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P. O. Box 2501West Columbia, SC 29171

(803) 206-2898

Polk County Schools21st Century Community Learning Center (21st CCLC)

Summative Evaluation

Loughman Oaks & Polk City

School Year 2016-2017

Prepared by:

Morgan Platt, Senior Evaluator

July 22, 2017

1.0 OVERVIEW AND HISTORY

1.1 Needs Assessment and OverviewThe 21st Century Community Learning Center (21st CCLC) program is a key component of former President Bush’s “No Child Left Behind” Act. It is an opportunity for students and their families to continue to learn new skills and discover new opportunities after the regular school day has ended. This 21st Century Community Learning Center Program (21st CCLC) provides services at two school sites in Polk County, Polk City Elementary and Loughman Oaks Elementary. Polk County is located in central Florida; geographically spread over 1874 square miles with 17 municipalities, making it larger than the state of Rhode Island and the fourth largest county in land area in Florida. The 21st CCLC program provides expanded academic and enrichment opportunities for disadvantaged students (K-5) attending schools particularly in need of improvement within Florida’s Polk County.

An overriding need throughout Polk schools is combating the ill effects of poverty. In 2010, the Brookings Institution reported Polk County had the nation’s fifth-highest rate of suburban poverty. Poverty among children younger than age 18 is 21.4% in the U.S., 23.2% in Florida, and 28.9% in Polk. A third of Polk's children who are younger than age five live in poverty.

The Lakeland-Winter Haven Metropolitan Statistical Area encompasses all of Polk County. Only Miami-Dade, among Florida's metropolitan districts, has a lower percentage of resident adults with high school diplomas. While 14.4% adults ages 25+ lack high school diplomas in both the U.S. and Florida, that rate is 18.9% across Polk. It is not surprising, therefore, that parents at each school site ask for help with their children's homework, which they often feel inadequate to fulfill themselves.

While births to mothers ages 15-19 average 23 per 1,000 in Florida, the rate is 48 per 1,000 in Polk, 57 per 1,000 in Lakeland and 59 per 1000 in Winter Haven, Polk’s two largest cities. Polk’s struggling elementary school students have a high rate of parents who are still in their 20s, and even some still teens themselves.

As a result of the factors outlined above, school children continue to suffer from high mobility, food insecurity, and related emotional stress. The students at Polk City and Loughman Oaks Elementary Schools have few neighborhood amenities like ball leagues and music lessons, and no access to facilities like health clubs or the Y. Thus these elementary schools are the community hubs for their families. Additionally, during after-school hours, many children are on their own, with no structured activities and with limited to no adult supervision.

Students of the 21st CCLC program face several risk factors as they matriculate, such as:

Low income levels and low literacy levels of students and families Low high school graduation rates Lack of goal-setting skills and practice High incidences of teen pregnancy, gang participation, substance abuse and crime Parents unwilling or unable to be involved in school activities Lack of adequate family attention or supervision

DIME Systems/MP Page 1 of 38 July 22, 2017

The impacts of the risk factors are continued low literacy skills, low graduation rates, health deficits, substance abuse, crime and generational poverty. Low literacy has been linked to social problems such as teen pregnancy, gang participation, substance abuse and crime. There is a need to increase the academic achievement of students as well as parental support and involvement to reduce deficits that interfere with success in school and life. For students at risk of educational failure, this 21st CLCC is providing daily opportunities for academic growth and enrichment. The 21st CLCC program provides services to address the needs of students at risk of educational failure and activities to assist family members to support the academic needs of their children as well. 1.2 Program ManagementIn year three, the program experienced a change in leadership. A new program coordinator was hired in the fall of year three, and became very familiar with the approved grant application and developed a solid understanding of the program in her two years as program coordinator. Training to familiarize the staff with the approved grant application continued into the fourth year of program operations. The program leaders also provided training focused on program components implemented to achieve grant objectives and improve program procedures.

During site visits, overall the staff continued to demonstrate caring and positive attitudes throughout the activities observed. Program teachers appeared dedicated and actively involved with the students in attendance. Orderly and timely transition before, after, and during 21st CCLC programming (including class transitions, program arrival, and program dismissal) were noted as well. A clearly written schedule was available to staff, parents and students. Students rotate among teachers based on designated activity. Having students rotate between teachers seemed to benefit students and teachers. In addition to students reporting to like “changing classes”, the process seems to assist in breaking up the day for the students and assisting students in transitioning to different activities. It also appeared teachers were less taxed and better prepared by focusing on their assignment instead of all activities of the day. The 21st CCLC program implemented at both the Loughman Oaks and Polk City sites appears to have good relationships with the schools they serve. The program staff also reported that parents were generally supportive of the program as well. While improvement can be made, the program is working to develop a good reputation in the schools and the community. Implementation of the 21st CCLC program is in accordance with the approved grant application.

1.3 Program ActivitiesProgram activities are incorporated based on student grade levels. The program is addressing the academic and character needs of its students. Student-to-staff ratios are appropriate and within the levels proposed in the grant application. Student interactions with staff and with their peers were respectful and appropriate. Overall students were observed on task and engaged during several of the activities. Students appeared to enjoy most program activities observed. The program activities, both scheduled and observed, are moving the program towards achievement of its stated objectives.

1.4 Evaluation ObjectivesThe program evaluation of After School Adventures 21st CCLC after-school program at Loughman Oaks and Polk City Elementary schools was designed to yield valid, defensible evidence of project


effectiveness, following principles of acceptable research. The evaluation followed a quasi-experimental design, in which pre- and post-outcomes for the program participants were compared to standards and benchmarks as well as that of comparable students not served by the program. The pre-and post-outcomes for the program participants were utilized to determine the program’s progress towards its stated goals. Statistical analysis examined results compared to the program’s stated goals based on the established benchmarks and that of comparable students. Groups of comparable students were match to program students on key variables. Nearest neighbor matching of propensity scores was used to create comparison groups. Statistical analyses included descriptive statistics, tables and charts, as well as F-tests and Chi-square tests for statistical significance. Family-wise type I error rates were controlled using Bonferroni adjustments.

Evaluation activities were designed to achieve two objectives: 1) to provide the leaders of the 21st

CCLC Program with the information needed to evaluate the project’s progress toward its student achievement goals and assist in data-based planning of future strategies and activities, and 2) to accurately document the project’s impact on student achievement and behaviors to its stakeholders. The evaluation was driven by the following evaluation questions:

Evaluation Questions1. What effect does the program have on students’ academic achievement? 2. What effect does the program have on students’ in-school behavior?3. What effect does the program have on students’ school attendance?

1.5 EvaluatorData Integrated Monitoring & Evaluation (DIME) Systems, LLC conducted this summative evaluation of the Polk After School Adventures 21st CCLC after-school program at Loughman Oaks and Polk City. DIME Systems is an established organization experienced in database development and program evaluation. The organization specializes in developing data management systems and conducting program evaluations for educational and social service organizations. Morgan Platt directed the 21st CCLC after-school program evaluation. Morgan earned his graduate degree from The Citadel and completed all but dissertation towards a Ph.D. in Research and Measurement at the University of South Florida. He has taught a wide range of Statistics and Research Design courses for over 10 years at local colleges and universities. Morgan has also led numerous research and evaluation projects as Polk County School District’s former Senior Coordinator of Research and Evaluation. In addition, Morgan is founder and Senior Evaluator at DIME Systems, a team of independent program evaluators and data system developers, as well as Director of Instructional Support at a prominent school district in South Carolina’s capital city. As such, he oversees the division’s offices of Testing, Research & Evaluation, Accountability, Competitive Grants and Professional Development, as well as manages several state and federal grants for the school district.

2.0 STUDENT CHARACTERISTICS

The information below characterizes the students served by the 21st CCLC afterschool program. Data regarding program enrollment and attendance, as well as the demographics of the students served are provided.


2.1 Total Student Enrollment and AttendanceAfter School Adventures’ 21st CCLC program reported a total of 378 students enrolled in its after-school program during the 2016-2017 program year (see Table 1). This is a decrease of 25 students over the previous year of operation. Of the afterschool program’s 378 students enrolled during the 2016-2017 program year, 278 (73.5%) attended for 30 or more days. A decrease of 24 regularly attending students compared to last year. Additionally, 74.9% of enrolled students attended 30 or more days last year compared to 73.5% this year. At the Loughman Oaks site, 72.8% attended 30 or more days this year compared to 76.9% last year. At the Polk City site, 69.7% attended 30 or more days this year while 75.2% were regular attendees last year.

