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CPSCPS

CPS

Cincinnati Public Schools Community Learning Centers

Evaluation Report 2012-2013

Transforming Schools · Revitalizing Communities™

Cincinnati Public Schools:

A Review of Community Learning Centers

2012-2013

Cincinnati Community Learning Centers Cincinnati Public Schools launched their nationally recognized Community Learning Centers (CLC) initiative in 2001 to address the growing need for neighborhood-based support services for students, their families and the general community. Each CLC “hub” has been designed to address the identified needs of students and their communities through the strategic arrangement of targeted services and resources by Resource Coordinators. Community partnerships have been established in support of these efforts including Tutoring, College Access, Mentoring, After School, Youth Leadership, Family Engagement, Health/Wellness and other services. Through the CLC model, school staff, parents and community partners are engaged, which support, sustain and enhance student achievement and success. The initiative receives financial support from the Greater Cincinnati Foundation, United Way of Greater Cincinnati, US Dept. of Education (Title I) and the Carol Ann and Ralph V. Haile, Jr. /US Bank Foundation. Community partners, such as Cincinnati Community Learning Institute and the Strive Partnership, contribute personnel and resources to the CPS Community Learning Center initiative. Community Learning Centers REFORM The CLC initiative designed the REFORM Model in 2011 to promote and optimize the integration of services that will support students, including those needing academic, behavioral, and social supports. The REFORM model also promotes using a data-driven approach that includes setting goals, measuring outcomes and ensuring continuous quality improvement. The REFORM Model is consistent with national best practices in CLC resource coordination, including:

Review student data

Engage community partners

Focus on meeting individual students’ needs

Offer support to partners to support students

Reset services as necessary to ensure student progress

Measure partnership outcomes and student success

Table of Contents CLC Highlights……………………………………….......3

Review Student Data………………………….……….4

Engagement of Community Partners……...….5

Focus on Meeting Student Needs……………….5

Offer Support to Partners.…..…….…..………….6

Reset Services as Necessary and Measuring Outcomes......................................……………..7

Summary and Next Steps……………………………11

“There’s a reason why Cincinnati Public Schools is the highest-rated urban school district in Ohio, and Community Learning Centers have a lot to do with it,” says Martin J. Blank, Director of the Coalition for Community Schools and the President of the Institute of Educational Leadership. “Cincinnati has become a model of efficiency and effectiveness that many other school districts and communities are looking to replicate. It is the embodiment of a top-notch community school district.” -Institute for Educational Leadership, April 2013

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CLC Highlights During the 2012-13 academic year, the Cincinnati Public Schools District’s Community Learning Center initiative experienced a number of programmatic highlights as follows: •Expanded Number of Sites: To date, Resource Coordinators have transformed 34 schools across the CPS District. •Ensuring Quality Improvement and Monitoring: The Learning Partner Dashboard (LPD) remains an important component of R.E.F.O.R.M., evaluation, and the technology infrastructure that supports Resource Coordinators in their efforts. The LPD also assists CLC Resource Coordinators with using data driven approaches to resource coordination, including identifying needs, assigning services, and monitoring progress toward goals. Resource coordinators receive reports from the LPD and share learnings to implement the R.E.F.O.R.M. model and ensure quality improvement. •Increasing Professional Development and Support to Resource Coordinators: Resource Coordinators attended trainings and participated in workshops designed to enhance competence and compliance with data entry support into the Learning Partner Dashboard system. •Evaluating and Disseminating Outcomes: Cincinnati CLCs have been featured in the public media including Coalition for Community Schools' Study Tour of the Cincinnati Public Schools Community Learning Centers event held in September 2012, in NBC News Education Nation September 2012, and in the Huffington Post in September 2012. The data presented in this report were provided by Cincinnati Public Schools and are the result of collective impact. In some cases, sample size is small and limits the interpretation and generalizability of the data. There are a number of CLC efforts and evaluation methods that are evolving and efforts are being made to improve program and process improvements. Data must also be understood within the social and cultural context of the youth being served, the schools, programs and communities.

Service Highlights from 2012-13 include: • 17898 Students Served at CLC Schools • 3290 Targeted CLC Students Served at CLC Schools • 4212 Parents Attended Parent-Teacher Conferences • 445+ Community Partners Offered Services

Students Served Across CLCs In the 2012-2013 academic year, 17,898 students attended Cincinnati Public Schools Community Learning Centers. The demographic makeup of these students consisted of more than 74% of students being African-American/Black, while the next largest racial/ethnic group being Caucasian/White at 17%. Of the 3,290 students targeted to receive individualized, intensive services, 81% were African-American/Black, while less than 10% were Caucasian/White. Seventy-six percent of CLC students were enrolled in grades PreK-8 while 24% percent of CLC students were enrolled in high schools. Eighty-one percent of Targeted CLC students (students identified by Resource Coordinators as needing services) were in grades PreK-8 while the remaining 19% were high school students. Forty-eight percent of females and 51% of males were served across both CLC and Targeted students groups.

