Program Attendance by Student Demographics
The program also has an objective related to equal representation of program participants when comparing regular attendees to the overall 21st CCLC program. The objective states: among regular attendees, data will not show differences in regular attendees or 60+ day attendees across race, ethnicity, or MLL groups.
When comparing regular attendees to the overall Kent Learning Together program at each site, the population of students served is relatively similar.
These results demonstrate that each site served a diverse range of students. When comparing regular attendees to the overall program at each site, proportions are relatively similar for all groups (five percentage points or less). Among those groups with larger differences between participants and regular attendees/students attending 60+ days, the differences are 3-5 percentage points. For example, a larger proportion of students who are Black/African American were regular attendees or attended 60+ days compared to overall participants (26%, 25% and 21%, respectively). Among multiracial students, the differences are similar. Multiracial (“Two or More Races”) students represent 13% of participants, 16% of regular attendees, and 15% of those who attended 60+ days. Among Hispanic/Latino students, a larger proportion of students participated in the program than were regular attendees or attended 60+ days (15% of participants were Hispanic/Latino, compared to 12% of regular attendees and 10% of students who attending 60+ days). Among multilingual learner (MLL) students, the differences are similar. MLL students represent 22% of participants, 18% of regular attendees, and 19% of students attending 60+ days. Among other groups (Asian, Native Hawaiian, White), differences in the proportion of participants compared to regular attendees and students who attended 60+ days are very small (1-2 percentage points). See Chart 2.
Chart 2: Demographics of 21st CCLC Participants, Regular Attendees, and Students Attending 60+ Days
