CALIFORNIA AFTERSCHOOL OUTCOME MEASURES PROJECT FIELD TEST OF THE ONLINE TOOLBOX FINAL REPORT TO CALIFORNIA DEPARTMENT OF EDUCATION

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1 UNIVERSITY OF CALIFORNIA, IRVINE BERKELEY DAVIS IRVINE LOS ANGELES MERCED RIVERSIDE SAN DIEGO SAN FRANCISCO SANTA BARBARA SANTA CRUZ Department of Education 3200 Education Building Irvine, CA (949) (949) FAX CALIFORNIA AFTERSCHOOL OUTCOME MEASURES PROJECT FIELD TEST OF THE ONLINE TOOLBOX FINAL REPORT TO CALIFORNIA DEPARTMENT OF EDUCATION Deborah Lowe Vandell, Principal Investigator University of California, Irvine January 2012 Field Test Report CAOMP, University of California, Irvine January 2012 Page i

2 TABLE OF CONTENTS CHAPTERS 1. OVERVIEW OF FIELD TEST OF ONLINE TOOLBOX 1!! 2. FIELD TEST DESIGN 4 3. PROGRAM AND SITE RECRUITMENT PROCEDURES FOR IMPLEMENTATION OF ONLINE SURVEYS SURVEY ADMINISTRATION EXPERIENCE RESULTS OF STUDENT SELF-REPORT OF PROGRAM EXPERIENCES STUDENT OUTCOMES AS REPORTED BY STAFF, CLASSROOM TEACHERS AND STUDENTS 31 I. Findings: Elementary Student Outcomes 33 II. Findings: Middle School Student Outcomes ASSOCIATIONS BETWEEN QUALITY OF PROGRAM EXPERIENCE AND STUDENT OUTCOMES CONCLUSIONS, RECOMMENDATIONS & NEXT STEPS 70 REFERENCES 80 APPENDICES 81 Field Test Report CAOMP, University of California, Irvine January 2012 Page ii

3 TABLES AND FIGURES FIELD TEST DESCRIPTIVE AND QUALITATIVE DATA Table 1. Items Used to Assess Positive Behavior Change, Skill Development, and Program Experiences 5 Table 2. Regional Distribution of Field Test Programs and Sites 11 Table 3. Field Test Program Size (based on school district enrollment) 11 Table 4. Range in Percentage of ELL and FRL across Field Test Program Districts 12 Table 5. Computer and Internet Access at Field Test Sites 13 Table 6. Number of Fall and Spring Surveys Completed at Field Test Sites 18 Table 7. Description of Student Participants in Field Test (Gender and Grade Level) 18 Table 8. Student Completion of Fall and Spring Surveys 19 Table 9. STUDENTS It was easy for me to READ the questions on this online survey 19 Table 10. STUDENTS It was easy for me to UNDERSTAND the questions on this online survey 20 Table 11. STUDENTS It was easy for me to ANSWER the questions on this online survey 20 Table 12. Program STAFF It was easy for me to READ the questions on this online 21 Table 13. Program STAFF It was easy for me to UNDERSTAND the questions on this online survey 21 Table 14. Program STAFF It was easy for me to ANSWER the questions on this online survey 22 Table 15. Frequency and Percent of Elementary Student Responses: How long did it take for you to finish this online survey? 22 Table 16. Frequency and Percent of Middle School Student Responses: How long did it take for you to finish this online survey? 23 Table 17. Frequency and Percent of Program Staff and Classroom Teachers Responses: How long did it take for you to finish this online survey? 23 STUDENT SELF-REPORTS OF PROGRAM EXPERIENCES Table 18. Program Experiences Measure: Items, Staff & Activities and Peer Affiliation 24 Table 19. Program Experiences: Distribution of Outcome Scores, Elementary Student Self-Reports 26 Figure 1. Program Experiences: Distribution of Outcome Scores, Elementary Student Self-Reports 26 Table 20. Program Experiences: Middle School Student Self- Reports 27 Figure 2. Program Experiences: Distribution of Outcome Scores, Middle School Student Self-Reports 27 Figure 3. Staff & Activities: Distribution of Outcome Scores, Elementary and Middle School Student Self-Reports 28 Figure 4. Peer Affiliation: Distribution of Outcome Scores, Elementary and Middle School Student Self-Reports 28 Table 21. Program Experiences: Elementary Student Self-Reports (Example Table from Program Report) 29 Field Test Report CAOMP, University of California, Irvine January 2012 Page iii

