P. O. Box 2501
West Columbia, SC29171
(803) 206-2898
Polk County Schools
21st Century Community Learning Center (21st CCLC)
SummativeEvaluation
Garner and Lewis-Anna Sites
School Year 2016-2017
Prepared by:
Morgan Platt, Senior Evaluator
July22, 2017
1.0 OVERVIEW AND HISTORY
1.1 Needs Assessment and Overview
The 21stCenturyCommunityLearningCenter (21st CCLC) program is a key component of former President Bush’s “No Child Left Behind” Act. It is an opportunity for students and their families to continue to learn new skills and discover new opportunities after the regular school day has ended. The After-School Adventures 21st Century Community Learning Center Program (21st CCLC) provides services at two school sites in Polk County, Garner Elementary and Lewis-Anna Elementary. PolkCounty is located in central Florida; geographically spread over 1874 square miles with 17 municipalities, making it larger than the state of Rhode Island and the fourth largest county in land area in Florida. The 21st CCLC program provides expanded academic and enrichment opportunities for disadvantaged students (K-5) attending schools particularly in need of improvement within Florida’s Polk County.
An overriding need throughout Polk schools is combating the ill effects of poverty. In 2010, the Brookings Institution reported Polk County had the nation’s fifth-highest rate of suburban poverty. Poverty among children younger than age 18 is 21.4% in the U.S., 23.2% in Florida, and 28.9% in Polk. A third of Polk's children who are younger than age five live in poverty.
The Lakeland-Winter Haven Metropolitan Statistical Area encompasses all of Polk County. Only Miami-Dade, among Florida's metropolitan districts, has a lower percentage of resident adults with high school diplomas. While 14.4% adults ages 25+ lack high school diplomas in both the U.S. and Florida, that rate is 18.9% across Polk. It is not surprising, therefore, that parents at each school site ask for help with their children's homework, which they often feel inadequate to fulfill themselves.
While births to mothers ages 15-19 average 23 per 1,000 in Florida, the rate is 48 per 1,000 in Polk, 57 per 1,000 in Lakeland and 59 per 1000 in Winter Haven, Polk’s two largest cities. Polk’s struggling elementary school students have a high rate of parents who are still in their 20s, and even some still teens themselves.
Polk County ranked fifth on RealtyTrac’s list of hot spots for U.S. foreclosures in 2013. The list evaluates metropolitan areas with populations of 200,000 or more based on foreclosure filings, inventories, and sales. By the end of the third quarter of 2011, CoreLogic reported 53% of Polk's home mortgages had more outstanding debt than the value of the home. A year later, that rate remained at 48%, more than twice the national rate of 22%. Local home buyers spent more than they could afford at a far greater rate than the national average. Additionally, unemployment in Polk exceeded 12% for 19 individual months after mid-2009. Recovery continues to lag behind the state and the nation. The Lakeland-Winter Haven metro area (Polk) has the nation's third-weakest hiring outlook for the third quarter of 2013, according to employer survey data from Manpower Group.
As a result of the factors outlined above, school children continue to suffer from high mobility, food insecurity, and related emotional stress. The students at Garner and Lewis-Anna Elementary Schools have few neighborhood amenities like ball leagues and music lessons, and little to no access to facilities like health clubs or the Y. Additionally, during after-school hours, many children are on their own, with no structured activities and with limited to no adult supervision.
The two school sites chosen for Polk’s After-School Adventures centers were each designated by the state as a Differentiated Accountability school in 2015. Each were also among Florida's 300 lowest-performing elementary schools last year in reading, and100% of their students qualified for free breakfast and lunch through the USDA School Lunch Program's Community Eligibility Option, based on families receiving public assistance.
