1. The After School Achievers Club will give 4 th grade students within the Syracuse City School District an opportunity to receive rigorous tutoring within the environment of a small class setting. Studies have shown that smaller class settings are more conducive to higher level thinking and learning. Smaller class sizes will give teachers the ability to offer more one on one support than is possible during the regular school day. Nathan Moser

2. Students Scoring 3 or Above on 4th Grade English Language Arts Exam 2007-082008-092009-102010-11 Number Percent Number Percent Number Percent Number Percent Baldwinsville 43482%47986%43469%42864% East Syracuse-Minoa 233 70%23279%23453%24863% Fabius-Pompey 6575%6984%5082%5869% Fayetteville-Manlius 34289%33892%35877%30084% Jamesville-Dewitt 19187%21689%21179%21974% Jordan Elbridge 11565%10675%10049%12243% LaFayette 6273%7274%6764%6546% Liverpool 56372%58878%56264%52859% Lyncourt 3145%3070%2934%4055% Marcellus 15490%15091%14974%13380% North Syracuse 67274%71680%73762%75057% Onondaga 6869%6674%6665%6770% Skaneateles 13492%12390%12378%11785% Solvay 10463%11482%9647%8746% Syracuse City School District 1,43545%1,52550%1,58428%1,59726% Tully 9479%7389%8260%9253% West Genesee 3,73681%36988%37769%36871% Westhill 15181%13289%15484%13275% Mean 47774%30081%30163%29762% Median 15374%14182%15264%13363% http://cnyvitals.org/onondaga/education/grade-4-english-language-arts-scores

3. Students Scoring 3 or Above on 4th Grade English Language Arts Exam Students Scoring 3 or Above on 4th Grade English Language Arts Exam

4. PROBLEM OR ISSUERESOURCESACTIVITIESOUTPUTSSHORT- TERM OUTCOMESLONG-TERM OUTCOMESIMPACT The Community NeedIn order to accomplish In order to address ourWe expect that once We expect that if accomplished This is the problem weour set of activities we problem or asset we willaccomplished thesethese activities are trying to solvewill need the following: accomplish the followingactivities will producewill lead to the following activities:the following evidencechanges in 1–3changes in 4–6changes in 7–10 years: or service delivery:years: In the Syracuse City School Districts, 4th graders are consistently reading below grade level. The rate of passing scores in the SCSD is currently only 26% compared to the county mean of 62%. A goal of 50% or higher is desirable. SCSD has much higher class sizes and students receive less individualized attention than other Districts in the county. Executive Director, Program Coordinators, Social Worker,, Teachers, Teaching Assistants, Cooperation from Syracuse City School District, computer, assessments, Curriculum,, Classrooms, 4th grade students will participate in Afterschool Tutoring Program. Rigorous tutoring during the afterschool program will allow students more individualized attention that will help to bridge the gap between the SCSD's ELA scores and Onondaga county's average the outputs will be a monthly count of how many 4th grade students sign up for and participate in the program The percent of below average scores on pre and post test diagnostics will be lower among 4th graders participating in the program compared to those not in the program. The percent of 4th Graders reading below grade level with be lower for those who participated in the program compared to those not participating. The community problem of Syracuse City School Districts 4th grade ELA assessment scores of 3 or higher are consistently 30% below the average of other schools in Onondaga County. will decline from the current amount of Only 26% of 4th graders in the Syracuse City School District scored a 3 or higher on the test compared to the mean of 62% closer to the desired lower level of 50% or higher.

5. Blatchford, Bassett, Goldstein, Martin’s research showed that in large classes there are more large groups that presented teachers with more difficulties, in smaller classes there was more individual teacher contact with pupils and more support for learning, and in larger classes there was more pupil inattentiveness and off-task behavior. Dr. Nina Bascia notes in her report the positive effects of a smaller class size, including gains in test scores after the second and third year, more time for teaching, less time spent on discipline, and more parent-teacher interactions. Grade 4 students enrolled in reduced-size classes performed better on standardized achievement tests than did students in regular classes, and this gain persisted after the students moved to larger Grade 5 classes. This finding applied to all students, regardless of socio-economic background, fluency in English, or ethnicity/race. Springer-“With respect to intensity, extent of after school participation was positively related to increases in GPA from the first-week to the last 6-week grading period. Overall, the results suggest that participation in structured after school programs positively affects academic achievement.”

6. Blatchford, Peter; Bassett, Paul; Goldstein, Harvey; Martin, Clare. Oct2003 “ARE CLASS SIZE DIFFERENCES RELATED TO PUPILS’ EDUCATTIONAL PROGRESS AND CLASSROOM PROCESSES? FINDINGS FRIM THE INSTITUTE OF EDUCATTION CLASS SIZE STUDY OF CHILDREN AGED 5-7 YEARS” British Educational Research Journal. Oct2003, Vol. 29 Issue 5, p709. 22p. Springer, K. and Diffily, D. (2012), THE RELATIONSHIP BETWEEN INTENSITY AND BREADTH OF AFTER-SCHOOL PROGRAM PARTICIPATION AND ACADEMIC ACHIEVEMENT: EVIDENCE FROM A SHORT-TERM LONGITUDINAL STUDY. J. Community Psychol., 40: 785–798. Atkins, John, Summer2003, CLASS SIZES AND TEACHER WORKLOAD: TEACHERS’ VIEWS. Education review, Volume 16 Issue 2, p13-18. 6p.

7. Evaluation Question: Will the smaller class sizes and rigorous tutoring provided in the after school program result in higher gains from pre to post test scores from students in the program vs. not in the program? Evaluation Design: OXO vs. O|O Evaluation Statistics: 1.) T-Test 2.) Regression

8. Data Analysis Here we can see that students performed better on tests who were in the program (1) with a mean of score of 2.54 vs. Not in the program (0) with a mean score of 2.49. However, the P value is.498 and is NOT a significant relationship at the.05 level. Samples T-Test

9. Regression Data Analysis Again, in this regression, we can see there is NOT a significant statistical corrolation at the.05 level for children in the program and their pre and post test scores.

10. After School Sustainability Budget