Table 1: CLC and Targeted CLC Students Race/Ethnicity 2012-13

Race/Ethnicity CLC Students N (%)

Targeted CLC Students

N (%) (A)sian 131 (.7%) 32 (1.0%) (B)lack 13262 (74.1%) 2655 (80.7%) (H)ispanic 564 (3.2%) 133 (4.0%) (I)ndian 12 (.1%) 4 (.1%) (M)ulti-Racial 952 (5.3%) 162 (4.9%) (P)acific Islander 22 (.1%) 5 (.2%) (W)hite 2955 (16.5%) 299 (9.1%)

48.4% 51.6%48.6% 51.4%

0.0%

20.0%

40.0%

60.0%

Female Male

Graph 1: CLC and Targeted CLC Students: Gender 2012-13

CLC Schools Targeted CLC Students of 18

Review Student Data: Assessing Student Priorities Resource coordination at CLC schools begins with a review of student, family and community data. This is accomplished through collaboration between Resource Coordinators and each CLC school’s Data Review Team Student, service referral, and community partnership information entered in Learning Partner Dashboard (LPD). The LPD is a web-based system that was developed through a partnership with Microsoft, Procter and Gamble, The Strive Partnership and Cincinnati Public Schools to coordinate and align student needs, strengths, services, partnerships and outcomes. The Learning Partner Dashboard tracks student needs or priority factors that might impact student achievement and success. These factors include below proficient performance on achievement assessments for either math or reading, chronic absences or tardies, or five or more behavioral referrals in the course of an academic year. Students with one or more priority factors are highlighted in the system’s reporting interface and are designated as a primary target for CLC resources. In addition to those students who are highlighted in the system based on priority factors, Resource Coordinators also identify students with high needs for individualized, intensive and targeted support. While these Targeted students are the first to be linked with community resources, the CLCs offer a broad variety of services and programs available to all CLC students, their families, and the surrounding community. Once a student is identified as needing support due to priority factors or other exhibited needs, the Resource Coordinator connects the student with services.

Table 2: CLC Students with Priority Factors 2012-13

Priority Factors CLC Students Targeted CLC

Students N (%) N (%)

Chronic Absences1 2618 (14.6%) 492 (15.0%) Chronic Tardies1 2455 (13.7%) 590 (17.9%) Behavioral Referrals2 1391 (7.8%) 332 (10.1%) OAA/OGT Reading3 3801 (32.8%) 1159 (40.6%)

OAA/OGT Math3 4816 (41.5%) 1423 (49.8%) 1Twenty or more absences/tardies; 2Five or more behavioral referrals; 3Non-proficiency on Math/Reading Tests

Academic trends since 2011-12 have shown that Targeted CLC students have a greater percentage of priority factors (needs) in comparison to both the general CPS student body and students attending CLC schools. The same is true for the 2012-13 academic year. In 2012-13, there a difference was noted between CLC students and Targeted CLC Students with Reading as well as for those with Math priority factors.

Table 3: Students with Priority Factors 2012-13

0 1-2 3-4 5

CPS Students 59.6% 35.4% 4.9%* .1%*

CLC Students 49.2% 43.7% 7.0% .1%


32.4% 55.3% 12.0% .2%

Across CPS schools, 59.6% of the general student population, 49.2% of CLC students and 32.4% of Targeted CLC students showed highest strengths (had no priority factors) in 2012-13. The percentages of students with three or more priority factors were 4.9% for CPS Students, 7.1% for CLC Students and 12.2% for Targeted CLC Students, respectfully.

40.6%

49.8%

10.1%15.0% 18.0%

0.0%

20.0%

40.0%

60.0%

Reading Priority Math Priority Referrals Priority AbsencesPriority

Tardies Priority

Graph 2. Percent of Targeted CLC Students with Priority Factors in 2012-13


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18.2%22.4%

41.9%

13.3%

4.2%

25.1% 24.7%

33.8%

11.8%

4.6%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

Limited Basic Proficient Accelerated Advanced

Graph 3. Targeted CLC Students Standardized Test Performance 2012-13

Reading Math

Engagement of Community Partners: Partners Serving Students Each year, Resource Coordinators establish new and reinforce existing collaborations with several community partners across the Greater Cincinnati area to offer programs, services and resources to students, parents and the community in the following core areas: • Tutoring • Mentoring • College Access • After School Programs • Youth Leadership • Family Engagement (CPS Parent-Teacher) • Social Wellness • Basic Needs (e.g., Supplies) • Classroom Enrichment • Health & Wellness (e.g., Dental

Screenings, Immunizations and Mental Health, etc.)

• Extra-Curricular Activities Many of these services are offered to the whole school population, with a focus on the students in most need. Improved tracking of partners across CLC schools in the Learning Partner Dashboard has allowed for better accuracy and reporting of data, including reporting the number and types of partnerships and the number of students served by the partners. A full list of community partners is

Table 4: Engagement of Community Partners

Corporate and Non-Profit Partners and

Organizations1

Partners 2012-13

Students Served Across

CLCs 2012-13

Targeted Students Served

Across CLCs 2012-13

Tutoring 68 7541 2293 Mentoring 102 6036 1354 College Access 13 2896 504 After School 131 4752 1208 Youth Leadership 19 1053 309 Family Engagement1 19 4212 1015 Other Services2 97 1615 436 Health & Wellness3 48+ 16107 2940 Total 445+ 17898 3290

1CPS Family Engagement; 2Basic Needs, Classroom Enrichment, Social Wellness; 3Includes primary and/or dental health services provided by CPS schools, Growing Well partners and other community-based clinics. Although there were 445 partners reported in the LPD, there are more than 600 formal partnerships and collaborations throughout CLC initiative.