4 Figure 5. Staff & Activities: Distribution of Outcome Scores, Elementary Student Self- Reports (Example Figure from Program Report) 30 STUDENT OUTCOMES AS REPORTED BY STAFF, CLASSROOM TEACHERS AND STUDENTS Table 22. Participating Programs and Sites 31 I. Elementary Student Outcomes Table 23. Psychometrics at Time 1 and Time 2: Program Staff Reports of Elementary Student Outcomes 33 Table 24. Skill Development at Time 1 and Time 2: Program Staff Reports of Elementary Student Outcomes 34 Figure 6. Work Habits: Distribution of Scores at Time 1 and Time 2: Program Staff Reports of Elementary Student Outcomes 34 Table 25. Work Habits: Program Staff Reports of Elementary Student Outcomes (Example Table from Program Report) 35 Table 26. Psychometrics at Time 1 and Time 2: Program Staff Reports of Elementary Student Outcomes 36 Table 27. Student Behavior at Time 1 and 2: Program Staff Reports of Elementary Student Outcomes 37 Figure 7. Distribution of Prosocial Behavior Scores at Time 1 and Time 2: Program Staff Reports of Elementary Student Outcomes 37 Figure 8: Distribution of Aggressive Behavior Scores at Time 1 and Time 2: Program Staff Reports of Elementary Student Outcomes 37 Table 28. Social Skills Scores: Program Staff Reports of Elementary Student Outcomes (Example Table from Program Report) 38 Table 29. Psychometrics at Time 1 and Time 2: Classroom Teacher Reports of Elementary Student Skill Development 40 Table 30. Skill Development at Time 1 and Time 2: Classroom Teacher Reports of Elementary Student Outcomes Figure 9: Distribution of Academic Performance Scores at Time 1 and Time 2: Classroom Teacher Reports of Elementary Student Outcomes 41 Table 31. Academic Performance: Classroom Teacher Reports of Elementary Student Outcomes (Example Table from Program Report) 41 Table 32. Psychometrics at Time 1 and Time 2: Classroom Teacher Reports of Elementary Student Positive Behavior Change 42 Table 33. Student Behavior at Time 1 and 2: Classroom Teacher Reports of Elementary Student Outcomes 43 Table 34. Prosocial Behavior Scores, Classroom Teacher Reports of Elementary Student Outcomes (Example Table from Program Report) 43 Table 35. Psychometrics at Time 1 and Time 2: Elementary Student Self-Reports of Skill Development, Whole Sample 45 Table 36. Reliability Coefficients at Time 1 and Time 2: Elementary Student Self- Reports of Skill Development, by Gender and Grade Level 45 Table 37. Reliability Coefficients at Time 1 and Time 2: Elementary Student Self- Reports of Skill Development, by ELL and FRL Status 45 Table 38. Skill Development, Elementary Student Self-Reports 46 Field Test Report CAOMP, University of California, Irvine January 2012 Page iv

