>> ALL RIGHT. GOOD MORNING,
EVERYONE. THE AUGUST 8, 2024
MEETING WELCOME TO ORDER. IT IS
9:30 A.M. I AM MARITZA RIVERA,
CHAIR OF THE COMMITTEE. I WILL
NOTE THE VICE CHAIR IS EXCUSED
TODAY. WILL THE CLERK PLEASE
CALL THE ROLL?
>> [ ROLL BEING CALLED ]
>> THREE COUNCILMEMBERS ARE
PRESENT.
>> THERE IS NO OBJECTION, THE
AGENDA WILL BE ADOPTED. HEARING
NO OBJECTION, THE AGENDA IS UP
ADOPTED . WE HAVE A
PRESENTATION FROM THE
DEPARTMENT OF EDUCATION AND
EARLY LEARNING ON THE FAMILY'S
, EDUCATION, AND PRESCHOOL
PROMISE LEVY OUTCOMES. I WOULD
LIKE TO THANK DIRECTOR CHAPELLE
AND HIS TEAM FOR COMING TO THE
COUNCIL CHAMBERS TODAY TO
PRESENT . WE WILL NOW OPEN THE
HYBRID PUBLIC COMMENT PERIOD. A
PUBLIC COMMENT SHOULD RELATE TO
ITEMS ON THE AGENDA OR WITHIN
THE PURVIEW OF THIS COMMITTEE.
CLERK, HOW MANY SPEAKERS ARE
SIGNED UP TODAY?
>> CURRENTLY WE HAVE ZERO
SPEAKERS SIGNED UP .
>> OKAY. THANK YOU. I WILL NOW
CLOSE PUBLIC COMMENT PERIOD
THEN. CLERK , PLEASE READ
TODAY'S FIRST ITEM INTO THE
RECORD.
>> AGENDA ITEM ONE. DEPARTMENT
OF EDUCATION AND EARLY
LEARNING. FAMILIES, EDUCATION,
AND PRESCHOOL PROMISE LEVY
OUTCOMES.
>> THANK YOU. THIS ITEM HAS
BEEN READ INTO THE RECORD. WE
ARE JOINED BY THE DEPARTMENT OF
EDUCATION AND EARLY LEARNING
DEAL. DWANE CHAPPELLE, WHO WILL
SHARE INFORMATION ABOUT THE
FEPP LEVIES OUTCOMES. THANK YOU
FOR BEING HERE. DIRECTOR
CHAPELLE, WILL YOU INTRODUCE
YOURSELF AND HAVE YOUR STAFF
INTRODUCE THEMSELVES AND THEN
YOU CAN BEGIN YOUR
PRESENTATION? [ INAUDIBLE ]
>> YES, WE CAN HEAR YOU,
DIRECTOR CHAPPELLE. I ALSO KNOW
THAT COUNCILMEMBER
HOLLINGSWORTH IS ONLINE. SO SHE
IS HERE AS WELL. THANK YOU. [
INAUDIBLE ]
>> GREAT. THANK YOU. CAN I
REMIND YOU TO GET A LITTLE
CLOSER TO YOUR MICROPHONES ?
SOMETIMES IT IS A LITTLE HARD
TO HEAR. THANK YOU SO MUCH. GO
AHEAD, DIRECTOR CHAPPELLE.
>> AGAIN IT IS AN HONOR TO BE
HERE. TODAY I WILL UPDATE YOU
ON THE FEPP LEVY EVALUATION
ACTIVITIES. WE WILL ALSO
DISCUSS INSIGHTS FROM OUR
MONITORING AND PREP ITS
MANAGEMENT EFFORTS AS WELL AS
OUR PROCESS AND OUTCOMES
EVALUATION. JUST WANTED TO GET
YOUR INPUT. IT IS VALUABLE. SO
THANK YOU AGAIN FOR BEING HERE.
>> DIRECTOR CHAPELLE I ALSO
WANT TO TELL MY COLLEAGUES, IF
YOU HAVE QUESTIONS, PLEASE
RAISE YOUR HANDS. IT IS A
RATHER LONG PRESENTATION AND I
DON'T WANT YOU TO HAVE TO WAIT
UNTIL THE END TO ASK QUESTIONS.
SO PLEASE DO FEEL FREE TO RAISE
YOUR HANDS THROUGHOUT THE
PRESENTATION. THANK YOU.