Table 1. Student Enrollment: Total and Regularly Participating Students for Summer 2016 and School Year 2016-2017.

Total Enrollment (attending at least one day)

Regularly Participating Enrollment (attending at least 30 days)

Summer 2016 Only

Acad. Yr. 2016-17

Only

Both summer and Acad. Yr. Total Summer

2016 Only

Acad. Yr. 2016-17

Only

Both summer and Acad. Yr. Total

Loughman Oaks - 265 - 265 - 193 - 193

Polk City - 113 - 113 - 85 - 85

The 21st CCLC program only operated after school in the 2016-17 operational year. On average, 186 students attended the program each school day during the 2015-2016 academic year. This represents 85.3% of the proposed daily attendance during the academic year compared to 95.5% in the previous year. The Loughman Oaks site realized 81.3% of its proposed ADA during the academic year, down from 95.6% last year. While the Polk City site realized 96.6% of proposed academic year ADA, up from 95.0% last year.

Table 2. Average Daily Attendance (ADA) during the Summer and School Year. Academic Year 2016-17

Summer 2016 After School Before School During School Weekend/Holidays

Proposed Actual Proposed Actual Proposed Actual Proposed Actual Proposed Actual

Loughman Oaks - - 160 130 - - - - - -

Polk City - - 58 56 - - - - - -

2.2 Student DemographicsDemographic information for the students enrolled during the 2016-2017 academic year is provided in tables 3 – 9 below. Data are reported by students enrolled at least one day during the academic year and by students enrolled a minimum of 30 days during the academic year.


In terms of students attending the program 30 or more days, the program served slightly more females than males. Overall 46.8% were male compared to 53.2% female (Loughman Oaks site – 43.0% male compared to 57.0% female; Polk City site – 55.3% male compared to 44.7% female). These proportions differ from the previous year in which the majority (47.0%) of the regular attending students were male (Loughman Oaks site – 47.3% male; Polk City site – 46.0% male).

In addition, of students attending the program 30 or more days, 35.3% were English Language Learners (ELL) and 14.0% were students with disabilities (SWD). At the Loughman Oaks site, 46.6% were ELL and 14.5% SWD. At the Polk City site, 9.4% were ELL and 12.9% SWD. Likewise, the proportion of ELL students attending the program 30 or more days were not notable different from last year. In the previous year, 33.1% were ELL (Loughman Oaks site – 38.9%; Polk City site – 10.9%). The percentage of SWD students also remained relatively unchanged compared to the 2015-16 program year. Last year 16.2% were unidentified as a student with disabilities (Loughman Oaks site – 16.4%; Polk City site – 15.2%).

When considering race, of those attending 30 or more days, the program served a higher percentage of Hispanic/Latino students (43.9%) and White/Caucasian (30.2%) compared to Black/African American (2.2%). These percentage were not too greatly different than last year; Hispanic/Latino students (44.7%), White/Caucasian (32.1%), and Black/African American (19.5%). By site, Loughman Oaks’ largest population was Hispanic/Latino (56.0%) compared to White/Caucasian (12.4%) and Black/African American (20.7%). While Polk City served a greater percentage of White/Caucasian (70.6%) compared to Hispanic/Latino (16.5%) and Black/African American (5.9%). The racial proportions at Loughman Oaks remained similar to last year. Last year the proportions were Hispanic/Latino (54.2%), White/Caucasian (18.1%), and Black/African American (23.9%). Likewise, at Polk City, racial proportions were similar to the 2015-16 program year as well. Last year the proportions were White/Caucasian (73.7%), Hispanic/Latino (18.4%), and Black/African American (6.6%).

When considering the grade levels of the students served by the program, there were no surprises. The program tended to serve a slightly higher proportion of elementary grade level students (grades 3-5) compared to primary grade level students (grades K-2); no secondary school students participated in the program. Of the students attending 30 or more days, 44.2% were in grades K-2 and 55.8% were in grades 3-5. In the previous year, 38.7% were in grades K-2 and 61.3% were in grades 3-5.

As proposed, the after-school program also served a high percentage of students from low income families as indicated by free or reduced lunch status. Since the school sites participate in the Community Eligibility Provision (CEP), 100.0% received free meals. CEP is a meal service option for schools and school districts in low-income areas. CEP allows the highest poverty schools and districts to serve breakfast and lunch at no cost to all enrolled students. Schools are reimbursed using a formula based on the percentage of students participating in other need-based programs, such as the Supplemental Nutrition Assistance Program (SNAP) and Temporary Assistance for Needy Families (TANF).


Table 3. Student Demographics for All Students and Regularly Attending Students.

All Participants (attending at least one day)

Regular Participants (attending 30 or more days)

GenderAge Range

GenderAge Range

male female male femaleLoughman

Oaks 126 139 5 to 12 83 110 5 to 12

Polk City 62 51 6 to 12 47 38 6 to 12

Table 4. Students with Special Needs: All Participants. All Participants (attending at least one day)

English Language Learner Identified with Disability Identified as Homeless

Yes No Unknown Yes No Unknown Yes No Unknown

Loughman Oaks 118 147 - 33 232 - 14 251 -

Polk City 16 97 - 13 100 - 5 108 -

Table 5. Students with Special Needs: Regularly Attending Participants. Regular Participants (attending 30 or more days)

English Language Learner Identified with Disability Identified as Homeless

Yes No Unknown Yes No Unknown Yes No Unknown

Loughman Oaks 90 103 - 28 165 - 7 186 -

Polk City 8 77 - 11 74 - 4 81 -

Table 6. Student Race and Ethnicity: Total and Regularly Attending Students.

All Participants (attending at least one day)Regular Participants (attending 30 or more

days)

Whi

te/

Cauc

asia

n

Blac

k/Af

rican

Am

er.

Amer

. Ind

ian/

Alas

kan

Asia

n/Pa

cific

Isla

nder

Hisp

anic

/ Lati

no

Mul

ti-Ra

cial

Whi

te/

Cauc

asia

n

Blac

k/Af

rican

Am

er.

Amer

. Ind

ian/

Alas

kan

Asia

n/Pa

cific

Isla

nder

Hisp

anic

/ Lati

no

Mul

ti-Ra

cial

Loughman Oaks 38 50 6 1 151 19 24 40 4 1 108 16

Polk City 84 5 3 0 17 4 60 5 2 0 14 4 Table 7. Student Grade for All Participating Students.


All Participants (attending at least one day)PK K 1 2 3 4 5 6 7 8 9 10 11 12

Loughman Oaks - 20 48 37 59 47 54 - - - - - - -

Polk City - - 24 29 25 17 18 - - - - - - -

Table 8. Student Grade for Regularly Participating Students.Regular Participants (attending 30 or more days)

PK K 1 2 3 4 5 6 7 8 9 10 11 12Loughman

Oaks - 15 40 23 46 30 39 - - - - - - -

Polk City - - 21 24 17 11 12 - - - - - - -

Table 9. Family Demographics. All Participants (attending at least one day) Regular Participants (attending 30 or more days)

Identified as Single Parent

Free or Reduced-Price Lunch

Identified as Single Parent

Free or Reduced-Price Lunch

Yes Yes

No Yes No Unknown

Yes Yes

No Yes No Unknown

(Female

Head)

(Male Head)

(Female

Head)

(Male

Head)

Loughman Oaks

Data not provided

CEP Schoo

l 100% (265)

0 0

Data not provided

CEP Schoo

l 100% (193)

0 0

Polk City

CEP Schoo

l 100% (113)

0 0

CEP Schoo

l 100% (85)

0 0

3.0 PROGRAM OPERATIONS

3.1 Summer OperationThe program began operations in the fall of 2013. The program provided services during the summer of 2014. However, the program was not operational during the summer of 2015 or 2016.

3.2 School Year Operation During the 2016-17 academic year, the program was in operation after school approximately 2.5 hours per day, 5 days per week for approximately 35 weeks. The program was not in operation before or during school, nor during weekends or holidays. The program provided 390 hours of service to students during the 2016-2017 academic year after school day hours.


