SES 2018 Analysis: Summer Enrichment Series (SES), 2018 The world - - PowerPoint PPT Presentation

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Analysis: Summer Enrichment Series (SES), 2018

SES 2018

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SES Summary of Expenses, 2017 vs. 2018

…after adjustments are affixed to increases in salary and benefits, we may be looking at a total SES 2018 cost upward to $600,000, an 11 percent change as compared to the prior year.

$455,818 85% $26,423, 5% $24,486, 4% $7,350, 1% $26,423, 5%

SES 2017 Expenses: $537,401

Salaries & Benefits Other Purch Svcs Supplies/Printing Custodial Transportation $445,175, 81% $22,721, 4% $25,552, 5% $6,600,1% $50,000, 9%

SES 2018 Expenses: $543,047

Salaries & Benefits Other Purch Svcs Supplies/Printing Custodial Transportation

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Percent of SES Students from the Eligible Student Body, 2017 vs. 2018

…14% of the eligible D11 student body (grades K-7) attended in 2017, 12% in 2018.

2316, 14% 1978, 12% 16948 16446 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% SES 2017 SES 2018

SES Student Body of D11 Eligible Student Body

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SES Attendance, 2017 vs. 2018

…highest weekly attendance in 2017 and 2018 was 80% and 81%, respectively.

79.7% 75.0% 69.2% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Week 1 Week 2 Week 3

SES 2017 Attendance

80.6% 78.7% 71.1% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Week 1 Week 2 Week 3

SES 2018 Attendance

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SES Classroom Fill Rates, 2018

…42% of the classes in week one were less than 50% full, 43% in week two, and 48% in week three.

SES Class Size, Week One

SES Class Size, Week Two

SES Class Size, Week Three

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1) Intent of the program 2) Effect of participating in SES on school year attendance 3) Effect of participating in SES on school year discipline incidents 4) SES expense to the district 5) SES enrollment 6) Equality 7) Equity 8) SES operations 9) Student retention 10) Effect of SES on CMAS 11) Effect of SES on Fall GK12 (the most recent only) Framework for Assessing SES The purpose of this analysis builds on the existing literature by conducting a follow-on critical investigation of related key program components.

Follow-on Critical Analysis, SES 2018

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SES Framework for Assessing the Program Across the Years

Component Not Met Met SES Student Group Non-SES Student Group Intent of Program Yes Attendance Low None None Cost to the District Increasing Discipline No effect None None Enrollment Declining Equality Access Equity Not Addressed and/or Implemented Operations Recurring Issues Retention D11 Disenrollments State Assessment No effect Yes (ELA, Math; effect size non-existent) None Local Assessment No effect None Yes (ELA, Math) Empirical Effect of SES on Components: SES Student Group to D11 Non-SES Attending Student Group Descriptive Statistics: Non Statistical Criterion

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Q&A

The purpose of this analysis builds on the existing literature by conducting a follow-on critical investigation of related key program components.

Follow-on Critical Analysis, SES 2018

APPENDICES/NOTES

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SES Student, Teacher, and Classroom Descriptives, 2018

SES 2018 (hi-lo, three week total) Enrolled in D11 at Start

• f SES 2018

Disenrolled from D11 Prior to SES 2018 Total1 Week 1 Week 2 Week 3 Week 1 Week 2 Week 3 Week 1 Week 2 Week 3 Audubon ES Middle 540 12 311 10 10 9 10 10 9 11-25 11-25 11-25 Martinez ES* Northern 579 6 310 9 11 10 9 11 10 4-25 6-25 13-25 Chipeta ES Northern 422 7 227 10 9 10 10 9 10 5-25 6-25 6-24 Keller ES Middle 449 2 220 12 12 13 12 12 13 4-25 6-22 5-18 Jenkins MS Northern 435 212 8 7 6 8 7 6 10-25 8-25 13-25 Taylor ES Middle 333 4 192 7 7 7 7 7 7 10-24 9-25 6-24 Carver ES Middle 364 2 185 9 9 10 9 9 10 5-25 4-25 7-21 Holmes MS* Middle 300 2 174 6 8 4 6 8 4 12-25 6-25 11-25 Madison ES Middle 225 7 167 7 8 7 7 8 7 10-25 4-25 5-25 Jackson ES Middle 236 3 117 7 8 6 7 8 6 7-18 5-21 7-19 Sabin MS Middle 216 3 111 7 6 6 7 6 6 7-17 9-17 7-15 Mann MS Middle 203 1 104 7 6 5 7 6 5 5-18 8-17 6-21 West ES Southern 182 103 7 7 5 7 7 5 5-17 5-14 3-20 Total (unique count) 1937 41 19782 106 108 98 106 108 98 5-25 4-25 3-25

1Sorted highest to lowest. 2Of the 1,978 students attending SES, 387 attended one week, 536 attended two weeks, and 1,055 attended all three weeks.