>> THE PURPOSE OF TODAY'S
MEETING IS TO UPDATE CITY
COUNCIL -- THIS COMMITTEE -- ON
OUR EVALUATION ACTIVITIES ON
THE FEPP LEVY. WE WILL SHARE
INSIGHT ON ONGOING PROCESS AND
OUTCOME EVALUATIONS TODAY. THIS
EVALUATION HELPS US ENSURE THAT
OUR STRATEGIES ARE EFFECTIVELY
IMPROVING EDUCATIONAL OUTCOMES
FROM PRESCHOOL THROUGH
POSTSECONDARY EDUCATION. WE
WILL ALSO HIGHLIGHT AREAS FOR
IMPROVEMENT TO GUIDE FURTHER
COURSE CORRECTIONS AND
DECISIONS. NEXT SLIDE. THANK
YOU. SO THE FEPP LEVY IS
FOCUSED ON OUTCOMES FROM
PRESCHOOL THROUGH POSTSECONDARY
ATTAINMENT. OUR FIRST YEAR OF
THE LEVY OCCURRED IN 2019-'20.
SHORTLY AFTER THAT , COVID-19
OCCURRED AND IN OUR COMMUNITY
-- IT OCCURRED IN OUR COMMUNITY
IMPACTING OUR DAY-TO-DAY LIVES
TO ISOLATION AND REMOTE SPACES
. IN EDUCATION, THIS CONTINUED
TO OUR THIRD YEAR OF THE LEVY.
MOST OF OUR STUDENTS RETURNED
BACK IN THE CLASSROOMS IN APRIL
OF '21. AT OUR MARCH
LIBRARY'S EDUCATION , AND
COMMITTEE MEETING WE REPORTED
FOR THE SCHOOL YEAR '22-'23.
INDICATED BY THE TEAL COLOR YOU
SEE ON HERE. THIS PROVIDED US
THE TRENDS ON HOW MANY WERE
SERVED AND OUR PROGRESS TOWARD
OUR OUTCOMES . JUST A BRIEF
REMINDER. OUR GOAL FOR THIS
LEVY IS FOR SEATTLE STUDENTS TO
BE KINDERGARTEN READY, TO
GRADUATE HIGH SCHOOL, COLLEGE
AND CAREER READY, AND OBTAIN
SOME TYPE OF POST SECONDARY
DEGREE OR CERTIFICATE. THIS
PAST JUNE YOU CAN SEE THAT IN
ORANGE WE CONCLUDED OUR YEAR
FIVE IMPLEMENTATION OF OUR LEVY
. SO NEXT YEAR WE LOOK FORWARD
IN REVIEWING THE FEPP YEAR FIVE
IN THIS COMMITTEE. JUST KNOW
THAT THIS FEPP LEVY CURRENTLY
HAS TWO YEARS REMAINING. YEAR
SIX WILL START IN SEPTEMBER AND
THIS LEVY CONCLUDES IN '25-'26.
THANK YOU. SO OUR EVALUATION
APPROACH INCLUDES TWO KEY
COMPONENTS . THE FIRST ANNUAL
REPORT , WHICH PROVIDES A
SNAPSHOT OF OUR MONITORING AND
PERFORMANCE DATA HIGHLIGHTING
TRENDS AND OUTCOMES RELATED TO
THE FEPP LEVY INVESTMENTS .
REVIEWING DATA OFTEN ALLOWS US
TO TRACK PROGRESS OVER TIME AND
IDENTIFY AREAS FOR IMPROVEMENT.
THE SECOND COMPONENT IS THE
PROCESS OUTCOMES EVALUATION.
THE PROCESS AND OUTCOME
EVALUATION HELP US UNDERSTAND
THE IMPACT OF OUR STRATEGIES ,
ENSURING TRANSPARENCY AND
ACCOUNTABILITY AS WE WORK
TOWARD BOTH SHORT-TERM AND
LONG-TERM GOALS . AS YOU CAN
SEE, WE CONDUCT VARIOUS
EVALUATIONS AND REPORTS . AND
REPORTS ARE AVAILABLE ON OUR
WEBSITE. THE PROCESS EVALUATION
USED QUALITATIVE AND
QUANTITATIVE DATA TO UNDERSTAND
WHETHER A PROGRAM IS BEING
IMPLEMENTED AS INTENDED. SHARE
PRELIMINARY OUTCOMES AND
IDENTIFY AREAS WITH ROOM FOR
IMPROVEMENT SO WE CAN ACT
QUICKLY TO TAKE COURSE CORRECT.