Delivery of services is contingent upon the partnership between the CLC school and community agencies. In some cases, there are co-located agencies that offer services to students on-site (e.g., in the classroom or in a designated location), while other agencies provide services at their respective campuses. Other factors for service delivery include parent consent and ability to support their child with requirements to receive services. Focus on Meeting Student Needs: Service Coordination for Students with Priorities Consistent with best practices, services were coordinated in CLCs for the student population at-large as well as for students targeted with specific needs. For Targeted CLC students, Resource Coordinators developed strategic partnerships to address factors that were barriers to learning and positive development. In 2012-13, more than 75% of targeted students with reading or math priorities received tutoring from partners. More than 90% of targeted students with absences, behavioral referrals or tardies priorities received services.

Fifty-nine percent Targeted CLC students scored at proficient or higher on the 2012-13 OAA/OGT Reading test while 50.2% scored at proficient or higher on the OAA/OGT in Math.

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Services offered across CLC schools met school and individual student need. In addition to the core services offered such as tutoring, mentoring, college access, family engagement, and leadership development, students were offered individualized services including Summer Learning, Post-Secondary (College and Career) Awareness and Transition services.

Table 5: CLC Students and Individualized Services

CLC Individualized Services CLC Students Served (N and %)

Summer Learning 868 (4.8%) Post-Secondary Awareness and Career 2468 (13.8%)

Post-Secondary Transition 626 (3.5%)

Foster Care Assistance 236 (1.3%)

Across CLC schools, 73.4% of students with priority factors received services. More than 62% of students with chronic absences, 72.5% of students with chronic tardies and 80.7% of students with behavioral referrals priority factors received services. Fifty-six percent of CLC students who were not proficient in Reading received tutoring while 55.4% of students with math priority received tutoring. CLC schools with the highest percentage of services provided for students with any priority factors included Mt. Airy (64.9%), Riverview East (64.6%) and Western Hills (66.1%). Resource Coordinators engaged partners to ensure that Targeted CLC students received services as needed. More than 75% of Targeted CLC students with math or reading priority factors received tutoring. Ninety percent of Targeted CLC students with absences and tardies priority factors received services, while 93% of those with behavioral referrals priority received a service.

76.7% 75.7%92.5% 90.0% 89.7%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Reading PriorityReceivingTutoring

Math PriorityReceivingTutoring

ReferralsPriority

Receiving anyServices

AbsencesPriority

Receiving AnyServices

Tardies PriorityReceiving Any

Services

Graph 4. Percent of Targeted CLC Students with Priority Factors Receiving Services 2012-13


For Targeted CLC students, some schools provided services to 100% of students (all students) with priority factors. These schools included Academy of World Languages, Bond Hill, Chase, Ethel M. Taylor, Oyler, Rothenberg, Rockdale, Rothenberg and Woodward.

Offer Support to Partners: Parent-Teacher Conferences Parent and family engagement in activities that support students’ academic progress have been well-documented as critical for promoting academic and social-emotional success in youth. In 2012-2013, 4212 (23.5%) of students attending CLC schools had parents attend parent-teacher conferences. Parental involvement activities reported also included programs and services provided by Community partners. Parents may have also been involved in schools through volunteerism, parent advisory boards and Parents for Public Schools.

Mental Health Partners in CLCs Resource Coordinators also work with the School Based Mental Health Network of eight agencies that provide mental health prevention, intervention, and treatment services to CPS students. A total of 2,233 CPS students received treatment through school-based mental health partners. 74% of students across CPS who were referred for services received treatment. The largest barrier to students receiving services was not being able to reach the parent/guardian for consents. Resource Coordinators and the CLC teams continue to work with the Network on ways to eliminate barriers to mental health and increase the number of students served.

23.5%

30.9%

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

CLC Schools Targeted Students

Graph 5. Engagment in Parent-Teacher Conferences at CLC Schools 2012-13

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Most students maintain their test performance level rank from year to year as performance levels are based upon a normed range of scores. From 2011-12 to 2012-13, CLC students receiving services generally improved slightly in performance level rank. Understanding test performance allows Resource Coordinators to identify areas of need and determine the best methods to assist students with academic priority factors. *Data should be interpreted with caution as some services served fewer students and that high school students taking the OGT are required to pass a test subject one time.

Tables 6-9 illustrate change in standardized test performance level rank from 2011-12 to 2012-13 for CLC students receiving services. Performance level achieved on the Ohio Achievement Assessment (OAA) and the Ohio Graduation Test (OGT) represents how well a student was able to demonstrate having met the Ohio Academic Standards according to grade level. The performance level scale ranges from Limited (lowest level of proficiency, ranked as ‘1’) to Advanced (highest level of proficiency, ranked as ‘5’), which is based upon a student’s scaled score.

