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ENHANCED OUT-OF-SCHOOL ENHANCED OUT-OF-SCHOOL TIME ACTIVITIES FOR MIDDLE TIME ACTIVITIES FOR MIDDLE
SCHOOL STUDENTS IN SCHOOL STUDENTS IN PROVIDENCE, RHODE ISLANDPROVIDENCE, RHODE ISLAND
Presented by Julie Pokela, Ph.D.
Market Street Research, Inc.
April, 2004
Objectives
The objectives were to determine for middle school The objectives were to determine for middle school students and their parents:students and their parents:
Decision-making about OST activitiesDecision-making about OST activities
Current participation in and satisfaction with OST Current participation in and satisfaction with OST activitiesactivities
Barriers to participation in OST activitiesBarriers to participation in OST activities
Interest in specific types of organized activitiesInterest in specific types of organized activities
Preferences for OST program structurePreferences for OST program structure
Likely attendance of OST programLikely attendance of OST program
Sources of information about OST activities Sources of information about OST activities
Methodology
Phase One: Focus GroupsPhase One: Focus Groups
Date and Time Location Number of
Participants Characteristics of
Participants
Middle School Students December 17, 2003,
4:00 p.m. Accurate Focus, Providence, RI
7 Sixth and seventh
graders December 18, 2003,
4:00 p.m. Accurate Focus, Providence, RI
8 Seventh and eighth
graders December 17, 2003,
6:00 p.m. Accurate Focus, Providence, RI
8 Ninth graders
Parents December 17, 2003,
6:00 p.m. Mendez Travel, Providence, RI
10 Spanish-speaking
parents December 17, 2003,
8:00 p.m. Accurate Focus, Providence, RI
5 English-speaking
parents December 18, 2003,
6:00 p.m. Accurate Focus, Providence, RI
8 English-speaking
parents
Methodology (cont.)
Phase Two: Survey of Students and ParentsPhase Two: Survey of Students and ParentsTelephone survey of 200 middle school students Telephone survey of 200 middle school students and 200 parents of middle school studentsand 200 parents of middle school studentsStudents were interviewed in-person at schoolStudents were interviewed in-person at schoolPhone numbers for the parent survey were Phone numbers for the parent survey were obtained from middle school students in the obtained from middle school students in the Providence school systemProvidence school systemParents were interviewed by telephoneParents were interviewed by telephoneInterviews with students were conducted Interviews with students were conducted between January 6 and January 15, 2004between January 6 and January 15, 2004Interviews with parents were conducted between Interviews with parents were conducted between January 8 and January 25, 2004January 8 and January 25, 2004The response rate for the parent survey was The response rate for the parent survey was 80.2%80.2%
Methodology (cont.)
Phase Two: Survey of Students and Parents (cont.)Phase Two: Survey of Students and Parents (cont.)We weighted the total results based on the actual We weighted the total results based on the actual population distribution of middle school students population distribution of middle school students within the Providence school system, in terms of within the Providence school system, in terms of grade, gender and ethnicitygrade, gender and ethnicityThe intercept interviews with middle school students The intercept interviews with middle school students and the method used to generate phone numbers for and the method used to generate phone numbers for parents results in a convenience or non-random parents results in a convenience or non-random samplesampleFor the purpose of analysis, we have treated these For the purpose of analysis, we have treated these results as if they were from a scientific sample, and results as if they were from a scientific sample, and have calculated an error rate under these assumptionshave calculated an error rate under these assumptionsThe margin of error for this study is plus or minus The margin of error for this study is plus or minus 2.9 to 4.8 percentage points2.9 to 4.8 percentage points