Table 10. School Year 2016-2017 Operation. Academic Year 2016-17

Typical # of hours per week site was open … TOTAL # of day site was open …

Total # of weeks site was open

Total # of days site

was open

Typical # of days per week site was open

Befo

re

Scho

ol

Durin

g Sc

hool

After

Sc

hool

Wee

kend

s/Ho

liday

s

Befo

re

Scho

ol

Durin

g Sc

hool

After

Sc

hool

Wee

kend

s/Ho

liday

s

Loughman Oaks 35 156 5 - - 12.5 - - - 156 -

Polk City 35 156 5 - - 12.5 - - - 156 -

4.0 STAFF CHARACTERISTICS

This information in this section includes the composition of staff at each site including ratio of staff to students, staff training, and staff turnover.

4.1 Staff DemographicsThere were approximately 54 staff persons, including paid staff and volunteers, working to impact the lives of students at After School Adventures’ 21st CCLC afterschool program during the 2016-17 program year. All staff were paid from 21st CCLC grant funds, and none were volunteers. A great majority are regular school-day staff, and many are also certified.

Table 11. Regular Staff by Paid and Volunteer Status.

Loughman OaksAcademic Year 2016-2017

Paid from 21st CCLC Grant

Paid from other funding source Volunteer

School-day teachers (include former & substitutes) 20 - -

Certified Staff 20 - -Center administrators and coordinators 1 - -

Other non-teaching school-day staff 5 - -Other non school-day staff with some or no

college 2 - -

Other non school-day staff with a college degree or higher - - -


Parents - - -College students - - -

High school students 4 - -Other community members - - -

High school diploma 5 - -2-year College Degree 1 - -4-year College Degree 15 - -

Masters Level or higher Degree 6 - -Male 4 - -

Female 28 - -Staff "lost" due to Turnover 1 - -

Polk CityAcademic Year 2016-2017

Paid from 21st CCLC Grant

Paid from other funding source Volunteer

School-day teachers (include former & substitutes) 13 - -

Certified Staff 14 - -Center administrators and coordinators 1 - -

Other non-teaching school-day staff 3 - -Other non school-day staff with some or no

college 4 - -

Other non school-day staff with a college degree or higher 1 - -

Parents - - -College students - - -

High school students 1 - -Other community members - - -

High school diploma 4 - -2-year College Degree 1 - -4-year College Degree 9 - -

Masters Level or higher Degree 7 - -Male 1 - -

Female 21 - -Staff "lost" due to Turnover 9 - -

4.2 Students-to-Staff RatioThe program reported 1:15 or less staff/student ratios were maintained for both academic and non-academic activities at both the Loughman Oaks site and the Polk City site.


Table 12. Students-to-Staff Ratios.

During Academic Activities During Non-academic Activities

Loughman Oaks 1:14 1:15

Polk City 1:12 1:15

4.3 Staff TrainingTraining was provided to staff on a regular basis. A total of three (3) sessions of structured training was delivered by qualified personnel at the Loughman Oaks site and the Polk City site. This is in addition to the ongoing informal training and attendance by staff at the FASA conference. Staff received just-in-time, on-the-site training during the course of implementing, monitoring and adjusting the program to best meet the needs of the students as well.

Table 13. Staff Training.

Loughman Oaks

Training Topic Number of Attendees Total Time

PBL training 4 30 minutes

Growth Mindset, Part 1 11 30 minutes

Growth Mindset (Part 2), PBL and Take 10! 11 30 minutes

Polk City

Training Topic Number of Attendees Total Time

PBL training 2 30 minutes

Growth Mindset, Part 1 9 30 minutes

Growth Mindset (Part 2), PBL and Take 10! 11 30 minutes

4.4 Staff Turnover

The program also reported losing only ten (10) staff members during the academic year; most at the Polk City site.

4.5 Certified Teachers


The program employed 34 certified staff during the 2016-2017 academic year. Loughman Oaks employed 20certified staff during the academic year and Polk City employed 14 certified staff during academic year.5.0 OBJECTIVES & OUTCOMES

In order to provide a robust evaluation of the program’s effect on student reading, math and science achievement as measured by state standardized tests and school report card grades, and student behavior for success as measured by teacher reported classroom behavior, analysis results were compared to established benchmarks. Additionally, 21st CCLC program students were compared to a like comparison group of their peers on these metrics. The comparison group was formed by randomly matching the 21st CLCC students by nearest neighbor propensity scores using SPSS. Students were matched on their previous year’s end-of-year standardized reading achievement score, grade level, lunch status, SWD code, ELL code, race and gender to non-21st CCLC program students in the school district. Student information provided by the program was used to identify students in the Polk County School Board (PCSB) student database served by the program. Various student level data for the both 2016 and 2017 school year, including various test scores and report card grades, were extracted to create data files for analysis.

5.1 Objective Assessment

Table 14 below provides a brief overview of the program’s progress towards achievement of each grant objective. Progress towards achievement determinations are based upon both quantitative and qualitative data collected by the evaluation team, including observations, interviews, review of program artifacts, assessment data, and stakeholder surveys.

Table 14. Objectives and Progress

Domain Objective Assessment Plan Standard of Success

Percent of Participants

Meeting Standard of Success at

End of Year

Stars Achieved (Objective

Status)

Academic - ELA

60% of regularly participating students will improve to a satisfactory English

Language Arts grade or above, or maintain a high grade across the

program year.

Maintain an A/B grade or improve from a grade of C to B or a Grade of D/F to

C (or grading scale equivalents)

54%4 Stars

(Approaching Benchmark)

Academic - ELA

50% of regularly participating students will improve to a satisfactory level or

above on English Language Arts/writing or maintain an above

satisfactory level.

Maintain an Achievement Level 3 (satisfactory) or

higher or improve from a Level 1 or Level 2 to a

Level 3 or higher

34%3 Stars

(Meaningful Progress)

Academic - Math

70% of regularly participating students will improve to a satisfactory

mathematics grade or above, or maintain a high grade across the

program year.



68%4 Stars


Academic - Math

55% of regularly participating students will improve to a satisfactory level or


56% 5 Stars(Meets or


above on mathematics or maintain an above satisfactory level.


Level 3 or higher

Exceeds Benchmark)

Academic - Science

70% of regularly participating students will improve to a satisfactory science

grade or above, or maintain a high grade across the program year.



67%4 Stars


Academic - Science

55% of regularly participating students will improve to a proficient level or

above on science or maintain an above proficiency level.



Level 3 or higher

30%3 Stars


Personal Enrichment - Behavior & Problem

Solving

75% of participating students will increase their application of positive

character traits as measured by perceptual survey (student).

Overall percentage of regularly participating students will increase

from pre to post on the Skills Streaming survey.

58%3 Stars


Personal Enrichment - Health & Nutrition

50% of participating students will increase their physical activity as measured by perceptual survey

(student).

Overall percentage of regularly participating students will increase

from pre to post on the Take10 survey.

65%

5 Stars(Meets or Exceeds

Benchmark)

Adult Family

Member Performanc

e

50% of participating family members will report improved parenting skills as

measure by perceptual survey (parent).

At least 50% of parents attending the parent

events will select "Yes" on the parent survey item "Will what you learned

help you as a parent…?".

95%

5 Stars(Meets or Exceeds

Benchmark)

5.2 Student Achievement – Standardized AssessmentsFor the results reported in this section, data available for each regular attending program participant and comparison student were collected. The findings in this section stems from regularly attending students with available data, compared to non-participants. “Regularly attending” is defined as 30 or more days of program attendance. The comparison group was formed by randomly matching the 21st CLCC students by nearest neighbor propensity scores using SPSS. Students were matched on their previous year’s end-of-year standardized reading achievement score, grade level, lunch status, SWD code, ELL code, race and gender to non-21st CCLC program students in the school district.

It should also be noted that due to high transient populations in the schools served by the program, particularly the largest site, Loughman Oaks, data may not be available for all regular attending students in the time periods analyzed; i.e., 1st quarter and 4th quarter report cards, fall and spring assessments, etc. Some students achieving 30 or more days of program attendance at the beginning of the program, left the school district before the end of the year, therefore final report card data and spring assessment scores for those students were not available.

