|Original Source:||Durham, R. E. (2018). “Baltimore OrchKids: An Examination of Student Outcomes”. BERC Website: Publications.|
1. What were the characteristics of students participating and persisting in the program, and how do they compare to other City Schools students?
2. How did student mobility within and out of the district relate to OrchKids participation?
3. How did OrchKids participation impact student outcomes, and did the effect of participation vary by the grade level of participants? Specifically:
a. How did participants’ attendance and chronic absence rates compare to that of otherwise similar students?
b. Did participants receive fewer suspensions from school than similar students?
c. How did participants perform on English and math state assessments as compared to similar students?
|Motivation/s:||This report describes research to assess the impact of participation in OrchKids, an out-of-school-time (OST) program implemented in several Baltimore schools.|
|Data:||This study utilized roster data provided by OrchKids listing their participants from 2009-10 through 2016-17. These records were matched using student IDs with student-level administrative data provided to BERC by City Schools’ Office of Achievement and Accountability.|
|Methods:||Multivariate Regression Estimates|
1. Participants joining the program in preK through 4th grade, and persisting in the program for more than one year, had higher average daily attendance, lower chronic absence, and were less likely to receive a suspension from school, relative to similar comparison students.
2. OrchKids participants joining the program between 5th and 8th grade and persisting for at least 2 years had higher average daily attendance than comparison students, though chronic absence rates were similar.
3. There was a significant relationship between OrchKids participation and performance on state assessments in both English/language arts and math, as well:
a. Relative to comparison students, those who participated in OrchKids for at least 5 years were significantly more likely than comparison students to score proficient or advanced on the MSA English/language arts and math assessments, as well as to meet or exceed expectations on the PARCC English/language arts assessment.
b. Participants who joined OrchKids in elementary school and participated for 2 to 4 years were significantly more likely to score proficient or advanced on the MSA math assessment.
|Keywords:||Out-of-School-Time Programs, Student Outcomes|
|Status of the Work:||Published|