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PromisingFuturesSummativeEvaluation

Report2016‐2017

21stCenturyCommunityLearningCentersGrant

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TableofContentsTableofContentsOverviewandHistory

NeedinLibertyCity 3PromisingFuturesLeadershipAcademy 4SummativeEvaluation 5

StudentCharacteristics 6 TotalStudentEnrollmentandAttendance 7

StudentDemographics 8ProgramOperations 11

SchoolYearOperation 12CurrentActivities&Services 12

StaffCharacteristics 13StaffDemographics 14Student‐to‐StaffRatio 15StaffTraining 15

ObjectivesandOutcomes 16 DataAnalysisandResults 16 Objective1 16 Objective2 17

Objective3 18Objective4 19Objective5 19Objective6 19Objective7 19

OtherFindings 19StudentSuccessSnapshot 20OverallFindingsforEachObjective 21

ProgressTowardsSustainability 21 Partners 21LessonsLearned&Recommendations 22

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The21stCenturyCommunityLearningCenterInitiative

NeedinLibertyCity

BrownsvilleMiddleSchool

Brownsville Middle School (BMS), is identified as a high need school in terms of

academicachievementandpovertyandwas listedasan “F” school in the2013‐2104school

year. The school has amajorityminority population reflecting demographics of being 75%

African‐Americanand25%Hispanic.Additionally,ofthe689studentsattendingBrownsville

Middle School in 2015‐2016, 95% received Free and Reduced Lunch (FRL), and 8% have

limited English proficiency placing BMS in the top percentile among all Florida schools for

poverty. Studentsappeartobemaking lessprogresson improvingtheiracademicandstate

standardizedtestscores,infacttheschool’stestscoresrangebetween12‐19%waybelowthe

state average. Since the securing of this grant BMS saw an increase in the number of

afterschoolprogramsfundedby21stCenturyCLCincreasewhilethetotalstudentenrollment

attheschooldecreasedto501inthe2016‐2017schoolyear.

MiamiNorthwesternSeniorHighSchool

MiamiNorthwesternSeniorHighSchool(MNSHS)isthefeederpatternschoolforBMS.

Itisalsoidentified,asahighneedschoolforacademicachievementandpoverty.Over1,600

studentsattendthehighschoolwithover92%beingAfricanAmerican,atrendforatleastten

years,anadditional8%areofHispanicorigin. Almost85%ofthestudentsreceiveFreeand

Reduced Lunch (FRL). According to the Florida Department of Education, the 2015‐2106

FloridaStandardAssessmentaveragestandardscoreswas15.78forMNSHSstudentsinthe9th

‐12thgrades.Englishscoresforexamplefallat24%almosthalfofthestateaverage.Another

areaof concern forMNSHS is the college readinessof its students, although the4yearhigh

school graduation rate is 83% (just above the state average), the school isbelowthe state

averageinkeymeasuresofcollegeandcareerreadiness.FSAscoresfortheschoolareabout

50%ofwhatthestatestandard,especiallyinthe9thand10thgrades.

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MiamiChildren’sInitiative’sProgram:PromisingFuturesLeadershipAcademy

MiamiChildren’sInitiative’s(MCI)maingoalistotransformLibertyCityintoathriving

community where 100% of children graduate from college or a post‐secondary setting. In

partnershipwithMiami‐DadeCountyPublic Schools,MiamiChildren’s Initiative’s Promising

FuturesLeadershipAcademy(PFLA)projectedtoprovideafterschool,weekend/holiday,and

summerprogramming for12BrownsvilleMiddleSchooland60MiamiNorthwesternSenior

HighSchoolstudents.ThemissionofPromisingFutures is toofferawiderangeofacademic

and personal enrichment services enhanced by extensive partnership support. Program

activitiesaredesignedtocomplementandenrichschooldaylearningandincluding:reading;

STEAM;charactereducation;andservicelearning.Theprojectgoals,objectives,andactivities

forallparticipatingstudentsaredesignedto

(1)Improveacademicperformance(mathematics,reading,andscience);

(2)Increasesocialcompetence;

(3)Increasepositivechoices;and

(4)Improvecollegeandcareerreadiness

(5)Increaseparentinvolvement.

Duringthe2016‐2017schoolyear,MCIlaunchedthePFLAinBrownsvilleMiddleSchooland

MiamiNorthwesternSeniorHighSchooltomeetitsprojectgoals.Academicimprovement,

socialcompetence,positivechoices,andincreasedadultfamilymemberinvolvementachieved

weremeasured.

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TheSummativeEvaluation OverallEvaluationAreasTheMeasurableObjectiveAssessmentareassociatedwiththefollowingneedsandgaps:

1)Lowacademicachievement 2)Academicbenchmarks

3)Positivecharactertraits 4)Engagementincareerexploration

5)ServicesforAdultFamilyMembers 6)improvedecision‐makingskills.