Based on FSA reading achievement levels available, the 21st CCLC program did not achieve its goal of 50% regularly participating students improving academic achievement in reading. Overall, 33.6% of the regularly participating students, defined as 30 or more days of program attendance,


increased their FSA reading achievement level or maintained a level 3 or higher. This percentage is of no notable difference than that of their like peers in the comparison group, however (33.3%).

Table 15. FSA ELA Results.Group

Comparison Program

Count Percent Count Percent

Site

Loughman Oaks

FSA Achievement Level -

2016 ELA

1 21 35.0% 29 43.3%

2 20 33.3% 23 34.3%

3 12 20.0% 10 14.9%

4 7 11.7% 3 4.5%

5 0 0.0% 2 3.0%

FSA Performance Level -

2017 ELA

1 34 41.0% 42 39.3%

2 23 27.7% 37 34.6%

3 19 22.9% 18 16.8%

4 5 6.0% 8 7.5%

5 2 2.4% 2 1.9%

Maintained FSA ELA Level 3

or higher, or Increased in

Level

Yes 26 31.3% 32 29.9%

No 57 68.7% 75 70.1%

Polk City


2016 ELA

1 7 30.4% 6 26.1%

2 8 34.8% 8 34.8%

3 8 34.8% 6 26.1%

4 0 0.0% 2 8.7%

5 0 0.0% 1 4.3%


2017 ELA

1 10 29.4% 10 25.6%

2 13 38.2% 16 41.0%

3 7 20.6% 7 17.9%

4 4 11.8% 5 12.8%

5 0 0.0% 1 2.6%



Level

Yes 13 38.2% 17 43.6%

No 21 61.8% 22 56.4%

Overall FSA Achievement Level -

2016 ELA

1 28 33.7% 35 38.9%

2 28 33.7% 31 34.4%

3 20 24.1% 16 17.8%

4 7 8.4% 5 5.6%


5 0 0.0% 3 3.3%


2017 ELA

1 44 37.6% 52 35.6%

2 36 30.8% 53 36.3%

3 26 22.2% 25 17.1%

4 9 7.7% 13 8.9%

5 2 1.7% 3 2.1%



Level

Yes 39 33.3% 49 33.6%

No 78 66.7% 97 66.4%

a. Grant = Grant A: After School Adventures, Program Attendance Group = 30 or more days of attendance

In contrast, based on FSA Achievement levels, the 21st CCLC program met its goal of 55% regularly participating students improving academic achievement in math. Overall, 55.6% of the regularly participating students, defined as 30 or more days of program attendance, increased their FSA math achievement level or maintained a level 3 or higher. A greater proportion of program students increased or maintain a high achievement level than in the comparison group (45.3%). This difference is not statistically significant, however.

Table 16. FSA Math Results.Group

Comparison Program


Site

Loughman Oaks


2016 Math

1 16 26.7% 27 39.7%

2 17 28.3% 17 25.0%

3 16 26.7% 15 22.1%

4 7 11.7% 9 13.2%

5 4 6.7% 0 0.0%


2017 Math

1 23 27.7% 27 26.5%

2 22 26.5% 27 26.5%

3 17 20.5% 32 31.4%

4 16 19.3% 13 12.7%

5 5 6.0% 3 2.9%

Maintained FSA Math Level

3 or higher, or Increased in

Level

Yes 39 47.0% 54 52.9%

No 44 53.0% 48 47.1%

Polk City FSA Achievement Level -

2016 Math

1 9 39.1% 4 18.2%

2 5 21.7% 5 22.7%

3 5 21.7% 8 36.4%


4 3 13.0% 5 22.7%

5 1 4.3% 0 0.0%


2017 Math

1 10 29.4% 9 22.5%

2 10 29.4% 6 15.0%

3 11 32.4% 14 35.0%

4 3 8.8% 9 22.5%

5 0 0.0% 2 5.0%



Level

Yes 14 41.2% 25 62.5%

No 20 58.8% 15 37.5%

Overall


2016 Math

1 25 30.1% 31 34.4%

2 22 26.5% 22 24.4%

3 21 25.3% 23 25.6%

4 10 12.0% 14 15.6%

5 5 6.0% 0 0.0%


2017 Math

1 33 28.2% 36 25.4%

2 32 27.4% 33 23.2%

3 28 23.9% 46 32.4%

4 19 16.2% 22 15.5%

5 5 4.3% 5 3.5%



Level

Yes 53 45.3% 79 55.6%

No 64 54.7% 63 44.4%


Investigating FCAT science achievement levels, the 21st CCLC program did not reach its goal of 55% regularly participating students demonstrating greater academic performance in science. However, the program students outperformed their comparison group of like peers. Overall, 29.8% of the regularly participating students achieved an FCAT science achievement level of 3 or higher compared to 27.5% in the comparison group. This difference is also not statistically significant, however.

Table 17. FCAT Science Results.Group

Comparison Program


Site Loughman Oaks FCAT 2017 Science

Performance Level

1 9 29.0% 17 47.2%

2 14 45.2% 7 19.4%


3 5 16.1% 9 25.0%

4 2 6.5% 2 5.6%

5 1 3.2% 1 2.8%

FCAT Science Level 3 or

higher

Yes 8 25.8% 12 33.3%

No 23 74.2% 24 66.7%

Polk City

FCAT 2017 Science

Performance Level

1 4 44.4% 4 36.4%

2 2 22.2% 5 45.5%

3 3 33.3% 1 9.1%

4 0 0.0% 1 9.1%


higher

Yes 3 33.3% 2 18.2%

No 6 66.7% 9 81.8%

Overall

FCAT 2017 Science

Performance Level

1 13 32.5% 21 44.7%

2 16 40.0% 12 25.5%

3 8 20.0% 10 21.3%

4 2 5.0% 3 6.4%

5 1 2.5% 1 2.1%


higher

Yes 11 27.5% 14 29.8%

No 29 72.5% 33 70.2%


Viewing FAIR reading scores from fall and spring for students served by the program and a group of like students, it was noted that both performed similarly. The program students began with a lower mean score than the comparison group in the fall (36.9 compared to 42.1; p<0.05) and maintained a somewhat lower mean score in the spring (48.2 compared to 51.5). Similarly, average individual gains were slightly lower for the program students compared to their like peers (an 11.8 point increase compared to 13.8). No statistical significance was detected for differences noted for spring mean scores or mean gain scores.

Table 18. FAIR Reading Probability of Success. Group

Comparison Program

Count Mean Count Mean

Site

Loughman Oaks

Fair Asmt 1 score 84 42.5 110 33.6

Fair Asmt 2 score 84 47.5 110 44.0

Fair Asmt 3 score 88 54.4 108 47.7

Change in FAIR score (Fall to

Spring)80 14.55 105 14.08

Polk City Fair Asmt 1 score 34 41.2 38 46.5


Fair Asmt 2 score 34 44.3 36 48.6

Fair Asmt 3 score 23 40.3 34 49.6


Spring)22 10.91 33 4.39

Overall

Fair Asmt 1 score 118 42.1 148 36.9

Fair Asmt 2 score 118 46.6 146 45.2

Fair Asmt 3 score 111 51.5 142 48.2


Spring)102 13.76 138 11.76


5.3 Student Achievement - School Report Card GradesSchool report card grades were also analyzed to provide insights into academic achievement. First quarter and fourth quarter reading, math and science report card grades were collected for elementary grade level students. The percentage of students increasing a letter grade or maintaining a ‘B’ or better from the first marking period to the final marking period was calculated for reading, math and science.

Investigating the program students’ reading report card grades available, the regular attending 21st

CCLC participants demonstrated considerable progress. Over half (54.0%) of the program’s regularly participating students improved reading report card grades or maintained their grade of “B” or higher from first nine-weeks to final reporting. It should be noted that this proportion is significantly more than their like peers at 44.1% (p<0.05).