At Garner, there is a high rate of incarcerated family members. Two-thirds of parent survey respondents in 2015 stated they are single. Lewis-Anna Woodbury has students from remote rural areas. Families without cars are isolated from amenities like libraries. At both sites, students have little exposure to develop rich vocabulary, and insufficient life background to give perspective for new knowledge. Additionally, nearly one in four local adults did not graduate from high school or earn a GED degree
Students of the 21st CCLC program face several risk factors as they matriculate, such as:
- Low income levels and low literacy levels of students and families
- Low high school graduation rates
- Lack of goal-setting skills and practice
- High incidences of teen pregnancy, gang participation, substance abuse and crime
- Parents unwilling or unable to be involved in school activities
- Lack of adequate family attention or supervision
The impacts of the risk factors are continued low literacy skills, low graduation rates, health deficits, substance abuse, crime and generational poverty. Low literacy has been linked to social problems such as teen pregnancy, gang participation, substance abuse and crime. There is a need to increase the academic achievement of students as well as parental support and involvement to reduce deficits that interfere with success in school and life. For students at risk of educational failure, this 21st CLCC is providing daily opportunities for academic growth and enrichment. The 21st CLCC program provides services to address the needs of students at risk of educational failure and activities to assist family members to support the academic needs of their children as well.
Program History
Polk District Schools’ After-School Adventures sites were designed to accommodate a daily average of 140 K-5 students in year one. The sites overcame various obstacles posed by a change in21st CCLC program leadership at the district office and absence of 21st CCLC program coordinator during its first year of operation. A new program coordinator was hired in the fall of 2015, and became very familiar with the approved grant application and developed a solid understanding of the program in her first two years.
Enrollment at both sites was challenged by competing after-school programs in relative close proximity to each site. A local church provides free homework help after school near the Lewis-Anna campus. A local Boys and Girls club is within walking distance to the Garner campus. While both 21st CCLC sites have potentially more to offer students, it has been challenging for these sites to maintain a sufficient number of active students as required by the grant because of such competing programs nearby.
1.2 Program Management
The program has quality leadership at both the program and site level. Training to familiarize staff with the approved grant application was conducted upon program start up. The program leaders also provided training onprogram components focused on achievement of grant objectives and on established program policies and procedures. During site visits, most of the staff demonstrated caring and positive attitudes throughout the activities observed. Program teachers overall appeared dedicated and actively involved with the students in attendance. The program leaders and staff are familiar with their after-school program roles and responsibilities.
The program coordinator and site coordinators communicate frequently to discuss program implementation and objectives, and establish action plans to address issues and achieve objectives. Program leaders have developed and are implementing procedures to ensure consistency and quality of program services. Students attending the after-school program seemed to enjoy the activities. All studentsreported feeling safe and secure at the program.
At this site, a self-contained model was used for the first half of year one. Students stayed with their assigned teacher for the duration while the teacher varies the activities based on the schedule. However, the schedule was changed to a schedule similar to the other Polk 21st CCLC programs later in year one. Students reported liking“changing classes”. The revised schedule assisted in breaking up the day for the students and with student transitions to different activities. It also appeared teachers were less taxed and better prepared by focusing on their assignment instead of all activities of the day.
1.3 Program Activities
The program appears to provide attention to the individual student andact in the best interest of students. Program activities are incorporated based on student grade levels. The program is progressing towards adequately addressing the academic and character needs of the students. During site visits many students were engaged and interested in the variety of activities being offered.
Upon review of the program schedule and interview of program leaders, academic assistance is being provided in all areas as stipulated in the approved grant application. Program leaders reported that certified teachers provide the instruction and facilitation of the curriculum units. Tutoring and homework assistance in the core content areas and others are also provided by certified as well as non-certified staff.
1.4 Evaluation Objectives
The program evaluation of After School Adventures 21st CCLC after-school program at Lewis-Anna and Garner Elementary schools was designed to yield valid, defensible evidence of project effectiveness, following principles of acceptable research. The evaluation followed a quasi-experimental design, in which pre and post outcomes for the program participants were compared to standards and benchmarks as well as that of comparable students not served by the program. The pre and post outcomes for the program participants were utilized to determine the program’s progress towards its stated goals. Statistical analysis examined results compared to the program’s stated goals based on the established benchmarks and that of comparable students.Groups of comparable students were match to program students on key variables. Nearest neighbor matching of propensity scores was used to create comparison groups. Statistical analyses included descriptive statistics, tables and charts, as well as F-tests and Chi-square tests for statistical significance. Family-wise type I error rates were controlled using Bonferroni adjustments.
