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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 | Citizen Schools (CS) operates a national network of apprenticeship programs for middle school students that connects adult volunteers to youth in hands-on afterschool learning projects. The CS programs are designed to help youth develop academic and leadership skills needed to succeed in school, get into college, and become leaders in their careers and in their communities. |
Start Date | 1995 |
Scope | national |
Type | afterschool |
Location | urban |
Setting | public school |
Participants | middle school students (grades 6–8) |
Number of Sites/Grantees | 30 sites in 2006–2007 nationwide; 37 sites nationwide (2009–2010) |
Number Served | approximately 3,000 in 2006–2007 nationwide; approximately 4,000 nationwide (2009–2010) |
Components | Twice a week after school, CS youth participate in apprenticeships, which consist of hands-on learning projects led by volunteer Citizen Teachers. Apprentices work collaboratively in small groups to build solar cars, litigate mock trials, publish children's books, and so on. On other weekday afternoons, CS staff lead structured afterschool activities to enhance school success of youth, working on homework and building organizational and study skills to help youth navigate their education through high school, graduation, and beyond. Each semester culminates in “WOW!”—a public presentation of the CS participants’ projects. In 2001–2002, CS launched its 8th Grade Academy program in Boston for eighth graders who began CS in a prior year. In addition to offering activities similar to those at other CS campuses, 8th Grade Academy is intended to help youth apply to and succeed in competitive high schools and to introduce them to the college application process through experiential learning activities that build academic and life skills and give youth access to coaches, technology, internships, and other educational programs. Each participant is assigned a writing coach (typically a local lawyer). In 2004, CS launched an alumni program to support Academy graduates during the high school transition period. |
Funding Level | approximately $20.9 million in 2009–2010 |
Funding Sources | Major funders include ArcLight Capital Partners, The Atlantic Philanthropies, Bank of America, Josh & Anita Bekenstein, Edna McConnell Clark Foundation, The John S. and James L. Knight Foundation, The Koogle Foundation, The Lovett-Woodsum Foundation, The Picower Foundation, The Samberg Family Foundation, Skoll Foundation, AmeriCorps, State of North Carolina Department of Social Servies, Boston Public Schools, Duke Endowment, Houston Independent School District, Nellie Mae Education Foundation, and many other individual, corporate, and philanthropic donors. |
Evaluation
Overview | A 7-year evaluation (2001–2008) focused on the program experiences and outcomes of 5 cohorts of participants at the Boston site. |
Evaluators | Policy Studies Associates, Inc. |
Evaluations Profiled | Evidence from Two Student Cohorts on the Use of Community Resources to Promote Youth Development: Phase II Report Putting Students on a Pathway to Academic and Social Success: Phase III Findings Preparing Students in the Middle Grades to Succeed in High School: Findings from Phase IV Progress Toward High School Graduation: Youth Outcomes in Boston Achieving High School Graduation: Citizen Schools’ Youth Outcomes in Boston |
Evaluations Planned | Citizen Schools is proceeding with a new evaluation plan in which Abt Associates Inc. and Public/Private Ventures will serve as external evaluators. |
