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More Results

Academic Gains:

  • While in our Irving Therapeutic Afterschool Program, 23 of 28 students in FY07 who took pre and post English Language Arts “benchmark” tests showed improved scores.  Average amount of increase on the test was 93 points/year.  Eight students improved by over 200 points.  Most notable:  Of FY07 enrolled students, a full 35.7% reached proficiency levels while in our program—passing their ELA benchmark so that they can be promoted to the next grade in school. (Data source: Boston Public Schools) 
  • In 2005 we tracked test scores of AIP Inclusion Day Program students.  The findings:  AIP Inclusion Day Program students had an average gain of 95 points—or a jump of 1.25 grade levels—on their Winter 2005 Reading benchmark tests, as compared to the overall average gain of 14 points for all Irving students (based on a random sample).  (Data source: Boston Public Schools)
  • 87% of parents said that their children are definitely better able to complete their homework because of our afterschool programs. (FY05-FY07, n=34)  Data source: AIP Parent Survey)   

Social/Emotional Gains and Better Behavior:

  • In an independent study of outcomes for all students in all our Afterschool programs (2003-2007), evaluators found positive gains in every measure (100%) of child well-being: children’s behavior while in the afterschool program (n=363), classroom behavior during the school day (n=309), relationships with adults and peers (n=362), initiative in school (n=310) and afterschool (n=357), and engagement in learning (n=109). (Data source: Boston Community Learning Centers SAYO survey)

Recognition and Notable Achievements:                                         

  • ASPIRE, AIP’s Therapeutic Afterschool Program at the Frederick School, received a Community Service Award in 2007 from the Boston Police Department for ASPIRE’s work in improving the quality of life for the children and families of the Grove Hall neighborhood.
  • “Buzz,” a publication of BOSTnet, named ASPIRE a “model family engagement program” in its Aug. 2006 edition. 
  • In 2007,  the Boston Public Schools nominated ASPIRE as an “Exemplary” 21st Century Community Learning Center.
  • In 2008 the Boston Public Schools Department of Extended Learning and After School (DELTAS) awarded AIP’s Aspire Program the Bridge Award for Exellence.

Results from the “Transition to Success Pilot Program,” 2000-2002

AIP was one of six sites in Boston selected to participate in this pilot project from 2000 to 2002.  The Transition to Success pilot studied whether quality afterschool programming, when combined with case management, family outreach, and tutoring, improves academic outcomes for failing students.  At AIP, the pilot included full participation in AIP’s afterschool program, along with case management, family outreach, and BPS “Transition” tutoring by Irving teachers.  Outcomes, as measured by the independent evaluator:

Specific Outcomes from AIP’s Therapeutic Afterschool Program at the Irving School

  • 23 of 26 students (85%) in AIP’s Transition to Success Pilot Program in FY02 passed their reading and math benchmark scores and were promoted to the next grade level. 
  • Of the six Boston Public Schools that participated in this pilot, Irving parents scored the highest on measures of parent interaction and involvement.

Combined Outcomes for All Schools that Participated in This Pilot

The pilot project showed positive results across all six participating sites, providing a powerful set of evidence for the efficacy of this approach.  The following data compares outcomes for participants in the pilot project (tutoring plus case management plus afterschool program—the AIP model) with outcomes for other students who received “Transition” tutoring from BPS, but did not attend an afterschool program or receive any of the other supports.  This is a method of validating the AIP model’s effectiveness.

1.  “Pilot Program” students passed their academic benchmarks and were promoted to the next grade at much higher rates than students who attended BPS “Transition” tutoring alone:

  • 77% of middle school students in the Transition pilot project passed the reading benchmark tests, as compared to 60% of students who received tutoring but did not receive any other afterschool supports. 
  • In math, 69% of Pilot students passed.  Of those who received only tutoring, 38% passed. 
  • 80% of 6th grade Pilot participants’ scores increased; 76% of 7th graders’, and 60% of 8th graders’.
  • 91% of the “Pilot” participants were promoted to the next grade, as compared to 84% of students who received only tutoring.

2. Participation in the afterschool program component of the “Pilot Program” led to improved study skills:

  • 71% of students said that the afterschool program helped them to spend more time on homework.
  • 89% of parents said that the afterschool program helped their child to learn academic skills.
  • 80% of parents said their child’s schoolwork would suffer if s/he didn’t attend the afterschool program.
  • 54% of students reported that they try harder at school because of the afterschool program.

3.  School attendance was markedly better for “Pilot Program” students than it was for students who received tutoring only:

  • Pilot students were absent an average of 6 days per year, as compared to the “tutoring only” Transition students, who were absent an average of 19 days per year.

4. Parents credit the afterschool program component of the Transition Pilot Program with significantly enhancing their own ability to connect with their child’s school:

  • 75% said it helped them connect with their child’s teachers and increased their involvement in their child’s school.

5. Enrollment in the afterschool program helped parents to work or go to school:

  • 78% of parents said that their child’s afterschool program made it easier for them to keep their job.
  • 46% said it made it possible for them to get a job.
  • 35% said their child’s participation in the afterschool program made it easier for them to go to school for their own education.

Source: “Transition to Success Pilot Project: Final Evaluation Report,” CERCA/MSPCC, Unpublished, Dec. 2003.

To read the entire research report that validates and replicates AIP’s afterschool program model, click here:
Transitions to Success Pilot Program, 2000-2002: Report by Independent Evaluators Massachusetts 2020


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