January 2002

In spring 1996 the Polk Bros. Foundation funded three Chicago public elementary schools to each partner with a nonprofit organization to develop full service schools. The school nonprofit partnerships^[1] developed local planning committees and hired full-time resource coordinators to implement programs. From 1997 through 1999, the three partnerships extended the use of their school buildings for after-school and weekend programs, involved parents more extensively in school life, and linked what happened in classrooms with after-school and evening programs.

Finding 1: Indicators of school performance continued to improve during FSSI

The evaluation compared trends in student mobility, attendance and truancy with demographically similar schools (by ethnicity, enrollment and poverty levels) and CPS as a whole from 1995 to 1999.^[2] Rates of attendance and truancy were similar to comparison schools and better than CPS. The FSSI schools showed lower student mobility by 1999 than comparable schools, and posted higher rates of decline. Interviews indicated that families were deciding to remain in these full service schools.

The evaluation compared trends in standardized test scores with demographically similar schools and CPS as a whole. Academic performance improved at all three schools during FSSI. Rates of improvement exceeded CPS, and equaled or marginally exceeded comparison schools.

· ITBS reading scores improved at rates exceeding the citywide average at all three schools (CPS 9% v. B 9.8%; M 10.5%; R 18.7%). Comparison schools posted average gains of 9% to 13%. More FSSI students than average were meeting or exceeding national ITBS reading levels.

· Brentano and Riis significantly exceeded the citywide ITBS math scores, and exceeded their comparison schools by 2-3 percentage points. Marquette reversed a downward trend in math and climbed back toward citywide averages by 1999.

The FSSI schools deepened the web of resources and developmental opportunities for students and families: 415 programs were offered between January 1997 and December 1999 and the number of programs at each school increased annually. Over 90% of programs utilized the school building after 3 PM. While the majority of programs targeted students, adult education (e.g., GED and ESL) and family development (e.g., Family Math) were offered consistently at the three schools.

The FSSI schools increased the range and diversity of their community alliances. By December 1999 each school was acquiring resources from at least 25 organizations. The number of collaborative relationships grew an average of 43% across the three years of FSSI, with more programs helping directly with service provision and academic support.

Finding 5: Teacher involvement in FSSI programs increased over three years

The number of teachers involved in planning or providing after-school activities increased by more than 20% at all three schools. By 1999, about one-third of teachers were active in FSSI across the three schools. Students surveyed viewed school staff as better informed about after school-programs and more helpful to students by 1999.

Across the schools, between one-third and one-half of enrolled students participated in an after-school program. The two large schools (Brentano and Marquette) created more than 1400 program openings each from 1997-1999. By 1999, the number of students surveyed who indicated some involvement in programs grew by 10%. The greatest increase in involvement came among Latino students.

Finding 7: FSSI increased the availability of supportive adult relationships for students

Student program participants reported more relationships with supportive adults in after-school settings than did non-participants. At two schools, students reported an increase in the number of adults available to render help and support from 1997 to 1999. Reflecting the presence of more caring adults, students by 1999 also reported improved safety at their schools after 3 PM.

- Insure the consistent participation of school principals in full service school planning.

- Establish clearly the policy-making authority and rules of order of the oversight committee.

- Establish tenure limits and recruitment processes for oversight committee members, and include parents and service providers at many levels of planning and oversight.

- Support the resource coordinator position effectively with staff assistance and limits on external commitments to community organizations.

- Linking the daily work of school staff to the school's after-school agenda and inform staff regularly about the aims of after-school programs.

- Lobby CPS to create positive incentives for building engineers and other staff to support the development of after-school and extended-day programs.

^[1] Brentano Math and Science Academy with Logan Square Neighborhood Association; Marquette Elementary with Metropolitan Family Services; Riis Elementary with Youth Guidance.

^[2] School-level CPS administrative data were used for the comparative analyses of school performance and student learning. All other findings summarize change over time within the FSSI schools without reference to comparison schools.

In April 1996, the Polk Bros. Foundation announced that it had committed $1.2 million over four years to enable three Chicago public elementary schools to partner with a nonprofit organization to offer recreation, education, social service, and health programs for children and families in their buildings after the regular school day. Each partnership has benefited from technical assistance provided by staff of the North Central Regional Education Laboratory and evaluation support from Samuel P. Whalen, Ph.D. of the Chapin Hall Center for Children at the University of Chicago. The partnerships' efforts to make their schools more welcoming and supportive of parents and families, to strengthen the relationships between parents and teachers, and to ensure that the programs and services provided in their buildings support the school's academic program have positively impacted student mobility, attendance, and academic achievement. The school/nonprofit partnerships participating in the Full Service Schools Initiative are:

Click onto the Full Service Schools Outcomes link above for information measuring the outcomes of these Full Service Schools as reported by Samuel P. Whalen, Ph.D.