ATTITUDES TOWARD AFTER-SCHOOL PROGRAMS IN PROVIDENCE, RHODE ISLAND

1. ATTITUDES TOWARD AFTER-SCHOOL PROGRAMS IN PROVIDENCE, RHODE ISLAND Presented by Dr. Julie Pokela Market Street Research August, 2006

2. Objectives • The objectives of this study were to determine: • Parental involvement in OST programs. • Students’ and parents’ familiarity with, and students’ enrollment in, AfterZone. • Students’ and parents’ attitudes toward AfterZone. • Enrollment, retention, and attendance of AfterZone. • Program preferences among students and parents. • Likelihood of student enrollment in AfterZone programs in September. • Use of and satisfaction with AfterZone communications and identification of best communication methods for students and parents.

3. Methodology • Market Street Research, Inc. conducted a telephone survey of 304 middle-school students and parents of middle-school students in Providence, Rhode Island, including: • 39 middle-school students enrolled in the AfterZone program, and 75 parents of enrolled students. • 29 middle-school students who dropped out of the AfterZone program, and 23 parents of students who dropped out. • 85 middle-school students who had never enrolled in the AfterZone program, and 53 parents of students who had never enrolled. • Interviews were conducted in both English and Spanish, as appropriate. • PASA provided a list of telephone numbers for the study. • Interviews were conducted from May 25 through June 21, 2006. • The response rate for this survey was 42.5%. • The total results are weighted based on the distribution of middle-school students in the Providence school system. • The margin of error for this study is plus or minus 3.2 to 5.3 percentage points.

4. Parental Involvement in Child’s OST Program Amount of Involvement in Child’s OST Program Parental Satisfaction with Level of Involvement

5. Interest in AfterZone Events For Parents

6. Familiarity with the AfterZone Program

7. “Major reasons for enrolling in AfterZone?”

8. Overall Satisfaction with AfterZone

9. “Likes best about the AfterZone program(s) they have participated in?”

10. “Likes best about the AfterZone program(s) they have participated in?” (cont.)

11. “Likes least about the AfterZone program(s) they have participated in?”

12. Perceptions of AfterZone Among Students * Including “once a week,” “all weekend,” and “almost every night.”** Including “friends,” “good friends,” and “best friends.”*** Including “buy it and read a few articles” and “buy it to read front to back.”

13. Safety at AfterZone vs. Previous Programs

14. Positive Safety Ratings on Specific Aspects

15. Ratings on Specific Aspects of AfterZone* * Among participants familiar with AfterZone (N=235).

16. “Major reasons for not enrolling in any AfterZone programs?”

17. “Major reasons for not enrolling in any AfterZone programs?” (cont.)

18. “Major reasons stopped going to some or all programs enrolled in?”

19. Reason for Lack of Attendance or Dropping Out

20. Likelihood of Increasing Attendance

21. Preferred Ending Times

22. Preferences for After-School Activities

23. Attitudes Toward OST Homework Time

24. Respondent Characteristics Regarding Transportation

25. Preferred Program Locations

26. Proportion Very Likely to Sign Up in September

27. “Major reasons likely to sign up for AfterZone activities in September?”

28. “Major reasons likely to sign up for AfterZone activities in September?” (cont.)

29. “Major reasons not likely to sign up for AfterZone activities in September?”

30. Proportion Very Likely to Enroll at Following Prices (N=152)

31. AfterZone Registration Forms Seen Registration Form Amount of Form has Read

32. Rating of Registration Form Qualities

33. Best Way to Communicate with Parents

34. Best Way to Communicate with Students

35. Internet Access and Use Frequency of Searching the Internet (N=164) Has Internet Access

36. Summary • AfterZone has been successful in engaging those students who have enrolled in the program. • AfterZone has also been highly successful in providing programs in a safe environment. • Three out of five respondents expressed familiarity with AfterZone. • Students and parents of students familiar with AfterZone feel that AfterZone programs are safe, and generally have a positive image of AfterZone. • Parents are moderately involved with the AfterZone program, and highly satisfied with their level of involvement. • Parents indicated a high level of interest in attending an AfterZone event for parents if it was offered at a convenient time.

37. Summary (cont.) • Students and parents of students who have participated in AfterZone programs are highly satisfied with AfterZone. • Students who drop out of AfterZone programs generally do so because of conflicts with other scheduled commitments, including other AfterZone programs. • Students with attendance problems generally cited family obligations or illness as the cause. • Rewards for kids and returned deposits for parents are most likely to prove effective as strategies for increasing attendance. • Students and parents generally feel that after-school programs should be available three days a week, and that the programs should end by 5:30 p.m. • Parents and students are also interested in having time set aside during AfterZone programs for homework and tutoring.

38. Summary (cont.) • Students and parents of students who did not enroll in any AfterZone programs are generally unfamiliar with AfterZone, not interested in its programs, or have no free time. • Parents and students generally feel that AfterZone enrollment would increase if the program offered transportation to designated drop-off points after the program ends. • Parents and students generally feel that attendance would decrease in direct relation to cost, should PASA begin charging fees for AfterZone in the future. • Parents indicated that telephone calls and newsletters mailed to the home are the most effective means of communicating with them. • Students identified homeroom teachers, mailed brochures, and the idea of an AfterZone fair as the three most effective ways of reaching them.