ALSO, THE OUTCOME OR IMPACT
EVALUATION PRIMARY USED
QUALITATIVE AND STATISTICAL
METHODS TO ILLUSTRATE PROGRAM
EFFECTIVENESS . WHETHER
OUTCOMES CAN BE ATTRIBUTED TO
THE PROGRAM. SO TODAY WE'RE
GOING TO COVER TWO PROCESS
EVALUATIONS AND TWO OUTCOME
EVALUATIONS AT A HIGH LEVEL.
BUT I ENCOURAGE THOSE THAT ARE
INTERESTED TO READ THE FULL
REPORT BECAUSE THEY WILL OFFER
A DEEPER ANALYSIS OF THE
EFFECTIVENESS OF OUR PROGRAM.
SO AT DEEL WE ARE COMMITTED TO
COMPREHENSIVE EVALUATION ACROSS
ALL OF OUR FEPP INVESTMENT
AREAS. EVERY PROGRAM
PARTICIPATES IN ONGOING
MONITORING AND PERFORMANCE
MANAGEMENT AS PART OF OUR
CONTINUOUS QUALITY IMPROVEMENT
PROCESS. A SELECT SUBSET OF
PROGRAMS UNDERGO PROCESS OR
OUTCOME EVALUATIONS SELECTED
BASED ON CRITERIA LIKE
STAKEHOLDER ENGAGEMENT , DATA
QUALITY , POTENTIAL IMPACT, AND
HAVING THE RESOURCES OR
CAPACITY TO CARRY OUT. THIS
STRATEGIC SELECTION PROCESS
HELPS US GENERATE NEW EVIDENCE
AND FILLED KNOWLEDGE GAPS
GUIDING OUR DECISIONS WITH BEST
AVAILABLE DATA. SO TODAY WE
WILL REVIEW FOUR EVALUATIONS
ACROSS THE FEPP LEVY AREAS
INCLUDING EARLY LEARNING , K-12
, AND POSTSECONDARY. AND WE
WILL PREVIEW AN UPCOMING
EVALUATION FOR OUR PROMISE
PROGRAM. DEPARTMENTWIDE, WE
WILL FIRST LEARN ABOUT OUR FEPP
LEVY IMPLEMENTATION PROCESS
EVALUATION CARRIED OUT BY
MATHEMATICA . FOR EARLY
LEARNING WE WILL LOOK AT THE
SEATTLE PRESCHOOL PROGRAM
IMPACT EVALUATION THAT WAS
COMPLETED BY EDUCATION
NORTHWEST AND AMERICAN
INSTITUTE FOR RESEARCH. K-12 WE
WILL COVERED DEEL'S INTERNAL
EVALUATION FOR SCHOOL-BASED
INVESTMENTS CONDUCTED BY OUR
EVALUATION TEAM. POSTSECONDARY.
WE WILL DISCUSS SEATTLE PROMISE
PROCESS EVALUATION AND PREVIEW
WESTAT INSIGHT AND WASHINGTON
STUDENT IMPACT EVALUATION.
>> COUNCILMEMBER WARREN HAS
JOINED US.
>> GOOD MORNING, COUNCILMEMBER
MOORE. GOOD TO SEE YOU.
>> THE LINKS TO EACH OF THESE
REPORTS ARE ON THIS SLIDE.
>> THANK YOU. SO JUST
UNDERSTANDING OUR EVALUATIONS .
IT DOES REQUIRE SOME CLARITY ON
SOME KEY TERMS. QUALITATIVE
DATA, WHICH IS INFORMATION
GATHERED THROUGH OBSERVATIONS,
INTERVIEWS, AND FOCUS GROUPS.
QUANTITATIVE DATA IS NUMERICAL
DATA THAT CAN BE ANALYZED
STATISTICALLY FOR INSIGHTS. YOU
HAVE DESCRIPTIVE ANALYSIS,
WHICH ARE EVALUATIONS THAT
DESCRIBE STRATEGIES AND TRENDS
BUT DON'T IMPLY CAUSATION .