TheEvaluationProcess

Thefollowingevaluation,conductedbyanindependentevaluatorDr.TisaMcGhee(Mc3

Consulting Inc.), assesses the extent towhichmeasurable objectives in the first year of the

project were attained. It also assesses the quality of the project and provides

recommendations that emerged from thedata. Theprimaryusers are theof the evaluation

dataareMCIprojectadministratorstoapplythefindingsfortheimprovementoftheproject,

withsecondaryusersareprogramofficersattheFloridaandU.S.DepartmentsofEducation,

whomayusetheevaluationtoreviewsimilarprogramsfundedbythe21stCCLC.Additional

audiencesmaybeadministratorsandteachersattheschoolandotherprofessionalsinterested

intheeffectofafter‐schoolprogramsonelementaryschoolstudents.

Thissummativereportcoverstheperiodthefirstdayoftheacademicschoolyear

August22nd,2016totheendoftheacademicyearJune8,2017.Itincludesthefollowing6

sections:

StudentCharacteristicsprovidesinformationaboutthestudentsserved,including

demographics,enrollment,anddailyattendance.

ProgramOperationsdescribesoperationsatthesites,includingthetypicalandtotal

timeofoperationforvariousreportingtimeframes.

StaffCharacteristicsprovidesinformationonthecompositionofstaffateachsite,

includingstaffdemographics,ratioofstafftostudents,staffquality(trainingand

certifications),andturnover.

Objectives&Outcomesprovidesinformationonprogramobjectives,howthose

objectivesaremeasured,dataanalysismethods,progresstowardobjectives,and

findingimplicationsandrecommendations.

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ProgresstowardsSustainabilityprovidesinformationonpartnercollaborations

undertakentoensurethesustainabilityof21stCCLCprogramandenhancethequality

oftheservicesoffered.

LessonsLearned&Recommendationsincludesanoverallassessmentthe21stCCLC

programsandprogram‐widerecommendationstoenhanceprogramquality.

In order to answer the questions related to theproject goals and assess outcomes, a

mixedmethod research design using parallel or simultaneousmethodologies (Tashakkori&

Teddlie, (2008) are used. This design was selected because it offers the most powerful

evaluation of the project, addressing concerns about validity and reliability and thus the

transferabilityofthefindingstoothersettings(Frechtling&Sharp,1997).

Stufflebeam’s context, input, process, and products (CIPP) model will provide a

framework for the evaluation. It provides a robust tool for continuousquality improvement

activitiestoidentifyperformancemeasuresandensureoutcomesforstudents.Fundamentally,

themodelpromotesgrowthandassists leadersandprojectstaff toobtainanduse feedback

systematically to meet important needs and adhere to grantor guidelines (Stufflebeam,

Madaus, and Kellaghan, 2000.) The model provides a comprehensive framework for the

developmentofevaluationquestions.TheCIPPframeworkaddressesprojectissuesrelatedto

theachievement(summative)goalsandobjectives.

Individualstudentdatasuchasattendance,reportcardgrades(English/LanguageArts,

Math, and Science) related to each outcomewere collected electronically from Brownsville

MiddleSchool(BMS)throughJanuary31st,2017andMiamiNorthwesternSeniorHighSchool

(MNSHS) through June 2017. Objective assessments, project‐based learning outcomes for

academicandbehavioroutcomesweredocumentedaswellasRosenbergandCaseyLifeSkills

data, family activities at adult family member events were recorded on paper and online

surveyinstruments.Students,adultfamilymembersandteachersrespondedtoanelectronic

surveys to gather programmatic information on program satisfaction and progress. All

evaluation activities coordinated by the evaluation team included teachers, program staff,

students,andadultfamilymembers.

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StudentCharacteristics

StudentEnrollmentandAttendance

ThePromisingFuturesoriginalproposedprogramenrollmentforBMSwas60andthen

adjustedto12studentsafterthefirstquarter.Atotalof40studentsenrolledatBMS,leaving

theirtotalenrolledattendingat40andonlyoneregularlyattendingstudenthadmorethan30

days.MNSHSsiteproposedtoserve60studentsandmetthatgoalthroughoutmostofthe

evaluationperiod.PromisingFuturesMiamiNorthwesternSeniorHighSchoolenrolledahigh

of133studentsovertheschoolyearandonaveragetheactualenrollmentwasbetween22%

and100%.Seventy‐nineregularlyparticipatingstudentsattendedMNSHS30daysormore.

SeeTable1belowregardingBMSandMNSHSenrollmentdata.