Table 19. School Reading Report Card Grades.Group

Comparison Program


Site Loughman Oaks

Reading Q1 Report

Card Grade -

Elementary

A 22 17.6% 23 13.2%

B 33 26.4% 46 26.4%

C 36 28.8% 55 31.6%

D 22 17.6% 28 16.1%

F 12 9.6% 22 12.6%

Reading Q2 Report

Card Grade -

Elementary

A 32 24.2% 29 16.5%

B 39 29.5% 49 27.8%

C 32 24.2% 53 30.1%

D 17 12.9% 28 15.9%

F 12 9.1% 17 9.7%

Reading Q3 Report A 28 20.1% 23 12.7%


Card Grade -

Elementary

B 42 30.2% 60 33.1%

C 34 24.5% 50 27.6%

D 24 17.3% 29 16.0%

F 11 7.9% 19 10.5%

Reading Q4 Report

Card Grade -

Elementary

A 38 26.2% 33 18.2%

B 40 27.6% 59 32.6%

C 35 24.1% 49 27.1%

D 20 13.8% 28 15.5%

F 12 8.3% 12 6.6%

Report Card increased

or maintained A or B

(1st to 4th quarter) -

ELA

Did NOT Increased

from 1st to 4th Quarter105 58.7% 90 47.4%

Increased from 1st to

4th Quarter74 41.3% 100 52.6%

Polk City

Reading Q1 Report

Card Grade -

Elementary

A 7 10.3% 8 9.8%

B 20 29.4% 22 26.8%

C 18 26.5% 27 32.9%

D 12 17.6% 16 19.5%

F 11 16.2% 9 11.0%

Reading Q2 Report

Card Grade -

Elementary

A 8 11.3% 12 14.6%

B 17 23.9% 18 22.0%

C 24 33.8% 28 34.1%

D 16 22.5% 15 18.3%

F 6 8.5% 9 11.0%

Reading Q3 Report

Card Grade -

Elementary

A 7 9.9% 6 7.3%

B 18 25.4% 20 24.4%

C 29 40.8% 28 34.1%

D 9 12.7% 13 15.9%

F 8 11.3% 15 18.3%

Reading Q4 Report

Card Grade -

Elementary

A 11 14.7% 15 18.3%

B 23 30.7% 23 28.0%

C 24 32.0% 22 26.8%

D 11 14.7% 11 13.4%

F 6 8.0% 11 13.4%



Did NOT Increased

from 1st to 4th Quarter

41 50.0% 36 42.9%



ELA


4th Quarter41 50.0% 48 57.1%

Overall

Reading Q1 Report

Card Grade -

Elementary

A 29 15.0% 31 12.1%

B 53 27.5% 68 26.6%

C 54 28.0% 82 32.0%

D 34 17.6% 44 17.2%

F 23 11.9% 31 12.1%

Reading Q2 Report

Card Grade -

Elementary

A 40 19.7% 41 15.9%

B 56 27.6% 67 26.0%

C 56 27.6% 81 31.4%

D 33 16.3% 43 16.7%

F 18 8.9% 26 10.1%

Reading Q3 Report

Card Grade -

Elementary

A 35 16.7% 29 11.0%

B 60 28.6% 80 30.4%

C 63 30.0% 78 29.7%

D 33 15.7% 42 16.0%

F 19 9.0% 34 12.9%

Reading Q4 Report

Card Grade -

Elementary

A 49 22.3% 48 18.3%

B 63 28.6% 82 31.2%

C 59 26.8% 71 27.0%

D 31 14.1% 39 14.8%

F 18 8.2% 23 8.7%




ELA

Did NOT Increased



4th Quarter115 44.1% 148 54.0%


Investigating the program students’ math report card grades, 21st CCLC participants demonstrated better results. Over two-thirds (67.9%) of the program’s regularly participating students improved math report card grades or maintained their grade of “B” or higher from first nine-weeks to the fourth nine-weeks. This proportion is significantly higher than that of their like peers at 55.9% (p<0.05)..

Table 20. School Math Report Card Grades.Group

Comparison Program



Site

Loughman Oaks

Math Q1 Report Card

Grade - Elementary

A 39 31.5% 48 27.6%

B 36 29.0% 52 29.9%

C 20 16.1% 46 26.4%

D 18 14.5% 20 11.5%

F 11 8.9% 8 4.6%

Math Q2 Report Card

Grade - Elementary

A 42 31.8% 49 28.0%

B 37 28.0% 62 35.4%

C 36 27.3% 48 27.4%

D 7 5.3% 8 4.6%

F 10 7.6% 8 4.6%

Math Q3 Report Card

Grade - Elementary

A 54 38.8% 49 27.1%

B 37 26.6% 63 34.8%

C 25 18.0% 41 22.7%

D 17 12.2% 20 11.0%

F 6 4.3% 8 4.4%

Math Q4 Report Card

Grade - Elementary

A 65 44.8% 69 38.1%

B 38 26.2% 60 33.1%

C 25 17.2% 31 17.1%

D 12 8.3% 15 8.3%

F 5 3.4% 6 3.3%




Math

Did NOT Increased



4th Quarter98 54.7% 133 70.0%

Polk City

Math Q1 Report Card

Grade - Elementary

A 21 30.9% 21 25.6%

B 18 26.5% 27 32.9%

C 18 26.5% 22 26.8%

D 8 11.8% 7 8.5%

F 3 4.4% 5 6.1%

Math Q2 Report Card

Grade - Elementary

A 22 31.0% 28 34.1%

B 23 32.4% 23 28.0%

C 12 16.9% 18 22.0%

D 10 14.1% 12 14.6%

F 4 5.6% 1 1.2%

Math Q3 Report Card

Grade - Elementary

A 21 29.6% 25 30.5%

B 17 23.9% 24 29.3%


C 16 22.5% 21 25.6%

D 13 18.3% 9 11.0%

F 4 5.6% 3 3.7%

Math Q4 Report Card

Grade - Elementary

A 31 41.3% 25 30.5%

B 19 25.3% 25 30.5%

C 15 20.0% 18 22.0%

D 7 9.3% 7 8.5%

F 3 4.0% 7 8.5%




Math

Did NOT Increased



4th Quarter48 58.5% 53 63.1%

Overall

Math Q1 Report Card

Grade - Elementary

A 60 31.3% 69 27.0%

B 54 28.1% 79 30.9%

C 38 19.8% 68 26.6%

D 26 13.5% 27 10.5%

F 14 7.3% 13 5.1%

Math Q2 Report Card

Grade - Elementary

A 64 31.5% 77 30.0%

B 60 29.6% 85 33.1%

C 48 23.6% 66 25.7%

D 17 8.4% 20 7.8%

F 14 6.9% 9 3.5%

Math Q3 Report Card

Grade - Elementary

A 75 35.7% 74 28.1%

B 54 25.7% 87 33.1%

C 41 19.5% 62 23.6%

D 30 14.3% 29 11.0%

F 10 4.8% 11 4.2%

Math Q4 Report Card

Grade - Elementary

A 96 43.6% 94 35.7%

B 57 25.9% 85 32.3%

C 40 18.2% 49 18.6%

D 19 8.6% 22 8.4%

F 8 3.6% 13 4.9%




Math

Did NOT Increased



4th Quarter146 55.9% 186 67.9%



Investigating the program students’ science report card grades available, the regular attending 21st

CCLC participants outperformed their like peers. Over three-fourths (67.2%) of the program’s regularly participating students improved science report card grades or maintained their grade of “B” or higher from first nine-weeks to final reporting. This proportion is significantly higher than their like peers at 54.4% (p<0.05).

