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OPEN HEART - OPEN MIND: IMPACT
Partnership with Children undertakes an extensive evaluation of its
OPEN HEART - OPEN MIND program each year in order to track students'
progress and to ensure that we are providing the highest quality services
possible. Three sets of data are employed for evaluative purposes:
(1) school records, including academic achievement (2) interviews
of stakeholders including students, parents and teachers (3) direct
observations of children's and teachers' behaviors. Results of such
evaluations continuously show a positive impact in a number of areas,
all of which are detailed below.
Increasing Academic
Achievement
- SY 2006: Partnership with Children students had a 117% greater increase in ELA level 3 and 4 scores and a 44% greater decrease in ELA level 1 scores over the entire school. Partnership with Children schools had a 128% greater decrease in ELA level 1 scores over comparison schools and a 23% greater decrease over citywide schools.
- SY 2005: Partnership with Children schools had a 90% greater
improvement in math and a 60% greater improvement in ELA level
3 and 4 scores than citywide schools. In comparison to citywide
schools, Partnership with Children schools showed a 58% greater
reduction of level 1's in math and a 28% greater reduction in
level 1 ELA scores.
- SY 2004: There was a 167% greater improvement in students performing
at grade level in reading in contrast to comparison schools. The
increase in students performing at the lowest levels was 0.18%
at Partnership with Children schools and 1.18% in comparison schools,
showing the negative increase was 85% lower at Partnership with
Children schools.
- SY 2003: Schools served by Partnership with Children showed
a 100% greater increase in level 3 and 4 reading scores than comparison
schools.
Rising Attendance Levels
- SY 2006: Partnership with Children students had a 125% greater increase in attendance from SY '05 over citywide schools.
- SY 2005: The average attendance rate at Partnership with Children
schools increased a significant 1.2% to an overall average of
91%.
- SY 2004: 2.5% better attendance rate than comparison schools,
which showed a slight decrease.
- SY 2003: Attendance results revealed a 450% greater increase
at Partnership with Children schools than comparison schools.
Reducing Special Education Referrals
- SY 1998: Partnership with Children schools had a 50% decline
in Special Education referrals over citywide schools.
Improving Social Behavior
- SY 2006: 51% increase in positive teacher to student interaction and 45% increase in positive student peer to peer interaction.
- SY 2005: Classroom observation results revealed very substantial
improvement in student and teacher behavior from the beginning
to the end of the academic year. Statistically significant changes
in all behaviors observed were evident including:
- Peer to Peer positive verbal interaction increased 88%,
while peer to peer negative verbal interaction decreased 71%
- Students were on-task 50% more at the end of the year
- Teachers initially negative comments toward students declined
by 75% on average
- SY 2003-2005: On average 68% of teachers, 83% of parents and
90% of students observed improved student self-esteem. The same
period revealed, on average 62% of teachers, 76% of parents and
89% of students observed improved student behavior.
- SY 2000: All stakeholders to Partnership with Children's intervention
concurred that children's behavior improved both at school and
in the home, and that the improvement was attributed directly
to the work performed by Partnership with Children's staff of
trained social workers. Children, parents and teachers reported
that children were better able to manage their feelings and that
as a result, behavior improved and the children were able to get
along better with their peers, siblings and parents.
- SY 1998: 77% of students' responded that Partnership with Children
helped them avoid fights by being able to control their feelings
of anger, both in school and outside school.
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Description
Impact
