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Kentucky 21 st CCLC in Perspective: National Comparison for 2006-2007 Presented October 2008 KY 21 st CCLC Program Director’s Meeting PowerPoint PPT Presentation


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Kentucky 21 st CCLC in Perspective: National Comparison for 2006-2007 Presented October 2008 KY 21 st CCLC Program Director’s Meeting Mindy Hightower King, Ph.D . Jenell Holstead, MS Center for Evaluation & Education Policy Indiana University. Presentation Overview.

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Kentucky 21 st CCLC in Perspective: National Comparison for 2006-2007 Presented October 2008 KY 21 st CCLC Program Director’s Meeting

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Kentucky 21st CCLC in Perspective:

National Comparison for 2006-2007

Presented October 2008

KY 21st CCLC Program Director’s Meeting

Mindy Hightower King, Ph.D.

Jenell Holstead, MS

Center for Evaluation & Education Policy

Indiana University


Presentation Overview

  • Program Implementation

    • Student Attendance

    • Days of Operation

    • Activities

  • Participant Outcomes

    • Classroom Behaviors and Performance

    • Math and Reading/Language Arts Grades


Program Attendance: Kentucky v. All States

  • Compared to sites across the U.S., a greater proportion of Kentucky sites served more than 200 students during the 2006-2007 school year.

  • These figures include students who attended the program site at least once during the year.


Regular Program Attendance: Kentucky v. All States

  • Compared to sites across the U.S., a greater proportion of Kentucky sites served under 100 regular participants during the 2006-2007 school year.

  • These figures include students who attended the program site at least 30 days during the year.


Program Attendance: Special Services Eligibility

Special Services / Program Classification

for Regular Student Attendees

  • Compared to sites across the U.S., Kentucky sites served more regular program participants during the 2006-2007 school year with special needs or disabilities.

  • They served fewer students with limited English proficiency.


Days of Operation: Kentucky v. All States

  • Compared to sites across the U.S., a greater proportion of Kentucky sites were open three days per week during the 2006-2007 school year.

  • Fewer Kentucky sites were open four, five, or six days per week.


Academic Activities: Kentucky v. All States

  • Compared to sites across the U.S., a greater proportion of Kentucky sites provided enrichment activities and homework help during the 2006-2007 school year.

  • Fewer Kentucky sites provided tutoring.


Academic Activities: Kentucky v. All States

  • Compared to sites across the U.S., Kentucky sites provided fewer hours per week of each type of activity during the 2006-2007 school year.

  • Differences are likely related to the number of days/week KY sites operate.


Classroom Behavior (Teacher Survey): Kentucky v. All States

  • Teachers in Kentucky reported MORE improvement than those across all states in:

    • Volunteering

    • Attentive in Class

    • Participating in Class

    • Homework on Time

    • Completing Homework

    • Behaving in Class

    • Academic Performance

    • Coming to School Motivated to Learn

  • Teachers in Kentucky reported LESS improvement than those across all states in:

    • Attending Class Regularly

    • Getting Along with Students


Classroom Behavior (Teacher Survey): Kentucky v. All States

  • Compared to teacher reports of behavior across all states, more KY teachers reported improvements in participants behavior related to homework and academic performance


English / Language Arts Grades: Kentucky v. All States

English/Language Arts Grade Changes Among Regular Attendees during the 2006-2007 School Year

  • Compared to regular attendees across all states, fewer KY participants increased their English/Language Arts grade during 2006-2007.

  • KY sites served more students who had already achieved the highest grade possible.


Math Grades: Kentucky v. All States

Math Grade Changes Among Regular Attendees

during the 2006-2007 School Year

  • Compared to regular attendees across all states, fewer KY participants increased their math grade during 2006-2007.

  • KY sites served more students who had already achieved the highest grade possible.


English/Language Arts Grades in Kentucky – Three Year Comparisons

English/Language Arts Grade Changes Among Regular Attendees

during the 2004-2005, 2005-2006, and 2006-2007 School Years

  • Since 2004-2005, fewer regular participants in KY increased their English/Language Arts grade and more decreased their grade during.

  • NOTE: These figures have been adjusted from previous slides as “highest grade achieved” was not available in 04-05.


Math Grades in Kentucky – Three Year Comparisons

  • Since 2004-2005, fewer regular participants in KY increased their math grade and more did not change their grade.

  • NOTE: These figures have been adjusted from previous slides as “highest grade achieved” not available in 04-05.

Math Grade Changes Among Regular Attendees

during the 2004-2005, 2005-2006, and 2006-2007 School Years


Reading/Language Arts Grades: Program Attendance and Student Type Interactions

  • Overall, fewer middle school students increased their reading grade compared to elementary students.

  • Elementary students who attended more than 90 days increased their grade at greater rates than those who attended 30-59 days.


Math Grades: Program Attendance and Student Type Interactions

  • Overall, fewer middle school students increased their math grade compared to elementary students.

  • Elementary students who attended more than 90 days increased their grade at greater rates than those who attended 60-89 days.


Reading/Language Arts Grades: Program Attendance and Student Type Interactions

  • Compared to middle/high school participants, more elementary school students who attended programming 30-89 days achieved the highest grade possible in reading across both grading periods.

  • For middle/high school students, those with the best grades appear to be attending the program most frequently (90 or more days).


Math Grades: Program Attendance and Student Type Interactions

  • Compared to middle/high school participants, more elementary school students who attended 30-89 days achieved the highest grade possible in math across both grading periods.

  • For middle school students, those with the best grades appear to be attending the program most frequently.


Questions to ask about your program

  • Who do you serve?

    • Students with academic need?

    • Eligible for free and reduced lunch

    • Eligible for special education services

  • How frequently do you serve them?

    • Do you offer sufficient opportunities for regular participation?

    • How many students come more than 60 days per year? More than 90?

  • Are students making academic progress?

    • Is there room for progress?

    • Are all students making it?


Kentucky 21st CCLC in Perspective:

National Comparison for 2006-2007

Presented October 2008

KY 21st CCLC Program Director’s Meeting

Mindy Hightower King, Ph.D.

Jenell Holstead, MS

Center for Evaluation & Education Policy

Indiana University


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