5 Table 39. Work Habits: Elementary Student Self-Reports (Example Table from Program Report) 46 Table 40. Psychometrics at Time 1 and Time 2: Elementary Student Self-Reports of Positive Behavior, Whole Sample 47 Table 41. Reliability Coefficients at Time 1 and Time 2: Elementary Student Self- Reports of Positive Behavior, by Gender and Grade Level 47 Table 42. Reliability Coefficients at Time 1 and Time 2: Elementary Student Self- Reports of Positive Behavior, by ELL and FRL Status 48 Table 43. Positive Behavior Change: Elementary Student Self-Reports 48 Table 44. Social Competencies Scores: Elementary Student Self-Reports (Example Table from Program Report) 49 II. Middle School Student Outcomes Table 45. Psychometrics at Time 1 and Time 2: Program Staff Reports of Middle School Student Skill Development, Whole Sample 51 Table 46. Skill Development: Program Staff Reports of Middle School Student Outcomes 51 Table 47. Task Persistence Scores: Program Staff Reports of Middle School Student Outcomes (Example Table from Program Report) 52 Table 48. Psychometrics at Time 1 and Time 2: Program Staff Reports of Middle School Student Behavior 53 Table 49. Positive Behavior Change: Program Staff Reports of Middle School Student Outcomes 54 Figure 10. Distribution of Prosocial Behavior Scores at Time 1 and Time 2: Program Staff Reports of Middle School Student Outcomes 54 Table 50. Prosocial Behavior: Program Staff Reports of Middle School Student Outcomes (Example Table from Program Report) 55 Table 51. Psychometrics at Time 1 and Time 2: Middle School Student Self-Reports of Skill Development, Whole Sample 57 Table 52. Reliability Coefficients at Time 1 and Time 2: Middle School Student Self- Reports of Skill Development, by Gender and Grade Level 57 Table 53. Reliability Coefficients at Time 1 and Time 2: Middle School Student Self- Reports of Skill Development, by ELL and FRL Status 57 Table 54. Skill Development: Middle School Student Self-Reports 58 Table 55. Task Persistence: Program Staff Reports of Middle School Student Outcomes (Example Table from Program Report) 59 Table 56. Psychometrics at Time 1 and Time 2: Middle School Student Self-Reports of Positive Behavior, Whole Sample 60 Table 57. Reliability Coefficients at Time 1 and Time 2: Middle School Student Self- Reports of Positive Behavior, by Gender and Grade Level 60 Table 58. Reliability Coefficients at Time 1 and Time 2: Middle School Student Self- Reports of Positive Behavior, by ELL and FRL Status 60 Table 59. Positive Behavior Change: Middle School Students Self-Reports 61 Table 60. Social Competencies: Program Staff Reports of Middle School Student Outcomes (Example Table from Program Report) 61 Field Test Report CAOMP, University of California, Irvine January 2012 Page v

6 ASSOCIATIONS BETWEEN QUALITY OF PROGRAM EXPERIENCE AND STUDENT OUTCOMES Table 61. Elementary and Middle School Student Reports of Quality of Experiences with Staff & Activities Are Linked to Program Staff Reports of Student Outcomes 63 Figure 11. Student Reports of Quality of Experiences with Staff & Activities Are Linked to Program Staff Reports of Work Habits and Task Persistence 63 Figure 12. Student Reports of Quality of Experiences with Staff & Activities Are Linked to Program Staff Reports of Prosocial and Aggressive Behavior 63 Table 62. Elementary and Middle School Student Reports of Experiences with Peers Are Linked to Program Staff Reports of Student Outcomes 64 Table 63. Student Reports of Quality of Experiences with Staff & Activities Are Linked to Classroom Teacher Reports of Task Persistence and Social Skills 65 Table 64. Student Reports of Experiences with Peers Are Linked to Classroom Teacher Reports of Student Outcomes 65 Figure 13. Student Reports of Quality of Experiences with Staff & Activities Are Linked to Classroom Teacher Reports of Task Persistence and Social Skills 65 Table 65. Elementary Student Reports of Quality of Experiences with Staff & Activities Are Linked to Self-Reported Student Outcomes 66 Table 66. Elementary Student Reports of Experiences with Peers Are Linked to Self- Reported Student Outcomes 67 Figure 14. Elementary Student Reports of Quality of Experiences with Staff & Activities Are Linked to Self-Reports of Reading Efficacy and Math Efficacy 67 Figure 15. Elementary Student Reports of Quality of Experiences with Peer Affiliation Are Linked to Self-Reports of Misconduct 67 Table 67. Middle School Student Reports of Quality of Experiences with Staff & Activities Are Linked to Self-Reported Student Outcomes 68 Figure 16. Middle School Student Reports of Quality of Experiences with Staff & Activities Are Linked to Self-Reports of English Efficacy and Math Efficacy 68 Table 68. Middle School Student Reports of Experiences with Peers Are Linked to Self- Reported Student Outcomes 69 Figure 17. Staff & Activities: Elementary and Middle School Student Self-Reports 73 Figure 18. Peer Affiliation: Elementary and Middle School Student Self-Reports 73 Figure 19. Staff & Activities and Student Self-Report of Math Efficacy 74 Figure 20. Peer Affiliation and Student Self-Report of Aggressive Behavior 74 APPENDICES 1. Background and Summary of Pilot Test of Online Toolbox Phase II 2. Phase II Report, California After School Outcome Measures Project 3. Psychometric Documentation of Student Outcome Measures in the Online Toolbox 4. Matrix of Scales Used in Online Toolbox for Field Test 5. Profile of Field Test Sites (Fall 2010 & Spring 2011) 6. Demographic Profile Field Test Sites (FRL, ELL & Ethnicity) 7. Overview of Field Test PowerPoint Presentation 8. Psychometric Characteristics of Field Test Student Reports by Gender, Grade, ELL, and FRL Field Test Report CAOMP, University of California, Irvine January 2012 Page vi

