Presentation on theme: "ATTITUDES TOWARD AFTERZONE Presented by Dr. Julie Pokela February, 2010."— Presentation transcript:
ATTITUDES TOWARD AFTERZONE Presented by Dr. Julie Pokela February, 2010
2 Objectives The objectives of this study were to determine: Parental involvement in the program. Use of and satisfaction with AfterZone communications. Attitudes toward AfterZone. The perceived impact of AfterZone on student success. Enrollment, retention, and attendance at AfterZone. The impact of potential future fees on enrollment.
3 Methodology Market Street Research conducted a telephone survey of 237 respondents, including: 100 middle-school students enrolled in the AfterZone program and 16 middle-school students who dropped out of the AfterZone program. 102 parents of students enrolled in the AfterZone program and 19 parents of students who dropped out of the AfterZone program. All interviews were conducted from 12/6-21/2009. Of the 695 potential respondents that were contacted, 237 completed the survey, for a response rate of 34.1%. The margin of error is ±3.3 to 5.5 percentage points.
4 Days a Week Participates in AfterZone Programs
36 Summary Respondents are satisfied with the communication they receive from AfterZone. Most parents feel at least somewhat involved in their child’s after-school program and most are highly satisfied with their current level of involvement. Parents tend to be more highly satisfied, the more involved they feel. There is room to increase awareness of and interest in AfterZone’s end-of-session events. Respondents are highly satisfied with the AfterZone programs. Respondents have a highly positive perception about AfterZone’s hands-on learning experiences.
37 Summary (cont.) The two biggest areas of perceived weakness are a desire for more engaging, fun program content, and changes to the AfterZone schedule. There is room to enhance satisfaction with both the amount of time available for homework as well as the helpfulness of program leaders with homework. Among students who stopped going to some or all programs, the primary reasons were that the programs were not engaging enough or they conflicted with other commitments.
38 Summary (cont.) Respondents believe AfterZone has a positive impact on student success in every respect, including their: Relationships with their parents and other kids. Interest in school. Confidence and self-esteem. Physical fitness and health. Attendance at school. Overall attitude. Parents are very interested in attending educational programs dealing with common adolescent issues. This study finds that most current seventh-graders plan to enroll in AfterZone in eighth grade. If PASA needs to charge a small fee for enrollment, parents are likely to pay the fee.
39 Summary (cont.) There are several significant changes since 2006, including: Respondents are more likely to cite specific strengths, including sports, variety, socialization, supervision, and educational activities. Respondents are less likely to cite concerns about staff and more likely to express a desire for different program content. Satisfaction has increased in terms of how fun and interesting the programs are, how safe respondents feel with other kids in the program, and having programs leaders that are good at maintaining discipline and controlling the kids in the program. Parents feel less involved with their child’s after- school program.
40 Recommendations Monitor satisfaction with homework component. Develop strategies for increasing eighth-grade retention. Develop initiatives to enhance parental involvement.