Table1.StudentEnrollment:TotalandRegularlyParticipatingStudents‐SchoolYear2016‐2017

PromisingFutures

TotalEnrolledAttending(atleastoneday)

RegularlyParticipatingEnrollment(30daysormore)

SummerOnly

SchoolYearOnly

BothSummerANDSchoolYear

Total SummerOnly

SchoolYearOnly

BothSummerANDSchoolYear

Total


‐ 40 ‐ 40 ‐ 1 ‐ 1

MiamiNorthwesternSeniorHS

‐ 133 ‐ 133 ‐ 79 ‐ 79

Note.Unduplicatedcountsshown.Studentsattending/enrolledinbothoperationperiodsareonlyreportedunderSummerANDSchoolYear.OnlySummer+OnlySchoolYear+SummerANDSchoolYear=Total.

AttendanceatBrownsvilleMiddleSchoolwasofconcernfortheadministrationofthe

AfterSchoolprogramstaffduetotheoriginalprogramgoalintendingtoserve80youthonly

achieving an average daily attendance between 10‐17 active students. A number of factors

includinganother21st Centuryprogramand internal after school activities (ie activities like

bandand teamsports) led to lowparticipant enrollment andattendance. Severalmeasures

were implemented to increase enrollment and attendance that did not produce the needed

results. The program closed due to low enrollment and active participation on January 31,

2017.

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StudentandFamilyDemographicsTheaverageagerangeofparticipatingstudentsatBMSis11to14yearsoldingrades6thto9th.

Atotal40participatingstudentsarenoted,howeverdemographicdataisreportedononly17

students,ofwhichsevenweremaleandtenfemale.Theonlyregularlyparticipatingstudentat

BMSwasidentifiedasamale.Sixty‐fourmalesand66femalesbetweentheagesof15‐18are

included in the number of total participating students atMNSHS, three participants gender

wereunknown.Forregularlyparticipatingstudentsaccountedfor38maleandfemales,again

with3studentsunknown.Table2providesdatafordemographicsonstudentgender.

Table2.StudentDemographicsforTotalParticipatingStudents(AllStudentsServed)andRegularlyParticipatingStudents

PromisingFutures

TotalParticipatingStudents RegularlyParticipatingStudents

Gender AgeRange

Gender AgeRangeMale Female DK* Male Female DK*

BrownsvilleMiddleSchool 7 10

‐

11‐14 1 ‐_ 11‐14

MiamiNorthwesternSenior

HS64 66

3 15‐18 38 38

3 15‐18

PromisingFuturescollectedpopulationspecificinformationonLimitedEnglish

LanguageProficiencyandSpecialNeedsonlyatMNSHS,notattheBMSsiteduringthe2016‐

2017schoolyear.Lessthan10%ofthestudentsatMNSHSarelimitedEnglishproficientand

only5ofthe133totalparticipantsidentifiedashavingadisability.Table3representsthe

dataforthetotalparticipatingstudentsandTable4representthedatafortheregularly

participatingstudents.

Table3.StudentswithSpecialNeeds:TotalParticipatingStudents.

PromisingFuturesLimitedEnglishProficient

IdentifiedwithDisability

Yes No DK* Yes No DK*BrownsvilleMiddle

School‐ ‐ 17 ‐ ‐ 17


13 120 ‐ 5 128 ‐

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Table4.StudentswithSpecialNeeds:RegularlyParticipatingStudents.

PromisingFuturesLimitedEnglishProficient

IdentifiedwithDisability

Yes No DK* Yes No DK*BrownsvilleMiddle

School ‐ ‐ 1 ‐ ‐ 1


13 66 5 74

*DK=Don’tKnow.

StudentRaceandEthnicitydataisbasedondatacollectedonintakeintothe2016‐2017

academicyearprogram.AmajorityofthetotalparticipatingstudentsareofBlackorAfrican‐

Americanheritage(BMS‐70%andMNSHS‐89%),whichisconsistentwiththedemographics

at both BMS andMNSHS. Ten percent identify asHispanic orHaitian combined atMNSHS.

Student’swhoseidentitiescouldnotbeverifiedwereplacedintheunknowncolumn.Table5

list the race and ethnicity of the total participating students and the regularly participating

students.

Table5.StudentRaceandEthnicity*:TotalandRegularlyParticipatingStudents.

PromisingFutures

TotalParticipatingStudents RegularlyParticipatingStudents

AmericanIndian/

AlaskaNative

Asian/

PacificIslander

Blackor

AfricanAmerican

HispanicorLatino

Whiteor

Caucasian

American

Unknown**

AmericanIndian/

AlaskaNative

Asian/

PacificIslander

Blackor

AfricanAmerican

HispanicorLatino

Whiteor

Caucasian

American

Unknown

BrownsvilleMiddleSchool ‐ ‐ 12 2 ‐

3

‐ ‐ 1 ‐ ‐‐


‐ ‐ 119 11 ‐3 ‐ ‐ 66 10 ‐

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*Ethnicitycategoriesarenon‐exclusive;studentscanbeidentifiedundermultipleethnicities.**Unknown=Racial/ethnicgroupisunknownorcannotbeverified.

