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6.1.E. - Page 25 statistically significant increase in sense of care associated with frequent extended learning ru�«,.�ru«��. during middle school. Students with at least 120 days of participation were 10%more likely to report feeling cared for at school compared to students with no extended learning participation. The other short-term outcome identified in the community school logic model—school attendance—did not show any significant improvements over time associated with community school program participation. For middle school and elementary school students, both family engagement and extended learning participation were associated with higher initial school attendance but not with gains in school attendance over time, indicating that these programs may be attracting students and families who are already highly engaged in school. Long-Term Academic Achievement Outcomes English Language Development Family engagement was linked to gains in English language development scores for English learner students. E�ibit 13 shows differences in California English Language Development Test(CEDLT) percentiles based on years of family engagement over the five years from 2006-07 to 2010-11. Among English learners who scored at levels 1 or 2 on the CELDT in 2006-07, students with family engagement in three or more of the next four years gained, on average, 3.5 points per year more than students with no family engagement. Students with one or two years of family engagement showed smaller gains. Exhibit 13: CELDT Percentile Trajectories for English Learner Students at CELDT Levels 1 or 2 in 2006-07,by Years of Family Engagement for Students Enrolled at Community Schools I 60 55 50 4 40 ��♦ 43 3 �� ��t 30 27 ��'�� 37 I 20 25 31 20 18 10 0 � � 2006-07 2007-08 2008-09 2009-10 2010-11 —♦— 0 years ��3 or 4 years The relationship between participation in community school programs and CELDT scores differs over time for students. In the early grades, there is a strong relationship between family engagement and CELDT scores. However, continuing gains in CELDT scores in middle school were associated with high extended learning program participation. This may be because middle school students tend to have lower levels of family engagement than elementary students. Other factors are at work, however. Many Redwood City Community Schools Evaluation:2010-11 Evaluation Report Page 13