7 CHAPTER 1. O VERVIEW OF F IELD T EST OF O NLINE T OOLBOX This report presents the findings from the Field Test of the California Afterschool Outcome Measures Project (CAOMP), which was conducted between July 1, 2010 and July 31, The project was carried out under the direction of Principal Investigator, Dr. Deborah Lowe Vandell, at the University of California, Irvine and in collaboration with the California Afterschool Network at the University of California, Davis. To date, the majority of ASES programs have primarily relied on standardized test scores to demonstrate program effectiveness, because alternative measures have not yet been approved for by the CDE for use by ASES grantees. One reason for this reliance on standardized test scores is that these scores are readily available and meet established psychometric standards for reliability and validity. The California Afterschool Outcome Measures Project was asked by the California Department of Education and the David and Lucile Packard Foundation to identify psychometrically strong measures of Positive Behavior Change and Skill Development with established reliability and validity and to determine if the measures could be administered on a broad scale, as ASES accountability measures, in an easy to use format. In Phase I and Phase II of the CAOMP project, several measures of behavior change and skill development were identified that met as set of principles developed following a series of discussions with the California Department of Education, the Advisory Committee on Before and After School Programs and its Outcomes and Evaluation Subcommittee, and the Regional Leads. In summary these principles were: a. Select(measures(that(meet(established(standards(for(reliability(and(validity.(((( b. Offer(an(assessment(battery(that(provides(a(number(of(reliable(and(valid( outcome(measures(allowing(programs(to(select(specific(subscales(that(align( with(their(program(goals.(( c. Ensure(efficiency(in(the(administration(process(with(minimal(cost(and(time( burden(for(individual(students,(sites,(programs,(or(the(state(of(california( d. Make(survey(items(clear(and(understandable(to(diverse(students(including( those(with(limited(english(reading(skills(with(appropriate(adaptations(in( place(for(students(with(disabilities(or(very(limited(reading(skills.( e. Provide(programs(the(option(of(reporting(student(outcomes(from(school(day( teachers(and(program(staff(as(well(as(students((although(the(later(is(not( stipulated(in(the(law),(consistent(with(established(assessment(standards(in( that(reports(of(student(outcomes(should(be(obtained(from(more(than(one( source,(when(possible.((( Field Test Report CAOMP, University of California, Irvine January 2012 Page 1

8 In Phase I and II of the California Afterschool Outcome Measures Project, several measures of behavior change and skill development were identified that met each of these principles. These include subscales that assessed specific aspects of Positive Behavior Change (Social Competencies, Misconduct, Substance Use, Aggressive Behavior with Peers, Prosocial Behavior with Peers, Social Skills with Peers). In three subscales (Aggressive Behavior with Peers, Substance Use, and Misconduct) positive behavior change is indicated by preventing or reducing problem behaviors. Four subscales were identified to assess Skill Development (Task Persistence, Work Habits, Math Efficacy, and Reading/English Efficacy). A program experience measure, including two subscales of students experience with Staff & Activities and Peer Affiliation, was added in the Spring Field Test of The primary purpose of Phase III the CAOMP Field Test was to extend the use of the online toolbox to diverse sites across California to establish the feasibility of an online toolbox for collecting assessments of skill development and positive behavior change of students in Grades 3-8 who are participants in California ASES programs and to provide benchmarks that can be used to assess the skill development and positive behavior change in students who attend ASES programs. The Field Test was administered at two points in the academic year: in Fall 2010 (Time 1) and in late Spring 2011 (Time 2). Obtaining reports of student functioning at two points in the school year enabled programs to assess changes in students skill development and positive behaviors across the school year. Change was measured in two ways: (1) by examining changes in individual student scores over time the gold standard for research studies and (2) by examining changes in aggregated student scores at the site level over time the approach typically used in large-scale efforts to monitor standardized test score performance at the school site and school district level. Programs can use these data in combination with attendance data and other information to understand change. Sites that participated in the Field Test received technical assistance in administering the Online Toolbox to students, program staff, and classroom teachers. Interviews with program directors were used to assess the effectiveness of this technical assistance and informed the development and refinement of materials to support survey administration. An important aspect of the Field Test was the determination of the feasibility of mounting the Online Toolbox at scale. With funding provided by the Packard Foundation and California Department of Education, CAOMP provides Field Test programs with confidential reports of their students performance on the online toolbox. Programs receive technical assistance in interpreting and using these scores to guide their program improvement and to serve as accountability data to the State of California and other funders. Programs are asked to provide feedback about the usefulness of the reports so that the report format can be modified as needed. Field Test Report CAOMP, University of California, Irvine January 2012 Page 2

