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6.1.E. - Page 26 studE�.��.�.� ��.��u «�.�e progressing past CELDT level3, which requires the acquisition of academic English,4 and it does not seem that family engagement alone is sufficient to support them. Positive motivational attitudes were key to Reflections on Practice:How would you characterize the continuing gains in English language English learner students and families who are not connecting development in middle school. For to any program opportunities? What do you think constrains students in this same cohort who were at them from participating? How can you work within these CELDT level 1 or 2 in 2006-07 and were constraints to support them in developing positive still at level3 or lower in 2009-10, family motivation at school? engagement was no longer linked to significant growth in English language development. However, reaching CELDT level4 in 2010-11 was strongly associated with students' motivational beliefs. Taking into account prior achievement and other background factors, students who had high motivation to learn and who were confident in their academic abilities were about 10%more likely to move up to level4 than other students. Math and English Language Arts Achievement There were no direct links between community school program participation and CST scores in either math or English language arts, but participation in community school programs was linked to student beliefs and attitudes that are connected to CST score gains. As previously noted, extensive participation in after school programs for middle school students was linked to increases in students' sense of care over time. Sense of care, in turn, was linked to students' confidence in their academic abilities as well as their motivation to learn. These attitudes were both strong predictors of CST math achievement for everyone but had particularly strong effects for English learner students. It is important to note,however, that students with high levels of extended learning participation also entered the year with significantly higher senses of confidence in their abilities. With only one year of after school program survey data, it is unclear how after school program experiences related to improvements in students' academic achievement over time. Reports of after school experiences did not have a significant effect on achievement changes from 2009-10 to 2010-11. Students who reported feeling cared for in their after school programs had higher baseline achievement, even controlling for other student factors. This finding again points to the importance of students' connections to school as an important factor in their achievement but may also point to some differences in the students who opt into programs and have positive experiences. More years of data will be needed to understand this relationship. Conclusions and Implications The findings from this study point to some important ways in which community schools affect students. The patterns of participation across the dense network of services and the relationships between programs and outcomes are complex. Still, the data show some clear patterns linking participation to students' sense of care and their confidence and motivation in the short-term and to improved English language 4 Hakuta,K.,Butler,Y.G.,&Witt,D. (2000).How long does it take English learners to attain proficiency?University of California Language Minority Research Institute.htt�://www.stanford.edu/�hakuta/Publications/(2000,°/� %20HOW%20LONG%20DOES%20IT%20TAKE%20ENGLISH%20LEARNERS%20T0%20ATTAIN%20PR.�df Redwood City Community Schools Evaluation:2010-11 Evaluation Report Page 14