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Dropout Prevention Evaluation Reporting

Dropout Prevention Evaluation Reporting. EDSTAR, Inc June 30, 2009. Different Reporting Requirements. Three cohorts of grantees have different reporting requirements. All 3 groups are at this webinar. Color Codes. 2007 Only Grantees 2007 Grant & 2008 Continuation 2008 Only Grantees

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Dropout Prevention Evaluation Reporting

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  1. Dropout Prevention Evaluation Reporting EDSTAR, Inc June 30, 2009

  2. Different Reporting Requirements • Three cohorts of grantees have different reporting requirements. • All 3 groups are at this webinar

  3. Color Codes 2007 Only Grantees 2007 Grant & 2008 Continuation 2008 Only Grantees All Grantees

  4. Targeted vs. Whole Group Services • Targeted students • SMART Outcome records • Whole group services • Output records

  5. Who Drops Out • EDSTAR, NC DPI, and NCASA analyzed longitudinal dropout data to determine what data predict students most likely to drop out.

  6. Who Drops Out • Changed schools during 9th grade. • Below grade level on 8th grade math EOG • Took and failed math courses that precede Algebra 1 in high school • Retained in any grade • Excessive absences • Out-of-school suspensions • Scored below grade level on reading EOG three+ times during grades 3-8.

  7. Likely to Drop Out • Students with one of these variables were from 10 times to 33 times more likely to drop out than students with none of these variables. • The odds are higher when students have more than one of these variables. • …with one exception…

  8. Likely to Drop Out • Students with none of these dropout risk factors who are enrolled in dropout prevention programs and given targeted services for students with those risk factors. • These students dropped out at about 11 times the rate of other students with none of these risk factors.

  9. Understanding Odds • Low income or minority students may be more likely to have one of the dropout risk factors. • This does not mean that low income or minority students would all benefit from targeted services to address those risk factors. • Targeted services must be provided to students who are known to need them based on data that indicate that they need them.

  10. Think About It… • Suppose a program provides targeted services for pregnant teen-age girls and teen mothers. • Childcare • Health during pregnancy • Parenting skills • Would it make sense to provide these services to teens who are not pregnant and are not mothers because they belong to a subgroup with a higher pregnancy rate? • It makes no more sense to provide algebra tutoring to random students who belong to a subgroup with lower average math EOG scores.

  11. Targeted Services Data • Up to 3 SMART Outcomes regarding targeted services. • Need student data to determine who is in target group. • Need post data to determine if outcome goals were met. • If you do not have access to data or any way to know which students fit a target group, then you should not have these targeted services.

  12. Whole Group Services • Services and resources are provided for whole groups, not targeting specific needs. • Freshmen orientation • Professional development for teachers • Credit recovery that any student can use • Career information for all students • Goal setting units that all students participate in

  13. Whole Group Services Data • Output data • How many events • Description of what was provided • Number of students impacted • Number of teachers receiving professional development

  14. 2007 Only Grantees • http://www.edstar.biz/client/dropoutprevention/2007onlygrantees/ • Logic model and SMART Outcomes due July 1 • August 31, 2009 • Student Roster Workbook for “SMART-Outcome Targeted” students served throughout the life of the grant. • You may use the Summer Roster Workbook if you had a summer program that differed from your school-year program. • Staff data • Final evaluation information (download word version to prepare) • Budget report

  15. 2007&2008 Continuation • http://www.edstar.biz/client/dropoutprevention/2007-08grantees/ • Logic model and SMART Outcomes due July 1 • August 31, 2009 for the 2007 grant • Student Roster Workbook for “SMART-Outcome Targeted” students served throughout the life of the 2007-issued grant. • You may use the Summer Roster Workbook if you had a summer program that differed from your school-year program. • Staff data for 2007 grant • Final evaluation information (download word version to prepare) • Budget report

  16. 2007&2008 Continuation • August 31, 2009 for the 2008 grant • Interim report for program activities (download Word version to prepare). • If you have spent ANY funds from the 2008 grant • Budget Report • 5th of each month beginning August 5, 2009 • Use the Student Roster Workbook (for SMART-Outcome targeted students) that has pages for attendance • Report monthly summary statistics online (computed for you in workbook).

  17. 2007&2008 Continuation • January 31, 2010 for the 2008 grant • Interim Evaluation Report (online) • Student Roster Workbook (minus names & IDs) • Staff file • Budget • August 31, 2010 • Final Evaluation Report (online) • Student Roster Workbook (minus names & IDs) so we have summary statistics on SMART Outcomes • Staff file • Budget

  18. 2008 Only Grantees • http://www.edstar.biz/client/dropoutprevention/2008onlygrantees/ • Logic Model and SMART Outcomes due July 1 • August 31, 2009 • Student Roster Workbook for students served prior to July 1 • Summer Roster Workbook • Staff Information file • Interim Report Information • Budget Report • 5th of each month beginning August 5 • Monthly Summary Statisticss

  19. 2008 Only Grantees • January 31, 2010 for the 2008 grant • Interim Evaluation Report (online) • Student Roster Workbook (minus names & IDs) • Staff file • Budget • August 31, 2010 • Final Evaluation Report (online) • Student Roster Workbook (minus names & IDs) so we have summary statistics on SMART Outcomes • Staff file • Budget

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