Tables6&7representthestudentgradefortotalandregularlyparticipatingstudents.

The highest percentage (47%) of students at BMS per grade are 6th grade students, (35%) of 10th

10

graders at MNSHS. We observed the minimum percentage of 7th graders at 18% of the total number

of students of a total of 17 students for which data was collected attending at BMS. The smallest

cohort of 18 students at MNSHS is found in the 9th grade.

Table6.StudentGradeforTotalParticipatingStudents

PromisingFuturesGradeInSchool*

6 7 8 9 10 11 12 Total

BrownsvilleMiddleSchool 8 3 6 ‐ ‐ ‐ ‐ 17


‐ ‐ ‐ 18 46 34 35 133

Table7.StudentGradeforRegularlyParticipatingStudents

PromisingFuturesGradeInSchool*

6 7 8 9 10 11 12 Total

BrownsvilleMiddleSchool 1 0 0 ‐ ‐ ‐ ‐ 1


‐ ‐ ‐ 8 26 21 24 79

NodatawerecollectedfromtheBrownsvillecohortregardingtheirfree/reducedlunch

status of participating students however we know 95% of the school’s student population

receive the status. According to the MDCPS website eighty‐five percent of Miami

Northwesternstudentsreceivefree/reducedlunch.Tables8and9belowrepresentthetotal

andregularlyparticipatingstudentswhohavethestatus,anditappearsstudentsparticipating

in Promising Futures demonstrate similar traits to the overall school demographic. Fifty

percent of the total participating students and 84% of regularly participating students

reportedtheyreceivefree/reducedlunchandfor16%oftheregularlyparticipatingstudents

thestatuswasunknown.

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Table8.Free/ReducedLunchStatusofTotalParticipatingStudents

PromisingFuturesFreeorReduced‐Price

LunchYes No DK

BrownsvilleMiddleSchool ‐ ‐ 17


66 ‐ 67

Table9.Free/ReducedLunchStatusofRegularlyParticipatingStudents.

CenterNameFreeorReduced‐Price

LunchYes No DK


‐ ‐ 1


66 ‐ 13

ProgramOperations

Duringthe2016‐2017academicyearoperationsfor6th‐8thgradersatBMSwas3‐6pm

and 6 hours on some Weekends and Holidays. The MNSHS cohort of 9th‐12th graders

participatedfrom1‐4pmonTuesdays;from3:30‐8:30pmonWednesdaysand3:30‐6:30pmon

Thursdays. The total number of hours of service for BMS was 9 hours per week and the

MNSHSsiteranbetween3and3.94hoursperweek,withthemediannumberofservicedays

beingtendayspermonth.

Sixweekendsandholidayserviceswereprovidedforanaverageof6hoursperdayand

a total of eighteen extra days of servicewere provided atMNSHS, including aweek during

springbreakat8hoursperday.InOctober2016theprogramserviceswerenotprovideddue

to a hurricane and school closure. Table 10 demonstrates the total number ofweeks each

centerwas open, for exampleMNSHSwas open 36weeks providing a total of 124 days of

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service.Itsnoteworthytomentionthatthetypicalhoursperweekdidnotincludetheaverage

numberofhoursforweekendsandholidays,astheydonotoccureachweek.Aschedulefor

MNSHSprogramactivitiesisfoundinTable11below.

Table10.SchoolYear2016‐2017Operation

PromisingFutures

Total#weeksTHIScenterwasopen

Total#

daysTHIScenterwasopen

Typical#daysperweekTHIScenterwasopen

Typical#hoursperweekTHIScenter

wasopen

Total#daysTHIScenteroperated

BeforeSchool

DuringSchool

AfterSchool

Weekends/

Holida ys

BeforeSchool

DuringSchool

AfterSchool

Weekends/

Holidays

BrownsvilleMiddleSchool 21 61 3 ‐ ‐ 3 6 ‐ ‐ 56 5


36 124 3 ‐ ‐ 3.4 6 ‐ ‐ 106 18

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Table11.MiamiNorthwesternSeniorHighSchoolScheduleofActivities&ServiceDays

StaffCharacteristics

During the 2016‐2017 school yearBMS regular staff paid and volunteer consisted of

three school day teachers, six center administrators and threepaid advocates and4 unpaid

volunteers supported the Promising Futures program. The three school day teachers

consisted of 2males and 1 female; all three identified as African‐American. The six center

administrators consisted of the CEO, a Hispanic female, an African‐American female Senior

Program Coordinator, the newly hired Site Coordinator and Project Director identify as an

African‐American male a Caucasian male, and two female curriculum coordinators, one

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African‐American and one Caucasian. The advocate team consists of three paid and four

volunteer Student Advocates. The three paid advocates consisted of 2males and 1 female;

both males identified as African‐American and the one female was Hispanic. The four

volunteersconsistedof3malesand1female,all4identifiedasAfrican‐Americans.Table12a.

representstheregularstaffbypaidandvolunteerstatusatBrownsvilleMiddleSchool.

