Age range

Website: www.tsf.org/philadelphia/phil.html

Mission/Goals: The goal of the Steppingstone Academy in Boston and the Steppingstone Scholars Program in Philadelphia is to prepare the Scholars to get into, and succeed at, top independent and public exam schools.

Source: www.tsf.org/philadelphia/phil.html

Notes: The Scholars Program in Philadelphia began as a replication of the same program in Boston, and has now adapted to work within the unique educational system in Philadelphia. The focus of the program mission has evolved to assisting Scholars and their families with accessing the best college preparatory educational opportunities available in the Philadelphia area at a variety of different types of placement schools. While close to 90% of Scholars currently attend independent schools, the availability and proven excellence of many of the local magnet, charter and religious schools has become a stronger part of the placement process over the last year. Both Boston and Philadelphia programs are run by the Steppingstone Foundation.

Type of Evaluation: Outcomes Monitoring.

Objective: The objective of the study is to learn what participants and their parents/guardians believe the Steppingstone experience has done for them and the influence it has had on their lives and educational careers. The study aimed to understand differences in opinions and experiences of various groups of Steppingstone participants, and to place the paths and post-secondary outcomes of Steppingstone Scholars in a broader context.

Impact/Outcome Findings: Findings indicate that 305 Scholars (63 percent) and 336 (69 percent) parents/guardians returned the surveys. Analysis was conducted to assess whether the group who responded to the survey was different from those who did not. Based on the data and chi-square tests, the study found that the two groups were similar. The results of the survey showed that 92 percent of Scholars attended a placement school after completing the academic preparation component of the program. The 8 percent who did not attend a placement school were not placed because they did not gain admission, or they reported that transportation to the school made it difficult to attend, they had financial aid or academic concerns, or they felt they would not fit in at a placement school. Once the Scholars entered a new school, 56 percent felt good about their choice and had a relatively easy adjustment, and 91 percent agreed strongly that they "felt academically prepared for classes."