dr. laura tanner-mcbrien coordinator department of prevention and intervention fresno unified school...
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Dr. Laura Tanner-McBrienCoordinator
Department of Prevention and InterventionFresno Unified School District
Fresno, California
Participants will gain an understanding of how data can be gathered for homeless education and other district programs.
Participants will understand the importance of a data-driven program for students in achieving academic success.
Participants will understand the financial benefit of having a strong data component.
Participants will gather information to assist them in their own program implementation.
For Identification For Delivering Services For Monitoring Academic and Behavioral
Success To Track Student Success To Report Out the Success of a Program
Grants District Funds District Support Community Donations or
Support
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.
Project ACCESS – Homeless Project ACCESS – Neglected and Delinquent Project ACCESS – Foster Youth – Out of County Placement Project ACCESS – Foster Youth – Fresno County Placement
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 CodesA AWAITING FOSTER CARED LIVING IN A DOUBLED-UP SITUATIONF FORMERLY HOMELESS – Do Not Qualify for
ServicesM LIVING IN A MOTELO OTHER, HOMELESS ACCORDING TO HSSR RUNAWAY, POSSIBLY STAYED AT THE
SANCTUARYS LIVING IN A SHELTERT TRANSIENT (many moves)U UNACCOMPANIED YOUTH (Caregiver Affidavits)
Project ACCESS – Foster Care CodesFoster Family Agency 11Relative Home 21Guardian Home 22Tribe Specified Home 23Foster Family Home 31Foster Family Agency Certified Home 32Small Family Home 41County Shelter/Receiving Home 51Group Home 52Court Specified Home 53
History or Pattern of Services Gather Information About a
Family Track Services Provided to a
Family Evaluate Services Provided to
Families For Program Evaluation
MARS Data Base Communicates With Student Information
System Two Data Bases; One for Homeless, and
One for Foster Youth Contact Information:
David K. Meyers MARS Group [email protected] 559-261-2220
Add new record
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Service EligibileParticipation
Begins Expires Code Modified ByModified Date
Project ACCESS - Homeless
False False 07/01/10 08/25/10 DLaura Tanner-Mcbrien
8/25/2010 4:01:38 PM
Edit
Project ACCESS - Homeless
True True 08/25/10 ULaura Tanner-Mcbrien
8/25/2010 4:01:51 PM
Edit
Student Attendance Review Board
False False 07/01/09 07/12/09 1 9/2/2010 1:24:36 PM
Edit
Data Fields Meanings ID Identification Number Last Name Last Name First Name First Name School School Number Grade Grade Level Gender Male or Female Ethnic Ethnicity DOB Date of Birth Speced Special Education Code 61, 66, 91 Migrant Migrant Program Gate Gate Code Lang Home Language Spoken ELD English Language Development Level AVID Advancement Via Individual Determination
Program Fields Meaning Program Program Title Beginning Date Date Began
Program Level of Service Active or Not Ending Date Date Services
Ended
Academic Data Meaning AGPA Academic Grade Point Average Addrcnt Number of addresses in a school year Enrcnt Number of enrollments in a school
year Credearn Number of credits earned in Semester Pctattn Percent Attendance CSTeps CST English Proficiency Score CSTess CST English Standard Score CSTmps CST Math Proficiency Score CSTmss CST Math Standard Score CAHSEE M Math CAHSEE Score CAHSEE LA Language Arts CAHSEE score
Behavioral Data Meaning Behavior Behavior log data Supensions Number of
suspensions Expulsions Number of
expulsions
Data Share Graphs and Charts Formal Evaluations Special Projects Dissertation
Suspensions
24% of Foster Youth had at least one suspension
184 Foster Youth N = 778
20% of Homeless Youth had at least one suspension
433 Homeless Youth N = 2,194
Survey Results for Tutorial 80% responded they attended for credit retrieval 50% responded they attended for homework 50% rated the tutorial the top score of “10”; all
rated the tutorial as a “5” or better 65% of the youth indicated they had a great
chance of graduating high school due to the help given.
40% rated the tutoring as a way they earned higher grades and more credits
40% responded that they would feel comfortable going to their tutorial teacher with a question or problem
Impact of School Mobility on AcademicAchievement for Homeless, Foster, and
Housed Students
Dissertation, 2009CSU FresnoUC Davis
To explore the ramifications of school mobility on
academic achievement for homeless and foster youth
7th – 12th Grade Homeless Students 7th – 12th Grade Foster Youth 7th – 12th Grade Non-Mobile or Housed
Comparison Group 6th Grade Students were included in the
2006-2007 data for comparison with 7th Grade 2007-2008 data
Dependent Variables
GPAs Math CST Scores LA CST Scores % Attendance Credits Earned Suspensions
Independent Variables School Moves Address Moves
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?
Descriptive StatisticsMeans, SD
Series of 11 Multivariate One-Way ANOVAsELA and Math CST scores by grade and year
Series of four 3 x 2 Way Repeated Measures ANOVAs
Academic variables by group and year
Correlation Coefficients Canonical Correlation
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 Homeless and foster youth were more similar
than different Scores for homeless and foster youth were
statistically different from housed students CST scores in 9th – 11th grades were
inconsistent
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 Homeless and foster youth were more similar
than different Scores for homeless and foster youth were
statistically different from housed students
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?
Correlation Coefficients Found statistically significant correlations
between mobility variables and academic variables
Research Question 5: Is there a relationship between academic variables and mobility variables?
Canonical Correlation Housing and School moves accounted for
21% of the variance between academic variables in 2006-2007and 20% of the variance between academic variables in 2007-2008
Reasons for School Moves are Not Known
Pre-mobility Issues are not Considered
Two Years of Data
Missing Data
Qualitative Study Component Interviews with youth
Housing Situation Comparison Foster Care Placement Comparison Transportation Services as a Factor
Why Data?
Laura Tanner-McBrien, Ed.D.1350 M. St., Building BFresno, CA 92721Phone: 559-457-3359Fax: [email protected]