AND THEN WE HAVE CASUAL
INQUIRY. THAT IS EVALUATIONS
DETERMINING THE EXTENT OF AN
INTERVENTION PRODUCES ITS
INTENDED OUTCOMES. WITH
CASUALLY -- CASUAL INQUIRY, WE
LIST A FEW TERMS WE WILL USE
THROUGHOUT TODAY'S
PRESENTATION. THEN WE HAVE THE
QUASIEXPERIMENTAL DESIGN, WHICH
AIMS TO ISOLATE THE
RELATIONSHIP BETWEEN
INTERVENTION AND OUTCOMES . SO
TODAY MANY OF OUR STUDENTS WILL
ISOLATE OUR INVESTMENTS TO OUR
LEVY OUTCOMES . FOR EXAMPLE,
KINDERGARTEN READINESS. PASSING
STANDARDIZED TEST 'S. OR HIGH
SCHOOL GRADUATION. OR
POSTSECONDARY COMPLETION . AND
JUST TO ENSURE WE ARE COMPARING
SIMILAR GROUPS OF STUDENTS,
PROPENSITY SCORE MATCHING IS A
TECHNIQUE USED TO HAVE SIMILAR
GROUPS FOR COMPARISON. AND THEN
THE LAST IS STATISTICAL
SIGNIFICANCE. THIS IS THE
DEGREE TO WHICH THE
RELATIONSHIP BETWEEN VARIABLES
-- FOR EXAMPLE, THE DIFFERENCE
IN AVERAGE OUTCOMES BETWEEN TWO
GROUPS . IT COULD BE SEATTLE
PRESCHOOL PROGRAM COMPARED TO
NON-SEATTLE PRESCHOOL PROGRAM.
CHILDREN. THAT DIFFERS FROM
RELATIONSHIPS PREDICTED BY
RANDOM CHANCE . STATISTICAL
SIGNIFICANCE IS CARRIED OUT BY
CONDUCTING INFERENTIAL
STATISTICS SUCH AS HI SQUARED
TEST OR REGRESSION ANALYSIS ,
JUST TO NAME A FEW. I JUST
WANTED TO NAME THESE
DEFINITIONS TO FRAME OUR
ANALYSIS AND HELP INTERPRET OUR
FINDINGS ACCURATELY. OKAY. SO
THE FIRST EVALUATION AS I
MENTIONED A FEW MOMENTS AGO
WILL BE OUR FEPP LEVY PROCESS
EVALUATION, WHICH WAS CONDUCTED
BY MATHEMATICA MATHEMATICA WAS
SELECTED THROUGH A COMPETITIVE
BIDDING PROCESS BETWEEN 2023
AND 2026, MATHEMATICA IS
CONDUCTING TWO EVALUATIONS
EXAMINING LEVY IMPLEMENTATION
AND IMPACTS WITH SPECIAL
ATTENTION TO THE K-12
INVESTMENTS. THE EVALUATION
INCLUDES ENGAGEMENT WITH
ADVISORY COMMITTEES FROM
VARIOUS STAKEHOLDERS INCLUDING
THE K-12 RESEARCHERS AND
PRACTITIONERS THAT IMPACT LEVY
FUNDED PROGRAMS. THE COMMITTEE
ADVISES ON DESIGN, DATA
COLLECTION, AND FINDINGS,
ENSURING THAT THE EVALUATION
ALIGNS WITH OUR PRINCE GOALS
AND GOALS. THE ADVISORY
COMMITTEE MEMBERS WERE
IDENTIFIED BY DEEL'S EXECUTIVE
LEADERSHIP BASED ON
MATHEMATICA'S RECOMMENDED
FRAMEWORK FOR THE TYPES OF
STAKEHOLDERS ' PERSPECTIVES TO
INCLUDE. PRIORITY WAS ENGAGING
REPRESENTATIVES FROM AS BROAD A
RANGE OF LEVY PARTNERS AS
POSSIBLE , IN ADDITION TO
QUANTITATIVE RESEARCH, SUBJECT
MATTER EXPERTS . SO JUST A FEW
EXAMPLES OF ADVISORY COMMITTEE
MEMBERS INCLUDE LEVY
COORDINATOR FROM CLEVELAND HIGH
SCHOOL. BEACON HILL ELEMENTARY
SCHOOL PRINCIPAL. SEATTLE
DIRECTOR OF RESEARCH AND
EVALUATION. THE SEATTLE
PRESCHOOL PROGRAM DIRECTOR.
JUST TO NAME A FEW. WE HAVE
PROGRAM STAFF . WE HAVE THE
EXECUTIVE DIRECTOR . WE HAVE
THE DIRECTOR OF HOUSING AND
ECONOMIC OPPORTUNITY.
NEIGHBORHOOD HOUSE. JUST NAMING
A FEW BEFORE WE GET STARTED. SO
THE EVALUATION THAT WE WILL
DISCUSS TODAY IS A PROCESS
EVALUATION THAT FOCUSES ON THE
EXTENT TO WHICH THE LEVY WAS
IMPLEMENTED AS INTENDED.
