Age range

Website: Not Available.

Mission/Goals: To help participants increase educational success and academic proficiency, increase access to services for children in the program, and offer families of children access to literacy and educational development programs.

Source(s): www.guidestar.org

Please click here for more information on this evaluation.

Type of Evaluation: Quasi-Experimental.

Objective: To measure participants educational success, academic proficiency, program attendance, and parent satisfaction.

Impact/Outcome Findings: Students did not demonstrate a noticeable difference in grade point average in math, reading, science, or citizenship in the 2003-2004 school year from the first quarter (Q1) to the fourth quarter (Q4), but at times students in the elementary closed the gap between themselves and the control group. Participants in the program group consistently obtained lower grades than those in the control group however. With a few notable exceptions (Elmwood Place Elementary grades 5 and 7), participants did not increase writing fluency relative to the control group. Sixth grade students increased the passing rate on the Ohio Proficiency Test relative to the control group, but 4th grade students did not. Kindergarten students increased literacy skills on three tests relative to their peers and first grades students increased skills relative to their peers on one test. The 21st CCLC program exceeded its goal of having 50% of parents who attend a program increase the number of hours weekly that they and their children spend on academic related subjects: only 6% of parents did not increases this time. Similarly, 21st CCLC program exceeded its goal of having 50% of parents who attend a program increase the number of hours they spent on educational pursuits: only 10% of parents did not increase this time. The program exceeded its goal of having 50% of parents report that they are more comfortable interacting with the school and program staff because of the 21st CCLC program: only 4% reported that their comfort level had not changed. Program participation rates for the Before and After School Program were suspiciously low and likely did not reflect actual attendance, but attendance rates increased in the third and fourth quarters for other programs. The program met its goal of having a reduced percentage of students receiving disciplinary action. Participants had higher attendance rates than their non-participating peers in the third and fourth quarters.