Race, Ethnicity and Primary Language
22.5%12.7%
6.9% 3.7% 1.3%
51.7%
37.7%
4.0% 3.4% 3.2%
52.9%
0%
20%
40%
60%
80%
100%
Hispanic,Latino
Black,African-
American
Otherwhite,
Caucasian
Asian,PacificIslander
Mixed Other MainlyEnglish
MainlySpanish
An Asianlanguage
Englishand
Spanishequally
Other
Race or Ethnicity: Language Spoken Most at Home:
Decision-Making About OST Activities59
.3% 61.7%
54.1%
61.9%
59.7%
58.8%
55.0%
85.3%
42.5%
37.3%
46.8%
43.6%
43.3%
41.7% 43.1% 46
.4%
7.8%
6.1%
7.2% 9.9
%
7.7%
7.8%
3.9%
0.0%
28.5%
25.7%
21.2%
38.4%
31.0%
25.8% 29
.0% 32.1%
0%
20%
40%
60%
80%
100%
Total Grade 6 Grade 7 Grade 8 Malestudent
Femalestudent
Hispanicstudents
Whitestudents
Parent: "Decision made jointly" Student: "Decision made jointly" Parent: "Student is primary decision-maker" Student: "Student is primary decision-maker"
Important Criteria in Selecting OST Activities: Parents
86.6% 85.5%77.5% 76.3%
69.0%
54.1%
94.2%
0%
20%
40%
60%
80%
100%
Safe Quality leaders Teachesstudents to get
along withothers
Fun Teaches newskills
Meeting newpeople
Student'sfriends attend
Important Criteria in Selecting OST Activities: Students
79.2% 78.8% 78.2% 77.1%
57.8% 55.5%
91.6%
0%
20%
40%
60%
80%
100%
Fun Student'sfriends attend
Safe Meeting newpeople
Teaches newskills
Quality leaders Teachesstudents to get
along withothers
Average Number of Weekdays Spent in Specific OST Activities
Number of school days per week
0.5
0.9
1.4
3.8
0 1 2 3 4 5
With friends (unsupervised)
At someoneelse's home
(adult present)
StructuredOST activities
At home
Number of school days per week
Structured OST Activities Middle School Students are Participating in
5.0%
2.5%
2.7%
4.2%
4.5%
5.5%
5.5%
7.3%
7.6%
20.2%
48.3%
0% 20% 40% 60% 80% 100%
O ther programs
Community center
Programs in the community
Recreation center
Sports leagues
YMCA
Church
School teams or clubs
Boys & Girls Club
Programs at school
None
Satisfaction with Current OST Activities
50.0% 55.7%73.0%
23.7%31.1%
15.4%25.6%
13.2% 10.5%
0%
20%
40%
60%
80%
100%
Does not participatein structured OST
activities
Participates1 or 2 days a week
Participates3 or more days a week
A little or not at all
Some
A lot
Reasons for Dissatisfaction with Out-of-School Time*
69.0%
13.0%4.7% 3.7% 3.4% 3.2% 3.1%
14.4%
0%
20%
40%
60%
80%
100%
Need for more,higher-quality
activities
Dissatisfiedwith time
spent at home
Not enoughfocus on
homework
Concernsabout peer
group
Transportation Cost Other Nothing, don'tknow
*Among parents and students who do not like how time after school is spent “a lot” (N=174).
Lack of High-Quality Activities
Middle school students:Middle school students:
““I support after-school programs I support after-school programs completely, because you talk to completely, because you talk to your friends, and nobody wants your friends, and nobody wants to go home after school. to go home after school. Nobody.”Nobody.”
““I don’t like going home after I don’t like going home after schoolschool.”.”
““Me neither.”Me neither.”
““I just go because I have to. If I I just go because I have to. If I had somewhere else to go, I had somewhere else to go, I would go somewhere else.”would go somewhere else.”
Barriers to Participation in OST Activities
Students’ safetyStudents’ safetyThe quality of programs and activity leaders, The quality of programs and activity leaders, including the extent to which programs offer including the extent to which programs offer challenging, rewarding activities and are challenging, rewarding activities and are appropriately supervisedappropriately supervisedPossible adverse influences from other Possible adverse influences from other participantsparticipantsThe cost of participationThe cost of participationTransportation to activitiesTransportation to activities
How Much of a Problem is Having Other Kids in the Program Who Have Bad Attitudes, or Seem Threatening?
