dr. laura tanner-mcbrien coordinator department of prevention and intervention fresno unified school...

Dr. Laura Tanner-McBrienCoordinator

Department of Prevention and InterventionFresno Unified School District

Fresno, California

Participants will gain an understanding of how data can be gathered for homeless education and other district programs.

Participants will understand the importance of a data-driven program for students in achieving academic success.

Participants will understand the financial benefit of having a strong data component.

Participants will gather information to assist them in their own program implementation.

For Identification For Delivering Services For Monitoring Academic and Behavioral

Success To Track Student Success To Report Out the Success of a Program

Grants District Funds District Support Community Donations or

Support

Codes in ATLAS

Project ACCESS codes can be found under the Student Services tab. Four options for services qualify under Project ACCESS. The codes are entered by Project ACCESS Staff.

Project ACCESS – Homeless Project ACCESS – Neglected and Delinquent Project ACCESS – Foster Youth – Out of County Placement Project ACCESS – Foster Youth – Fresno County Placement

A weekly update from the Department of Children and Family Services automatically changes the foster codes. The homeless codes are updated as parents or schools inform Project ACCESS staff of any changes.

Project ACCESS – Homeless CodesA AWAITING FOSTER CARED LIVING IN A DOUBLED-UP SITUATIONF FORMERLY HOMELESS – Do Not Qualify for

ServicesM LIVING IN A MOTELO OTHER, HOMELESS ACCORDING TO HSSR RUNAWAY, POSSIBLY STAYED AT THE

SANCTUARYS LIVING IN A SHELTERT TRANSIENT (many moves)U UNACCOMPANIED YOUTH (Caregiver Affidavits)

Project ACCESS – Foster Care CodesFoster Family Agency 11Relative Home 21Guardian Home 22Tribe Specified Home 23Foster Family Home 31Foster Family Agency Certified Home 32Small Family Home 41County Shelter/Receiving Home 51Group Home 52Court Specified Home 53  

History or Pattern of Services Gather Information About a

Family Track Services Provided to a

Family Evaluate Services Provided to

Families For Program Evaluation

MARS Data Base Communicates With Student Information

System Two Data Bases; One for Homeless, and

One for Foster Youth Contact Information:

David K. Meyers MARS Group dmeyers@mars-group.com 559-261-2220

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Service EligibileParticipation

Begins Expires Code Modified ByModified Date

Project ACCESS - Homeless

False False 07/01/10 08/25/10 DLaura Tanner-Mcbrien

8/25/2010 4:01:38 PM

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Project ACCESS - Homeless

True True 08/25/10 ULaura Tanner-Mcbrien

8/25/2010 4:01:51 PM

Edit

Student Attendance Review Board

False False 07/01/09 07/12/09 1  9/2/2010 1:24:36 PM

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Data Fields Meanings ID Identification Number Last Name Last Name First Name First Name School School Number Grade Grade Level Gender Male or Female Ethnic Ethnicity DOB Date of Birth Speced Special Education Code 61, 66, 91 Migrant Migrant Program Gate Gate Code Lang Home Language Spoken ELD English Language Development Level AVID Advancement Via Individual Determination

Program Fields Meaning Program Program Title Beginning Date Date Began

Program Level of Service Active or Not Ending Date Date Services

Ended

Academic Data Meaning AGPA Academic Grade Point Average Addrcnt Number of addresses in a school year Enrcnt Number of enrollments in a school

year Credearn Number of credits earned in Semester Pctattn Percent Attendance CSTeps CST English Proficiency Score CSTess CST English Standard Score CSTmps CST Math Proficiency Score CSTmss CST Math Standard Score CAHSEE M Math CAHSEE Score CAHSEE LA Language Arts CAHSEE score

Behavioral Data Meaning Behavior Behavior log data Supensions Number of

suspensions Expulsions Number of

expulsions

Data Share Graphs and Charts Formal Evaluations Special Projects Dissertation

Suspensions

24% of Foster Youth had at least one suspension

184 Foster Youth N = 778

20% of Homeless Youth had at least one suspension

433 Homeless Youth N = 2,194

Survey Results for Tutorial 80% responded they attended for credit retrieval 50% responded they attended for homework 50% rated the tutorial the top score of “10”; all

rated the tutorial as a “5” or better 65% of the youth indicated they had a great

chance of graduating high school due to the help given.

40% rated the tutoring as a way they earned higher grades and more credits

40% responded that they would feel comfortable going to their tutorial teacher with a question or problem

Impact of School Mobility on AcademicAchievement for Homeless, Foster, and

Housed Students

Dissertation, 2009CSU FresnoUC Davis

To explore the ramifications of school mobility on

academic achievement for homeless and foster youth

7th – 12th Grade Homeless Students 7th – 12th Grade Foster Youth 7th – 12th Grade Non-Mobile or Housed

Comparison Group 6th Grade Students were included in the

2006-2007 data for comparison with 7th Grade 2007-2008 data

Dependent Variables

GPAs Math CST Scores LA CST Scores % Attendance Credits Earned Suspensions

Independent Variables School Moves Address Moves

Specifically, the following research questions were addressed:

1. Are there differences in California Standards Test scores between homeless, foster youth, and non-mobile students?

2. Are attendance rates, grade point averages, credits earned, and suspensions different for homeless and foster youth than for housed youth?

3. Does the number of schools a student attends correlate with their grade point average?

4. Do student behaviors (ie. suspensions) correlate with school mobility?

5. Is there a relationship between academic variables and mobility variables?

Descriptive StatisticsMeans, SD

Series of 11 Multivariate One-Way ANOVAsELA and Math CST scores by grade and year

Series of four 3 x 2 Way Repeated Measures ANOVAs

Academic variables by group and year

Correlation Coefficients Canonical Correlation

Academics with mobility

Research Question 1: Are there differences in California Standards Test scores between homeless, foster youth, and non-mobile or housed students?

11 Multivariate One-Way ANOVAs Homeless and foster youth were more similar

than different Scores for homeless and foster youth were

statistically different from housed students CST scores in 9th – 11th grades were

inconsistent

Research Question 2: . Are attendance rates, grade point averages, credits earned, and suspensions different for homeless and foster youth than for housed youth?

Four 3 x 2 Repeated Measures ANOVAs Homeless and foster youth were more similar

than different Scores for homeless and foster youth were

statistically different from housed students

Figure 1. Plot of academic GPA by year for housing status

Figure 2. Plot of percent attendance by year for housing status

Figure 3. Plot of number of suspensions by year for housing status

Figure 4. Plot of credits earned by year for housing status

Research Question 3: Does the number of schools a student attends correlate with their grade point average?

Research Question 4: Do student behaviors (ie. suspensions) correlate with school mobility?

Correlation Coefficients Found statistically significant correlations

between mobility variables and academic variables

Research Question 5: Is there a relationship between academic variables and mobility variables?

Canonical Correlation Housing and School moves accounted for

21% of the variance between academic variables in 2006-2007and 20% of the variance between academic variables in 2007-2008

Reasons for School Moves are Not Known

Pre-mobility Issues are not Considered

Two Years of Data

Missing Data

Qualitative Study Component Interviews with youth

Housing Situation Comparison Foster Care Placement Comparison Transportation Services as a Factor

Why Data?

Laura Tanner-McBrien, Ed.D.1350 M. St., Building BFresno, CA 92721Phone: 559-457-3359Fax: 559-457-3372laura.mcbrien@fresnounified.org