Impact for Students
Student Achievement
The program sought to measure student achievement in relation to the following two objectives:
- Regular attendees’ progress in math and reading will exceed rates of similar students who do not participate in the 21st CCLC program.
- 80% of students who regularly attend program will improve their Tier or remain in Tier 1, as determined by the well-being and behavior data recorded by the school.
Unfortunately, current datasets available for these analyses do not provide the granularity of detail required to examine progress towards each objective. The first objective regarding regular attendees’ math and reading performs suggests that a comparison between a 21st CCLC cohort and their peers could be done. Due to data sharing restrictions with Kent School District, data for this comparison is not available. The second objective seeks to examine students’ classroom behaviors based on data collected by each school; however, data for these analyses is not currently available from each of the school sites.
To supplement this, the following measures and processes were used instead:
- Measure student achievement based on iReady growth measures (typical and stretch) for math and reading content areas.
- iReady Growth Measures were used to align with district growth standards. Data definitions and guidance for interpretation was provide to evaluators by the Director of Strategic Initiatives at Kent School District.
- Measure student achievement in math and reading based on students’ iReady Relative Levels.
- The evaluation team opted to include a secondary measure related to each student’s iReady reading and math grade levels. The decision was made to include this framing to track general progress of regular attendees and see if students maintained their level or if they improved at all based on their relative level, even if they still may not have met district typical or stretch growth targets, per the measure above.
Student Growth in Reading
Student growth in reading was evaluated based on iReady data provided by the Kent School District. This data contains iReady results for all 21st CCLC program participants that provided data sharing consent. As a result, n-values you may see in Table 1 and Table 2 of this section may not reflect those in previous sections. Additionally, in alignment with the 21st CCLC program, improvement rates were calculated for regular attendees only.
The program’s objective for reading achievement of regular attendees was not specified (in terms of percent). Instead, the general assumption that regular attendees would be likely to improve scores was made. The results of this analysis are as follows:
iReady Growth Measures:
- During the 2022-23 academic year, between 44% and 67% of regular attendees met typical growth standards for iReady reading, as defined by the Kent School District.
- Between 17% and 44% of students met stretch growth standards for iReady Reading.
- Neely O’Brien had the highest attainment rates of both typical and stretch growth standards (67% and 44%, respectively).
iReady Level Scales:
- Between 86% and 100% of regular attendees either maintained or increased their iReady Grade Levels.
- Between 32% and 67% of regular attendees improved their iReady Reading levels.
- Regular attendees attending the Neely O’Brien program have the higher rate of improvement at 67% of regular attendees.
- Between 33% and 64% of regular attendees maintained their iReady Reading levels.
- Regular attendees participating in Mill Creek’s program demonstrate the highest level of maintained iReady results at 64%.
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Additional data available for regular attendees meeting typical and stretch reading growth standards and improving in iReady reading levels
Table 4: Rates of Regular Attendees that Meet Typical and Stretch Growth Standards (Reading)
| Reading | Mill Creek Middle School | Neely O'Brien Elementary School | River Ridge Elementary School |
|---|---|---|---|
| # of Regular Attendees | 24 | 11 | 16 |
| Adjusted Cohort* | 24 | 9 | 16 |
| # Met Typical Growth | 11 | 6 | 7 |
| % Met Typical | 46% | 67% | 44% |
| # Met Stretch | 4 | 4 | 3 |
| % Met Stretch | 17% | 44% | 19% |
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Per the guidance of the Kent School District, students who received percentage scores over 100% in either the iReady typical or stretch growth measure are considered to have “met” growth standards. *Note: There were some student records in the Kent School District data request that were missing either a Fall or Spring iReady score. These records were excluded from this analysis and the adjusted cohort was created for these calculations. |
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Table 5: Rates of Regular Attendees Improving in iReady Levels (Reading)
| Reading | Mill Creek Middle School | Neely O'Brien Elementary School | River Ridge Elementary School |
|---|---|---|---|
| # of Regular Attendees | 24 | 11 | 16 |
| Adjusted Cohort* | 22 | 9 | 14 |
| # of Regular Attendees who Improved | 7 | 6 | 6 |
| % Improved | 32% | 67% | 43% |
| # of Regular Attendees who Maintained Level | 14 | 3 | 6 |
| % Maintained | 64% | 33% | 43% |
| % of Regular Attendees who either Increased or Maintained Level | 95% | 100% | 86% |
| *Note: There were some student records in the Kent School District data request that were missing either a Fall or Spring iReady score. These records were excluded from this analysis and the adjusted cohort was created for these calculations. | |||
Student Growth in Math
Student growth in math was evaluated based on iReady data provided by the Kent School District. This data contains iReady results for all 21st CCLC program participants that provided data sharing consent. As a result, n-values you may see in Table 6 and Table 7 may not reflect those in previous sections. Additionally, in alignment with the 21st CCLC program, improvement rates were calculated for regular attendees only.
