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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.

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Program Description

Overview Virtual Y is an initiative that brings YMCA after school programs and staff into New York City public elementary schools to provide youth with safe, fun-filled, and challenging activities between the hours of 3 and 6pm. It offers support for classroom learning by extending the school day and helping children achieve reading proficiency through literacy-based activities. Virtual Y is committed to building the spirit, mind, and body of all participating children and to enriching community, family, and school.
Start Date 1997
Scope local
Type after school
Location urban
Setting public school
Participants elementary students
Number of Sites/Grantees 66 Virtual Ys during 1997–1998, 100 Virtual Ys during 1998–1999, and 104 Virtual Ys during 1999–2000
Number Served 8,000 during the 1999–2000 school year
Components Virtual Y offers support for classroom learning by extending the school day and helping children achieve reading proficiency through literacy-based activities. Each site enrolls at least 50 second through fourth graders at no cost to students. Children attend five days a week. All activities include a reading enhancement component. Children are also taught the four core YMCA values: respect, responsibility, honesty, and caring.
Funding Level $5.5 million
Funding Sources Private donors, both individual and corporate including: AT&T, Chase Manhattan Bank, Kraft, NYNEX, the Equitable Foundation, and the Calder Foundation


Evaluation

Overview Annual evaluation reports have been produced each year since the program's inception. Four reports are issued each year: needs assessment, implementation, behavioral outcomes, and academic outcomes.
Evaluator National Center for Schools and Communities, Fordham University
Evaluations Profiled 1999–00 Program Implementation Report

Impact of the Virtual Y on Children's Classroom Behavior: Program Year 1999–00

Preliminary Analysis of Virtual Y After-School Program Participants' Patterns of School Attendance and Academic Performance, Final Evaluation Report, Program Year 1999–2000
Evaluations Planned Fordham University is conducting additional analysis of the Virtual Y evaluation data using Hierarchical Linear Modeling. This new report should be available in the fall of 2003.
Report Availability Foley, E. M., & Eddins, G. (2001). Preliminary analysis of Virtual Y After-School Program participants' patterns of school attendance and academic performance. Final evaluation report program year 1999–2000. New York: National Center for Schools and Communities, Fordham University.

Foley, E. M., & Eddins, G. (2001). Impact of the Virtual Y on children's classroom behavior: Program year 1999–2000. New York: National Center for Schools and Communities, Fordham University.

Foley, E. M., & Eddins, G. (2000). Virtual Y: 1999–00 program implementation report. New York: National Center for Schools and Communities, Fordham University.


Contacts

Evaluation Gillian Eddins
Senior Research Associate
National Center for Schools and Communities
Fordham University
33 West 60th St, 8th floor
New York, NY 10023
Tel: 212-636-6697
Email: eddins@fordham.edu
Program Wanda Milton
YMCA of Greater New York
333 Seventh Avenue, 15th Floor
New York, NY 10001
Tel: 212-630-9697
Fax: 212-630-9725
Email: wmilton@ymcanyc.org
Profile Updated July 9, 2003

Evaluation 3: Preliminary Analysis of Virtual Y After-School Program Participants' Patterns of School Attendance and Academic Performance, Final Evaluation Report, Program Year 1999–2000


Evaluation Description

Evaluation Purpose To examine the effect of the Virtual Y program on participants' academic progress.
Evaluation Design Quasi-Experimental: Virtual Y students were compared with nonparticipants in the same grade levels at the same schools. Only Virtual Y participants who attended the program for at least 49 days, who had not been left back the prior year, and who were not in Project Read (the Board of Education's supplemental reading program) were included in the program group. Comparison group students were also not enrolled in Project Read. Statistical comparisons between these groups showed significant preprogram differences. These were controlled for in all analyses.
Data Collection Methods Secondary Source/Data Review: Student attendance and standardized reading and math test data were obtained.
Data Collection Timeframe Data were collected for school years 1998–1999 and 1999–2000.


Findings:
Formative/Process Findings

Staffing/Training Hierarchical regression analysis showed two Virtual Y program elements to be factors associated with improved student outcomes in reading, math, attendance, and (based on data from a prior study in this series) classroom behavior: hiring staff with four-year degrees and maintaining 10:1 student to staff ratios.

An additional four program elements were found to be associated with improvements in three of the four outcome areas: hiring staff under 30 years old (not associated with improvements in classroom behavior), maintaining low coordinator turnover rates (not associated with improvements in classroom behavior), ensuring staff were trained in youth development practices and drew on lessons in program manuals (not associated with improvements in reading), and hiring Board of Education teachers (not associated with improvements in reading).


Summative/Outcome Findings

Academic The average school attendance of third- and fourth-grade children participating in the Virtual Y exceeded the average attendance of children in the comparison group taking into account initial differences in student attendance and demographic background (p<.05 and p<.01, respectively). The difference between the mean school attendance performance of second grade Virtual Y students and comparison group students was positive, but not statistically significant.

Appropriate data on reading were available only for fourth grade students. Means comparisons, taking into account students' demographic features, prior reading skill, and school attendance, showed that post-program differences in reading skill between children in the two groups were not statistically significant.

Appropriate data on math were again available only for fourth grade students. Means comparisons, taking into account students' demographic features, prior math skill, and school attendance, showed that post-program differences in math skill between children in the two groups were significant (p<. 01). Children participating in the Virtual Y evidenced better performance on citywide math tests than children in the comparison group.

The foregoing analyses may have underestimated the impact of after school programming as students in the comparison group were likely to have been involved in alternative after school programs (programs other than the Virtual Y). Regression studies were conducted to understand the value that Virtual Y added to student performance. These studies showed that the program contributed to improved school attendance, reading skills, and math skills.

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Published by Harvard Family Research Project