Summer Impact Report Power Scholars AcademyTM

2014

experienceBELL.org

1,190 Scholars Enrolled

K-8 Grades Served

82% Average Daily Attendance

+2.5 Average Grade-Equivalent Reading Gain, in Months, Underperforming Scholars*

+2.5 Average Grade-Equivalent Math Gain, in Months, Underperforming Scholars*

88% Teachers reporting that scholars increased their self-confidence

98% Parents reporting that scholars enjoyed their BELL Summer experience

94% Parents reporting they became more involved in their scholar’s education

Summer Impact Report POWER SCHOLARS ACADEMY 2014 This report summarizes the outcomes of a summer learning partnership between BELL (Building Educated Leaders for Life), the YMCA of the USA, eight YMCA Associations, and partner schools.

The nonprofit organizations worked together to design and deliver a robust summer learning program, the Power Scholars Academy, to boost children’s academic achievements, self-confidence, and social skills, while encouraging healthy lifestyles and engaging parents in their child’s education. !

Summer learning activities play an important role in children’s academic, social, physical, and emotional development. !Without them, studies show that children tend to lose reading and math skills, gain weight, and face increased risks of negative social behavior. !Yet, in under-resourced communities, most children lack affordable, safe, and high-quality summer learning options. !As a result, summer learning loss has been shown to account for up to 2/3 of the academic achievement gap between children from low-income families and their higher-income peers.

The Power Scholars Academy seeks to provide at-risk children with an opportunity to engage in rigorous academic instruction and camp-like enrichment activities and field trips. !The program operated at ten public schools in Montgomery, AL; Denver, CO; Hartford & East Hartford, CT, Washington, DC, Clearwater & Orlando, FL, St. Paul, MN, and San Antonio, TX.

Assessment data suggest that the program helped students strengthen the foundational reading skills they need to advance to the next grade and begin the new school year ready to excel. !It also succeeded in increasing students’ self-confidence and social skills, delivering healthy meals, engaging students in physical activities, and exposing them to new ideas and experiences.

* “Underperforming” scholars score in the lowest quartile on STAR assessments at the start of the summer: Urgent Intervention (1-10th percentile) or Intervention (11-25th percentile).

!"

2.5

1.6

2.5

1.1

-2 -1 0 1 2 3

-2

-2 -1 0 1 2 3

GRADE-EQUIVALENT GAINS IN THE POWER SCHOLARS ACADEMY VS. SUMMER LEARNING LOSS

Average Grade-Equivalent Gains, in Months

Average Gain in Math Skills, Underperforming Scholars*

Average Gain in Reading Skills, Underperforming Scholars*

Average Summer Learning Loss, Disadvantaged Students without Summer Learning Opportunities**

Average Gain in Math Skills, All Scholars

Scholar Achievement

✎  GRADE-EQUIVALENT GAINS Teachers used STAR Enterprise Assessments, by Renaissance Learning, on a pre- and post-program basis. The assessments are built for measuring progress against Common Core standards. Scholars in grades K-2 completed the STAR Early Literacy Assessment, while scholars in grades 3-8 completed the STAR Reading Assessment, and all scholars completed STAR Math assessments.

Assessment data was used to calculate scholars’ grade-equivalent gains, which are an important indicator of student success because they provide an absolute measure of how much a student has progressed up the proficiency ladder at a time when most children are not engaged in structured learning activities. A full grade level contains ten months of grade-equivalent skills development (i.e., based on an average school year of learning from September – June). To put it another way, a gain of 1 grade-equivalent month is equal to what an average student learns in 10% of a school year.

At the start of the summer, formative assessments provided teachers with baseline indicators of scholar performance along with individualized learning plans. Approximately 63% of scholars were underperforming in reading, and 47% were underperforming in math.*

* Underperforming scholars score in the lowest quartile on STAR Reading (grades 3-8) and STAR Math assessments: Urgent Intervention (1-10th percentile) or Intervention (11-25th percentile)

** Sources

McCombs et al. (2011). Making Summer Count: How Summer Programs Can Boost Children’s Learning. Rand Education & The Wallace Foundation.

Cooper, Harris (2003). Summer Learning Loss: The Problem & Some Solutions. ERIC Clearinghouse on Elementary & Early Childhood Education.

According to STAR assessments, scholars who were underperforming in reading and/or math at the start of the summer tended to gain the most skills:

•  Underperforming scholars gained 2.5 months of reading skills

•  Underperforming scholars gained 2.5 months of math skills.

All scholars – including scholars who entered the program at or above grade level - gained grade-equivalent reading and math skills (on average):

•  Scholars in grades K-2 gained 1 months of grade-equivalent early literacy skills, while scholars in grades 3-8 gained 1.6 months of skills.

•  Scholars gained 1.1 months of math skills.

Scholars’ grade-equivalent academic growth shows that participating in the Power Scholars Academy had a positive impact on reading and math achievement. The return on investment was greatest for scholars who were struggling academically and who had the most to gain from high-quality summer learning opportunities.

#"

Average Gain in Reading Skills, All Scholars

Page 8

92%

94%

98%

94%

98%

97%

88%

92%

95%

91%

0% 25% 50% 75% 100%

Scholars are more confident in their abilities!

Scholars have a more positive attitude about school!

Scholars enjoyed the Power Scholars Academy!

The Power Scholars Academy helped me become more involved in my child's education!

I am highly satisfied with my Power Scholars Academy experience!

I recommend the Power Scholars Academy to other parents!

Scholars have more confidence in themselves!

I recommend the Power Scholars Academy to parents!

Program staff are diverse and reflect scholar diversity!

Working with the Power Scholars Academy helped me develop my professional skills!

✎  SELF-CONFIDENCE & SOCIAL SKILLS

Scholars’ academic success is rooted in their self-efficacy skills, determination, and their social skills, including their ability to communicate clearly and work well with others. According to surveys completed at the end of the Power Scholars Academy, teachers and parents consistently reported that scholars’ participation in program helped them make important gains in these areas. Such a positive impact can be attributed to a culture of high expectations, high-quality staff, a small staff to scholar ratio, and an individualized learning environment.

✎  PARENT & TEACHER ENGAGEMENT & SATISFACTION Teachers and parents consistently reported that the Power Scholars Academy was of high quality and met or exceeded their expectations. Teachers reported that the program structure and resources helped scholars achieve the goals set forth for them. They also reported that working the program helped them develop their professional skills. Parents reported that the model boosted their involvement in their child’s education – an outcome that is proven to have significant long-term impact on student achievement in school and beyond.

Teachers report:

Parents report:

PARENT & TEACHER SURVEY RESULTS

experienceBELL.org