MATHEMATICA DEVELOPED A
CONCEPTUAL FRAMEWORK FOR THE
FEPP LEVY EVALUATION THAT
IDENTIFY KEY IMPLEMENTATION
PRINCIPLES FROM THE FEPP LEVY
IMPLEMENTATION AND EVALUATION
PLAN , PROGRAM STRATEGIES AND
PRACTICES, TARGET OUTCOMES, AND
SYSTEM CONDITIONS THAT ARE
NECESSARY TO SUPPORT EFFECTIVE
IMPLEMENTATION OF THE FEPP LEVY
ACCORDING TO THE INTENT THAT
WAS LAID OUT IN THE
LEGISLATION. SO IMPLEMENTATION
PRINCIPLES INCLUDED
PRIORITIZING INVESTMENTS THAT
ENSURE EDUCATIONAL EQUITY.
GROUPS FOR OTHERS . EDUCATIONAL
JUSTICE. ENSURING THERE IS
AUTHENTIC STUDENT AND FAMILY
AND COMMUNITY ENGAGEMENT.
IMPLEMENTING COMPETITIVE
FUNDING PROCESSES TO
IMPLEMENTING PERFORMANCE-BASED
CONTRACT. MATHEMATICA FOCUSED
ON THE FOLLOWING SYSTEM
CONDITIONS . THOSE WERE FEPP
LEVY INITIATIVES AND
INVESTMENTS THAT ARE ALIGNED
AND COORDINATED ACROSS THE
PRE-K TO POSTSECONDARY
CONTINUUM. THEY FOCUS ON STRONG
INFRASTRUCTURE . IS THEIR
STRONG INFRASTRUCTURE IN PLACE
TO SUPPORT IMPLEMENTATION
PRINCIPLES, WHETHER THAT IS
LEADERSHIP OR STAFFING AND
TECHNOLOGY. AND THEN THE
COMMUNITY-BASED ORGANIZATIONS
AS PARTNERS -- DO THEY HAVE THE
CAPACITY TO IMPLEMENT THE
PROGRAM? SO WHAT I'M GOING TO
DO NOW IS PASS THIS OVER TO DR.
FAJARDO TO TALK TO US A LITTLE
BIT ABOUT THE METHODS.
>> THANK YOU, DR. CHAPELLE. SO
TO ANSWER THE QUESTIONS DR.
CHAPELLE LAID OUT , MATHEMATICA
USED VARIOUS DATA SOURCES .
THEY HAD 10 INTERVIEWS WITH
SCHOOL ADMINISTRATORS AND
LEVY-FUNDED PARTNER
ORGANIZATIONS. SIX OF THOSE
WERE SCHOOL ADMINISTRATORS.
FOUR OF THOSE WERE PARTNER
ORGANIZATIONS. THEY ALSO
CARRIED OUT A SURVEY OF LEADERS
OF FUNDY FUNDED -- LEVY FUNDED
PARTNER ORGANIZATIONS . 59%
CARRIED OUT THE SURVEY.
MATHEMATICA ALSO REVIEWED OVER
20 DOCUMENTS RANDOMLY AND THOSE
DOCUMENTS INCLUDED CONTRACTS.
IT INCLUDED OUR INVESTMENT
STRATEGY DOCUMENTS , AND LOOKED
AT OUR FUNDING PROCESS
DOCUMENTS. THEY ALSO LOOKED AT
SPS ADMINISTRATIVE DATA ON
STUDENTS, TEACHERS, ACADEMIC
RECORDS , AND SCHOOL CLIMATE
DATA. WITH THE FOCUS GROUPS ,
THERE WERE SEVEN SCHOOLS
REPRESENTED ACROSS FOCUS GROUPS
AND INTERVIEWS. FOUR OF THEM
WERE ELEMENTARY OR KA. ONE WAS
MIDDLE SCHOOL. TWO WERE HIGH
SCHOOL. THE CONSULTANTS SELECT
THE SCHOOLS PRIORITIZING
MAXIMUM VARIATION IN
PERSPECTIVES AND CONTEXTS,
INCLUDING CONSIDERATION OF
GRADE LEVEL, LEVEL OF FUNDING
IN THE RANGE OF INTERVENTIONS
IMPLEMENTED AT EACH SCHOOL.