9 Organization of Report This report of the CAOMP Field Test is organized into nine chapters and also includes seven appendices. This first chapter provides an overview of the California Afterschool Outcomes Measure Project. An outline of the Phase III report of the Field Test is provided below. Chapter II presents the field test design and includes a matrix of the subscales and items used in the Field Test. Chapter III describes the demographic profile and general program characteristics of the programs and attendant sites that participated in the CAOMP Field Test. Chapter IV describes the procedures for implementing the online surveys, including launching the fall pre-surveys, communications with the field, types of support materials developed, qualitative data from follow-up interviews with program directors regarding the their experience with the fall survey administration, and resulting modifications made to procedures and support materials for the spring post-surveys. Chapter V describes the survey administration experience of the Field Test, and describes the survey data collected from the field test sties including number survey responses and data collected about the survey taking experiences of students, staff and classroom teachers during each survey administration period (Time 1, fall 2010 and Time 2, spring 2012). Chapter VI presents results of the Student Self-Reports of Program Experiences. Chapter VII summarizes the results of all student outcomes (skill development and positive behavior change), as reported by program staff, classroom teachers, and the students themselves. Chapter VIII summarizes the associations between students program experiences and all student outcomes. Chapter IX provides conclusions of the results, highlighting significant findings and presenting recommendations and next steps for the adoption of the online toolbox to assess positive behavior change and skill development of students who attend afterschool programs that receive support from the State of California. A set of seven appendices provides further background information on the CAOMP activities and findings during Phase I and Phase II of the project as well as other supporting documentation to the Online Toolbox, and includes: (1) Background and Summary of Pilot Test of Online Toolbox Phase II; (2) Phase II Report, California After School Outcome Measures Project; (3) Psychometric Documentation of Student Outcome Measures in the Online Toolbox; (4) Sample Program Report, Field Test, ; (5) Overview of Field Test PowerPoint Presentation; (6) Psychometric Characteristics of Field Test Student Reports; (7) Matrix of Scales Used in Online Toolbox for Field Test. Field Test Report CAOMP, University of California, Irvine January 2012 Page 3

