| dc.description.abstract | This program evaluation analyzes the impact of a partnership between a private liberal
arts college and the local public elementary school that provides after school music instruction
and academic tutoring to students in a highly diverse, low-income community in the northeastern
U.S. in an effort to increase student academic engagement, increase college attendance, and
disrupt the local school-to-prison pipeline. This evaluation is a study of the program’s first three
years of implementation at the local elementary school. The study examines three questions: 1)
Does OpporTUNEity influence students’ academic motivation? In this context, academic
motivation is defined as self-regulation, engagement, and self-efficacy. 2) Is there a correlation
between OpporTUNEity and students’ academic achievement? In this context, academic
achievement is defined as performance in English Language Arts and Math on standardized tests,
grades, and benchmark assessments. 3) Is there a correlation between OpporTUNEity and
students’ sense of belonging? In this context, sense of belonging is defined by perceptions of
acceptance and “fitting in,” and is measured by social connections, attendance, and behavior.
Student academic performance data was studied pre-participation (2018, n=63) and
post-participation (2019, n=63 and 2020, n=32) among both participants and nonparticipants to
compare the program’s impact on student performance on standardized assessments, grades, and
attendance. Additionally, program observations (n=2) and interviews with students (n=3),
parents (n=4), and faculty (n=14) were conducted in 2020 to evaluate the program’s impact on
student behaviors, motivation, and sense of belonging. Due to the Covid-19 pandemic,
participation in the program dropped dramatically during the qualitative data collection period.
Additionally, standardized assessments were cancelled and classes were conducted virtually,
limiting data collection during 2020. Standardized assessment data showed greater
improvements for participants than nonparticipants in a number of measures, but these
differences were not found to be statistically significant. Student, parent and teacher interviews
reflected that students in the program felt a strong sense of belonging, self-efficacy, and
motivation to attend the program. Additional study when the program resumes its previous
capacity and in-person format will be necessary to collect a larger data set for further analysis. | en_US |
