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Attributing Success When Multiple Interventions are in Place

Attributing Success When Multiple Interventions are in Place. Kelli Blackford University of Arkansas Dr. Charles Stegman University of Arkansas. School Characteristics . One of 16 elementary schools in the district Serves students grades K-5 School population. School Characteristics.

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Attributing Success When Multiple Interventions are in Place

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  1. Attributing Success When Multiple Interventions are in Place Kelli Blackford University of Arkansas Dr. Charles Stegman University of Arkansas

  2. School Characteristics • One of 16 elementary schools in the district • Serves students grades K-5 • School population

  3. School Characteristics • Economically Disadvantaged and Minority Students

  4. Interventions • End of Year Learning Program • Primary Years Program

  5. End of Year Learning Program • Goal: To remove academic barriers and help children develop their creative, intellectual and interpersonal skills. • School clubs program • Originally offered after school during fall and spring sessions. • Expanded to include a summer session in 2008-2009

  6. Primary Years Program • One component of the International Baccalaureate Program • IBO mission: to help students develop the intellectual, personal, emotional and social skills to live, learn and work in a rapidly globalizing world • The IB curriculum framework consists of five essential elements: concepts, knowledge, skills, attitude, and action.

  7. Measures • Arkansas Math and Literacy Benchmark Exams • Iowa Test of Basic Skills • Standford Achievement Test

  8. Arkansas Benchmark Exam • Mandatory state assessment • Administered to students grades 3-8 • Augmented in 2008 to provide criterion-referenced scores (CRT) and norm-referenced scores (NRT). • Designed to measure grade level content on standards

  9. Arkansas Benchmark Exam • Students classified into four performance classes • Below Basic, Basic, Proficient, or Advanced • Influential in remediation requirements (i.e. AIP, IRI)

  10. Iowa Test of Basic Skills • Provide data for students in grades Kindergarten, first grade and second grade. • ITBS given in Arkansas from 2004-2007 • Norm-referenced test

  11. Standford Achievement Test 10th edition • Administered in Arkansas starting in 2008 • Norm-referenced test • Administered to students K-9th grade • Added to augment the Arkansas Benchmark Test

  12. Results Third Grade Mathematics Benchmark Means

  13. Third Grade Mathematics • Significant main effects for club participation, F (1, 352) = 8.08, p < .001, • Significant main effects for school year, F (4, 352) = 8.72, p < .001. • Non-significant interaction effects, F (4, 352) = 0.47, p = .76

  14. Third Grade Mathematics • However…differences between club participants and non-participants increasing overall.

  15. Results Third Grade Literacy Benchmark Means

  16. Third Grade Literacy • Significant main effects for club participation, F (1, 352) = 10.61, p = .001 • Significant main effects for school year, F (4, 352) = 5.37, p < .001 • No significant interaction between club participation and school year, F (4, 352) = 0.84, p = .50.

  17. Third Grade Literacy • Differences between club participants and non-participants increased over the past two years.

  18. Results Fourth Grade Mathematics Benchmark Means

  19. Fourth Grade Mathematics • Significant main effects for club participation, F (1, 329) = 8.75, p = .003 • Significant main effects for school year, F (4, 329) = 3.59, p = .007. • A weak significant interaction was detected between club participation and school year, F (4, 329) = 2.41, p = .049.

  20. Fourth Grade Mathematics • Differences between club participants and non-participants are not stable

  21. Results Fourth Grade Literacy Benchmark Means

  22. Fourth Grade Literacy • Significant main effects for club participation, F (1, 329) = 11.62, p < .001 • Significant main effects for school year, F (4, 329) = 3.98, p = .004 • No significant interaction was detected between club participation and school year, F (4, 329) = 1.33, p = .26.

  23. Fourth Grade Literacy • Differences between club participants and non-participants increased overall with large increases this last year.

  24. Results Fifth Grade Mathematics Benchmark Means

  25. Fifth Grade Mathematics • significant main effects for school year, F (4, 331) = 16.81, p < .001 • No significant main effect for club participation, F (1, 331) = 3.22, p = 0.07. • No significant interaction between club participation and school year, F (4, 331) = 1.08, p = .37

  26. Fifth Grade Mathematics • Differences between club participants and non-participants are continually decreasing over time.

  27. Results Fifth Grade Literacy Benchmark Means

  28. Fifth Grade Literacy • Significant main effects for school year, F (4, 331) = 6.99, p < .001 • No significant results for club participation, F (1, 331) = 1.21, p = .27 • No significant interaction between club participation and school year, F (4, 331) = 1.23, p = .30.

  29. Fifth Grade Literacy • Differences between club participants and non-participants have decreased overall.

  30. Kindergarten--Mathematics *No Kindergarten students participated in clubs during the 2005-2006 school year. **No Kindergarten students were administered the SAT 10 test in 2007-2008

  31. Kindergarten--Mathematics • The percentage of Kindergarten students proficient or advanced in mathematics increased from 2005-2007 and continually declined after 2007. • A higher percentage of club students were proficient or advanced compared to the non-club students.

  32. Kindergarten--Literacy *No Kindergarten students participated in clubs during the 2005-2006 school year. **No Kindergarten students were administered the SAT 10 test in 2007-2008

  33. Kindergarten--Literacy • The percentage of Kindergarten students proficient or advanced in literacy declined overall from 65.38% in 2005-2006 to 47.27% in 2009-2010. • Club students consistently performed better than non-club students throughout the years.

  34. First Grade--Mathematics

  35. First Grade--Mathematics • First grade had a higher percentage of proficient and advanced students in mathematics from 2005 to 2007. • The percentage of proficient and advanced students decreased from 2007-2009. • In 2009-2010, the percentage of proficient and advanced students increased to 70.4%. • Club students had a higher percentage of proficient and advanced students than non-club students from 2006-2010, (exception: 08-09)

  36. First Grade--Literacy

  37. First Grade--Literacy • The percentage of first grade students scoring proficient or advanced decreased in literacy from 2006-2009, then increased in 2009-2010. • The club students consistently had a higher percentage of students scoring proficient or advanced compared to the club students (exception: 08-09)

  38. Second Grade--Mathematics

  39. Second Grade--Mathematics • The percentage of second grade students proficient or advanced in mathematics saw a steep decline between 2005 and 2008. • Starting with the 2008-2009 school year, the trend reversed increasing the percentage of proficient and advanced in modest increments. • Club students had a higher percentage of proficient and advanced students than non-club students (exception: 06-07).

  40. Second Grade--Literacy

  41. Second Grade--Literacy • Second grade students drastically decreased their percentage of proficient and advanced students from 2005 to 2009. • In 2009-2010 the percentage proficient and advanced saw a 17% increase from the previous year. • Club students had a higher percentage of proficient and advanced students than non-club students (exception: 06-07).

  42. Conclusion • This study is one of few to examine the impact of afterschool programs in conjunction with a school wide initiative. • Third and Fourth grades had significant main effects for clubs and school year. Fifth grade only for school year. • No meaningful interaction effects were found.

  43. Conclusion • Kindergarten students are continually seeing decreases in NRT scores • First and second grades saw decreases but reversed the trend this last year

  44. Recommendations • More data on kindergarten, first and second grade students will need to be collected in future years to see if the same positive trend that was seen with older grades continues. • The school should continue to offer the EYLP in future years as club students are performing higher than non-club students • Afterschool programs have also claimed to have a positive impact on decreasing juvenile delinquency and victimization. More data will need to be collected to test for the impacts of afterschool clubs in these areas.

  45. Questions?

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