Table 21. School Science Report Card Grades.Group

Comparison Program


Site

Loughman Oaks

Science Q1 Report Card

Grade - Elementary

A 50 40.3% 58 33.5%

B 44 35.5% 64 37.0%

C 19 15.3% 38 22.0%

D 9 7.3% 9 5.2%

F 2 1.6% 4 2.3%


Grade - Elementary

A 43 32.8% 47 26.9%

B 41 31.3% 70 40.0%

C 33 25.2% 40 22.9%

D 11 8.4% 13 7.4%

F 3 2.3% 5 2.9%


Grade - Elementary

A 50 36.0% 63 34.8%

B 51 36.7% 62 34.3%

C 26 18.7% 37 20.4%

D 10 7.2% 15 8.3%

F 2 1.4% 4 2.2%


Grade - Elementary

A 71 49.0% 78 43.1%

B 35 24.1% 54 29.8%

C 21 14.5% 29 16.0%

D 12 8.3% 15 8.3%

F 6 4.1% 5 2.8%




Science

Did NOT Increased



4th Quarter92 51.4% 126 66.3%

Polk City Science Q1 Report Card A 32 47.8% 37 45.1%


Grade - Elementary

B 18 26.9% 24 29.3%

C 12 17.9% 19 23.2%

D 5 7.5% 1 1.2%

F 0 0.0% 1 1.2%


Grade - Elementary

A 35 50.0% 37 45.1%

B 19 27.1% 25 30.5%

C 12 17.1% 11 13.4%

D 3 4.3% 9 11.0%

F 1 1.4% 0 0.0%


Grade - Elementary

A 31 43.1% 39 47.6%

B 22 30.6% 22 26.8%

C 11 15.3% 11 13.4%

D 5 6.9% 6 7.3%

F 3 4.2% 4 4.9%


Grade - Elementary

A 30 40.0% 30 36.6%

B 24 32.0% 28 34.1%

C 14 18.7% 13 15.9%

D 5 6.7% 5 6.1%

F 2 2.7% 6 7.3%




Science

Did NOT Increased



4th Quarter50 61.0% 58 69.0%

Overall


Grade - Elementary

A 82 42.9% 95 37.3%

B 62 32.5% 88 34.5%

C 31 16.2% 57 22.4%

D 14 7.3% 10 3.9%

F 2 1.0% 5 2.0%


Grade - Elementary

A 78 38.8% 84 32.7%

B 60 29.9% 95 37.0%

C 45 22.4% 51 19.8%

D 14 7.0% 22 8.6%

F 4 2.0% 5 1.9%


Grade - Elementary

A 81 38.4% 102 38.8%

B 73 34.6% 84 31.9%

C 37 17.5% 48 18.3%


D 15 7.1% 21 8.0%

F 5 2.4% 8 3.0%


Grade - Elementary

A 101 45.9% 108 41.1%

B 59 26.8% 82 31.2%

C 35 15.9% 42 16.0%

D 17 7.7% 20 7.6%

F 8 3.6% 11 4.2%




Science

Did NOT Increased



4th Quarter142 54.4% 184 67.2%


5.4 Student Achievement – Grade Level PromotionGrade level promotion rates were also analyzed to provide further insights into academic achievement. The percentage of students promoted to the next grade level was calculated for the regular participating students in the 21st CCLC program and a group of like peers for comparison.

As previously noted, due to high transient populations in the schools served by the program, particularly the largest site, Loughman Oaks, grade level promotion data may not be available for all regular attending students. Some students achieving 30 or more days of program attendance at the beginning of the program, left the school district before the end of the year, therefore grade level promotion data for those students were not available.

Investigating the program students’ grade level promotion rates, the regular attending 21st CCLC participants also demonstrated strong results. A large proportion (89.8%) of the program’s regularly participating students were promoted to the next grade level at the end of the 2016-17 school year. It should be noted that this proportion is not significantly different from their like peers at 88.9%.

Table 22. Grade Level Promotion Rates.Group

Comparison Program


Site

Loughman Oaks Grade Promotion

Administratively

Promoted8 4.5% 4 2.1%

Promoted 157 87.7% 173 91.1%

Retained 14 7.8% 13 6.8%

Polk City Grade Promotion Administratively

Promoted

2 2.4% 2 2.4%


Promoted 75 91.5% 73 86.9%

Retained 5 6.1% 9 10.7%

Overall Grade Promotion

Administratively

Promoted10 3.8% 6 2.2%

Promoted 232 88.9% 246 89.8%

Retained 19 7.3% 22 8.0%


6.0 SUSTAINABILITY

During the program’s first year of operations, the program’s administrators sought partners to assist in delivering the high quality services and opportunities for the students participating in the program. However, many of those partnerships did not provide in-kind services or discounts to the program, and were not continued in year two. Additionally, in year three and four of operations, partnerships were not developed to sustain the program long-term.

Table 23. Partnerships and Sub-Contracts.Loughman Oaks

Agency name

Type of Organization

Sub-contractor

(Y/N)

Estimated Value ($) of

Contributions

Estimated Value ($) of Sub-contract

Type of Service Provided

Learning Resource

CenterNon-Profit y $92.951 Instructional and

Program Staff

YMCA First Tee Community y $580 Enrichment

(Golf)DIME

Systems Evaluation y $4,000 Evaluation & Reporting

Polk City

Agency name

Type of Organization

Sub-contractor

(Y/N)

Estimated Value ($) of

Contributions

Estimated Value ($) of Sub-contract

Type of Service Provided

Learning Resource

CenterNon-Profit Y $61,627 Instructional and

Program Staff

YMCA First Tee Community y $580 Enrichment

(Golf)DIME

Systems Evaluation y $4000 Evaluation & Reporting

7.0 OTHER FINDINGS


In order to provide a robust evaluation of the program’s effect on student behavior, report card behavior reports, school discipline referrals, and school attendance measures were analyzed for regularly participating program students and compared to that of their like peers.

7.1 School AttendanceSchool attendance rates were analyzed to provide insights into factors influencing academic achievement. The school attendance rates were calculated for the regular participating students in the 21st CCLC program and a group of like peers for comparison.

Investigating the program students’ attendance rates, the regular attending 21st CCLC participants demonstrated notable achievement. The program’s regularly participating students demonstrated a significantly better attendance rate (94.8%) for the 2016-17 school year than their like peers in the comparison group (92.0%). These rates are statistically different (p<0.05).

Table 24. School Attendance Rates.Group

Comparison Program


Site

Loughman Oaks School Attendance Rate 146 91.90 181 94.89

Polk City School Attendance Rate 75 92.20 82 94.52

Overall School Attendance Rate 221 92.00 263 94.77


7.2 School Discipline ActionsSchool discipline was also analyzed to provide insights into factors of academic achievement as well. Investigating the student office referrals and suspensions in the 2016-17 school year, 13 of the regular attending 21st CCLC participants had office referrals with average of 1.8 referrals each. Likewise, 13 comparison students had office referrals averaging 2.6 each. Additionally, 12 program students compared to 10 comparison students were suspended (in-school and out-of-school suspensions); averaging 1.5 suspensions for program students and 2.1 for comparison students. Differences are not statistically significant.

Table 25. Office Referrals& Suspensions.Group

Comparison Program


SiteLoughman Oaks

Discipline Referrals 7 2.3 8 1.6

Total Suspensions 6 2.2 7 1.3

Polk City Discipline Referrals 6 3.0 5 2.0



OverallDiscipline Referrals 13 2.6 13 1.8



7.3 School Report Card Behavior ReportsClassroom behaviors reported by the classroom teachers on quarterly report cards was also analyzed to provide insights into factors of academic achievement. Of students with quarterly report cards in the first quarter and final quarter of the school year, change in reported behavior on selected items were calculated for students in the program and comparison groups. The table below shows the percent of students that improved their behavior rating on each item, or maintain either a “G” (Good) or “E” (Excellent) behavior rating. Comparisons can be made between regularly participating program students and their like peer in the comparison group.

Teachers reported 72.4% of the regularly participating program students improved their classroom behavior, or maintained good or excellent behavior from first to fourth quarter as measured by the “behaves in school” item. This is slightly less that the comparison group at 76.9%. Overall, the reported improved student behaviors of program participants across all areas ranged between 68.3% to 85.4%. Based upon report card behavior ratings, teachers reported students in the program demonstrated behavior improvements from first to fourth quarter compared to the comparison students on most items.