Report Availability | Fabiano, L., Espino, J., & Reisner, E. R., with Pearson, L. M. (2003). Citizen Schools: Using community resources to promote youth development. Phase I Report of the Citizen Schools evaluation. Washington, DC: Policy Studies Associates. Available at: www.emcf.org/fileadmin/user/PDF/Results/eval_CitizenSchoolsEvaluation2003.pdf Espino, J., Fabiano, L., & Pearson, L. M. (with Kirkwood K. P., Afolabi, K., & Pasatta, K.). (2004). Citizen Schools: Evidence from two student cohorts on the use of community resources to promote youth development. Phase II report of the Citizen Schools evaluation. Washington, DC: Policy Studies Associates. Fabiano, L., Pearson, L. M., & Williams, I. J. (2005). Putting students on a pathway to academic and social success: Phase III findings of the Citizen Schools evaluation. Washington, DC: Policy Studies Associates. Available at: www.emcf.org/fileadmin/user/PDF/Results/eval_CitizenSchoolsEvaluation2005.pdf Fabiano, L., Pearson, L. M., Reisner, E. R., & Williams, I. J. (2006). Preparing students in the middle grades to succeed in high school: Findings from Phase IV of the Citizen Schools evaluation. Washington, DC: Policy Studies Associates. Available at: www.emcf.org/fileadmin/user/PDF/Results/eval_CitizenSchoolsEvaluation2006.pdf Pearson, L. M., Vile, J. D., & Reisner, E. R. (2008). Establishing a foundation for progress toward high school graduation: Findings from Phase V of the Citizen Schools Evaluation. Washington, DC: Policy Studies Associates. Available at: www.emcf.org/fileadmin/user/PDF/Results/eval_CitizenSchoolsEvaluation2008.pdf Vile, J. D., Arcaira, E., & Reisner, E. R. (2009). Progress toward high school graduation: Citizen Schools’ youth outcomes in Boston. Washington, DC: Policy Studies Associates. Available at: www.emcf.org/fileadmin/user/PDF/Results/eval_CitizenSchoolsEvaluation2009.pdf Arcaira, E., Vile, J. D., & Reisner, E. R. (2010). Achieving high school graduation: Citizen Schools’ youth outcomes in Boston. Washington, DC: Policy Studies Associates. Available at: www.policystudies.com/studies/?download=79&id=39 |
Contacts
Evaluation | Erikson Arcaira Research Associate Policy Studies Associates, Inc. 1718 Connecticut Avenue, NW, Suite 400 Washington, DC 20009 Tel: 202-939-5343 Fax: 202-939-5732 Email: earcaira@policystudies.com |
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Program | Michael Kubiak Director of Research and Evaluation Citizen Schools 308 Congress Street, 5th Floor Boston, MA 02210 Tel: 617-695-2300 ext. 132 Fax: 617-695-2367 Email: michaelkubiak@citizenschools.org |
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Profile Updated | May 9, 2011 |
Evaluation 4: Progress Toward High School: Youth Outcomes in Boston
Evaluation Description
Evaluation Purpose | To examine academic engagement and achievement, including persistence in a high-quality high school and 4-year graduation rate. |
Evaluation Design | Quasi-Experimental: Data were collected on 8th Grade Academy youth who attended Boston Public Schools (BPS) in one of five cohorts: Year 1 (2001–2002) through Year 5 (2005–2006). Each participant was matched to 3 nonparticipants who attended BPS, based on five core matching variables: gender, race, grade in school, free or reduced-price lunch (FRPL) eligibility, and grade 4 Massachusetts Comprehensive Assessment System (MCAS) test scores in math and English language arts (ELA). When possible, youth were also matched on school attended, and bilingual/special education status. With the exception of constants like grade 4 MCAS scores, these data were based on the year prior to each youth’s participation in the evaluation. Each participant’s 3 matches were ranked based on how similar they were to the participant on the matching criteria. Participants were compared to their most similar nonparticipant. Matched nonparticipants and participants were similar on all matching criteria. A participant’s matched nonparticipant sometimes changed from year to year; the second or third most similar match sometimes had to be used when a matched nonparticipant left the BPS system or was not promoted on schedule. Between Year 1 and Year 5, 448 youth participated in 8th Grade Academy and had parental consent to be included in the evaluation; 48 participated in Year 1, 85 in Year 2, 118 in Year 3, 103 in Year 4, and 94 in Year 5. To be included in the analyses, youth had to be promoted to grade 9 at the end of the year in which they participated in 8th Grade Academy; 97% of the sample did so. Grade 9 promotion did not vary significantly by class year, nor between participants and nonparticipants. Analyses focused on former 8th Grade Academy youth as they transitioned to high school and progressed through grade 12. |