Reset as Necessary and Measuring Outcomes: Academic Achievement In general, students attending CLC schools and receiving services improved in Reading and Math OAA and OGT test scores from 2011-12 to 2012-13. Despite having a higher number of priorities, Targeted CLC students receiving student support services including tutoring, mentoring, college access, afterschool, and youth leadership generally showed positive academic trends on OAA and OGT tests from 2011-2012 to 2012-2013, especially in comparison to the general CLC student population. The graph and tables below show academic trends for students receiving services.

Test and Subject

Table 6: Change in Average Test Performance Level Rank from 2011-2012 to 2012-2013 for CLC Students Receiving Services

Tutoring Mentoring Afterschool Targeted CLC

Students CLC Students Targeted CLC Students CLC Students Targeted CLC

Students CLC Students

Change in Test Level Rank Change in Test Level Rank Change in Test Level Rank

OAA Reading .14 .13 .19 .13 .15 .11

OGT Reading .39 .2 .4 .18 .11 .12

OAA Math .08 .05 .05 .02 .08 0.0

OGT Math .47 .36 .52 .36 .16 .24

The table above represents the average change in level rank on OAA and OGT tests from the 2011-2012 academic year to the 2012-2013 academic year. The Standardized Test Performance Level ranking scale for the OAA and OGT is as follows: Advanced (5), Accelerated (4), Proficient (3), Basic (2), Limited (1).

2.6 2.8

1.6

2.5

1.3

2.82.4

2.1

2.8

1.1

2.4

1.8

Tutoring Mentoring College Access Afterschool Youth Leadership FamilyEngagement

Aver

age

Poin

t Inr

ease

Graph 6. Point Increase on Reading and Math OAA/OGT tests from 2011-12 to 2012-13for Students Receiving Services

Service and OAA/OGT Reading Test Score Service and OAA/OGT Math Test Score

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Test and Subject


College Access Youth Leadership CPS Family Engagement Targeted CLC




OAA Reading .01 .05 .17 .11 .24 .15

OGT Reading .24 .15 0.0 -.04 .22 .12

OAA Math .04 .04 .21 .11 .14 .02

OGT Math .28 .26 .01 .16 .68 .31


Test and Subject


Social Wellness Basic Needs Classroom Enrichment Targeted CLC




OAA Reading .04 .09 .21 .45 .25 .39

OGT Reading .12 -.02 -- -- -- --

OAA Math -.03 -.05 .14 .25 .21 .46

OGT Math .11 .19 -- -- -- --



Health and Wellness

Test and Subject

Targeted CLC Students CLC Students

Change in Test Level Rank

OAA Reading .17 .13

OGT Reading .33 .20

OAA Math .09 .02

OGT Math .32 .32


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Measuring Outcomes: CLC Students

Receiving Services and Improving Priority Factors Measuring outcomes includes assessing progress toward the elimination of priority factors over time once services have been established for students in need. In the majority of cases, Targeted CLC Students had a higher average number of absences, tardies and behavioral referrals in comparison to the general CLC population. Although Targeted CLC Students were a priority for Resource Coordinators, any student with a need was able to receive a service. In general, although services were offered to the entire school body, CLC Students receiving services had an average of 5 or more absences, 4 or more tardies and/or more than 1 behavioral referral in 2012-13. Students were also offered social wellness, basic needs, classroom enrichment and health and wellness services.

Priority Factors

Table 10: CLC Students with Priority Factors Receiving Services in 2012-2013 Tutoring Mentoring Afterschool

CLC Students


CLC Students


CLC Students


Mean Number of Absences 8.19 9.89 8.04 9.42 8.16 8.23

Mean Number of Tardies 7.88 9.8 6.79 8.49 9.4 9.79

Mean Number of Behavioral Referrals 1.6 1.72 1.71 2.05 1.36 1.58

Priority Factors

Table 11: CLC Students with Priority Factors Receiving Services in 2012-2013 College Access Youth Leadership CPS Family Engagement

CLC Students


CLC Students


CLC Students




Mean Number of Behavioral Referrals 2.36 3.85 1.26 1.12 1.18 1.56

Priority Factors

Table 12: CLC Students with Priority Factors Receiving Services in 2012-2013 Social Wellness Basic Needs Classroom Enrichment

CLC Students


CLC Students


CLC Students




Mean Number of Behavioral Referrals 1.5 1.55 1.5 1.15 .66 .5

School-Based Health Centers provide a comprehensive range of clinical services that specifically meet health problems of young people in the community. The centers are staffed with a nurse practitioner who provides services including, but not limited to health assessments/screenings and referrals, immunizations, health education and counseling, and case management. In 2012-13, CPS hosted school-based health centers at four schools: Oyler Elementary, Withrow Elementary, Academy of World Languages and Western Hills & Dater High School.