Table12a.RegularStaffbyPaidandVolunteerStatus:BrownsvilleMiddleSchool

StaffType*Summerof2016 2016‐2017

SchoolYear

Paid1 Volunteer Paid1 Volunteer

SchoolDayTeachers(formerandsubstitute) ‐ ‐ 3 ‐CenterAdministratorsandCoordinators ‐ ‐ 6 ‐OtherNon‐teachingSchoolDayStaff ‐ ‐ ‐ ‐

Parents ‐ ‐ ‐ ‐CollegeStudents ‐ ‐ ‐ ‐

HighSchoolStudents ‐ ‐ ‐ ‐CommunityMembers ‐ ‐ ‐ ‐Sub‐contractedStaff ‐ ‐ ‐ ‐

Other** ‐ ‐ 3 41Forallstaffcategoriesexcept“Other”,reportonlystaffpaidwith21stCCLCfunds.*Thesecategoriesrepresenttheregularresponsibilitiesofprogramstaffduringtheregularschoolday.**Usethiscategoryifdatadonotfitinspecificcategoriesprovided

MNSHS staff data revealed during the 2016‐2017 school year regular staff paid and

volunteer consisted of four school day teachers, six center administrators and five paid

advocatesand1unpaidvolunteersupportedthePromisingFuturesprogramasseenintable

12bbelow.Thefourschooldayteachersconsistedofandequalnumberofmalesandfemales

(4);threeidentifiedasAfrican‐AmericanandoneasCaucasian.Thesixcenteradministrators

consisted of the CEO, a Hispanic female, an African‐American female Senior Program

Coordinator,thenewlyhiredSiteCoordinatorandtheProjectDirectoridentifyasanAfrican‐

American male a Caucasian male, and two female curriculum coordinators, one African‐

AmericanandoneCaucasian. Oneadvocateperclassroomwastheintendedgoalsofstaffing

Promising Futures and with 5 paid advocates the goal was accomplished. The advocates

providing the needed resources a majority male and 1 female; all advocates identified as

African‐American.ThelastvolunteerwasablackAfrican‐Americanmale.

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Table12b.RegularStaffbyPaidandVolunteerStatus:MiamiNorthwesternSHS

StaffType*Summerof2016 2016‐2017

SchoolYear

Paid1 Volunteer Paid1 Volunteer

SchoolDayTeachers(formerandsubstitute) ‐ ‐ 4 ‐CenterAdministratorsandCoordinators ‐ ‐ 6 ‐OtherNon‐teachingSchoolDayStaff ‐ ‐ ‐ ‐

Parents ‐ ‐ ‐ ‐CollegeStudents ‐ ‐ ‐ ‐

HighSchoolStudents ‐ ‐ ‐ ‐CommunityMembers ‐ ‐ ‐ ‐Sub‐contractedStaff ‐ ‐ ‐ ‐

Other** ‐ ‐ 5 11Forallstaffcategoriesexcept“Other”,reportonlystaffpaidwith21stCCLCfunds.*Thesecategoriesrepresenttheregularresponsibilitiesofprogramstaffduringtheregularschoolday.**Usethiscategoryifdatadonotfitinspecificcategoriesprovided

Students‐to‐StaffRatioTheaveragestudenttostaffratioforallattendingstudentswas6:1forBMSduringacademic

programmingand2:1forpersonalenrichment.AtMNSHStheaveragestudenttostaffratiois

11:1 during academic programming and 10:1 for personal enrichment. The ratios changed

throughout the 2016‐2017 program year. Having the additional advocate and volunteer

supportwiththeMNSHScohortwashelpfulinkeepingtheyouthengaged.

StaffTraining

PromisingFuturesandMCIconductedmonthlystaffmeetingsincludingprofessional

developmentaspartofthemeetingorprovidedfordatareviewstoencouragequality

improvement.ProfessionaldevelopmenttopicsincludedAdvocatesorientationtraining,

ProjectBridgeMeeting,MCIOrientationforallnewstaffandtheeducationdepartment

trainingonrolesandresponsibilities,goalsetting,maintenanceandcollectionofdata,parent‐

advocatecommunicationskilldevelopmentjusttonameafew.Theexternalevaluator

providedtrainingregardingmeasures,datacollectionandtheuseofdatatoimprove

programminginordertosupporttheprofessionalgrowthoftheprogramstaff.When

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applicabletheSiteCoordinatordisseminatedapplicableinformationreceivedfromseminars

andcommunityresourcestoprogramstaff.

