Parkview Middle School Union...Parkview Middle School After School Program Report Card for 2012-2013...

Armona Union Elementary

© 2013 Evaluation, Research, and Cyber-Technology http://www.ercgrants.com October 11, 2013 p.1

Parkview Middle School After School Program Report Card for 2012-2013

This report describes the participants, participation levels, and outcomes of the 2012-2013

after school program at Parkview Middle School. Participant data includes the gender, ethnicity, English Learner

(EL) status, and grade level of students. Outcomes measured include students’ changes in regular school day

attendance when compared with the previous year and performance on the English-Language Arts (ELA) and Math

portions of the California Standards Test (CST). The relationship between after school program attendance and

these key outcomes were examined.

During the 2012-2013 school year, a total of 66 students participated in the after school program for at least one

day. Participation levels are reported and compared by grade level in the next section of this report.

Section 1.1 – Gender and Ethnicity

Figure 1 Figure 2

California Standards Test (CST) Mathematics

California Standards Test (CST) English Language Arts

Changes in Regular School Day Attendance

Male Female

57.6%

42.4%48.5%

51.5%

Gender Composition2012-2013

After School Participants Non-After School Participants

Asian Black Hispanic White

85.2%

14.8%

0.3% 3.0%

81.7%

15.0%

Ethnic Composition2012-2013




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


EL Non-EL

45.5%54.5%

23.0%

77.0%

English Learner Composition2012-2013


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

Student Totals

After School Participants 66

Total Student Population (from CBEDS) 409

After School % of School(s) Population 16.1%

Participant Composition

Gender EL Status Male 38 EL 30

Female 28 Non-EL 36

No Data 0 No Data 0

Grade Days Attended

K-3rd 0 1-47 3

4th-6th 44 48-108 7

7th-8th 22 109-161 8

No Data 0 162-171 17

172-180 31



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

Regular School Day Attendance

(per student, 2-years required)+/- Mean Change

in Attendance



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


Mean Scale Scores by Program Attendance CategoryCalifornia Standards Test in English Language Arts, 2012-2013


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%


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


Mean Scale Scores by Program Attendance CategoryCalifornia Standards Test in Math, 2012-2013


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%


Percentage of Students Proficient/Advanced in MathCalifornia Standards Test, 2012 -2013



1 A quantile is defined as class of values of a variate that divides the

total frequency of a sample or population into a given number of

equal proportions. Specialized quantiles, those that split the

sample or population into a specific number of groups, are given

special names such as tertiles (3 groups), quartiles (4 groups), and

deciles (10 groups). This report utilizes quintiles (5 groups).

Quintile ranges were determined by assigning each after school

participant a percentile rank based on the number of days they

attended the program and dividing them into five equal percentile

groups (1st-19th, 20th-39th, 40th-59th, 60th-79th, 80th-99th). For

this reason, the number of students in each quintile group may

not be equal. In other words, if you have a very large number of

students with 3 days of attendance in the first quintile and a very

small number of students with 4 days of attendance in the second

quintile you cannot randomly choose some 3-day students to send

over to the second quintile to make the groups equally sized.

2 Summer attendance is ignored for the sake of determining dosage

(in order to base dosage on a 180 day school year). In addition,

students considered as "Summer Only" are not included in either

the after school or non-after school populations.

3 The algorithm for calculating mean change in regular school days

attended over the previous year takes into account school years

with differing days of operation such as years with furlough days.

Only students for whom 2 years of attendance data was available

(for each line respectively) are included in the sample for this

chart.

4 In some instances, the data in a subsequent figure may show a

high % of Proficient/Advanced students while the data in this

figure may show a low mean CST scaled score and vice-versa. This

phenomenon is normally a result of a distribution of scores with

many outliers. For example, a sample with a large numbers of

students scoring Proficient/Advanced and a large number of

students scoring Far Below Basic may yield a high % in a

subsequent figure but a low or average mean in this figure.



Program Highlights

Mean Number of Days Students Attended the After School Program (Figure 5)

After school participants attended the program for an average of 153.5 days (4.27 days per week).

Mean Change In Regular School Day Attendance (Figure 6)

High attenders increased their regular school day attendance (over the previous year) by 0.25 days more

than non-after school participants.

CST ELA Mean Scale Score (Figure 7)

High attenders scored an average of 4.7 scale score points higher than low attenders on the CST ELA.

High attenders scored an average of 5.0 scale score points higher than non-after school participants on

the CST ELA.

CST ELA Percent Proficient/Advanced (Figure 8)

The percentage of high attenders scoring Proficient or Advanced on the CST ELA was 14.3% greater than

non-after school participants.

CST Math Mean Scale Score (Figure 9)

High attenders scored an average of 30.6 scale score points higher than low attenders on the CST Math.

High attenders scored an average of 12.0 scale score points higher than non-after school participants on

the CST Math.

CST MATH Percent Proficient/Advanced (Figure 10)

The percentage of high attenders scoring Proficient or Advanced on the CST Math was 21.5% greater than

low attenders.

The percentage of high attenders scoring Proficient or Advanced on the CST Math was 11.1% greater than

non-after school participants.

Parkview Middle School Union...Parkview Middle School After School Program Report Card for 2012-2013...

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