High School Performance of Former Participants

Findings from the sixth report of the Citizen Schools evaluation suggest that participation in Citizen Schools’ middle-grades after-school program helps educationally at-risk youth to develop skills needed to follow a path of academic success through high school graduation. The most recent phase of the evaluation examined student outcomes in high school, comparing the outcomes of program participants with the outcomes of a matched comparison group of similar but nonparticipating students and, in some cases, to Boston Public Schools (BPS) students as a whole. Among the sixth phase findings are:

• Former program participants selected high-quality high schools at a rate higher than expected had they not participated in Citizen Schools.
  
  
• At all grade levels, former participants attended school at higher rates than matched nonparticipants.
  
  
• Former participants were more likely than nonparticipants to pass math class at all grade levels and to pass and perform at the proficient or advanced level on the Mathematics MCAS. Former participants were also more likely than BPS students, on average, to pass and achieve proficient or advanced scores on the mathematics MCAS.
  
  
• In ninth and twelfth grade, former participants were more likely to pass their English Language Arts course, in tenth and twelfth grade participants were more likely to earn an A or B in their ELA course, and former participants were more likely than matched nonparticipants to perform at the proficient or advanced level on the English Language Arts MCAS.
  
  
• Former participants were more likely than matched nonparticipants to be on-track to graduate from high school on time. Compared to the BPS class of 2007, former participants were more likely to graduate high school in four years.
  
  

                   Full Report of the Phase VI Evaluation

Citizen Schools Expanded Learning Time

At the request of Citizen Schools, PSA reviewed information on the three Citizen Schools campuses that participate in the first cohort of Massachusetts schools implementing the state’s Expanded Learning Time (ELT) initiative. All schools participating in the state’s ELT initiative have lengthened the school day by at least 30 percent to expand the amount of time spent on core academic subjects and professional development, and all work with external partners to provide enrichment programming. PSA evaluators found that in the first two years of the initiative the three schools partnering with Citizen Schools had made gains in student achievement.

In this research brief, PSA evaluators conclude that Citizen Schools has contributed to academic achievement gains in three ways: by providing opportunities for students to apply emerging academic skills in a variety of contexts, developing students’ personal traits such as interpersonal skills and academic motivation, and mobilizing external resources that bridge gaps among schools, families, and the community. Drawing on previous studies, PSA evaluators also conclude that early signs of improvement in student achievement may be associated with the collaborative environment developing among Citizen Schools, the host school, and other external community-based partners. The synthesis of core academic programming and enrichment programming has created a cohesive learning environment for youth that ties together resources of the traditional school day and also the community. According to ELT participants interviewed for this study, flexibility, clear expectations, common goals, and buy-in were the most important elements in creating the conditions for successful partnership.

                   Citizen Schools Research Brief

                   Full Report of the Phase V Evaluation

                   Full Report of the Phase IV Evaluation

                   Full Report of the Phase III Evaluation

                   Full Report of the Phase II Evaluation