Evaluation activities were designed to achieve two objectives: 1) to provide the leaders of the 21st CCLC Program with the information needed to evaluate the project’s progress toward its student achievement goals and assist in data-based planning of future strategies and activities, and 2) to accurately document the project’s impact on student achievement and behaviors to its stakeholders. The evaluation was driven by the following evaluation questions:
Evaluation Questions
- What effect does the program have on students’ academic achievement?
- What effect does the program have on students’ in-school behavior?
- What effect does the program have on students’ school attendance?
1.5 Evaluator
Data Integrated Monitoring & Evaluation (DIME) Systems, LLC conducted this summative evaluation of the Polk’s After School Adventures 21st CCLC program. DIME Systems is an established organization experienced in program monitoring and evaluation. The organization specializes in developing data management systems and conducting program evaluations for educational and social service organizations. Morgan Platt directed the 21st CCLC after-school program evaluation. Morgan earned his graduate degree from The Citadel and completed all but dissertation towards a Ph.D. in Research and Measurement at the University of South Florida. He has taught a wide range of Statistics and Research Design courses for over 10years at local colleges and universities. Morgan has also led numerous research and evaluation projects as PolkCountySchool District’s former Senior Coordinator of Research and Evaluation. In addition, Morgan is founder and Senior Evaluator at DIME Systems, a team of independent evaluators and data system developers, as well as Director of Instructional Support at a prominent school district in South Carolina’s capital city. As such, he oversees the division’s offices of Testing, Research & Evaluation, Accountability, Competitive Grants and Professional Development, as well as manages several state and federal grants for the school district.
2.0 STUDENT CHARACTERISTICS
The information below characterizes the students served by the 21st CCLC afterschool program. Data regarding program enrollment and attendance, as well as the demographics of the students served are provided.
2.1 Total Student Enrollment and Attendance
Polk’s After School Adventures 21st CCLC program reported a total of 254 students enrolled in its after-school program during the 2016-2017 program year. Of the afterschool program’s 254 students enrolled during theprogram year, 179 (70.5%) attended for 30 or more days. At the Garner site,69.4% attended 30 or more days this year compared to 71.4% at the Lewis-Anna site.
Table 1. Student Enrollment: Total and Regularly Participating Students.
Total Enrollment(attending at least one day) / Regularly Participating Enrollment (attending at least 30 days)
Summer 2016 Only / Acad. Yr. 2016-17 Only / Both summer and Acad. Yr. / Total / Summer 2016 Only / Acad. Yr. 2016-17 Only / Both summer and Acad. Yr. / Total
Garner / - / 121 / - / 121 / - / 84 / - / 84
Lewis-Anna / - / 133 / - / 133 / - / 95 / - / 95
The 21st CCLC program only operated after school in the 2016-17 operational year. On average, 122 students attended the program each school day during the academic year. This represents 87.1% of the proposed daily attendance during the academic year. The Garner site realized91.4% of its proposed ADA during the academic year. While the Lewis-Anna site realized 82.9% of proposed academic year ADA.
Table 2. Average Daily Attendance (ADA).
Academic Year 2016-17Summer 2016 / After School / Before School / During School / Weekend/Holidays
Proposed / Actual / Proposed / Actual / Proposed / Actual / Proposed / Actual / Proposed / Actual
Garner / - / - / 70 / 64 / - / - / - / - / - / -
Lewis-Anna / - / - / 70 / 58 / - / - / - / - / - / -
2.2 Student Demographics
Demographic information for the students enrolled during the 2016-2017 academic year is provided in tables 3 – 10 below. Data are reported by students enrolled at least one day during the academic year and by students enrolled a minimum of 30 days during the academic year.
In terms of students attending the program 30 or more days, the program served more females than males. Overall 45.3% were male compared to 54.7% female. However, at Garner sitemore males were served. At the Garner site,54.7%of the population were male compared to 36.8% atthe Lewis-Anna site.
Table 3. Student Demographics for All Students and Regularly Attending Students.
