Performance and Progress
2008/2009
Introduction
• Data collected during
2008/2009 fiscal year.
• Who did our
programs serve?
• Did programs reach
the intended
populations?
• Did programs meet
service goals?
• Did children and
families meet
outcome goals?
• Lessons learned.
Service Data
• Children’s Investment Fund programs served 13,165 children and
2,279 parents/caregivers during the last fiscal year.
• Programs exceeded service goals by 3% more children than
projected.
Children Served by Program Area
FY 08-09 (n=13,165)
Early
Childhood
48%
After School
& Mentoring
45%
Child Abuse
Prevention &
Intervention
7%
Who Did We Serve?
Gender and Age Group
• Programs served roughly the same number of boys and girls.
• School aged children (age 9-15), followed by children age 3 – 5,
make up the largest proportions of children served.
Number of
Children Served
Ages of Total Children Served FY08-09
(n=13,165)
5000
4500
4000
3500
3000
2500
2000
1500
1000
500
0
4395
3700
2036
1323
0-2
3-5
6-8
1205
9 - 12
13 - 15
Ages of Children (in years)
297
133
76
16 - 18
19- 24
Not
Given
Who Did We Serve?
Race/Ethnicity
Race/Ethnicity of Children Served
FY 08 - 09 (n=13,165)
Multiethnic/
Multiracial
7%
Other
2%
Not Given
2%
European
American/
White
36%
Latino/
Hispanic
20%
Native
Haw aiian/
Pacific Islander
1%
American
Indian/Alaska
Native
3%
Asian
American/
Asian
6%
African
American/
African
20%
Who Did We Serve?
Primary Language
Primary Language Spoken in
Home of Children Served
FY 08 - 09 (n =13,165)
Not Given
11%
Other
9%
Spanish
16%
English
64%
Who Did We Serve?
Poverty Level
Socioeconomic Status of Children Served
FY 08- 09 (n=13,165)
0 - 185%
of FPL,
includes
Free &
Reduced
Lunch
25%
At or Below
Federal Poverty
Level
31%
Over 185%
14%
Federal Poverty Level =
At or below $22,050 annual
income for a family of four.
Not Given
30%
Free & Reduced Lunch =
Federal Poverty Level and
up to 185% of FPL or up
$40,793 for a family of four.
Outcome Data
Outcome Goal Areas:
Early Childhood and
Child Abuse
– Child development
– Child health
– Parenting/family
functioning
– Child stability and
welfare
Outcome Goal
Areas: AfterSchool and
Mentoring
– School attendance
– School behavior
– Academic
achievement
Outcome Data Limitations
• The data we are reporting are descriptive, not
causative.
• Many data points provide information on
progress made while children are enrolled.
• Percentages reported apply only to the portion
of programs tracking the outcome and those
clients who met a participation threshold.
• 4,965 of the children served (38%) met
participation thresholds set by grantees for
outcome tracking.
Early Childhood and Child Abuse
Program Data
• Grantees needed technical assistance in
data collection and reporting.
• Gathering Data: Technical Assistance
Project with Portland State University.
• After TA, grantees more effective in data
collection and reporting
• Data collection and reporting still time
consuming and costly for grantees.
Child Development
• 79% of children screened met
developmental milestones.
• 21% who were not on track made
progress on meeting milestones while
enrolled. 92% of these children were
referred to additional services.
• Children screened showed the most risk in
language/ communication development.
Child Health
• 95% of children eligible for health
screenings were screened for health and
wellness needs.
• 92% of children screened for
immunizations were up to date.
Parenting and Family Functioning
• 88% of parents increased social supports.
• 82% of parents increased appropriate parenting
practices.
• 75% of parents increased knowledge of ways to
manage child behavior.
• 89% of parents increased knowledge of child
development.
• 91% of parents increased and demonstrated
appropriate parent-child interactions.
Child Stability and Welfare
• 99% of children attending child care centers or
preschools with access to mental health
counselors were not removed from care due to
behavioral problems.
• 91% of families who were referred to the child
abuse hotline for suspected abuse or neglect
were not re-reported within 180 days of
completing services.
• 85% of vulnerable children experienced an
increase in stability.
After-School and Mentoring
Program Data
• 79% of identified program participants attended
Portland Public Schools.
• PPS, David Douglas, Reynolds and Centennial
School Districts all provided data on academic
achievement variables.
• PPS also provided data on attendance, behavior
variables, and progress on grades.
School Attendance
(PPS Only)
• 47% of program participants improved
school attendance in the 2008/2009
school year.
• 69% of program participants attended 90%
of school days.
School Behavior
(PPS Only)
• 68% of program participants decreased
serious behavior referrals (those that
resulted in a suspension or expulsion)
Academic Achievement:
Grades
(PPS Only)
• 24% improved reading/English grades
• 23% improved math grades
Academic Achievement:
Percentage of Students Meeting
State Standards in
Reading and Math
(All Districts Reporting)
Subject
2007/08
2008/09
Reading/
English
70%
68%
Math
70%
65%
Academic Achievement:
Percentage of Students Moving to
a Higher Performance Category
(All Districts Reporting)
• 17% of program participants moved to a
higher performance category in reading.
• 21% of program participants moved to a
higher performance category in math.
Academic Achievement:
Progress toward Meeting
State Standards
(PPS Only)
• Of the students who were not meeting
state standards in reading, 44% moved
to a higher performance category.
• Of the students who were not meeting
state standards in math, 49% moved to a
higher performance category.
Outcome Data Analysis
• Technical assistance is necessary when
grantees must gather, analyze and report
data.
• Programs need money, time, and expertise
dedicated to program reporting and
evaluation.
• Need for strategies to increase level of
participation in programs.
Considerations for the Future
• Need for common intermediate outcomes for afterschool and mentoring programs.
• CHIF would need to provide technical assistance to
help after-school and mentoring programs to collect,
analyze and report data on intermediate outcomes.
• CHIF should provide ongoing technical assistance to
early childhood and child abuse prevention programs
for producing high quality program reports.
• SUN system task force is considering joint evaluation
strategies.