ObjectivesandOutcomesPromisingFuturesaimedtoaccomplishchangein10objectivestotal:AcademicObjectives:

academicgradesandbenchmarks(5),PersonalEnrichmentObjectives:positivecharacter

traits,decision‐making,andcareerreadiness/dropoutprevention(3)AdultFamilyServices:

familyengagement(2).Objectiveprogressisreportedbelowforstudentswhowereenrolled

andconsideredas“regularlyattended”(30daysormore).

AcademicObjectivesBrownsvilleMiddleSchool–Quarter2gradingperiod(NoAdditionalgradedatapastQ2–NoenrichmentoradultfamilymemberdatapastQ1‐ProgramclosedonJanuary31st,2017)

Objective1:60%ofstudentswillimproveEnglishLanguageArtsperformancetoasatisfactoryleveloraboveormaintainanabovesatisfactorylevelofperformance.Objectiveprogress:13%of16studentsdemonstratedprogress.TotalNumberofParticipantsMeasuredatEndofQ2:16TotalNumberofParticipantsMeetingSuccessCriterion:2

Objective2:60%ofstudentswillimprovemathematicsperformancetoasatisfactoryleveloraboveormaintainanabovesatisfactorylevelofperformance.Objectiveprogress:31%of16studentsdemonstratedprogress.TotalNumberofParticipantsMeasuredatEndofQ2:16TotalNumberofParticipantsMeetingSuccessCriterion:5

Objective3:60%ofstudentswillimprovescienceperformancetoasatisfactorylevelorhigherormaintainanabovesatisfactorylevelofperformance.Objectiveprogress:86%of14studentsdemonstratedprogress.TotalNumberofParticipantsMeasuredatEndofQ2:14TotalNumberofParticipantsMeetingSuccessCriterion:9

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MiamiNorthwesternSeniorHighSchool–Measured:Regularlyattendingstudents–EndofYearData

Objective1:60%ofregularlyparticipatingstudentswillimprovetoasatisfactoryEnglish/LanguageArtsgradeoraboveormaintainanabovesatisfactorylevelofperformance.Objectiveprogress:58%ofstudentswereapproachingthebenchmark.TotalNumberofParticipantsMeasuredatEndofYear:33TotalNumberofParticipantsMeetingSuccessCriterion:19Objective2:60%regularlyparticipatingstudentswillimprovetoasatisfactorymathematicsgradeoraboveormaintainanabovesatisfactorylevelofperformance.Objectiveprogress:62%ofstudentsexceededthebenchmark.TotalNumberofParticipantsMeasuredatEndofYear:29TotalNumberofParticipantsMeetingSuccessCriterion:18*Mathgradesforsomestudentsarenotreportedastheydidnottakeamathcourse.Objective3:60%regularlyparticipatingstudentswillimprovetoasatisfactorysciencegradeoraboveoraboveormaintainanabovesatisfactorylevelofperformance.Objectiveprogress:50%ofstudentsmademeaningfulprogresstowardthebenchmark.TotalNumberofParticipantsMeasuredatEndofYear:28TotalNumberofParticipantsMeetingSuccessCriterion:14*Sciencegradesforsomestudentsarenotreportedastheydidnottakeasciencecourse.

AcademicBenchmarks

AlgebraIEnd‐of‐CourseExamTheacademicgoalofAlgebraIEnd‐of‐Courseexamistoimprovethepassingrateofthe

requiredAlgebraIEnd‐of‐Course(EOC)examforstudentsenrolledinthecourse.Atthistime

wehavetwostudentsatMNSHSattendingAlgebraI.

Objectiveb:80%ofregularlyparticipatingstudentsenrolledinAlgebraIwillpasstheAlgebraIEnd‐of‐Course(EOC)exam.Objectiveprogress:50%ofstudentsmadesomeprogresstowardthebenchmark.

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TotalNumberofParticipantsMeasuredatEndofYear:2TotalNumberofParticipantsMeetingSuccessCriterion:1

HighSchoolGraduation

Theacademicgoalofimprovingthetimelygraduationratewithinthe4‐yearcohortfor

highschoolstudentsisthecurrentgoal.

