Parkview Middle School Union...Parkview Middle School After School Program Report Card for 2012-2013 This report describes the participants, participation levels, and outcomes of the
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Section 1.2 – Grade Level and English Learner (EL) Status
Figure 3 Figure 4
Section 2.1 – Program Attendance Categories
After school participants were grouped into five attendance
categories for the after school program (1-47 days, 48-108
days, 109-161 days, 162-171 days, or 172-180 days).
Students were grouped into five quintiles1 based on the
number of days they attended the after school
program. Quintile groupings were determined by assigning
each after school participant a percentile rank and dividing
them into five equal percentile groups (1st-19th, 20th-39th,
40th-59th, 60th-79th, 80th-99th). These quintiles, or “program
attendance categories”, are used in the analysis of
measurable outcomes throughout this report2.
Section 2.2 – Number of Days Students Attended the After School Program
The average after school participant attended the program for approximately 153.5 days. The mean number of days that students attended the after school program is disaggregated by grade level in Figure 5.
Figure 5
K-3rd 4th-6th 7th-8th
66.7%
33.3%
51.2% 48.8%
Grade Level Composition2012-2013
After School Participants Non-After School Participants
EL Non-EL
45.5%54.5%
23.0%
77.0%
English Learner Composition2012-2013
After School Participants Non-After School Participants
K-3 (n=0)
4-6 (n=44)
7-8 (n=22)
Overall (n=66)
146.2
168.3
153.5
Mean Number of Days Students Attended the After School ProgramBy Grade Level, 2012-2013
Section 3.1 – Mean Change in Regular Day Attendance by After School Attendance Category
Figure 6 shows the relationship between change in regular school day attendance and attending the after school program. Changes in attendance from the baseline year are shown for each of five attendance categories. Changes represent the difference (+ or -) in the mean number of regular school days after school participants attended in the target year when compared with the baseline year3.
The green line indicates mean changes in regular day attendance for after school participants. Similar data is shown in blue for non-after school participants.
Figure 6
+4.11
-0.21
-5.45
+0.10
+0.89
+0.64
-6.00
-4.00
-2.00
+0.00
+2.00
+4.00
+6.00
1-47 (n=2)
48-108 (n=7)
109-161 (n=7)
162-171 (n=17)
172-180 (n=31)
Day
s
Days Attended the After School Program
Mean Change in Regular School Day AttendanceAfter School Participants vs. Non-Participants, 2012-2013
After School Participants (n)=64 Non-After School Participants (n)=330
The relationship between after school program participation and academic achievement in English-Language Arts
(ELA) and Math was analyzed using California Standards Test Results (CST) from May 2013.
Section 4.1 –California Standards Test (CST) Performance in English -Language Arts (ELA)
To determine the relationship between after school program participation and academic achievement in ELA, students were grouped into five program attendance categories based on quintiles (1-47 days, 48-108 days, 109-161 days, 162-171 days, and 172-180 days). The line graph in Figure 7 compares the overall mean CST scale scores in ELA of after school participants with those of non-participants within each of five program attendance categories4.
Figure 7 In Figure 8, the percentages of students (in grades 2nd through 8th) scoring proficient or advanced were calculated and compared among each of the five program attendance categories. A zero category for non-participants was added for comparison.
Figure 8
341.0
351.4
329.9
353.2
345.7
340.7
315
320
325
330
335
340
345
350
355
1-47 (n=3)
48-108 (n=5)
109-161 (n=8)
162-171 (n=17)
172-180 (n=31)
Mea
n C
ST S
cale
Sco
re
Days Attended the After School Program
Mean Scale Scores by Program Attendance CategoryCalifornia Standards Test in English Language Arts, 2012-2013
After School Participants (n)=64 Non-After School Participants (n)=354
0 (Non-ASP) (n=354)
1-47 (n=3)
48-108 (n=5)
109-161 (n=8)
162-171 (n=17)
172-180 (n=31)
43.8%
66.7%60.0%
25.0%
58.8% 58.1%
Days Attended the After School Program
Percentage of Students Proficient/Advanced in English -Language ArtsCalifornia Standards Test, 2012 -2013
Section 4.2 –California Standards Test (CST) Performance Math
To determine the relationship between after school program participation and academic achievement in Math, students were grouped into five program attendance categories based on quintiles (1-47 days, 48-108 days, 109-161 days, 162-171 days, and 172-180 days). The line graph in Figure 9 compares the overall mean CST scale scores in Math of after school participants with those of non-participants within each of five program attendance categories4.
Figure 9
In Figure 10, the percentages of students (in grades 2nd through 8th) scoring proficient or advanced were calculated and compared among each of the five program attendance categories. A zero category for non-participants was added for comparison.
Figure 10
322.3 318.4 316.4
373.0
352.9
340.9
280
300
320
340
360
380
1-47 (n=3)
48-108 (n=5)
109-161 (n=8)
162-171 (n=17)
172-180 (n=31)
Mea
n C
ST S
cale
Sco
re
Days Attended the After School Program
Mean Scale Scores by Program Attendance CategoryCalifornia Standards Test in Math, 2012-2013
After School Participants (n)=64 Non-After School Participants (n)=350
0 (Non-ASP) (n=350)
1-47 (n=3)
48-108 (n=5)
109-161 (n=8)
162-171 (n=17)
172-180 (n=31)
43.7%
33.3%
20.0%25.0%
70.6%
54.8%
Days Attended the After School Program
Percentage of Students Proficient/Advanced in MathCalifornia Standards Test, 2012 -2013