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Don DixonSenior Researcher
For Your Information
Evaluation of California’s District
Community Day School Program
Preview of Final Report
• Compile expulsion information - statewide• Examine program structure, operation and outcome
Evaluation Structure (What we did)
• Expulsion, poverty and violence data• District administrator surveys • Teacher and site administrator surveys• Student data
Evaluation StructureCollecting program information
District administrator surveys Teacher surveysStudent data
Program Evaluation Activities
1998-99
2001
2000
• Fewer start-ups than initially expected 1997 - 45 programs 1998 - 125 programs 1999 - 154 programs In 1997-98 served estimated 5,100
students• Major growth in past 2 years
• Honda Bill removed many fiscal barriers
• Major increase during 1999-2000• 300 programs serving as many as 13,000
students in 2000-2001
District Community Day Schools
• Adopting districts were different Higher than average expulsion rate More poverty students
• Perceived lack of available options 90% of administrators saw as major reason 48% felt county options weren’t sufficient Particular problems with elementary placements
Why Districts Adopted CDS Program
Assignment from other school settings Program
Services
OtherAgencies
Referral
Referral to alternative programs
Return to regular school setting
OR
CDS Program Design
How Students are Referred –
Initial Years of Operation
CDS Programs
Mandatory Expulsion
Other Expulsions
SARB Board
Court or Probation
Transfer or other
25%
25%
25%
8%
17%
How Students are Referred –
Most recent year
CDS Programs
Mandatory Expulsion
Other Expulsions
SARB Board
Court or Probation
Transfer or other
16%
26%
21%
14%
23%
Changes in Ways Students Are Referred to CDS Programs
50%
25%
25%
58%
26%
16%
0% 10% 20% 30% 40% 50% 60% 70%
District/Other
Other Expulsion
Mandatory 20001997
Characteristics of Youth Served Grade levels of CDS students – 2000
0%2%4%6%8%
10%12%14%16%18%20%
K-6 7th 8th 9th 10th 11th 12th
Changes in Student Grade Levels
More Elementary Students Being Served
0%
5%
10%
15%
20%
25%
30%
K-6 7th 8th 9th 10th 11th 12th
19972000
Characteristics of Youth ServedEthnicity of CDS students in 2000
20%
15%
6%
59%
0% 20% 40% 60% 80%
African American Hispanic White Other
Characteristics of Youth Served
19%
42%
34%
5%
20%
59%
15%
6%
0% 10% 20% 30% 40% 50% 60% 70%
African American
Hispanic
White
Other20001997
Changes in Ethnicity of CDS students
Characteristics of Youth ServedLanguage Background of CDS Students
0102030405060708090
100
K-67-8
th 9th 10
th11
th12
thTota
l
OtherSpanishEnglish
Characteristics of Youth ServedPoverty Status of CDS students
79 6650 39 33 29
47
0102030405060708090
100
K-6th
7-8th 9th 10
th11
th12
th
All Studen
ts
Not Eligible
Eligible for freeor cheaper lunch
Characteristics of Youth ServedProbation Status of CDS students
0
10
20
30
40
50
60
K-6th
7-8th 9 10 11 12
On probation at entranceFormerly on probation at entranceOn probation at exit
r Getting it together
Controlling impulses, staying “clean”, changing attitudes, gaining self - confidence
Improving grades, passing assignments
In
Getting and holding a j ob
Citizenship Finding meaning
Five Stage Model of Achievement
Controlling impulses, staying “clean”,
changing attitudes,
gaining self -
confidence
Focusing on School
Improving
attendance
punctuality, completing
assignments
Learning
Improving
grades,
passing
assignments
Earning credits,
graduating,
passing GED,
Succeeding In Life
Getting and holding a job
Citizenship
Finding meaning
Stage II
Stage I
Stage III
Stage IV
Stage V
for Students in Alternative Schools
r Getting it together
Controlling impulses, staying “clean”, changing attitudes, gaining self - confidence
Improving grades, passing assignments
In
Getting and holding a j ob
Citizenship Finding meaning
Stage 1 -- Achievement
Controlling impulses, staying “clean”,
changing attitudes,
gaining self -
confidence
,
,
Stage I
for Students in Alternative Schools
Services Provided:
Service 1997 2000 ChangeLife-skills education 53 63 10Behavior modification 48 54 6Crisis intervention 36 49 13Substance-abuse assistance 45 48 3Gang diversion 34 41 7Career/job preparation 41 41 No changeEducational mentoring 24 31 7After-school tutoring 13 28 15
Services Provided:Service 1997 2000 ChangeHealth service/referral 23 27 4Psychological/family counseling 25 26 1Probation counseling 17 23 6Sports or special activities 7 16 9Vocational training 12 13 1Job referral/placement 16 13 -3Housing/income assistance 5 7 2Specialized English (LES/NES) 5 7 2Pregnant minor/parenting 11 7 -4