Objectivec:85%ofregularlyparticipatingstudentswillgraduatewithintheir4‐yearcohort.Objectiveprogress:100%ofstudentsexceededthebenchmark.TotalNumberofParticipantsMeasuredatEndofYear:6TotalNumberofParticipantsMeetingSuccessCriterion:6

PersonalEnrichment(PositiveCharacterTraits,DropOutPrevention&College/CareerReadiness,Decision‐MakingSkills)

PositiveCharacterTraits

Objective3:80%ofregularlyparticipatingstudentswillimprovetheirperceptionoftheirownpositivecharactertraitsasmeasuredbyperceptualsurvey(student).

Objectiveprogress:52%ofstudentsmadesomeprogresstowardsthebenchmark.

TotalNumberofParticipantsMeasuredatEndofYear:33TotalNumberofParticipantsMeetingSuccessCriterion:17

DropOutPrevention&College/CareerReadiness

Objective4:80%ofparticipatingstudentswillreporttheirengagementincareerexplorationasmeasuredbyperceptualsurvey(student).Objectiveprogress:76%ofstudentswereapproachingthebenchmark.TotalNumberofParticipantsMeasuredatEndofYear:38TotalNumberofParticipantsMeetingSuccessCriterion:29

AdultFamilyServices

Objective5:75%ofparticipatingfamilymemberswillimprovetheirinvolvementinstudenteducationasmeasuredbyperceptualsurvey(parent).Objectiveprogress:25%ofadultfamilymembersmadelimitedprogress.

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TotalNumberofParticipantsMeasuredatEndofYear:4TotalNumberofParticipantsMeetingSuccessCriterion:1Oneregularlyparticipatingfamilymemberimprovedtheirinvolvementinstudenteducation.

DecisionMaking‐SkillsObjective6:80%ofparticipatingstudentswillimprovetheirdecision‐makingskillsasmeasuredbyperceptualsurvey(student).Objectiveprogress:74%ofstudentsareapproachingthebenchmark.TotalNumberofParticipantsMeasuredatEndofYear:34TotalNumberofParticipantsMeetingSuccessCriterion:25Twenty‐fiveparticipantsdemonstratedimprovementintheirdecision‐makingskillsbetweenthefirstandfourthquarter.OtherFindings

Almost50%oftheMNSHSregularlyattendingprogramstudent’srespondedto15itemself

reportsurveyadministeredviasurveymonkey.Onehundredpercentofparticipants

respondedtheydefinitelyenjoythePromisingFuturesprogramandthattheyfeeltheprogram

hasadultsthatcareaboutthem.

Otherfindingsfollow:

98%indicatedthattheydefinitelyfeltsafeintheirafter‐schoolprogramandthattheprogramhelpedthemtounderstandcareerchoices.

97%reportedtheirafterschoolprogramdefinitelyhelpedthemsolveproblemsinapositiveway

98%specifiedProjectPromisedefinitelyhelpedthemtoimprovetheirgrades.

Atotalof30AdultFamilyMembersrespondedtotheonlinesurvey.Theyreportedthe

following:

97%respondedtheywereverysatisfiedorsatisfiedwithPromisingFuturesasawhole.

96%indicatedtheywereverysatisfiedorsatisfiedwiththevarietyofactivitiesofferedtotheirchild.

93%wereverysatisfiedorsatisfiedwiththesafetyoftheprogram.

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87%believedtheprogramwashelpingthembecomemoreinvolvedwiththeirchild’seducation.

StudentSuccessSnapshot

Possessing an innovative mind, this scholar has taken full advantage of the resources made

available by the Promising Futures Leadership Academy program. He is a dedicated student and as

such he attended the program regularly. Through our personal enrichment lessons and activities, he

made a commitment to himself to strive for greatness, which he does inside and outside the

classroom. During the 2016-2017 school year, this student excelled in all of his classes. In fact, he

showed improvement between first and fourth quarters and earned an A in his English and Science

courses.

Although he wasn’t enrolled in an Algebra course, he spent nearly the entire academic year

honing his financial literacy skills through the NextGen Call2Action program partnership, where he

learned how to create a business concept, write a business plan, and design a marketing strategy.

After the 18-week entrepreneurship training process, he was selected as the first-place winner and

will continue working on rolling out his fashion business over the next few months. Apart from

being a scholar, he is also a creative and artistic person. He was able to explore his artistic side

through our partnership with the Institute of Contemporary Art. He created identity-based art, which

was showcased at the Institute’s gallery alongside our other students. His teachers have described

him as “talented”, “driven”, and a “positive role model”. Even though he was talented when he first

joined the program, Promising Futures Leadership Academy allowed him to hone his talents,

develop ambition, and become a true leader on and off the schoolyard.