10 CHAPTER 2. F IELD T EST D ESIGN The Field Test represents a critical phase in the development and test of the feasibility of readily available, easy to access, and easy to administer online assessments of skill development and positive behavior change to be used by ASES programs in the State of California as a measure to demonstrate program effectiveness. All ASES programs in the State were eligible to participate in the Field Test. An effort was made to recruit diverse afterschool program sites, including urban, rural, and suburban programs of varying sizes and constituencies across the State. Programs participated in the field test on a voluntary basis no monetary compensation was made but with the incentive that they receive a confidential summary report of their overall program and site-level results. The Field Test consisted of two survey administration periods, one in Fall 2010 (Time 1) and one in Spring 2011 (Time 2). Measures of student performance (i.e., student outcomes ) were collected using student self-reports, program staff reports, and classroom teacher reports at Time 1 and again at Time 2. Programs had the option to select to collect reports from students, program staff, and/or classroom teachers. Measures Used in Online Toolbox for Field Test The items in the online survey subscales were initially tested and refined during the prepilot and pilot testing in Findings from the pilot studies informed the development of the Field Test. Reports of the pilot work could be found in Appendix 1 and Appendix 2. The final battery of assessments used in the Field Test consisted of five subscales completed by elementary school students (3 subscales of skill development and 2 subscales of positive behavior change), six subscales completed by middle school students (4 subscales of skill development and 2 subscales of positive behavior change), five scales completed by afterschool program staff (2 subscales of skill development and 3 subscales of positive behavior change), and six subscales completed by classroom teachers (3 subscales of skill development and 3 subscales of positive behavior change). In addition, an afterschool experience scale was added to the student Time 2 surveys to collect data regarding the students experiences at the ASES program. All of the subscales have strong psychometric properties and are documented to be associated with participation in high quality afterschool programs. Appendix 3, entitled Psychometric Documentation of Student Outcome Measures in the Online Toolbox, provides the background documentation and psychometric data of all measures that are part of the online toolbox. A matrix of the scales used in the online toolbox is provided in boxes table 1 below [and in Appendix 4]. The subscales of Positive Behavior Change are presented in the left-hand column (the tan shaded area) and subscales of Skill Development are located in the righthand column (the light blue shaded area). The Program Experience measure includes two scales: Staff & Activities and Peer Affiliation (both in Section B, light green shaded box). Field Test Report CAOMP, University of California, Irvine January 2012 Page 4

11 Table 1. Items Used to Assess Positive Behavior Change, Skill Development, and Program Experiences REMOVED To protect integrity of the surveys, this table has been removed from report. Field Test Report CAOMP, University of California, Irvine January 2012 Page 5

12 REMOVED To protect integrity of survey Table 1 has been removed from report. Field Test Report CAOMP, University of California, Irvine January 2012 Page 6

13 REMOVED To protect integrity of survey Table 1 has been removed from report. Field Test Report CAOMP, University of California, Irvine January 2012 Page 7

14 REMOVED To protect integrity of survey Table 1 has been removed from report. Field Test Report CAOMP, University of California, Irvine January 2012 Page 8

15 REMOVED To protect integrity of survey Table 1 has been removed from report. Field Test Report CAOMP, University of California, Irvine January 2012 Page 9

16 CHAPTER 3. P ROGRAM AND S ITE R ECRUITMENT The opportunity to participate in the Field Test was communicated to ASES grantees via the Regional Lead system and through other avenues of communication to the field. For example, in coordination with the California Afterschool Network at UC Davis, information about the California Afterschool Outcome Measures Project and the Field Test was described in the Afterschool Network newsletter and posted on the Network webpage and distributed in informational flyers at the CalSac Conference and English Learners Afterschool Summit in October Dr. Pilar O Cadiz (UC Irvine Project Scientist) attended the Regional Lead Meeting at the California Department of Education on October 13, 2010 and provided an overview of the CAOMP and the field test opportunity open to all ASES and 21 st CCLC programs in the state. To ensure a broad representation of program types, size and locations in the Field Test sample, Regional Leads from regions that had no representation were contacted and encouraged to identify programs in their region that might be interested in participating. Regional Leads were very supportive in disseminating the Field Test information to all sites in their regions and assisted the UC Irvine CAOMP staff in identifying potential programs to contact in areas that did not initially come forward. The project was successful in recruiting programs from 9 of the 11 regions. In spring 2011, one program with one site dropped out of the Field Test [due to unrelated circumstances], and five new programs signed on: (1) LA s BEST; (2) Whittier City School District; (3) Ingenium and Obama K-8 charter schools in Los Angeles; (4) Kids Campus, a center-based program serving two schools of the El Monte City Elementary School District; and (5) Tiger Woods Learning Center, another communitybased program serving students primarily from Anaheim City School District. The following tables provide information about the demographics and general characteristics of programs participating in the Fall 2010 and Spring 2011 Field Test. Location and Characteristics of Recruited Field Test Sites Table 2 shows the distribution of the 28 afterschool programs (primarily ASES grantees) across the 11 State of California Superintendent Regions that participated in the fall and/or spring field tests, and indicates the number of field test sites in each region. No programs from Region 3 or Region 7 participated in the field test. Approximately 20% (n=58) of field test sites were located in regions 1 through 6 in Northern California), with the majority (138) located in Southern California s Regions 8, 9, 10 and 11. Eleven Field Test programs serve primarily rural communities, 7 programs are situated in suburban communities and 11 programs are situated in large urban enclaves such as Anaheim, Los Angeles, Santa Ana, and San Bernardino. Field Test Report CAOMP, University of California, Irvine January 2012 Page 10