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Table 13: CLC Students with Priority Factors Receiving Services in 2012-13

Health and Wellness

Priority Factor CLC Students Targeted CLC Students

Mean Number of Absences 10.33 10.23

Mean Number of Tardies 8.56 10.63

Mean Number of Behavioral Referrals

1.17 1.53

Improving Priority Factors CLC and Targeted CLC Students receiving a number of services in 2012-13 reduced the frequency of absences, tardies and behavioral referrals from 2011-12. Students receiving basic needs and classroom enrichment also reduced the number of behavioral referrals from 2011-12 to 2012-13. CLC students receiving youth leadership reduced the average number of absences while students receiving tutoring, mentoring, college access, basic needs and classroom enrichment reduced the average number of tardies from 2011-12 to 2012-13. Table 14: Average Change in Number of Behavioral Referrals from 2011-12 to 2012-13 for CLC Students Receiving Services

Basic Needs Classroom Enrichment

CLC Students -.39

Targeted CLC Students -.03 -.08

Table 15a: Average Change in Number of Tardies from 2011-12 to 2012-13 for CLC Students Receiving Services

Tutoring Mentoring CLC Students -.35 -.47

Table 15b: Average Change in Number of Tardies from 2011-12 to 2012-13 for CLC Students Receiving Services

College Access Basic Needs Classroom

Enrichment CLC Students -.98 -.04 -2.49

Targeted CLC Students -.30 -3.33

Effects for Test Rank Changes CLC and Targeted CLC Students receiving services made important gains in OAA and OGT test rank from 2011-2012 to 2012-2013. Specific to OAA math rank, gains were made for CLC Students receiving classroom enrichment, tutoring or youth leadership. For Targeted CLC Students, significant gains in rank on OAA math tests were made for those receiving health and wellness. For OGT test rank from 2011-2012 to 2012-2013, significant effects in math occurred for CLC Students receiving tutoring, mentoring and health and wellness. Gains made in OGT math for Targeted CLC Students receiving CPS family engagement, mentoring or tutoring were significant as well. For Targeted CLC Students receiving health and wellness and tutoring, significant gains in OGT rank were also made in reading. Progress was noted in all areas of CLC programming, perhaps because more students were referred for some services (e.g., tutoring and mentoring) at higher rates than others. A major limitation is that analyses did not control for risks, including poverty. Data should be interpreted cautiously, in light of these factors and that many students receive more than one service based on referrals or needs. Reference the Appendix for additional data. Considerations for Targeted Intervention CLC and Targeted CLC Students received tutoring and mentoring services more than other services. By reviewing student needs, Resource Coordinators are able to assign appropriate intervention services according to students’ needs. Targeting intervention increases the likelihood that students will make progress in the area(s) of identified need, enhancing their overall potential for academic and personal success.

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Summary and Next Steps In the 2012-13 academic year, more than 440 community partners and collaborations served 17,898 students across CLCs, with 3,290 of them identified as Targeted students to receive individualized and supportive services. Resource Coordinators worked with partners to launch new and to continue existing services including tutoring, mentoring, college access, family engagement and leadership development programs. Additional services were offered based upon referrals including foster care assistance, support for basic needs and post-secondary support. Across CPS schools, 59.6% of the general student population, 49.2% of CLC students and 32.4% of Targeted CLC students showed highest strengths (had no priority factors) in 2012-13. Across CLC schools, 50.8% of students and 67.7% Targeted CLC students had at least one priority factors in 2012-13. Of those with priority factors, 73.4% of CLC students and 92.0% of Targeted students received one or more services coordinated by a CLC Resource Coordinator. Academic trends show that CLC and Targeted CLC students who received tutoring and mentoring services improved on OAA and OGT test scores. Furthermore, Targeted CLC students received more services, consistent with their needs. In addition to Tutoring and mentoring services, students in CLCs participated in classroom enrichment, leadership, youth engagement, health and wellness, and family engagement programs. Many of these programs also had a positive impact on academic, behavioral, and social outcomes. Cincinnati Community Learning Centers should consider the following as next steps:

• Expand opportunities to advance student achievement, leadership, social emotional development, community service, and life skills and opportunities for post-secondary transition.

• Prioritize parent engagement for targeted students, especially for students who are in preschool through grade three where reading proficiency is at highest priority in the district and where parent support around reading and literacy promotion is critical. Parent engagement is a key variable to resource coordination as noted in the evidence base.

• Continue to disseminate the CLC model locally and nationally through the use of stories and data. Continue to integrate best practices and partnerships from other communities to strengthen the program model, implementation and fidelity.

• Better support Resource Coordinators and their capacity to balance multiple demands, including community engagement, resource coordination functions to optimize student impact, and data management.

• Expand (and invest in) the data collection and analysis to include additional variables that will advance the CLC model and allow for a better understanding of how Resource Coordinators can ensure success for the “whole child.” Future analyses could include social-emotional development, health and wellness, family and environmental variables that impact student outcomes.

• Define the “next era” of CLC’s work to ensure that Cincinnati remains a leader in resource coordination that promotes student achievement and success through supportive services, community engagement, data utilization and quality improvement.

• Ensure a plan for long-term sustainability. Continue to integrating the CLC work within school and community programs, initiatives, and policy.