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OverallFindingsforEachObjectiveTable13.OverallObjectivesFindingforMNSHS

Objective SomeProgress

MeaningfulProgress

ApproachingBenchmark

MeetsorExceeded

theBenchmark

Academ

ic

English/LanguageArts X

Mathematics X

Science X

Academ

ic

Benchmarks

AlgebraIEnd‐of‐course X

HighSchoolGraduation X

Personal

Enrichment PositiveCharacterTraits X

CollegeCareerReadiness

X

DecisionMakingSkills X

Adult

Family

Mem

bers

FamilyInvolvement(parentsurvey)

X(limited)

PROGRESSTOWARDSUSTAINABILITY

MCI’s secured a partnership with Miami‐Dade County Public Schools at both

BrownsvilleMiddleSchoolandMiamiNorthwesternSeniorHighSchooltoprovideafterschool

programming through thePromisingFuturesprogram. Inaddition, to themainpartnership

withtheschoolMCIpartneredwiththeBeStrongProgramtoprovidepersonalandcharacter

enrichment services at both sites; the University ofMiami for health,wellness and hygiene

trainingandMc3Consulting Inc. toprovideexternal evaluation services. Table14provides

dataregardingthetypeofsubcontractedservicesandtheestimatedvalueoftheservices.

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Table14:PartnershipsandSub‐Contracts

PromisingFuturesTypeof

Organization

Sub‐Contractor(Yes/No)

EstimatedValue($)ofContributions

EstimatedValue($)ofSub‐contract

TypeofServiceProvided


BeStrong Yes $2500 $1760 CharacterDevelopmen

tMiamiNorthwestern

SeniorHSUniversityof

MiamiNo $720 0 Health,

wellness,andhygienetraining


BeStrong Yes $2500 $1760 CharacterDevelopmen

tMiamiNorthwestern

SeniorHSInstituteof

ContemporaryArt

No $900 0 Artinstruction

BothSitesMc3Consulting

Inc.Yes $15,000 $12,210

ExternalEvaluator

Note:ValueofsubcontractmustbeZEROiftheagencyislistedas“No”inthesubcontractorcolumn.Likewise,thevalueofthesubcontractmustbegreaterthanZEROiftheagencyislistedas“Yes”inthesubcontractorcolumn.

LessonsLearnedandRecommendationsUnfortunately,thePromisingFuturesBrownsvilleMiddleSchoolcohort,originallyproposedto

serve80youthonlyachievedanaveragedailyattendanceofbetween10‐17activestudents.

TheprogramclosedonJanuary31,2017duetolowenrollmentandlackofactiveparticipation.

Notablyasafirstyearrecipientofthe21stCenturyGrantthePromisingFuturesprogramwas

successfulinengagingstudentsattheMiamiNorthwesternSeniorHighSchoolsite.TheMiami

NorthwesternSeniorHighSchoolprogramhasplayedarelevantrole instudentsuccess last

schoolyearasaresultofthe21stCenturyLearningCentergrantandprogramdelivery.MCIin

joint partnership with Miami‐Dade County Public Schools wants to continue to provide

Promising Futures Leadership Academy to 60 MNSHS participants after school,

weekend/holidayinthe2017‐2018.

ThefollowingfindingsemergedfromtheevaluationdataforMNSHS:

Attendance:AlthoughPFLAconnectedwith133studentsovertheschoolyear,consistencyofkeeping60studentsengagedatanyonepointintimewas

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challenging.Additionalenrollmentandconsistentattendanceisneedinordertoachieveconsistentprogramattendance.

AcademicGoalAttainment:ThebenchmarkwasexceededinMath(62%)andstudent’sapproachedthebenchmarkinLanguageArts(58%)andmademeaningfulprogressinScience(50%).Itappearsacademicsuccessisachievablewiththiscohortwiththesupportfromprogramstaff.

AcademicBenchmark:100%ofour12thgradeseniorsgraduated.

PersonalEnrichment(Behavior&ProblemsSolving,Health&Nutrition):

Seventy‐fourpercentofregularlyattendingstudentsreportedincreasedinterestincareerexploration.

AdultFamilyMemberEngagement:97%of adult familymembers respondedtheywere very satisfied or satisfiedwith Promising Futures as awhole. Also,96%indicatedtheywereverysatisfiedorsatisfiedwiththevarietyofactivitiesoffered to their child. However, even with positive survey responses it waschallengingtoconnectandengageadultfamilymembersinongoingactivities.

Recommendations:

AcademicGoalAttainment:Continueacademicachievementplanning,setaccurategoalsbasedondata,carryonwithmonthlydatareviewmeetingstoensureprogramprogress.Workonsenior’sgoalsforimprovedquality.

AdultFamilyMemberEngagement:RegenerateeffortstoengageAdultFamily

Membersearlyandoften,instituteplannedeventsandactivitiesofinterest.

Datacollectiontimeline:Usedatacollectionandanalysistoprovidecontinuousprogramqualityimprovement.

promising futures summative evaluation - mci · promising futures summative evaluation report...

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