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The Harvard Family Research Project separated from the Harvard Graduate School of Education to become the Global Family Research Project as of January 1, 2017. It is no longer affiliated with Harvard University.
Program Description
Overview | The After School Education and Safety Program was established by the California state legislature to fund partnerships with school districts, cities, counties, and community organizations to provide after school programs for students in grades K–9 throughout California. Administered by the California Department of Education (CDE), outcome-based requirements include: (1) improvement in student academic performance, (2) improvement in social behavior, and (3) improvement in attendance during the regular school day. (The After School Education and Safety Program was known as the After School Learning and Safe Neighborhoods Partnerships Program [ASLSNPP] at the time of the evaluation in this profile and therefore is referred to by that name.) |
Start Date | 1998 |
Scope | state |
Type | after school (legislation passed for before school programs, but is on hold as of December 6, 2001) |
Location | urban, rural, and suburban |
Setting | public schools |
Participants | kindergarten through middle school students (including Grade 9) |
Number of Sites/Grantees | The California Department of Education made awards to 100 programs in the 1998–1999 school year and 57 in the 1999–2000 school year, including a total of 947 sites. Grants are ongoing, subject to meeting CDE required outcomes at the conclusion of 3-year periods. Local programs are required to provide matching funds of 50% of the award value. |
Number Served | approximately 30,000 in 2000 |
Components | Each program must include the following:
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Funding Level | $87.8 million in 2000. The per-pupil state allocation is $5 per day. Every grant requires community partners to provide matching funds equal to 50% of the grant. Additional funding in the amount of $29.7 million has been passed in the state legislature, with funding currently frozen. |
Funding Sources | State of California and local school-community partnerships |
Evaluation
Overview | This statewide evaluation is a compilation of findings from selected locally evaluated programs. The California Department of Education requires both site-based and program-wide outcome assessments in the areas identified above. |
Evaluator | Department of Education, University of California at Irvine |
Evaluations Profiled | Evaluation of California’s After School Learning and Safe Neighborhoods Partnerships Program: 1999–2000: Preliminary Report |
Evaluations Planned | Ongoing at the program/site level by University of California, Irvine and University of California, Los Angeles (evaluators) |
Report Availability | University of California at Irvine, Department of Education. (2001). Evaluation of California’s After School Learning and Safe Neighborhoods Partnerships Program: 1999-2000 preliminary report. Irvine, CA: Author. |
Contacts
Evaluation | John Malloy, Consultant/Evaluator Pat Rainey, Interim Administrator After School Learning and Safe Neighborhoods Partnerships Program California Department of Education 721 Capitol Mall P.O. Box 944272 Sacramento, CA 94244 Tel: 916-657-5130 |
Program | Dr. Andria J. Fletcher California Department of Education/Foundation Consortium Partnership Center for Collaborative Solutions, Statewide Intermediary 1329 Howe Avenue, Suite 200 Sacramento, CA 95825-3363 Tel: 916-428-6600 Lindsay Callahan Foundation Consortium 2295 Gateway Oaks Drive Suite 100 Sacramento, CA 95833 Tel: 916-646-3646 |
Profile Updated | December 7, 2001 |
Evaluation: Evaluation of California’s After School Learning and Safe Neighborhood Partnership Program (ASLSNPP): 1999–2000: Preliminary Report
Evaluation Description
Evaluation Purpose | To measure progress in meeting program goals. In particular, evaluations looked for indicators of program impacts on achievement of academic performance standards, attendance, positive behavior changes, and school safety. |
Evaluation Design | Non-Experimental: The statewide evaluation is a compilation of data collected at selected programs throughout the state. While all localities operating ASLSNPP programs are required by law to collect outcomes data, this statewide evaluation summarizes results from only a select group of these locally evaluated programs. The local programs included are representative of the types of ASLSNPP programs statewide, both with respect to geographic distribution and urban/rural distribution. Additionally, the local educational agencies included in this evaluation were selected due to the high quality and comprehensiveness of the data available from them. |
Data Collection Methods | Secondary Source/Data Review: Evaluators reviewed the quantitative and qualitative data that all ASLSNPP are mandated to collect. These data include:
Surveys/Questionnaires: All ASLSNPP programs conduct student surveys. Student surveys vary by program, but most ask questions about the students’ level of enjoyment of the program, their feelings as to the usefulness of the academic tutoring, and their feelings of safety in the program and at school. Parent surveys were conducted by most of the programs and covered topics such as parents’ perceptions of their children’s academic performance behavior, motivation since program participation, and their feelings about their children’s safety in the program. |
Data Collection Timeframe | Data were collected during the 1999–2000 school year. |
Findings:
Formative/Process Findings
Satisfaction | Students look forward to programs and believe that programs are contributing positively to their homework completion, learning, school performance, and feelings of confidence, safety, and security. Parents feel that programs are contributing substantially to their children’s academic performance, attendance, behavior, safety, and quality of after school time. |
Summative/Outcome Findings
Academic | Statewide data demonstrate that SAT-9 Reading scores of ASLSNPP participants increased more than scores of students statewide. For the ASLSNPP participants, the number who scored above the 25th percentile in 2000 was 48.4%. This reflects an absolute increase of 5.8 percentage points from 1999, versus a 3-percentage-point increase for elementary and middle school students in the statewide population. The higher-dosage participants-those who attended for 150 days or more-showed the largest increases in SAT-9 Reading scores. The absolute increase in the percent of ASLSNPP students no longer scoring in the lowest quartile was 8.5 percentage points, a change from 45.3% to 53.8%, and an increase almost three times as large as found statewide among all students. Among ASLSNPP participants, 54.4% scored above the 25th percentile on the SAT-9 Math test in 1999 and 58.5% in 2000. This reflects an increase of 4.1 percentage points in students above the lowest quartile. ASLSNPP participants who were in the program for 3 months or longer increased in their SAT-9 Math scores more than students statewide. The increase among the higher dosage ASLSNPP students no longer scoring in the lowest quartile was 7.4 percentage points, a change from 56.7% to 64.1%. Within the statewide school population in the pertinent elementary and middle grades, the increase in students who scored above the 25th percentile between 1999 and 2000 was from 68.2% to 72.7%, an increase of 4.5 percentage points. The regular school day attendance of students in the ASLSNPP increased between 1999 and 2000. Among ASLSNPP participants who were absent 5% or more days in 1999, the average increase in attendance was 5.6 days. Among those who were absent 10% or more days in 1999, the average increase in attendance was 11 days. For those absent 15% or more days in 1999, the average increase in attendance was 17 days. |