17 Table 2. Regional Distribution of Field Test Programs and Sites Region:( R)1( R)2( R)3( R)4( R)5( R)6( R)7( R)8( R)9( R)10( R)11( Total(#( Programs( Total(#( Sites( N=28( 1( 1( 0( 5( 2( 1( 0( 5( 3( 3( 7( N=196( 2( 17( 0( 26( 12( 1( 0( 10( 42( 44( 42( Table 3 shows the range in the size of school districts of programs in the field test. A little over half the programs (n=15) were located in small school districts ranging from a total enrollment of 226 to 9,991 students, and the other half either in medium sized districts (8) with enrollments ranging 11,116 to 19,312, or in large districts (4) of 30,087 to 56,937 students. 23 programs participated in the Fall 2010 field test and 28 in the Spring 2011 spring field test. As indicated above, 5 new programs signed on to the CAOMP in the spring. One program participated in fall only, and 23 programs participated in both fall and spring. Table 3. Field Test Program Size (based on school district enrollment) ( District/Program(Size( ( Range(of(total(district( enrollment( Number(of(Field(Test( Programs;(N=28( Under(10,000( 226()(9,991( 15( Medium( 11,116()(19,312( 8( Large(over(20,000( 30,087()(56,937( 4( LAUSD( 670,745( 1( Table 4 shows that the Field Test programs ranged from having 9.2% to 88.5% English Language Learner (ELL) population, and from 21% to 91.4% of students in the district participating in the federal Free and Reduced Lunch (FRL) program, an indicator of poverty. The higher rates of poverty among field test sites is not surprising in a state where 55.9% of students receive FRL and one of the funding priorities for ASES grants is a minimum of 40% FRL students. Field Test Report CAOMP, University of California, Irvine January 2012 Page 11

18 Table 4. Range in Percentage of ELL and FRL across Field Test Program Districts Socio)Economic(Indicator( Lowest(%( Highest(%( Free(Reduced(Lunch(Program((FRL)( 21%(( 91.4%(( English(Language(Learners((ELL)( 9.2%(( 88.5%(( Appendix 5 includes detailed descriptive data for each participating Field Test program. The first table, Profile of Field Test Sites, includes: (a) the region where each participating Field Test program is located; b) the name of the Local Educational Agency (LEA), district or grantee; (c) the size of the district indicated by the number of schools; (d) total student enrollment in the district; (e) the total ASP enrollment of participating sites in that district and (e) grade levels served. Appendix 6, Demographic Profile of Field Test Sites, shows the diverse ethnicities of the student population represented in the field test sample as compared to the ethnic profile of the student population across all public K-12 schools in the State of California. It includes the ethnicity of students at the schools where each participating field test program operates or the feeder schools served, as well as the percentage of students at each school designated as English Language Learners (an indicator of immigrant population served) and participating in the federal Free and Reduced Lunch program (an indicator of the socio-economic status of communities served). As shown, the Field Test was implemented at diverse sites across the state, thereby providing a good assessment of the feasibility of using the online toolbox to administration the battery of student outcome measures in a broad range of afterschool program contexts. Computer Access Table 5 shows that all but one of the 28 participating Field Test program districts and centers have computers with Internet access. The table also indicates the number of computers less than 48 months old at each district as of the academic year (retrieved from CDE DataQuest: data1.cde.ca.gov/dataquest/). Field Test Report CAOMP, University of California, Irvine January 2012 Page 12

