to sites across the U.S., Kentucky sites provided fewer hours per week of each type of activity during the 2006-2007 school year. • Differences are likely related to the number of days/week KY sites operate.

  9. Classroom Behavior (Teacher Survey): Kentucky v. All States • Teachers in Kentucky reported MORE improvement than those across all states in: • Volunteering • Attentive in Class • Participating in Class • Homework on Time • Completing Homework • Behaving in Class • Academic Performance • Coming to School Motivated to Learn • Teachers in Kentucky reported LESS improvement than those across all states in: • Attending Class Regularly • Getting Along with Students

  10. Classroom Behavior (Teacher Survey): Kentucky v. All States • Compared to teacher reports of behavior across all states, more KY teachers reported improvements in participants behavior related to homework and academic performance

  11. English / Language Arts Grades: Kentucky v. All States English/Language Arts Grade Changes Among Regular Attendees during the 2006-2007 School Year • Compared to regular attendees across all states, fewer KY participants increased their English/Language Arts grade during 2006-2007. • KY sites served more students who had already achieved the highest grade possible.

  12. Math Grades: Kentucky v. All States Math Grade Changes Among Regular Attendees during the 2006-2007 School Year • Compared to regular attendees across all states, fewer KY participants increased their math grade during 2006-2007. • KY sites served more students who had already achieved the highest grade possible.

  13. English/Language Arts Grades in Kentucky – Three Year Comparisons English/Language Arts Grade Changes Among Regular Attendees during the 2004-2005, 2005-2006, and 2006-2007 School Years • Since 2004-2005, fewer regular participants in KY increased their English/Language Arts grade and more decreased their grade during. • NOTE: These figures have been adjusted from previous slides as “highest grade achieved” was not available in 04-05.

  14. Math Grades in Kentucky – Three Year Comparisons • Since 2004-2005, fewer regular participants in KY increased their math grade and more did not change their grade. • NOTE: These figures have been adjusted from previous slides as “highest grade achieved” not available in 04-05. Math Grade Changes Among Regular Attendees during the 2004-2005, 2005-2006, and 2006-2007 School Years

  15. Reading/Language Arts Grades: Program Attendance and Student Type Interactions • Overall, fewer middle school students increased their reading grade compared to elementary students. • Elementary students who attended more than 90 days increased their grade at greater rates than those who attended 30-59 days.

  16. Math Grades: Program Attendance and Student Type Interactions • Overall, fewer middle school students increased their math grade compared to elementary students. • Elementary students who attended more than 90 days increased their grade at greater rates than those who attended 60-89 days.

  17. Reading/Language Arts Grades: Program Attendance and Student Type Interactions • Compared to middle/high school participants, more elementary school students who attended programming 30-89 days achieved the highest grade possible in reading across both grading periods. • For middle/high school students, those with the best grades appear to be attending the program most frequently (90 or more days).

  18. Math Grades: Program Attendance and Student Type Interactions • Compared to middle/high school participants, more elementary school students who attended 30-89 days achieved the highest grade possible in math across both grading periods. • For middle school students, those with the best grades appear to be attending the program most frequently.

  19. Questions to ask about your program • Who do you serve? • Students with academic need? • Eligible for free and reduced lunch • Eligible for special education services • How frequently do you serve them? • Do you offer sufficient opportunities for regular participation? • How many students come more than 60 days per year? More than 90? • Are students making academic progress? • Is there room for progress? • Are all students making it?

  20. Kentucky 21st CCLC in Perspective: National Comparison for 2006-2007 Presented October 2008 KY 21st CCLC Program Director’s Meeting Mindy Hightower King, Ph.D. Jenell Holstead, MS Center for Evaluation & Education Policy Indiana University

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