Agenda - 11-10-1998 - Attachment #11

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The second component included archival analysis of student performance outcomes. Attendance records for the semester prior to the students' entry into the alternative school was compared with attendance records following their transfer to Phoenix Academy. Grades before and after enrolling in the alternative school were compared. Finally, end -of- grade and end -of- course test scores were examined to document proficiency and the ability to progress to the next level in a particular subject. The third component consisted of a series of interviews with alternative school staff, home - base school principals and administrators, parents, students, and Lincoln Center employees. These stakeholder getups were chosen with in -put from the lead teacher and assistant superintendent. Structured interview guides were used to facilitate conversation about the alternative school. Please see Appendix A for a list of the questions used. This triangulated evaluation approach has proven a useful means for understanding program functioning. Looking at only one aspect, such as archival comparisons on grades, neglects the richness and intensity of staff and student investment revealed by the interview data. In addition, difficulties encountered by the alternative school are clearly illustrated providing guidance for future change and improvement. The report is organized into sections documenting findings from each of the three evaluation methods. The report concludes with a section summarizing major findings and giving recommendations for the future. All findings are best interpreted as a profile of current services and as a basis for monitoring future progress. FINDINGS During the spring of 1998, 25 students were recommended to Phoenix Academy. Twelve were accepted for program participation and eleven were participating at the time this report was compiled. One student left the program in favor of the Tar Heel Challenge program, largely because of his age. Phoenix Academy staff facilitated that transfer. Of the 11 students, six were African- American, four were white, one was multiracial. Students ranged from 13 to 18-years of age. Seven girls and five boys participated. Four home - base schools were represented in the program. Phoenix Academy employs four permanent staff members - a lead teacher, who provides administrative oversight and vision for the program; a vocational counselor, who has worked with students around work -study plans, as well as provided supportive counseling and case management services; a teaching assistant; and a special education teacher. School begins at 9 am and ends at 3:30. Transportation and lunch are provided to students. Findings from the School Success Profile-01. - Time 1 Students completed the SSP -OL upon entry into the program. Parent consent was obtained for each student at the initial screening visit. The second administration occurred in June. This time frame is quite short. Based on previous research with the SSP, minimal change would be expected during this time flame. Eight out of eleven possible students took the SSP at the first administration. Of these eight students, five provided completed surveys at Time 2. An additional student provided partial survey data at the second administration. (Appendices B and C provide scale definitions and a sample individual profile at Time 1 and Time 2.) 4