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APPENDIX

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T-Scores for Change in Average Test Performance Level Rank for CLC Students Receiving Services from 2011-2012 to 2012-2013

Change in Average Test Performance Level Rank from 2011-2012 to 2012-2013 for Students Receiving

Tutoring

Test CLC Schools Targeted CLC

Students

OAA Reading t(5601.33)=1.46, p=.143, N=3252

t(746.84)=-1.22, p=.223, N=1234

OAA Math t(5588.09)=2.11, p=.035, N=3249

t(757.44)=0.30, p=.767, N=1238

OGT Reading t(1546.81)=1.86, p=.063, N=1498

t(359.82)=2.73, p=.007, N=209

OGT Math t(1526.79)=6.30, p<.001, N=1493

t(389.73)=3.52, p<.001, N=208


Mentoring


Students

OAA Reading t(5949.73)=1.05, p=.293, N=2607

t(1672.46)=-0.13, p=.897, N=769

OAA Math t(5971.30)=0.75, p=.455, N=2605

t(1658.62)=-1.17, p=.243, N=776

OGT Reading t(2134.33)=0.09, p=.929, N=1160

t(202.08)=1.86, p=.065, N=139

OGT Math t(2121.86)=3.92, p<.001, N=1160

t(231.57)=3.60, p<.001, N=139

Change in Average Test Performance Level Rank from 2011-2012 to 2012-2013 Students Receiving