Table 26. Report Card Behavior Ratings.Group

Comparison Program


Site Loughman Oaks Takes pride in work -

Improved or Maintained "E"

or "G" Behavior

Yes 84 75.0% 135 78.9%

No 28 25.0% 36 21.1%

Works well on his/her own -


or "G" Behavior

Yes 89 79.5% 135 78.9%

No 23 20.5% 36 21.1%

Listens and follows

directions - Improved or

Maintained "E" or "G"

Behavior

Yes 92 82.1% 130 76.0%

No 20 17.9% 41 24.0%

Participates in activities -


or "G" Behavior

Yes 93 83.0% 146 85.4%

No 19 17.0% 25 14.6%

Respects rights of others - Yes 96 85.7% 127 74.3%



or "G" BehaviorNo 16 14.3% 44 25.7%

Gets along with classmates -


or "G" Behavior

Yes 92 82.1% 128 74.9%

No 20 17.9% 43 25.1%

Respects authority -


or "G" Behavior

Yes 93 83.0% 134 78.4%

No 19 17.0% 37 21.6%

Behaves in school -


or "G" Behavior

Yes 92 82.1% 129 75.4%

No 20 17.9% 42 24.6%

Completes class

assignments - Improved or


Behavior

Yes 87 77.7% 132 77.2%

No 25 22.3% 39 22.8%

Completes homework



Behavior

Yes 76 67.9% 117 68.8%

No 36 32.1% 53 31.2%

Brings proper materials

daily - Improved or


Behavior

Yes 95 85.6% 137 80.1%

No 16 14.4% 34 19.9%

Returns books/forms on

time - Improved or


Behavior

Yes 90 81.1% 129 75.4%

No 21 18.9% 42 24.6%

Polk City Takes pride in work -


or "G" Behavior

Yes 43 70.5% 54 68.4%

No 18 29.5% 25 31.6%



or "G" Behavior

Yes 44 72.1% 58 73.4%

No 17 27.9% 21 26.6%

Listens and follows



Behavior

Yes 42 68.9% 55 69.6%

No 19 31.1% 24 30.4%

Participates in activities - Yes 46 75.4% 61 77.2%



or "G" BehaviorNo 15 24.6% 18 22.8%

Respects rights of others -


or "G" Behavior

Yes 45 73.8% 58 73.4%

No 16 26.2% 21 26.6%



or "G" Behavior

Yes 44 72.1% 55 69.6%

No 17 27.9% 24 30.4%



or "G" Behavior

Yes 43 70.5% 62 78.5%

No 18 29.5% 17 21.5%

Behaves in school -


or "G" Behavior

Yes 41 67.2% 52 65.8%

No 20 32.8% 27 34.2%

Completes class



Behavior

Yes 45 73.8% 58 73.4%

No 16 26.2% 21 26.6%

Completes homework



Behavior

Yes 43 70.5% 53 67.1%

No 18 29.5% 26 32.9%


daily - Improved or


Behavior

Yes 48 78.7% 61 77.2%

No 13 21.3% 18 22.8%


time - Improved or


Behavior

Yes 46 75.4% 61 77.2%

No 15 24.6% 18 22.8%

Overall Takes pride in work -


or "G" Behavior

Yes 127 73.4% 189 75.6%

No 46 26.6% 61 24.4%



or "G" Behavior

Yes 133 76.9% 193 77.2%

No 40 23.1% 57 22.8%

Listens and follows Yes 134 77.5% 185 74.0%




Behavior

No 39 22.5% 65 26.0%

Participates in activities -


or "G" Behavior

Yes 139 80.3% 207 82.8%

No 34 19.7% 43 17.2%

Respects rights of others -


or "G" Behavior

Yes 141 81.5% 185 74.0%

No 32 18.5% 65 26.0%



or "G" Behavior

Yes 136 78.6% 183 73.2%

No 37 21.4% 67 26.8%



or "G" Behavior

Yes 136 78.6% 196 78.4%

No 37 21.4% 54 21.6%

Behaves in school -


or "G" Behavior

Yes 133 76.9% 181 72.4%

No 40 23.1% 69 27.6%

Completes class



Behavior

Yes 132 76.3% 190 76.0%

No 41 23.7% 60 24.0%

Completes homework



Behavior

Yes 119 68.8% 170 68.3%

No 54 31.2% 79 31.7%


daily - Improved or


Behavior

Yes 143 83.1% 198 79.2%

No 29 16.9% 52 20.8%


time - Improved or


Behavior

Yes 136 79.1% 190 76.0%

No 36 20.9% 60 24.0%


7.3 Parent PerceptionsParents of participating 21st CCLC students provided their perceptions about program effectiveness and their satisfaction. Most of the parents responding to the survey were satisfied with the program


overall (96.8%), with over three-fourths (75.8%) very satisfied. The percentage satisfied was comparable to last year (97.7%), however a notably higher percentage were very satisfied compared to last year’s 64.4%.

Parental satisfaction with the various program components and activities assessed in the survey was high overall. Very few parents indicated any level of dissatisfaction with any program component or activity. Additionally, nearly all parents (94.7%) would enroll their child(ren) for another year if the program was available. Again, this percentage comparable to last year, 95.4%.Parents also reported on their participation in Adult Family Member events offered by the 21 st

CCLC program. 65.5% of respondents reported participating in such events with 95.0% reporting the event beneficial.

Tables 27 - 30. Parent Perceptions.Satisfied with Afterschool program as a whole

Very Satisfied Satisfied Not Sure UnsatisfiedVery

UnsatisfiedNot Applicable

Coun

t

Percen

t

Coun

t

Percen

t

Coun

t

Percen

t

Coun

t

Percen

t

Coun

t

Percen

t

Coun

tPercent

Cente

r

Name

Loughma

n Oaks38 82.6% 7 15.2% 0 0.0% 0 0.0% 1 2.2% 0 0.0%

Polk City 9 56.3% 6 37.5% 1 6.3% 0 0.0% 0 0.0% 0 0.0%

Total 47 75.8% 13 21.0% 1 1.6% 0 0.0% 1 1.6% 0 0.0%

a. 21st CCLC Program = Grant A for After-School Adventures

Have you participated in any of the Adult Family Member Events offered by

this afterschool program?

Yes No


Center Name

Loughman Oaks 31 73.8% 11 26.2%

Polk City 7 43.8% 9 56.3%

Total 38 65.5% 20 34.5%


If yes, have the Adult Family Member Events been beneficial?

Yes No


Center Name

Loughman Oaks 32 94.1% 2 5.9%

Polk City 6 100.0% 0 0.0%

Total 38 95.0% 2 5.0%



Would you sign your child up for this program again?

Yes No Maybe

Count Percent Count Percent Count Percent

Center Name

Loughman Oaks 40 97.6% 0 0.0% 1 2.4%

Polk City 14 87.5% 0 0.0% 2 12.5%

Total 54 94.7% 0 0.0% 3 5.3%


7.4 Students PerceptionsStudents participating in the 21st CCLC program also provided their perceptions about the effectiveness of and their satisfaction with the program and its activities. A large majority of the students responding to the survey expressed some level of enjoyment of the activities of the program overall (97.4%), with nearly two-thirds responding that they “definitely” liked the program activities (74.2%). Additionally, student belief that the program staff cared about them was also evidenced with 95.9% expressing some degree of belief and 75.0% responding ‘definitely’ feeling that the program staff cared about them.

In addition, most (94.5%) reported that the program assisting them with their homework to some degree. Similarly, 94.4% reported that the program helped them improve their school grades. While the degree of belief varied slightly by item, overall student responses indicated a belief that the program helped them academically and behaviorally. The student survey data provides evidence that the 21st CCLC student participants like the program and believe it is having an impact.

Tables 31 - 34. Student Perceptions.Do you enjoy the activities in your afterschool program?

Not at All Somewhat Definitely


Center Name

Loughman Oaks 1 0.9% 16 14.8% 91 84.3%

Polk City 3 7.0% 19 44.2% 21 48.8%

Total 4 2.6% 35 23.2% 112 74.2%


Does your afterschool program have adults who care about you?



Center Name Loughman Oaks 1 1.0% 21 20.2% 82 78.8%

Polk City 5 11.4% 10 22.7% 29 65.9%


Total 6 4.1% 31 20.9% 111 75.0%


Does your afterschool program help you with your homework?



Center Name

Loughman Oaks 4 3.8% 10 9.5% 91 86.7%

Polk City 4 9.8% 7 17.1% 30 73.2%

Total 8 5.5% 17 11.6% 121 82.9%


Does your afterschool program help you improve your grades?



Center Name

Loughman Oaks 2 2.0% 20 19.8% 79 78.2%

Polk City 6 14.6% 7 17.1% 28 68.3%

Total 8 5.6% 27 19.0% 107 75.4%


7.5 Teacher PerceptionsPerceptions of classroom teachers regarding academic improvements and changes in behaviors of the 21st CCLC program students were collected via teacher survey. While varying slightly by site, less classroom teachers surveyed reported that their 21st CCLC students improved in homework completion (31.0%) compared to those reporting no change or a decline (61.9%). However, more reported improved academic performance (43.7%) compared to those reporting no change or a decline (35.3%). Additionally, notably less reported that their 21st CCLC students improved their classroom behavior (36.6%) compared to those reporting no change or a decline (53.6)%.

