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Checking Assumptions to Accomplish Collaborative
Evaluation
National Partnership for Educational Access 2nd Annual Conference
April 8, 2010
A little about us…Carl AckermanClarence T. C. Ching PUEO (Partnerships in Unlimited Education) Program
Brenda McLaughlinNational Summer Learning Association
Beth CaseyMiddle Grades Partnership
A little about you…What organization do you represent?
What do you hope to learn?
What do kids stand to lose?1. Academic knowledge2. Healthy habits3. Access to meals4. Technology know-how
What do kids stand to lose?Academic Knowledge
Since 1906, numerous studies have confirmed that children experience learning losses in math and reading without continued opportunities for regular practice (White, Heyns, Cooper, Alexander)
Disadvantaged youth are disproportionately affected by losses in literacy skills
What do kids stand to lose?Academic Knowledge
Two-thirds of the ninth grade reading achievement gap can be explained by unequal access to summer learning opportunities, contributing to fewer disadvantaged youth graduating from high school or entering college (Alexander, Entwisle & Olson, 2007)
Sources: Doris Entwisle, Karl Alexander, and Linda Olson, Children, Schools, and Inequality, 1997, Table 3.1
Disadvantaged, by Year Better-Off, by Year
-10
40
90
140
190
1 2 3 4 5-10
40
90
140
190
1 2 3 4 5
Disadvantaged, by Year Better-Off, by Year
-10
40
90
140
190
1 2 3 4-10
40
90
140
190
1 2 3 4
SCHOOL YEAR CUMULATIVE GAINS
SUMMER CUMULATIVE GAINS
What do kids stand to lose?Healthy Habits
Children gain BMI nearly twice as fast during the summer as during the school year (von Hippel, Powell, Downey & Rowland, 2007)
Black and Hispanic children, and children who are already overweight, experience healthier BMI gain during the school year
School-based fitness interventions can promote better health, but without sustained intervention these benefits are lost over the summer break (Carrel et al., 2007)
What do kids stand to lose?Access to Meals
In July 2008, 17.3 children received Summer Nutrition for every 100 low-income students who received lunch in the 2007-2008 school year (FRAC)
Where you live makes a difference!o Low of 4.4% in Mississippi to a high of 88.8% in
Washington DCo Only 10 states manage to serve 25% of their kidso 11 states serve less than 10%
What do kids stand to lose?Technology Know-How
Library and technology usage differs by income (Neumann & Celano, 2008)
Print materials in the library:o Lower-income children choose less challenging
material , with less print and lower reading levelso Read 1 line of print for every 3 read by middle
income childreno Spent less time with each book – 6.6 versus 12
minutes
Evaluation Considerations How is our population the same as or different
from the research? (demographics) How is our program being implemented?
(process) Is our program being implemented as we intend
it to? (fidelity to implementation) What parts of our program are influencing our
results? (quality) Are we making a difference? (impact)
MGP BackgroundPilot summer – 2005500 students annually13 sites involving 20 schools and three universitiesThis program serves children entering grades: 7th, 8th, 9th and 10th
MGP BackgroundStudent/staff ratio: 1 to 6UrbanBaltimore, Maryland162 hours per summer
MGP Background2008 budget: $1.6 million100% foundation or private individual funded in 2008
PUEO BackgroundStarted in 2005Served 160 participants in 2009. Anticipate serving 200 in 2010.Operates a single site. Older participants may meet at a different site. 6th through 12th
PUEO BackgroundStudent/staff ratio varies by age group. 1:5 for younger children to 1:13 for oldestParticipants from both urban and rural backgroundsHonolulu, Hawai’i at Punahou School100+ hours of programming, depends upon level
PUEO BackgroundParticipants are all from low-income families. Some from immigrant households. Total Budget: $411,906 Supported through in-kind support from Punahou School and foundations
Key Evaluation DocumentsLogic Model & Evaluation Questions
Why would a program use this document? For what purpose?
What would evaluators need to know to write this document?
Which program staff would be involved? When? How long?
Partnering with EvaluatorsTwo Approaches
Assess & Validateo Usually random assignment or quasi-
experimental Collaborative Stakeholder Approach
o Program development focusedo Process model
Not mutually exclusive Be an informed consumer!