Data Collection Methods | Secondary Source/Data Review: BPS and four Boston-area charter schools provided data on student achievement (MCAS scores and course grades), demographics, and school performance (e.g., attendance, high school choices). For the measure of high school choices, BPS high schools were classified as high, medium, or low quality. CS encouraged 8th Grade Academy graduates to attend high- or medium-quality schools. In classifying schools, CS considered school size, MCAS scores, percent of graduates attending college or postsecondary training, attendance, dropout rates, grade 9 retention, reputation, and relationship with CS (since an existing partnership would help CS track participants and support them through high school). Test/Assessments: MCAS is a standardized test required by Massachusetts public schools. Results are reported as scaled scores and performance levels, defined as follows: Advanced, has a comprehensive and in-depth understanding of rigorous subject matter and provides sophisticated solutions to complex problems; Proficient, has a solid understanding of challenging subject matter and solves a wide variety of problems; Needs Improvement, has a partial understanding of subject matter and solves some simple problems; and Warning, has a minimal understanding of subject matter and does not solve simple problems. |
Data Collection Timeframe | Data covered the 2001–2002 academic year (Year 1) through the 2006–2007 academic year (Year 6). |
Findings:
Summative/Outcome Findings
Academic | Participants selected high-quality high schools at a significantly higher rate than did matched nonparticipants (59% vs. 28%, p < .001). Among students entering a high-quality high school in 9th grade, participants persisted in a high quality high school from 9th to 11th grade at a significantly higher rate than matched nonparticipants (72% vs. 41%, p < .01). Former participants attended school significantly more often than did matched nonparticipants in all high school grade levels. Differences ranged from a low of 3 percentage points—equivalent to about 5 additional school days (p < .05)—in 10th grade to a high of 7 percentage points—equivalent to about 13 additional school days (p < .01)—in 11th grade. No significant differences were found in suspension rates between former participants and nonparticipants. Former participants had significantly higher pass rates in their math courses than did matched nonparticipants at grades 9 (73% vs. 65%, p < .05), 10 (79% vs. 64%, p < .01), 11 (83% vs. 72%, p < .05), and 12 (85% vs. 70%, p < .05). Former participants significantly outperformed nonparticipants in earning As and Bs in math courses in grades 9 (34% vs. 24%, p < .05) and 12 (43% vs. 23%, p < .05). Rates of As and Bs did not significantly differ in grades 10 and 11. Former participants had significantly higher pass rates (93% vs. 86%, p < .05) and proficiency rates (53% vs. 40%, p < .01) than did nonparticipants on the 10th grade mathematics MCAS. Former participants achieved significantly higher pass rates in their ELA courses than did matched nonparticipants in grades 9 (82% vs. 69%, p < .01) and 12 (91% vs. 70%, p < .01). Pass rates did not significantly differ in grades 10 and 11. Former participants earned As and Bs in English at significantly higher rates than their matches in grades 10 (45% vs. 29%, p < .01) and 12 (51% vs. 32%, p < .01). Rates of As and Bs did not significantly differ in grades 9 and 11. Former participants passed the ELA MCAS at rates similar to matched nonparticipants but significantly outperformed their matches in attaining proficient and advanced performance levels (48% vs. 39%, p < .05). Overall, former participants were promoted from 9th grade to 10th grade on time at a significantly higher rate than were matched nonparticipants (83% vs. 76%, p < .05). Former participants were promoted on time to 11th and 12th grade at rates similar to their matches. Being “on track” to graduate was defined as being promoted to 10th grade on time and not failing a core course in math or ELA; a significantly larger proportion of former CS participants were on track than were matched nonparticipants (63% vs. 51%, p < .01). For the graduating class of 2007, former 8th Grade Academy participants graduated in 4 years at a significantly higher rate than did the overall BPS class (75% vs. 58%, p < .01). |