19 Table 5. Computer and Internet Access at Field Test Sites 1 #(Computers( Less(Than(48( Months(Old( #(of( Computers( with(high( Speed( Access(for( Student(Survey( Administration( Internet( 2( Shasta( 176( 31( Yes( Location( Region( City( Suburban' ( Urban' Rural' 4( San(Leandro( 1,507( 410( Yes( 4( San(Lorenzo( 4,008( 610( Yes( 5( Gilroy( 2,140( 640( Yes( 8( Delano( 1,281( 386( Yes( 10( Coachella(Valley( 2,291( 1,273( Yes( 9( Anaheim( 3,497( 808( Yes( 9( TWLC((Anaheim)*( N/A( N/A( Yes( 9( Santa(Ana( 12,040( 2,461( Yes( 10( Fontana( 5,240( 2,061( Yes( 10( San(Bernardino( 10,241( 2,537( Yes( 11( LA(Conservation(Corp( (LAUSD)( 87,468( 34,225( Yes( 11( LA s(best((lausd)( 87,468( 34,225( Yes( 11( Kids(Campus((El(Monte)*( N/A( N/A( Yes( 11( Lennox( 1,430( 525( Yes( 11( PUC(Charter((LAUSD)( N/A( N/A( Yes( 11( Whittier( 413( 0( NO' 11( Obama/Ingenium(( N/A( N/A( Yes( 1( South(Bay( 130( 29( Yes( 4( Livermore((City(&(Joint(USD)( 2,343( 664( Yes( 4( Jefferson( 1,072( 220( Yes( 5( Campbell( 1,162( 382( Yes( 6( Hughson( 223( 125( Yes( 8( Carpinteria( 706( 140( Yes( 8( Los(Alamos( 80( 12( Yes( 8( San(Miguel( 186( 30( Yes( 8( Somis( 135( 33( Yes( *Center-based programs with computer labs and portable computers for students. 1 Source: California Department of Education DataQuest District level data Field Test Report CAOMP, University of California, Irvine January 2012 Page 13

20 CHAPTER 4. P ROCEDURES FOR I MPLEMENTATION OF O NLINE S URVEYS This chapter describes the procedures carried out in the implementation of online surveys for the Field Test of the student outcome measures. These procedures include: (a) initial contact with programs, (b) selection of survey options, (c) assignment of codes, (d) administration of fall surveys, (e) collection of feedback from the field on the fall survey process and revisions to protocols, and (f) administration of spring surveys. A. Initial Contact Interested programs were asked to complete a Field Test sign-up sheet either online or by faxing a hard copy to the CAOMP team at UC Irvine. Once a sign-up sheet was received, one of the UC Irvine CAOMP team members (Dr. Pilar O Cadiz or Andrea Karsh) contacted the program director by thanking them for their interest and provided guidelines on how to download instructions from the CAOMP website to participate in the Field Test and advising them of the fall survey administration window of November 1 through December 15, Box 1 (below) is a copy of the instructions to the program and site directors. Box'1.'Initial'Communication'to'Programs'Signing'Up'for'the'Field'Test' Thank(you(for(your(interest(in(participating(in(the(Field(Test(of(student(outcome(measures( of(the(california(afterschool(outcome(measures(project.( ( Please(find(the(following(documents(for(the(field(test(attached.(Also(these(documents(can(be( downloaded(from(the(project(website:(http://afterschooloutcomes.org/;(click(on( FIELD! TEST!SURVEYS :! A. StepJByJStep(Instructions(for(Site(Coordinators(( B. Sample(Letter(to(the(School(Principal(( C. Template(to(Request(Study(Codes( D. Instructions(for(Elementary(School(Student(Survey(Administration( E. Instructions(for(Middle(School(Student(Survey(Administration(( F. Instructions(for(ELL(and(Special(Needs(Students(( G. Instructions(for(Afterschool(Program(Staff( H. Instructions(for(Classroom(Teachers(( Also(please(send(the(following(information(for(each(participating(site(in(your(program([see( attached(site(information(form]:( 1. Site(Name( 2. Address( 3. Site(Coordinator(Name(and( ( 4. Number(of(students(enrolled(in(the(ASES(Program(at(this(site( 5. Grade(levels(of(students(in(program( 6. If(afterschool(program(staff(are(completing(surveys,(number(of(staff(at(site( 7. If(classroom(teachers(are(completing(surveys,(number!of!teachers!completing! surveys! Once(you(receive(back(the(Template(for(Requesting(Codes(with(the(assigned(codes(for(each( survey(respondent,(you(can(begin(administering(the(surveys.( PreJsurveys(can(be(administered(November!1st!through!December!15 th (for(the(fall( window.(postjsurveys(will(be(administered(in(spring(2011.( Field Test Report CAOMP, University of California, Irvine, January 2012 Page 14

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