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Youth Data A 6.1.E. - Page 13 - � � Redwood City Community Schools Evaluation: � � 2010-11 End-of-Year Report � �� 'H � � Introduction � � Background �] � Since 2007, the John W. Gardner Center for Youth and Their Communities (JGC) at �+ � Stanford University,Redwood City School District (RCSD), and Redwood City 2020 � ❑ (RWC 2020)have partnered to conduct research on participation and outcomes for � students in the RCSD community schools. There are now five schools included in the � analysis, with the addition of Garfield Elementary School (K-8), the newest community '� school in RCSD, to the four established community schools—Fair Oaks (K-5), Hoover � � (K-8), Kennedy (6-8), and Taft (K-5). As in previous years, this analysis focuses on � � examining both patterns of participation in the programs offered at community schools as well as outcomes related to participation in those programs. The framework for � � examining short-term and long-term outcomes is defined by the community schools n 'J � logic model developed by RCSD (Exhibit 1). w � � This report first provides school-level information on participation patterns and � � characteristics of participation in each strategy area and program category. It then O examines the links between those program areas and student outcomes across all � schools. The main findings from this analysis are: • � • Community school programs reached the vast majority of students enrolled at � community schools in 2010-11. Participation rates increased for most schools, with the largest increases being in safety net support programs. • Students with frequent participation in extended learning programs reported � feeling cared for and confident and that staff used practices that foster these � positive attitudes in their programs. After school experiences were linked to similar feelings about school, although after school programs seemed to attract � students most likely to already have positive attitudes about school. • Students with family engagement in elementary school entered middle school �� more likely to report feeling cared for at school compared to those without family engagement. Once in middle school,frequent participation in extended learning programs as increased the likelihood of students feeling of care at school. • English learner students with consistent participation in community school programs showed gains in English language development scores. In the elementary grades, these gains were tied to family engagement. In the middle school grades, continuing gains in English language development were associated with frequent participation in extended learning programs, with academic confidence and motivation being the key link between program participation and achievement score gains. Redwood City Community Schools Evaluation:2010-11 Evaluation Report Page 1