34.0%
57.2%
10.8%
30.0%
17.9%
42.1%
35.7%24.7%
46.6%
0%
20%
40%
60%
80%
100%
Total Parents Students
A big problem A small problem Not a problem
Safety Concerns: Parents
RespondentRespondent: : “My daughters, they are “My daughters, they are not allowed to go nowhere anyway, not allowed to go nowhere anyway, that’s just the way it is. . . . Sorry, they that’s just the way it is. . . . Sorry, they ain’t going nowhere. . . . ‘You’re not ain’t going nowhere. . . . ‘You’re not going nowhere. You stay home until I going nowhere. You stay home until I get home from work,’ that’s just the get home from work,’ that’s just the rule now. Basically, I know what they rule now. Basically, I know what they are doing because they are home.”are doing because they are home.”ModeratorModerator: : “Are you worried about “Are you worried about what your kids are doing after school?”what your kids are doing after school?”RespondentRespondent: : “Not too much. For the “Not too much. For the most part, they are always in the house. most part, they are always in the house. There are not a lot of after-school There are not a lot of after-school programs at the school they go to. programs at the school they go to. There’s a lot of money invested in the There’s a lot of money invested in the computer and a lot of money on the computer and a lot of money on the shelf in Play Station. But if that’s what shelf in Play Station. But if that’s what it takes to keep them in…”it takes to keep them in…”
Safety Concerns: Students
RespondentRespondent: : “[I would go to an after-“[I would go to an after-school program] if I know other people school program] if I know other people who are there. . . . ‘Cause you don’t who are there. . . . ‘Cause you don’t want to be hanging around there by want to be hanging around there by yourself like that.”yourself like that.”ModeratorModerator: : “What about if there “What about if there were other kids there, but you just were other kids there, but you just didn’t know them?”didn’t know them?”RespondentRespondent: : “The problem is there’s “The problem is there’s a lot of haters.”a lot of haters.”ModeratorModerator: : “Haters?” “Haters?”RespondentRespondent: : “There’s too much stuff “There’s too much stuff going on.”going on.” RespondentRespondent: : “Too much stuff. If I “Too much stuff. If I were to make like some beautiful stuff were to make like some beautiful stuff like that [through an after-school like that [through an after-school program], out on the street, I would program], out on the street, I would take no junk from nobody.”take no junk from nobody.”
Quality of Programs and Activity Leaders
Parent:Parent:““One year, this was a couple years ago, One year, this was a couple years ago, I tried to take them to an after school I tried to take them to an after school program. I said, ‘I’m going to give it a program. I said, ‘I’m going to give it a shot to see how it is.’ They went in shot to see how it is.’ They went in there, I kept them there for three weeks. there, I kept them there for three weeks. It was out of control, the kids were not It was out of control, the kids were not being watched. . . . My kids were getting being watched. . . . My kids were getting beat up. They were getting pushed in beat up. They were getting pushed in the bathrooms, punched, and all this the bathrooms, punched, and all this stuff. I was like, what is going on? And stuff. I was like, what is going on? And the people who are supposed to be the people who are supposed to be watching the kids, they not watching watching the kids, they not watching them. It was like, you go and leave the them. It was like, you go and leave the kids in there, and they go and chat and kids in there, and they go and chat and drink the coffee. The kids can kill each drink the coffee. The kids can kill each other there, they don’t care. . . . I felt I other there, they don’t care. . . . I felt I was just putting my kids in a dangerous was just putting my kids in a dangerous situation. . . . I was like putting them in situation. . . . I was like putting them in the lion’s den, and they were just the lion’s den, and they were just attacking them, you know. That’s how I attacking them, you know. That’s how I felt.”felt.”
Adverse Influences
ParentParent::““I’m not going to let my child into I’m not going to let my child into the after-school program when you the after-school program when you have all these different types of have all these different types of people, kids, children, who are people, kids, children, who are coming there and it’s not coming there and it’s not supervised. We don’t know what supervised. We don’t know what the moral content is with all the the moral content is with all the children. My kids go down to the children. My kids go down to the bus stop, and they are swearing—bus stop, and they are swearing—these are little kids! . . . There’s these are little kids! . . . There’s the price you are going to pay for the price you are going to pay for your child to be in an after-school your child to be in an after-school program: that [it] is just going to program: that [it] is just going to tear [down] everything that you tear [down] everything that you are trying to build up in them. It’s are trying to build up in them. It’s not worth it.”not worth it.”
How Much of a Problem is Transportation or Not Having a Good Way to Get to Activities?
26.8% 32.7%20.9%
28.9%25.8%
31.9%
43.2% 40.4% 46.0%
0%
20%
40%
60%
80%
100%
Total Parents Students
A big problem A small problem Not a problem
Interest in Specific Types of Organized Activities: Parents
83.1% 82.7% 79.9% 77.6% 76.9%
67.9% 67.3% 65.3%
48.9%
0%
20%
40%
60%
80%
100%
Arts andculture
Science andtechnology
Homeworkassistance
Sports Field trips Communityservice
Careerexploration
Talk aboutimportant
issues
Counseling
Interest in Specific Types of Organized Activities: Students
76.1% 74.0%65.9%
54.3%47.9%
42.4%35.4% 32.1% 30.2%
0%
20%
40%
60%
80%
100%
Field trips Sports Arts andculture
Science andtechnology
Homeworkassistance
Careerexploration
Communityservice
Talk aboutimportant
issues
Counseling
Interest in Specific Arts and Culture Activities: Parents*
21.9% 18.4% 16.5%5.8% 4.9%8.9%
12.4%
0%
20%
40%
60%
80%
100%
Art Dance Music Writing,poetry
Photography Theater Video, radioproduction
*Among parents interested in any arts or culture programs (N=193).
