Academic Success Indicators

Members will graduate from high school, ready for college, trade school, military or employment.

The Importance of Academic Success
Young people who drop out of high school significantly diminish their chances to secure a good job, earn a decent salary and have a promising future. Therefore, high school graduation is a priority outcome for Club Members.

To determine whether Members are on track to achieve this goal, we measure the following indicators:

Academic Success Indicators

  • On-time grade progression
  • School attendance
  • Reading and math proficiency
  • Prevention of summer learning loss
  • Credit accumulation
  • Expectations of Academic Success
  • School connectedness
  • Summer work experience
  • High school graduation

Grade Progression
Grade progression refers to a student’s promotion from one grade to the next. For example, a student who was enrolled in the ninth grade for the 2012-2013 school year achieves on-time grade progression if he or she advances to the tenth grade for the 2013-2014-11 school year. Students who are retained in school are more likely to drop out of school than their peers who progress on time. Retained students have lower academic achievement than their similar, promoted peers.

Our Clubs will track the grade level and age of each of its Members, every school year. This will allow the Boys & Girls Clubs of Skagit County to track Members’ grade progression from one year to the next. It will also allow our Clubs to identify Members who are not at the appropriate grade level for their age.

The Boys & Girls Clubs of Skagit County will collect this information from each of our Clubs. These data will be collected for Members in all grades.

School Attendance
A student who is absent from school misses out on opportunities to learn. Students with frequent absences have lower levels of achievement and are more likely to drop out of school. Students with better school attendance have higher levels of academic achievement.

Clubs will track the total number of days that individual Members are absent from school each school year. Since any absence is a missed opportunity to learn, Clubs will track all absences and will not make a distinction between excused and unexcused absences. Capturing number of days absent will allow Clubs to identify members at risk of school failure due to chronic absences, as well as Members whose attendance is less problematic but could be improved. BGCA will use this information to calculate school attendance rates.

To collect school absence data, Clubs must either partner with school systems or collect and manually record data from Members’ report cards. Therefore, BGCA will only collect this information from Clubs with processes in place to obtain this information. These data will be collected for Members in all grades.

Reading and Math Proficiency
Poor academic performance is one of the strongest predictors that a young person will drop out of high school; this is true even in the early grades. Beginning in fourth grade, students are expected to read to amass knowledge. As a result, students who are not reading by the end of third grade will continue to fall further behind their peers, because they will be unable to process and accumulate information presented through the written word. Students who don’t have basic reading skills by the end of third grade are unlikely to graduate from high school.

The collection of Members’ state test proficiency ratings will allow BGCA to calculate the percentage of Members who are proficient in reading and math, according to state standards. Collecting these data for all members in grades 3-8 will allow BGCA to investigate the academic performance of Members over time.

Summer Learning Loss
Summer learning loss contributes to poor academic performance; the phenomenon is most prevalent among students with low-socioeconomic status. Summer learning loss widens the achievement gap between these students and their more advantaged peers and contributes to their likelihood of dropping out of high school.

Summer learning loss is of particular interest to BGCA because Clubs may have a more direct impact on summer learning than on school-year learning since youth spend more hours in the Club during the summer.

Clubs that run summer learning loss prevention programs administer pre-tests and post-tests. BGCA will collect data from Clubs that administer such tests, measuring the extent to which Members experienced learning gains, losses or no meaningful change. BGCA will use this information to calculate the percentage of Members with no summer learning loss. These data will be collected for Members in elementary and middle school grades.

Credit Accumulation
Every student must earn a requisite number of credits in order to graduate from high school and to progress from one grade level to the next. (Some states also have other graduation requirements.) Students who fail to earn sufficient credits in one year must earn extra credits in subsequent years to catch up. It is important that students stay on track by earning a sufficient number of credits each year.

Member Expectations of Academic Success
A young person’s personal expectations of future educational attainment may predict actual educational attainment. Youth’s expectations of academic success may also have a reciprocal relationship with actual academic achievement during the middle and high school years.

BGCA will provide Clubs with a survey to capture data about Members’ expectations for their own future educational attainment. These data will be collected for Members in middle school and high school only. BGCA will collect these data from all Clubs.

School Connectedness
When young people believe that adults and peers at their school care about their individual leaning and about them personally, they are more likely to feel a sense of connection to their school and their academic life. According to the Centers for Disease Control (CDC), there is a strong relationship between a student’s sense of “school connectedness” and his or her positive educational and health outcomes. Academically, school connectedness is directly associated with positive educational indicators such as increased school attendance, higher academic performance (e.g., grades and classroom test scores) and higher rates of school completion. In addition to educational benefits, adolescents who feel connected to school are less likely to exhibit disruptive or violent behavior, carry or use a weapon, engage in early-age sexual intercourse, consider or attempt suicide, smoke cigarettes, experiment with illegal substances, or consume alcohol to intentionally become inebriated.

BGCA will provide Clubs with a survey to capture mMembers’ sense of school connectedness. BGCA will collect these data from all Clubs.

Work Experience
While intensive work during high school (more than 20 hours per week) has been linked to negative outcomes for adolescents, moderate work during the high school years has been shown to facilitate educational attainment for some youth, particularly those with significant academic risk factors.

Clubs will survey Members to determine whether they have part-time work experience (20 or fewer hours per week) during the school year and/or seasonal work experience (any number of hours per week) when school is not in session. From this, BGCA will calculate the number and percentage of Members with part-time or seasonal work experience. BGCA will also calculate the number and percentage of Members ages 14 and older with intensive work experience (defined as more than 20 hours per week when school is in session).

BGCA will provide Clubs with a survey to capture these data from Members. These data will be collected for Members in high school only. BGCA will collect these data from all Clubs.

High School Graduation
Dropping out of high school is related to many negative outcomes for the individual who drops out, as well as for society as a whole. Over the course of his or her lifetime, a high school dropout will earn significantly less than a high school graduate and will contribute less in taxes. High school dropouts are more likely to be unemployed, be arrested or incarcerated, and use public assistance subsidies and the public health system at much higher rates than high school graduates.

Clubs will track whether their Members graduate from high school.

The Boys & Girls Clubs of Skagit County will collect graduation information for Club Members who are high school seniors from all Clubs. The Boys & Girls Clubs of Skagit County will also collect graduation information on former Club Members from Clubs with processes in place to obtain this information.

We support the Academic Success of our Members by:

  • Providing a Club Experience that appeals to youth.
  • Supporting Members’ school success through such efforts as homework help and school readiness.
  • Engaging Members in fun, hands-on activities to practice and learn reading, writing, speaking, math and scientific inquiry.
  • Providing extra help for Members who have difficulty mastering academic content and skills.
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