The program’s objective for math achievement of regular attendees was not specified (in terms of percent). Instead, the general assumption that regular attendees would be likely to improve scores was made. The results of this analysis are as follows:
iReady Growth Measures:
- During the 2022-23 academic year, between 19% and 50% of regular attendees met typical growth standards for iReady math, as defined by the Kent School District.
- Mill Creek had the highest attainment rates of typical growth standards (50%).
- Between 6% and 44% of students were able to meet stretch growth standards for iReady Reading.
- Neely O’Brien had the highest attainment rates of stretch growth standards (44%).
iReady Level Scales:
- Between 92% and 100% of regular attendees either maintained or increased their iReady Math grade level.
- Between 29 and 78% of regular attendees improved their iReady Math levels.
- Regular attendees attending the Neely O’Brien program have the higher rate of improvement at 78% of regular attendees.
- Between 22 and 63% of regular attendees maintained their iReady Reading levels.
- Regular attendees participating in Mill Creek’s program demonstrate the highest level of maintained iReady results at 63%.
- Additional data available for regular attendees meeting typical and stretch math growth standards and improving in iReady math levels
Table 6: Rates of Regular Attendees that Meet Typical and Stretch Growth Standards (Math)
| Math | Mill Creek Middle School | Neely O'Brien Elementary School | River Ridge Elementary School |
| # of Regular Attendees | 24 | 11 | 16 |
| Adjusted Cohort* | 24 | 9 | 16 |
| # Met Typical Growth | 12 | 4 | 3 |
| % Met Typical | 50% | 44% | 19% |
| # Met Stretch | 6 | 4 | 1 |
| % Met Stretch | 25% | 44% | 6% |
|
Per the guidance of the Kent School District, students who received percentage scores over 100% in either the iReady typical or stretch growth measure are considered to have “met” growth standards. *Note: There were some student records in the Kent School District data request that were missing either a Fall or Spring iReady score. These records were excluded from this analysis and the adjusted cohort was created for these calculations. |
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Table 7: Rates of Regular Attendees Improving in iReady Levels (Math)
| Math | Mill Creek Middle School | Neely O'Brien Elementary School | River Ridge Elementary School |
| # of Regular Attendees | 24 | 11 | 16 |
| Adjusted Cohort* | 24 | 9 | 14 |
| # of Regular Attendees who Improved | 7 | 7 | 7 |
| % Improved | 29% | 78% | 50% |
| # of Regular Attendees who Maintained Level | 15 | 2 | 6 |
| % Maintained | 63% | 22% | 43% |
| % of Regular Attendees who either Increased or Maintained Level | 92% | 100% | 93% |
| *Note: There were some student records in the Kent School District data request that were missing either a Fall or Spring iReady score. These records were excluded from this analysis and the adjusted cohort was created for these calculations. | |||
Social Emotional Learning
Students shared their perspectives and experiences with the Kent Community Success program through a survey administered by OSPI’s statewide evaluation partner, American Institutes for Research. 42 students from Mill Creek and 6 respondents from River Ridge responded to the survey. Students indicated that the program helped them:
- Make new friends (63% of respondents)
- Find out what I like to do (35%)
- Feel good about myself (23%)
- With my confidence (23%)
- Learn things that will be important for my future (21%)
Additionally, students noted what experiences they had in the program, on a 3-point scale (not at all, sort of; yes, definitely). Students responded that they got “definitely” try new things at through the program (60%), do things they don’t get to do anywhere else (48%), learned to push themselves (44%), did things that challenged them in a good way (42%) and worked hard to get better at something (42%).