AgdaPkt 2012-07-09 - Laserfiche WebLink

Browse Search

6.1.E. - Page 24 L�.�iibit 12: Percent of Middle School Students Reporting Positive Attitudes and Practices In School Compared to 100% Middle School Students After School,2011-11 (n=127) 80% 76% 82% 80% 80% 67% 73% 68% 60% 39% 40% - I 20% 0% Student Sense of Academic Staff Promote Staff Challenge Care* Confidence Mutual Respect Students to Think* ■In-School ❑After-School — � *=difference between in-school and after school is statistically significant Connections between Community School Programs and Short-Term Student Outcomes Students with positive attitudes about their after school settings were more likely to report positive attitudes about their school. Among the students who participated in both the after school and middle school surveys, students who reported feeling cared for in after school programs had a 29%higher likelihood of feeling cared for in school, which was statistically significant even taking into account differences in students'background characteristics and the practices that they reported experiencing in their classrooms. Similarly, students who felt confident in their abilities in after school programs were 30%more likely to report feeling confident in school. It is important to note that the data cannot determine the directionality or causality of the findings—whether after school attitudes affect in school attitudes or vice versa—but it is clear that there is a cross-over affect between extended learning, a key component of the community school model, and students' attitudes about their schools and classrooms. Developing these positive attitudes toward school and learning leads students to put forth more effort in school, which translates into academic success. The community schools strategy areas engage students and families, and support them as needed, in order to promote multiple goals, including improved student achievement. Research has shown that family engagement helps support this goal by increasing students' feelings of security and connectedness at school and by leading them to internalize positive attitudes about the value of education.3 The data show that students with family engagement in elementary school were more likely to feel cared for at school in 6th grade,but during middle school extended learning participation, rather than family engagement,was linked to increases in students' sense of care. Students with one or more years of family engagement in elementary school were 19%more likely to report feeling cared for in 6�' Reflections on Practice: Given the important role of both grade. Family engagement levels drop off family engagement and extended learning, how can the substantially in middle school, making it difficult connections between these programs be strengthened to help to examine a link between family engagement more students receive this combination of services? and student outcomes. However, there was a 3 Gonzalez-DeHass,A.R.,Willems,P.P., &Doan Holbein,M.F. (2005). Examining the relationship between parental involvement and student motivation. Educational Psychology Review, 17(2),99-123. Redwood City Community Schools Evaluation:2010-11 Evaluation Report Page 12