After School


Students

OAA Reading t(6148)=-1.76, p=.078, N=1763

t(1708)=-1.37, p=.171, N=634

OAA Math t(3189.32)=-1.80, p=.072, N=1759

t(1708)=-1.07, p=.283, N=638

OGT Reading t(1377.99)=-2.72, p=.007, N=603

t(396.20)=-3.53, p<.001, N=148

OGT Math t(1402.73)=-1.63, p=.103, N=602

t(393.09)=-3.2, p=.001, N=147


College Access


Students

OAA Reading t(2632.75)=-0.09, p=.931, N=983

t(489.08)=-2.08, p=.038, N=133

OAA Math t(2829.46)=1.60, p=.110, N=980

t(624.26)=0.08, p=.933, N=132

OGT Reading t(1022.25)=-2.15, p=.032, N=1478

t(397)=-1.94, p=.054, N=324

OGT Math t(1032.38)=-3.54, p<.001, N=1474

t(92.69)=-2.14, p=.035, N=321


Youth Leadership


Students

OAA Reading t(6148)=-0.72, p=.472, N=613

t(1708)=0.02, p=.982, N=185

OAA Math t(744.41)=2.26, p=.024, N=609

t(221.31)=1.69, p=.092, N=184

OGT Reading t(80.90)=-3.77, p<.001, N=73

t(384.0)=-6.80, p<.001, N=14

OGT Math t(85.22)=-3.34, p=.001, N=73

t(16.99)=-3.01, p=.008, N=14


CPS Family Engagement


Students

OAA Reading t(2312.97)=-0.57, p=.567, N=1455

t(1086.36)=0.91, p=.365, N=577

OAA Math t(2253.54)=-0.71, p=.480, N=1450

t(1108.05)=0.37, p=.709, N=578

OGT Reading t(591.21)=-2.33, p=.020, N=358

t(397)=-1.22, p=.224, N=59

OGT Math t(595.66)=0.05, p=.956, N=358

t(80.77)=2.98, p=.004, N=59

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Social Wellness

Test CLC Schools Targeted CLC Students

OAA Reading t(6148)=-1.62, p=.105, N=518

t(1708)=-1.59, p=.113, N=171

OAA Math t(596.74)=-1.85, p=.065, N=514

t(197.55)=-1.49, p=.138, N=170

OGT Reading t(2135)=-1.46, p=.144, N=93

t(31.85)=-1.33, p=.192, N=26

OGT Math t(2125)=-0.78, p=.435, N=93

t(37.88)=-2.92, p=.006, N=25


Basic Needs

Test CLC Schools Targeted CLC Students

OAA Reading t(6148)=1.84, p=.067, N=69

t(1708)=.49, p=.624, N=43

OAA Math t(68.00)=1.05, p=.296, N=68

t(43.63)=.69, p=.493, N=43

OGT Reading N/A N/A

OGT Math N/A N/A


Classroom Enrichment


Students

OAA Reading t(53.7)=1.67, p=.101, N=54

t(1708)=-0.02, p=.998, N=29

OAA Math t(53.76)=2.74, p=.008, N=54

t(1708)=.47, p=.642, N=29

OGT Reading N/A N/A

OGT Math N/A N/A


Health and Wellness


Students

OAA Reading t(764.15)=-1.02, p=.309, N=5645

t(199.78)=0.47, p=.640, N=1565

OAA Math t(784.12)=-0.85, p=.398, N=5619

t(231.93)=2.02, p=.045, N=1566

OGT Reading t(2135)=1.62, p=.106, N=1464

t(377.09)=2.19, p=.029, N=242

OGT Math t(1501.34)=2.70, p=.007, N=1456

t(387.99)=0.69, p=.493, N=240

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APPENDIX

CLC Community Partners and Collaboratives

3 Women, Inc. 21st century 4C for Children 5/3 Bank A Carota Music Action for Healthy Kids Activities Beyond the Classroom Adopt a Child Adopt A Class AfterSchool Network Alpha Delta Boule Amberly Village American College Test (ACT) American Dairy Association American Graduate American Legion post 248 American Lung Association American Red Cross Ameri-Corp Americorps Anthony Munoz Foundation April Culbreath Architecture By Children (ABC) Asili Museum Center Assistance League Avondale Running Club B Matthews Backpacking Be The Change Beech Acres Parenting Center Bellarmine Church Bethel Baptist Big Brothers Big Sisters Blessings in a Backpack Bond Hill Public Library Bond Hill Recreation Center Books Alive- Learning Through Arts Boy Scouts of America Boys and Girls Clubs of Greater Cincinnati Boys Scouts of America Boyz II MEN Program Breakthrough Cincinnati Bridges for a Just Community Bud Walters Ballroom Dancing C Jackson Backpacking Camp Ernst Carmel Carnegie Center Carolyn Shipman and Association Catholic Health Partners CCProScan Foundation CECH Center for Closing the Health Gap CenterPoint Mental Health Central Clinic CET Charles Perdue Literacy Program Childhood Food Solutions

Childhood Hunger Solutions Children's Home of Cincinnati Children's Hospital Medical Center Children's Hunger Alliance Children's Inc. Children's Museum Children's Theatre of Cincinnati Chris Collinsworth ProScan Fund Christ Emmanuel Church Christine Langford Visual Arts Chuck Futel & Associates Cincinnati Art Museum Cincinnati Arts and Technology Center Cincinnati Arts Association Cincinnati Ballet Cincinnati Black Theater Company Cincinnati Boychoir Cincinnati Chess Club Cincinnati Children's Hospital Medical Center Cincinnati City Council Cincinnati City Hall Cincinnati City Solicitor's Office Cincinnati Cooks! Cincinnati Early Learning Center Cincinnati Enquirer Cincinnati Federation of Colored Women Cincinnati Fire Department Cincinnati Health Department Cincinnati Health Network Cincinnati Herald Cincinnati Hills Christian Academy Cincinnati Links Cincinnati Museum Center Cincinnati Observatory Cincinnati Park Board Cincinnati Playhouse in the Park Cincinnati Police Department Cincinnati Public Library Cincinnati Public Schools Cincinnati Reads Cincinnati Recreation Commission Cincinnati Red Cross Cincinnati Reds Cincinnati Scholarship Foundation Cincinnati Spanish Academy Cincinnati State Cincinnati Symphony Cincinnati Tennis Club Cincinnati USA Regional Chamber Cincinnati Youth Collaborative Cincinnati Zoo and Botanical Gardens City Gospel Citybeat Civic Garden Center CMHA

College For Every Student College Hill Presbyterian Church College of Mt. Saint Joseph Communicating Arts Credit Union Community Arts Initiative Community Learning Center Institute Community Police Partnering Center Community Volunteers Congressman Steve Chabot’s Office Cooking Club Cooperative Education Core Clay Cornerstone Insurance Broker Service Agency Crest Smile Shop Crossroads Crystal Clear Science Cub Scouts Deaconess Health Check School Based Health Center DeFuzeit ISeeConnections Dental Sealants Program Discover Health Douglass Champions Drake Planetarium Dramakinetics DUKE Energy E. Walnut Hills Community Group EA Tutoring Easter Seals Work Resource Center Elder Tutoring Elementz Youth Center Emily Bruns Art Endzone Club Enterprise-Rent-A-Car Ernst and Young Diversity Network Evanston Recreation Center FamiliesFORWARD Fast Track Federal Home Loan Bank Fernside First Financial Bank First Unitarian Church Flying Pig Foster Grandparents Program FRCH Frederick Douglass Alumni Frederick Douglass PTA Freedom Center Freedom Foundation Freestore Foodbank Fresh Fruits and Vegetables Frost, Brown, and Todd Fuel Up to Play 60

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Fun Factory Gear Up General Electric Gentlemen of Excellence Gigglebox Girl Scouts of America Girls Club Girls of Nia Girls on the Run Globe Ins. Golf Manor Good Life Organization Good Shepherd Lutheran Church GRAD Cincinnati Inc. Graeter's Manufacturing Co Greater Cincinnati Chamber Greater Cincinnati Foundation Green Team: Keep Cincinnati Beautiful Green Umbrella Groundwork Cincinnati Hamilton County Educational Services Diversion Court Hamilton County Family & Children First Hamilton County Job and Family Services Hamilton County Parks and Recreation Hamilton County Public Library Happen, Inc. Hartwell School Hawkins/Thomas Math and Reading Lab HGC Construction Horace Mann House of Hope HP Leadership Academy for Girls Hunger Alliance Huntington Bank Hyatt Regency Cincinnati Hyde Park Church Imani Family Center Inner City Tennis INNOVATIONS iSpace iTutelage J Warmack Backpacking J. Johnson Book Club Jennifer Green Violin Group Jobs for Cincinnati Graduates Jostin Construction Journey Junior Achievement Junior Community Action Committee Junior League of Cincinnati K4 Architecture, LLC Karate Karen Carnes Coats for Kids Foundation Karen Evans Keep Cincinnati Beautiful Kennedy Heights Art Center Kenneth Thornton Kenzie's Closet Kids' Goals Kids in School Rule!

