Measurement of Program Attendance & School Outcomes

ERC's Report Card Up Close

  • New Report Card Revised 1Compares percentages of participants in the after school program with non-participants at the same school(s) on demographic characteristics. These characteristics most often include gender, ethnicity, grade level, EL status. They may also include other indicators used in local control funding formulas such as Title 1, special education, GATE, foster youth or homeless status. Goodness of fit (chi-square) tests may be conducted to determine if after school participants are statistically similar or different from the overall student population at the school(s).

  • New Report Card Revised 2Analyzes trends in after school program participation (dosage) in terms of mean numbers of days per year, days per week, weeks per year, or overall years of after school program attendance. These participation trends may be analyzed within specific activities, or activity types (academic assistance, enrichment, sports and recreation, visual and performing arts, etc.) Also counts of students meeting attendance thresholds to be categorized as low, medium, or high attenders are included.

  • New Report Card Revised 3Shows the relationship between participation in the after school program and attending the regular school day. Compares attendance rates (days attended / days enrolled) of non, low, medium, and high attenders. Mean change in attendance rate over a baseline year may also be the unit of comparison. Correlational statistics may be used to analyze the strength of the relationship between the number of days students participated in the after school program and regular school attendance.

  • New Report Card Revised 4Shows the relationship between participation in the after school program and achievement in English and math. Most often, mean scores on state standardized tests are compared among non, low, medium, and high attenders are compared. District-level performance assessments may also be used as an academic outcome measure. Multi-year trends and statistical correlations between the number of days students attended the after school program and mean test score (or test score gains over a baseline year) may be included. Separate matched-pair analysis (high attenders vs. matched controls) of test score gains may also be conducted, including tests of statistical significance and effect size.

  • New Report Card Revised 5For high school programs, the relationship between participation in the after school program and credits earned may be included. The percentage of credits earned (out of the number attempted) are compared among non, low, medium, and high attenders of the after school program. Multi-year trends and statistical correlations between the number of days students attend the after school program and number or percentages of credits earned may be included.

  • New Report Card Revised 6Shows the relationship between participation in the after school program and English learners’ performance on the California English Language Development Test (CELDT). Also shows the relationship between after school participation and reclassification as Fluent English Proficient. Mean CELDT scores and reclassification rates of non, low, medium, and high attenders are compared. Multi-year trends and statistical correlations between the number of days students attended the after school program and mean test score (or test score gains over a baseline year) may be included. Separate matched-pair analysis (high attenders vs. matched controls) of mean CELDT score gains may also be conducted, including tests of statistical significance and effect size.