All Participants (attending at least one day) / Regular Participants (attending 30 or more days)Gender / Age Range / Gender / Age Range
male / female / male / female
Garner / 62 / 59 / 6 to 12 / 46 / 38 / 6 to 12
Lewis-Anna / 56 / 77 / 7 to 12 / 35 / 60 / 7 to 12
In addition, of students attending the program 30 or more days, 25.1% were English Language Learners (ELL) and 21.2% were students with disabilities (SWD). At the Garner site, 25.0% were ELL and 15.5% SWD. At the Lewis-Anna site, 26.3% were ELL and 26.3% SWD.
Table 4. Students with Special Needs: All Participants.
All Participants (attending at least one day)English Language Learner / Identified with Disability / Identified as Homeless
Yes / No / Unknown / Yes / No / Unknown / Yes / No / Unknown
Garner / 33 / 88 / - / 17 / 104 / - / 4 / 117 / -
Lewis-Anna / 53 / 80 / - / 30 / 103 / - / 3 / 130 / -
Table 5. Students with Special Needs: Regularly Attending Participants.
Regular Participants (attending 30 or more days)English Language Learner / Identified with Disability / Identified as Homeless
Yes / No / Unknown / Yes / No / Unknown / Yes / No / Unknown
Garner / 21 / 63 / - / 13 / 71 / - / 4 / 80 / -
Lewis-Anna / 25 / 70 / - / 25 / 70 / - / 2 / 93 / -
When considering race, of those attending 30 or more days, the program served a somewhat higher percentage of Black/African American (42.4%) compared to Hispanic/Latino students (34.6%) and White/Caucasian (15.0%). WhileGarner’s largest population was Black/African American (69.0%) compared to Hispanic/Latino (13.1%) and White/Caucasian (11.9%),Lewis-Anna served a greater percentage of Hispanic/Latino (53.7%) compared to Black/African American (18.9%)and White/Caucasian (17.9%).
Table 6. Student Race and Ethnicity: Total and Regularly Attending Students
All Participants (attending at least one day) / Regular Participants (attending 30 or more days)White/
Caucasian / Black/
African Amer. / Amer. Indian/
Alaskan / Asian/
Pacific Islander / Hispanic/ Latino / Multi-Racial / White/
Caucasian / Black/
African Amer. / Amer. Indian/
Alaskan / Asian/
Pacific Islander / Hispanic/ Latino / Multi-Racial
Garner / 14 / 76 / - / - / 26 / 5 / 10 / 58 / - / - / 11 / 5
Lewis-Anna / 25 / 26 / 7 / - / 72 / 3 / 17 / 18 / 6 / - / 51 / 3
When considering the grade levels of the students attending 30 or more days, the program tended to serve a slightly higher proportion of elementary grade level students (grades 3-5) compared to primary grade level students (grades K-2); no secondary school students participated in the program. Of the students attending 30 or more days,29.6% were in grades 1 & 2 and 70.4% were in grades 3-5.
Table 7. Student Grade for All Participating Students.
All Participants (attending at least one day)PK / K / 1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10 / 11 / 12
Garner / - / - / 22 / 25 / 24 / 22 / 28 / - / - / - / - / - / - / -
Lewis-Anna / - / - / - / 33 / 37 / 34 / 29 / - / - / - / - / - / - / -
Table 8. Student Grade for Regularly Participating Students.
Regular Participants (attending 30 or more days)PK / K / 1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10 / 11 / 12
Garner / - / - / 17 / 14 / 18 / 16 / 19 / - / - / - / - / - / - / -
Lewis-Anna / - / - / - / 22 / 23 / 26 / 24 / - / - / - / - / - / - / -
As proposed, the after-school program also served a notably high percentage of students from low income families. Since the school sites participate in the Community Eligibility Provision (CEP),100.0% received free meals. CEP is a meal service option for schools and school districts in low-income areas. CEP allows the highest poverty schools and districts to serve breakfast and lunch at no cost to all enrolled students. Schools are reimbursed using a formula based on the percentage of students participating in other need-based programs, such as the Supplemental Nutrition Assistance Program (SNAP) and Temporary Assistance for Needy Families (TANF).