Kiwanis International Builders Club Kroger's Ladies of Excellence Ladies of Grace Langford, Christine LaSalle High Leading Ladies of Tomorrow Learning Through Art, Inc. (LTA) Leave No Child Inside LensCrafters LifePoint Solutions Lighthouse Youth Services LIVE Program Lung Association M2SE Macy's Mad Science Martin Ware Kung Fu Mary Davis Mason High Volunteers Mayerson Jewish Community Center MEAC Madisonville Education and Assistance Center Melrose YMCA Mercy Health Partners Messer Construction Metro Miami University Moody-Nolan, Inc. Morgan Stanley Smith Barney Ms. Anderson MSA Mt. Airy Franciscan Mt. Notre Dame High School Mt. Washington Baptist Church Mt. Washington United Methodist Church Muddy Waters Equestrian Park Music Resource Center MYCincinnati Music Program for Youth myON Reader NAACP Natasha Barlow National Clearinghouse National Jr. Honor Society Nativity Church Neediest Kids of All Neighborhood Health Newport Aquarium Nielsen BASES niosh North Avondale Neighborhood Association Northgate Arinso Nutrition Council Ohio Department of Health Ohio Project M.O.R.E Ohio Reads Ohio State University Omega Psi Phi Fraternity One Sight Eye Center at Oyler Operation Outreach/P+G Origins Community Church Our Lady of Visitation (OLV) P&G Center Hill Parent Teacher Conferences Parents for Public School

Paul Mitchell Paulette Anderson Sign Language Peace by Choice PG Purchases Affinity Group Phenomenal Youth Plan the Way Foundation Playhouse in the Park Pleasant Hill Library Pleasant Ridge Neighborhood Health Center Pleasant Ridge Recreational Center PNC Bank Positive Approach Powel Crosley Jr. YMCA Power of One Enterprises, LLC Power Pack Price Hill Dental Clinic Princess Ballet PRM Recreation Project Connect Project Reach ProKids Promoves Public Allies QC Chess Rankin House RAPTOR INC Reading Ladies Red Lobster Reds Community Fund Renee Crawford Math Rhoida Rico Rice Consulting Riverfront Kiwanis Roberts Internal Team Intervention Rockdale Academy PTO Rosey Reader S Terry Phys Ed Salem Community Church Santosha Yoga Project SCC: Be the Change Tutors Scholarship Program School Aid School Amici Science Theatre Seton High School SIG ELA SIG Math Signing Safari, LLC Silverton Paideia Tutors Skool Aid Small Smiles Society of Hispanic Professional Engineers (AMIS) Southwest Ohio Region Workforce Investment Board Spirit of Construction Foundation SRTS - Walking School Bus SSIP Tutoring St. Aloysius St. John's Social Services St. Susanna St. Ursula Academy St. Xavier High School Steve Irwin Hip Hop Dance Strive Partnership

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SWD Tutoring T Ferguson Science Taft Museum of Art Talbert House Taste & See TBJM The Bank of Kentucky The Standard True Body Project University of Cincinnati Third Grade PUSH Thrivera Time II Advocate for Children and Families Towne Properties Toyful Joyful Toys for Tots TQL - Sales B True Point Volunteers Ugive Cincinnati Union Institute

Union Savings Bank United Way United Youth for Change UPS Business Development Urban League Urban Ministry US Bank Visiting Nurses Association Visual Arts: Christine Langford Walnut Hills High School Walnut Hills Obesity Clinic Walnut Hills/Evanston Health Center Warriors Warsaw Federal WCPO TV Webby Dance Company Western and Southern Whiz Kids Whole Again International Whole Foods Markets WinMed Health Clinic

Winners Walk Tall Wish Tree Foundation WLWT-TV5 Women in Technology (WIT) Women Writing for a Change Worldwide Graphics and Sign Co. Wu-Hsiang Martial Arts Harmony Wyoming Fine Arts Center Xavier University YMCA at Duck Creek YMCA Central Parkway YMCA CHL YMCA Melrose YMCA of Greater Cincinnati Young Readers Young Rembrandts Youth in City Government Youthland Academy - Pleasant Ridge YWCA of Greater Cincinnati YWCA of Hamilton

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For more information about this evaluation, please contact: Monica Mitchell, PhD Professor of Pediatrics

Co-Director of INNOVATIONS in Community Research and Program Evaluation Cincinnati Children’s Hospital Medical Center

[email protected] (513) 636-3375

For more information about CPS Community Learning Centers, please contact: Julie Doppler

CLC Coordinator Cincinnati Public Schools

[email protected] (513) 363-0685

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cincinnati public schools community learning centers … · 2014-02-25 · a review of community...

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