*Two students were found to be double-enrolled at different locations. The two records showing no attendance were removed from the dataset. *One student was found to be double-enrolled at the same location. The one record showing no attendance was removed from the dataset. Note: Of the 41 students who were disenrolled from D11 prior to the start of SES, four, or 9.8 percent, returned to D11 as of October 12, 2018. Of the 1,978 students that attended SES, 234, or 11.8 percent, did not return to D11 as of October 12, 2018. School Sector SES 2018 Classes Taken by SES 2018 Students (3 Wks) Teachers STEAM Classes Offered Range of Students Per Class (min-max)

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• Declining SES Enrollment
• 13.4 percent, or 234, of the SES active enrollment were not on

the D11 rolls as of October 2018.

• Persistent operational issues
• Declining transportation participation
• Ten (10) percent, week one; seven (7) percent, week three.
• SES reaching only 12 percent of the D11 eligible student body

The intent of this analysis is to provide descriptive and summary statistics about SES 2018 with interpretation of the results, discussion and recommendations to improve the program.

Analysis: SES 2018

Findings

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• Signs of disparate access to select student groups
• Survey participation
• Principal/Administration: high
• Teachers: high
• Parents: Low (2017-30% to 2018-20%)
• The intent of the program was achieved (4th year).

The intent of this analysis is to provide descriptive and summary statistics about SES 2018 with interpretation of the results, discussion and recommendations to improve the program.

Analysis: SES 2018

Findings

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• Prioritize Commuting Safety (as reported in surveys, recurring)
• Early drop off
• Check in/out at SES host sites
• Crossing guards
• Improve Data Collection:
• Transportation ridership (recurring)
• Medical incidents

The intent of this analysis is to provide descriptive and summary statistics about SES 2018 with interpretation of the results, discussion and recommendations to improve the program.

Analysis: SES 2018

Recommendations

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• Review SES Program Structure processes, procedures and

systems

• Classroom enrollment (ranges from three (3) to 25)
• Communication (recurring)
• Inactive students attending SES
• Conduct Program Evaluation

The intent of this analysis is to provide descriptive and summary statistics about SES 2018 with interpretation of the results, discussion and recommendations to improve the program.

Analysis: SES 2018

Recommendations

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Program Intent: Previous analyses (Medina, 2015, 2016, 2017, 2018) about the D11 SES program found that the intent of the program reached satisfactory attainment across the years. Attendance: The findings suggest SES had no effect on school year attendance rates and that low attendance rates during SES is persistent. SES Expense to the District: The findings suggest that the cost of

• perating SES, as currently designed and operated, is inconsistent with

demonstrating fiscal prudence and financial responsibility, as well as demonstrating operational efficiencies. The purpose of this analysis builds on the existing literature by conducting a follow-on critical investigation of related key program components.

Follow-on Critical Analysis, SES 2018

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Discipline: The findings suggest SES had no effect on school year discipline incidents and any change in preceding school year discipline rates is not evident. Enrollment: The findings suggest SES enrollment is not only lower than it was in SES 2015 but that it shows a downward trend. Equality: The findings suggest that equality across all student groups is not where it should be. Equity: The findings suggest that equity is absent within the SES program. Operations: The findings suggest that the combined influence of these recurring operating issues contributed, to some degree, to the declining SES enrollment, low SES attendance, and D11 student retention.

The purpose of this analysis builds on the existing literature by conducting a follow-on critical investigation of related key program components.

Follow-on Critical Analysis, SES 2018

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Retention: The findings suggest that participating in SES is not influencing the retention of SES students in D11 and that the percentages of non- returning SES students in the fall, across the years, is consistent to the

• district. The notion of considering SES for purposes of advertising,

retention, and recruiting students has not materialized. Effect of SES on CMAS: While statistically significant differences were found suggesting SES students fared better than their non-attending peer group, the investigation found that the effect was extremely small to non- existent, implicitly suggesting there was no effect of SES on student

• utcomes. In both groups, the average mean scale fell shy of satisfactorily

reaching academic proficiency (750), on the aggregate. The purpose of this analysis builds on the existing literature by conducting a follow-on critical investigation of related key program components.

Follow-on Critical Analysis, SES 2018

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Effect of SES on GK12: The investigation found statistically significant differences, suggesting that non-SES attending students fared significantly better than their SES attending peer group with a small and medium effect size, implicitly suggesting that not attending SES influenced positive student achievement in GK12 ELA and Math. In addition, the findings suggest that summer learning loss is greater for students attending SES. The purpose of this analysis builds on the existing literature by conducting a follow-on critical investigation of related key program components.

Follow-on Critical Analysis, SES 2018

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Assessment of the Program: In assessing the key components of the SES program, both primary and secondary roles, the evidence shows that only

• ne of the 11 working key components reached satisfactory attainment,

as supported by the evidence. The findings suggest that the viability of the SES program in producing positive results and thereafter, sustaining these positive results, is of significant concern. The purpose of this analysis builds on the existing literature by conducting a follow-on critical investigation of related key program components.

Follow-on Critical Analysis, SES 2018