Age range

Website: www.cisga.org

Mission/Goals: Bringing community resources into schools to help youth successfully learn, stay in school & prepare for life. Implements stay-in-school programs to increase the number of children who complete at least high school & are able to take their place in the workforce and their communities.

Notes: CISGA includes educational, youth development and alternative high school programs. In Feb. 2003, CISGA received a $6.3 million grant from the Gates Foundation to operate 25 Performance Learning Centers (PLCs) throughout the state over the next 5 years (small non-traditional high schools that serve students who are not succeeding in traditional settings). The grant requires $3.4 million in matching funds, which CISGA is continuing to raise.

Other Relevant Evaluation Information: Georgia has its own self assessment in addition to the national evaluation: Communities In Schools of Georgia has a network-wide evaluation system which documents the effectiveness of 50 local sites. Communities sponsoring CIS programs have seen an increase in their school completion rates, a decrease in violence and disruptions, and an increase in attendance and academic achievement.) A second national research study is underway and results will be available in 2005.

Source(s): www.guidestar.org; www.promisingpractices.net

Type of Evaluation: Outcomes Monitoring.

Note: The research sample may not include Atlanta programs.

Objective: To document the effectiveness of local sites in working with students.

Impact/Outcomes: Among students enrolled in CIS during the 1989-1990 and 1990-1991 school years: 77% either stayed in school or graduated, while 21% dropped out. Of those students eligible for graduation, 69% graduated while 31% dropped out. These numbers compare favorably to national dropout rates for at-risk youth. Roughly 50% of CIS students improved or maintained school performance, and 68% showed improved attendance. Forty-nine percent of participants improved their GPAs by the end of the first year. Improvements were greatest among students who had moderate to severe problems before entering CIS.