0%
10%
20%
30%
40%
50%
60%
Agressiveness InappropriateBehavior
Low SocialSkills
Poor TeacherRelations
Poor StudentRelations
Bad Relations -Staff
Poor AcademicAttitude
Entrance Exit
Percentage of Students With Great or Very Great Behavioral or Attitudinal Problems at Entrance and Exit to CDS Programs
Impact CDS Enrollment on Aggressive Behavior
1.5
1.7
1.9
2.1
2.3
2.5
2.7
2.9
K-6 7-8 9 10 11 12 Total
Grade level grouping
Seve
rity
of P
robl
em
At EntryAt Exit
-1.2
-1
-0.8
-0.6
-0.4
-0.2
0
30 daysor less
31-90 91-150 151-180 181-210 211 ormore
Length of CDS Enrollment
Dec
reas
e in
pro
blem
K-8th
High School
Overall
Impact of Length of CDS Enrollment on Aggressive Behavior
Impact CDS Enrollment on Inappropriate Behavior
1.5
2
2.5
3
3.5
K-6 7-8 9 10 11 12 Total
Grade-Level Grouping
Seve
rity
of P
robl
em
At EntryAt Exit
Impact of Length of CDS Enrollment on Inappropriate Behavior
-1.6
-1.4
-1.2
-1
-0.8
-0.6
-0.4
-0.2
0
30 daysor less
31-90 91-150 151-180 181-210 211 ormore
Length of CDS Enrollment
Dec
reas
e in
pro
blem
K-8th
High School
Overall
Impact CDS Enrollment on Poor Social Skills
1.5
2
2.5
3
K-6 7-8 9 10 11 12 Total
Grade level grouping
Seve
rity
of P
robl
em
At EntryAt Exit
Impact of Length of CDS Enrollment on Poor Social Skills
-1
-0.9
-0.8
-0.7
-0.6
-0.5
-0.4
-0.3
-0.2
-0.1
0
30 daysor less
31-90 91-150 151-180 181-210 211 ormore
Length of CDS Enrollment
Dec
reas
e in
pro
blem
K-8th
High School
Overall
Impact of Length of CDS Enrollment on Relations with Teachers
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
30 days orless
31-90 91-150 151-180 181-210 211 ormore
Length of CDS Enrollment
Dec
reas
e in
pro
blem
K-8th
High School
Overall
Impact of Length of CDS Enrollment on Relations with Other Students
-0.8
-0.7
-0.6
-0.5
-0.4
-0.3
-0.2
-0.1
0
30 daysor less
31-90 91-150 151-180 181-210 211 ormore
Length of CDS Enrollment
Dec
reas
e in
pro
blem
K-8th
High School
Overall
r Controlling impulses, staying “clean”, changing attitudes, gaining self - confidence
Improving grades, passing assignments
In
Getting and holding a j ob
Citizenship Finding meaning
Stage 2 through 4 -- Achievement
-
Focusing on School
Improving
attendance
punctuality, completing
assignments
Learning
Improving
grades,
passing
assignments
Earning credits,
graduating,
passing GED,
Stage II
Stage III
Stage IV
for Students in Alternative Schools
Impact of CDS Enrollment on Tardiness Problems
1.5
2
2.5
K-6 7-8 9 10 11 12 Total
Grade level grouping
Seve
rity
of P
robl
em
At EntryAt Exit
Impact of Length of CDS Enrollment on Tardiness Problems
-0.7
-0.6
-0.5
-0.4
-0.3
-0.2
-0.1
0
30 days orless
31-90 91-150 151-180 181-210 211 or more
Length of CDS Enrollment
Dec
reas
e in
pro
blem
K-8th
High School
Overall
Impact of CDS Enrollment on Grade Average
1
1.5
2
2.5
3
K-6 7-8 9 10 11 12 Total
Grade level grouping
Gra
de P
oint
Ave
rage
At EntryAt Exit
Impact of CDS Enrollment on SAT9 Reading Achievement
350
400
450
500
550
600
650
K-6 7-8 9 10 11 12 Total
Grade level grouping
SAT9
Rea
ding
Sco
re
At EntryAt Exit
Impact of CDS Enrollment on SAT9 Math Achievement
300
350
400
450
500
550
600
650
K-6 7-8 9 10 11 12 Total
Grade level grouping
SAT9
Mat
h Sc
ore
At EntryAt Exit
Impact of CDS Enrollment on Earning High School Credits
0
20
40
60
80
100
120
9 10 11 12 Total
Grade level grouping
Gra
duat
ion
Cre
dits
Ear
ned
At EntryAt Exit
Impact of Length of CDS Enrollment on Earning High School Credits
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
30 daysor less
31-90 91-150 151-180 181-210 211 ormore
Length of CDS Enrollment
Hig
h Sc
hool
Cre
dits
Ear
ned
9-10
11-12
Overall
Summary of CDS Impact upon Measures of Student Performance
Learning Readiness
Impact on CDS Students
Grade Level Affected
Impact on 9th-, 10th- Graders
Impact on 11th-, 12th- Graders
Student Change While Enrolled
Behavior High K-8 Moderate Mod-high Moderate Relations Moderate K-6 Low Low Mixed Attitudes Very high K-6 Moderate Moderate Strong Moderate K-8 Moderate Moderate Mixed Achievement
GPA change Moderate K-8 Moderate Moderate Strong Reading improvement
Low 3–6 Low to negative
Low to negative
Mixed
Math improvement
Low 3–6 Low to negative
Low to negative
None
Completion Graduation
Very low
12
None
Low
--
Earn HS credits Moderate 9-12 Moderate High --
As we said when we began…“Stay tuned.”