Interest in Specific Arts and Culture Activities: Students*
27.0%21.6%
15.4%
4.8% 3.3%
15.3%11.3%
0%
20%
40%
60%
80%
100%
Dance Music Video, radioproduction
Art Photography Theater Writing,poetry
*Among students interested in any arts or culture programs (N=178).
Preferences for OST Program Structure
73.2%
19.1%
40.4%
54.7%
0%
20%
40%
60%
80%
100%
Single locationoffering many
activities
Activities offeredthrough multiple
locations
Parents Students
Ideal Program Location
41.4
%
22.5
%
17.8
%
11.9
%
1.3%
29.6
%
11.8
%
33.3
%
3.1%
21.3
%
0%
20%
40%
60%
80%
100%
Near home At school Near school DowntownProvidence
Elsewhere in thecity
Parents Students
Preferences Relating to Days and Times
8.2%
39.6
%
47.4
%
11.6
%
16.6
%
69.9
%
0%
20%
40%
60%
80%
100%
Weekdays Both weekendsand weekdays
Weekends
Parents Students
Preferences for OST Times on Weekdays
11.2
%
20.5
%
62.6
%
6.9
%
27.1
%
62.9
%
0%
20%
40%
60%
80%
100%
Right after school(2:30 or 3:00)
Late afternoon(4:00 or 5:00)
Early evening(6:00 or 7:00)
Parents Students
Preferences Relating to Activity Variety
3.9%
91.1%
11.4%
85.9%
0%
20%
40%
60%
80%
100%
Choose from a varietyof activities
Same activity everyday
Parents Students
Preferences Relating to High School or College Student Activity Leaders
15.9
%
12.1
%
68.2
%
25.3
%
13.1
%
61.7
%
0%
20%
40%
60%
80%
100%
More interested Less interested Makes nodifference
Parents Students
Likely Attendance of OST Activities: Average Number of Days
2.6
2.9
3.2
3.2
3.1
2.9
3.3
3.1
3.1
3.2
3.3
3.1
3.0
0 1 2 3 4 5
Mixed-otherethnic group
Asian
White
Hispanic
African-American
Female students
Male students
Eighth-graders
Seventh-graders
Sixth-graders
Parents
Students
Total
Number of school days per weekNumber of school days per week
Likely Attendance of Parent Night: Parents
0.7%
11.5%
8.2%
8.2%
68.3%
0% 20% 40% 60% 80% 100%
Never
One to twotimes per year
Between threeand six times a
year
More than sixtimes a year
Every month
Community Building
ParentParent::
““It is hard to meet the parents, It is hard to meet the parents, beyond the closest friends of my beyond the closest friends of my son and my daughter. But if we son and my daughter. But if we could—if parents of each class could—if parents of each class could have some sort of a program could have some sort of a program where they could meet, vent their where they could meet, vent their problems, and then assist each problems, and then assist each other, you know—if [her] daughter other, you know—if [her] daughter is having a problem, and I happen is having a problem, and I happen to know my son is in the same class to know my son is in the same class as her, and I know the problems as her, and I know the problems that she’s willing to trust to tell me, that she’s willing to trust to tell me, then probably I could be of some then probably I could be of some sort of resource for her.”sort of resource for her.”
Reactions to Program Prices*
20.2%35.3%
37.0%
33.2%
0%
20%
40%
60%
80%
100%
$10 a day $5 a day
Very likely Somewhat likely
*Among parents (N=200).
Sources of Information About OST Activities*
61.9% 59.5%
21.4%15.9% 13.5% 12.8% 12.7%
7.0% 6.7% 3.1% 3.1%
0%
20%
40%
60%
80%
100%
Flyers, direct mail
Noticesfrom school
Televisionads
Internet Newspaperads
Articles inlocal
newspaper
Radio ads Communitycenter
Callparentsdirectly
Church Word ofmouth from
friends
*Among parents (N=200).