Why Data?. Dr. Laura Tanner-McBrien Coordinator Department of Prevention and Intervention Fresno Unified School District Fresno, California. Objectives. Participants will gain an understanding of how data can be gathered for homeless education and other district programs.
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Dr. Laura Tanner-McBrien
Department of Prevention and Intervention
Fresno Unified School District
Codes in ATLAS
Project ACCESS codes can be found under the Student Services tab. Four options for services qualify under Project ACCESS. The codes are entered by Project ACCESS Staff.
A weekly update from the Department of Children and Family Services automatically changes the foster codes. The homeless codes are updated as parents or schools inform Project ACCESS staff of any changes.
Project ACCESS – Homeless Codes
AAWAITING FOSTER CARE
DLIVING IN A DOUBLED-UP SITUATION
FFORMERLY HOMELESS – Do Not Qualify for Services
MLIVING IN A MOTEL
OOTHER, HOMELESS ACCORDING TO HSS
RRUNAWAY, POSSIBLY STAYED AT THE SANCTUARY
SLIVING IN A SHELTER
TTRANSIENT (many moves)
UUNACCOMPANIED YOUTH (Caregiver Affidavits)
Project ACCESS – Foster Care Codes
Foster Family Agency11
Tribe Specified Home23
Foster Family Home31
Foster Family Agency Certified Home32
Small Family Home41
County Shelter/Receiving Home51
Court Specified Home53
Data Fields Meanings
Program Fields Meaning
Academic Data Meaning
Survey Results for Tutorial
Impact of School Mobility on Academic
Achievement for Homeless, Foster, and
To explore the ramifications of school mobility on academic achievement for homeless and foster youth
Specifically, the following research questions were addressed:
1.Are there differences in California Standards Test scores between homeless, foster youth, and non-mobile students?
2. Are attendance rates, grade point averages, credits earned, and suspensions different for homeless and foster youth than for housed youth?
3.Does the number of schools a student attends correlate with their grade point average?
4.Do student behaviors (ie. suspensions) correlate with school mobility?
5.Is there a relationship between academic variables and mobility variables?
Series of 11 Multivariate One-Way ANOVAs
ELA and Math CST scores by grade and year
Series of four 3 x 2 Way Repeated Measures ANOVAs
Academic variables by group and year
Academics with mobility
Research Question 1: Are there differences in California Standards Test scores between homeless, foster youth, and non-mobile or housed students?
11 Multivariate One-Way ANOVAs
Research Question 2: . Are attendance rates, grade point averages, credits earned, and suspensions different for homeless and foster youth than for housed youth?
Four 3 x 2 Repeated Measures ANOVAs
Figure 1. Plot of academic GPA by year for housing status
Figure 2. Plot of percent attendance by year for housing status
Figure 3. Plot of number of suspensions by year for housing status
Figure 4. Plot of credits earned by year for housing status
Research Question 3: Does the number of schools a student attends correlate with their grade point average?
Research Question 4: Do student behaviors (ie. suspensions) correlate with school mobility?
Research Question 5: Is there a relationship between academic variables and mobility variables?
and 20% of the variance between academic variables in 2007-2008
Laura Tanner-McBrien, Ed.D.
1350 M. St., Building B
Fresno, CA 92721