Table 35 - 37. Classroom Teacher Perceptions.Behaving well in class

Did Not Need to

ImproveImproved No Change Declined

Count Percent Count Percent Count Percent Count Percent

Center

Name

Loughman

Oaks7 13.0% 13 24.1% 7 13.0% 27 50.0%

Polk City 0 0.0% 13 76.5% 0 0.0% 4 23.5%

Total 7 9.9% 26 36.6% 7 9.9% 31 43.7%



Turning in homework on time

Did Not Need to



Center

Name

Loughman

Oaks2 3.7% 15 27.8% 11 20.4% 26 48.1%

Polk City 3 17.6% 7 41.2% 4 23.5% 3 17.6%

Total 5 7.0% 22 31.0% 15 21.1% 29 40.8%


Academic performance (e.g., improved grades, learning gains)

Did Not Need to



Center

Name

Loughman

Oaks3 5.6% 20 37.0% 9 16.7% 22 40.7%

Polk City 0 0.0% 11 64.7% 4 23.5% 2 11.8%

Total 3 4.2% 31 43.7% 13 18.3% 24 33.8%


8.0 STUDENT SUCCESS SNAPSHOT

LoughmanOne of the program’s female student’s last year started with an "F" in Language Arts, Math, and Science the first 9-weeks. Through the work of the program, she immersed herself more in both school and the after-school program and her grades began to rise. Her report card grades increase each 9-weeks. On her final report card, she earned an "A" in Math, and a "B" in both Language Arts and Science. With the help of the after-school staff and her classroom teachers, her outlook changed and so did her success as a student.

Polk CitySome successes are better measured by effort and attitude changes. A female student last year at the Polk City site is an example of such improvement in effort and attitude. With effort and support from the after-school staff and her classroom teachers, she was motivated to give her best. She was challenged to make progress and she did. While she started the year with a "D" on her report card in Language Arts, she maintained a "C" in Language Arts on every report card thereafter. Moreover, she started the school year with a report card grade of "C" in Science and ended with an "A" on her final report card. Additionally, her score rose from an achievement level 2 to a 3 on the ELA portion of the FSA assessment.

9.0 RECOMMENDATIONS


The 21st CCLC afterschool program at Polk’s Loughman Oaks and Polk City sites has completed its fourth year as a 21st CCLC funded after-school program. The program is demonstrating success at improving classroom academic achievement, behavior, attitudes and beliefs of its student participants and their parents. The leadership team has established a quality program for a high need population. The 21st CCLC program has a unique opportunity to impact the lives of marginalized students and their families. Strong relationships have been built with both school administrators and classroom teachers in schools within its service area. While the program is demonstrating progress towards success, there are areas in which improvements might be made.

Recommendation #1:In order for Polk’s 21st CCLC program to be truly sustainable after the grant funding ends, they will need to secure committed partners who will continue to offer resources that sustain the program, secure additional supporters in the community that are advocates of the program, develop a plan for financial capacity, and take advantage of other ongoing available resources. The program should therefore consider increasing its efforts towards sustainability. While changes in leadership has hindered progress, it is suggested that the program place greater attention on developing and implementing a strong and viable sustainability plan. Robust increases in such efforts should be considered for the program to continue to offer high quality services. A systematic plan to identify, pursue, and market the program to multiple partners able to assist in supporting the program should be developed, implemented, monitored, and adjusted to meet the program’s funding goals.

Recommendation #2:While the 21st CCLC program made progress towards achieving its stated academic objectives in the 2016-2017 school year, the program should continue to provide staff training and academic resources necessary to support the depth of student learning desired along with an engaging model to support student learning aligned to academic standards and district pacing. Fun, engaging activities that are different from those offered in the school day yet obviously linked to school-day expectations and state standards should continue to be provided. The program coordinator has made strides by creating and providing opening engaging scenarios and student response options for the academic units. Continued staff development on effectively facilitating the engaging academic lessons for increased student collaboration, critical thinking, and communication should be considered. Additionally, staff development regarding effective and higher-level questioning should also be considered to increase the rigor of the implemented lessons.

Recommendation #3:While the program has made progress in improving parental involvement, gaining the involvement of parents is a still a challenge for the program. The program should continue to explore and pilot strategies, and continue to create opportunities to motivate and encourage parents to become more involved with the program and their children. The program has taken strides in assessing the needs and wants of it parents and providing sessions geared towards those needs and wants. These efforts should be continued along with highly marketing the events, incentives and showcasing student work to increase parental involvement.

Recommendation #4:


The program hired a full-time leader late in its first year implementation and lost that leader at the end of its second year of operations. It subsequently hired a new program leader for year three and four of its operations. That leader resigned at the end of the program’s fourth year. Program staff at both sites expressed challenges that came with the changes in program leadership. It is recommended that the program hire and retain full-time leadership throughout the program duration

Additionally, if possible, the full-time program leader should maintain a physical presence close to key school district and community leaders. Program leaders who are near key administrators within a school district have greater opportunity to gain access to additional resources and support for their program. Research suggest that 21st CCLC program leaders located in the district office of the school district in which the program operates receive more support in terms of finances, space and materials, as well as assistance with staffing and student issues. It is important for the program leader to champion the program’s vision, mission, and goals not only to the program staff, but also to school district staff, administrators and students, as well as community families and leaders. Additionally, afterschool programs are able to better garner support and resources when program leaders meet regularly with senior district and community-based leadership to work on mutually supportive goals, coordinate plans, and share use of available resources.

Recommendation #5:The program might also consider increase volunteer recruitment efforts. For a fourth year program, there were no volunteers assisting at the sites. While the program has no issues securing teachers and maintaining program staffing, volunteers are a key component to sustainability once 21st CCLC grant funds are no longer available. While change in leadership has hindered efforts in this area, volunteers can assist with sustainability of the program and can be a good source in gathering community support as they champion the program within their circles of influence.

10.0 CONCLUSIONS

Polk’s 21st CCLC program at the Loughman Oaks and Polk City Elementary sites is well on its way to become an effective and growing program. The program has knowledgeable and caring staff, and supportive relationships are being forged with the school administrators, classroom teachers, and participant parents. The program is developing an enriching out-of-school learning environment for its students. Quality opportunities for students to continue to learn new skills and discover new opportunities after the regular school day are provided in accordance with grant expectations. While facing challenges in early years of operations, the program is strongly approaching its goal of providing quality services to its students, as well as the parents of the participating students. Teachers, parents and student participants report the value of the program and its positive impact. These stakeholders expressed a belief that the program serves as a catalyst for the academic improvement as well as for improvement in behaviors, attitudes and efficacy for the students served.

Capable leaders as well as caring teachers are a strength of this program. The staff demonstrated positive attitudes throughout the instructional activities observed. Teachers appear dedicated and actively involved with students. Additionally, communication and collaboration between the program coordinator, site coordinators, and staff are evidenced. The administration and staff appear


knowledgeable about their responsibilities as well as those of their colleagues. Administrators are familiar with and understand their approved grant application. The students attending the after-school program appear to enjoy the activities and reported feeling safe and secure while in attendance. Most stated that the staff is caring and helpful, and assist them academically. The program displays strong relationships with both school and district administrators. The program is developing a good reputation in the schools and its community.

School teachers expressed that the program helped support students academically. This was reported by program staff and has also been evidenced in the Teacher survey results. Program staff also report that the parents of the students expressed their gratitude and appreciation for the program. Parental appreciation and satisfaction with the program has been expressed via the Parent survey responses as well.

Based on data available, the program made progress towards goal attainment in reading, mathematics, and science content areas. State assessments, internal program assessments and report card data coupled with reports from parents, students and teachers, as well as data collected via interviews, observations, and reviews of program artifacts, indicate that the program is positively impacting student academic performance and factors that influence academic achievement.

Finally, the After School Adventures 21st CCLC program appears to be impacting the lives of marginalized students and their families in Polk County. Strong relationships are being built. The support of the schools and community is an asset to the program and its continued success. It is an after-school program liked by parents and students, as well as demonstrating progress in attaining its goals and objectives. It is recognized as a positive factor in student improvement by classroom teachers as well as by the students’ parents and the students themselves. Additionally, with continued program improvements and support, the program will persist in providing opportunities for students and their families to continue to learn new skills and discover new opportunities after the regular school day has ended.


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