Technology, Out-of-School Learning, and Human Development

Investigators: Deborah Lowe Vandell, Mark Warschauer
Researchers: Pilar O’Cadiz, Valerie Hall
Funding: C.S. Mott Foundation

Description

This project evaluated a new community learning center in Southern California. The center provides an interactive, technology-enhanced and asset-rich learning environment that supports youth for success in school and on to higher education and a career path. A day program serves students in Grades 5 and 6, and an after-school program serves students in Grades 7-12.

The evaluation study had two purposes: (1) to document program implementation and the experiences of center participants during the first and second years of operation, and (2) to assess youth developmental outcomes in relation to participation in center activities. Both qualitative and quantitative methods were used to obtain evaluation data, including extensive observations of program activities; interviews and surveys of youth, parents, center staff, and teachers; and the collection and analysis of student-produced work, program documents, and curriculum materials. In-depth case studies provided detailed portraits of select students.

The implementation findings indicate that the center succeeded in mounting a high-quality program, as seen in evidence of positive social relationships among youth and between youth and center staff; encouragement of youth exploration of interests and potential career options; development of youths’ sense of academic competence and motivation to achieve; promotion of community service and development of youth leadership skills and sense of responsibility to community; youth engagement in interactive and participatory learning; and continuous program improvement. The program achieved dramatic growth in its offerings and impressive success in the recruitment of junior high and high school students. Center administration and staff demonstrated great versatility in creating and revising course offerings, continually adapting to the needs and interests of its diverse student population.

We also examined changes in youth functioning across the second year of center operation by dosage (measured as number of days attended) and duration (measured as weeks elapsed between the student’s first and last days of attendance) of program participation. Analyses of pre- and posttest measures indicated that students who attended the center for 30 or more days across the school year reported better grades at school, better work habits at school, and greater science efficacy compared to program participants who attended fewer days. Self-reports of students who attended the center 10-29 days during the year were roughly the same at pre- and posttest, and students who attended fewer than 10 days reported declines in performance. Similarly, students whose duration of center attendance was 21 or more weeks self-reported large reductions in negative behaviors, whereas durations of 7-20.5 weeks were associated with small reductions in these behaviors. No change was evident in self-reports of negative behaviors among students whose attendance duration was less than 7 weeks. Additionally, positive effects on students’ academic and career goals, relationships with peers and adults, and optimism about future success in life were consistently revealed in interviews, surveys, and observations.

Report

Our evaluation report comprises three volumes.

Part I [PDF documentation]
Part I focuses on the after-school programs for youth in Grades 7-12. It includes an introduction and overview of the report, study design, a description of the program components, detailed analysis of program attendance, implementation study findings, and youth outcomes study findings including youth survey results and case studies narrating the center’s effects on the lives of youth and families.

Part II [PDF documentation]
Part II documents our 1-year evaluation of the day program for fifth and sixth grade students, and the professional development program for in-service teachers. The day program focuses on providing elementary school students with hands-on science and other enrichment experiences. Teachers participated in workshops on science lessons, assets development, and integration of technology into their classrooms.

Part III [PDF documentation]
The third volume includes the measures used in this evaluation, program and activity schedules, and samples of curriculum and student work.