>> CAN I JUST STOP YOU FOR A
SECOND AND ASK YOU A QUESTION
ABOUT THIS SURVEY? 59% OF THE
91 FUNDED PARTNERS RESPONDED.
YOU HAVE CONTRACTS WITH THESE
FUNDED PARTNERS . IT IS PART OF
THEIR CONTRACT TO MAKE SURE
THEY FILL OUT THE SURVEYS
BECAUSE WE DON'T KNOW HOW WELL
THINGS ARE GOING IF WE DON'T
GET FEEDBACK FROM ALL OF THE
PARTNERS. IS THAT SOMETHING YOU
ALL ARE DOING OR THINKING ABOUT
DOING? I JUST DON'T KNOW WHY
IT IS SO LOW ON THE RESPONSE ON
THE SURVEY.
>> THAT IS AN EXCELLENT
QUESTION. THERE IS A DIFFERENCE
BETWEEN CONTRACTS THAT WE HAVE
WITH OUR LEVY FUNDED PARTNERS.
OFTEN TIME CONTRACTS AND
EXTERNAL EVALUATION AND
RESEARCH ARE A LITTLE BIT
DIFFERENT . TYPICALLY FOR
EVALUATIONS AND RESEARCHERS ,
THERE IS AN OPPORTUNITY FOR
LEVY FUNDED PARTNERS AND
RECIPIENTS TO OPT OUT . THEY
GIVE AN OPPORTUNITY FOR FOLKS
THAT WANT TO DO IT AN
OPPORTUNITY TO OPT OUT. WE CAN
ENCOURAGE AND FIND WAYS WHERE
MATHEMATICA OR OTHER EVALUATORS
TO INCREASE THE SAMPLE SIZE. WE
DID SEND EMAILS TO PRINCIPALS.
WE SENT WAYS TO ENCOURAGE
INCREASED SURVEY RESPONSES ,
BUT I HEAR YOU. COULD WE ADD IN
THE CLAWS OF OUR CONTRACT TO
ENSURE THAT THEY CAN FILL OUT A
SURVEY. THAT IS SOMETHING WE
WILL LOOK INTO AND WE WILL DO
BETTER.
>> I THINK IT IS REALLY
IMPORTANT TO BECAUSE IT IS HARD
TO EVALUATE. THEY ARE THE ONES
THAT HAVE THE INFORMATION THAT
WE NEED TO SEE HOW THINGS ARE
GOING OR TO SEE WHERE WE NEED
TO MAKE CHANGES. SO I WOULD
ENCOURAGE THAT. THANK YOU.
>> THANK YOU. BASED ON THE DATA
SOURCES THAT MATHEMATICA USED ,
THEY USED VARIOUS -- THEY USED
QUALITATIVE -- WHETHER IT BE
FOCUS GROUPS OR INTERVIEWS --
TO GENERATE THEMES FROM THE
DATA. THEY ANALYZED SURVEYS TO
CREATE A DISTRIBUTIVE --
DESCRIPTIVE ANALYSIS OF THE
STUDY. THERE ARE LIMITATIONS AS
COUNCILMEMBER RIVERA JUST NOTED
. NOT ALL FUNDED ORGANIZATIONS
ARE INCLUDED IN THE SAMPLE. SO
THAT IS DEFINITELY A LIMITATION
TO THIS STUDY . IN ADDITION,
THERE WAS A FOCUS ON K-12
INVESTMENTS, MAINLY BECAUSE WE
HAVE OTHER EXTERNAL EVALUATIONS
THAT WE WILL PRESENT TODAY THAT
WERE CAPTURING SIMILAR
INFORMATION AND WE DID NOT AS A
COLLECTIVE RECOMMEND DOING TWO
EVALUATIONS AT ONE TIME FOR
PROGRAMS LIKE THE SEATTLE
PRESCHOOL PROGRAM OR PROMISE.
SO MATHEMATICA IS TRIANGULATING
THE DATA TO INFORM THEIR STUDY.
SHIFTING TO THE FINDINGS . WHAT
MATHEMATICA FOUND . THE
MAJORITY OF STUDENTS SERVED BY
LEVY FUNDED PROGRAMS FOR
STUDENTS FURTHEST FROM
EDUCATIONAL JUSTICE .
CULTURALLY RESPONSIVE PRACTICES
WERE ENHANCED UNDER THE LEVY.
THE SURVEY THAT I MENTIONED
EARLIER -- THOSE THAT FILLED IT
OUT RESPONDED THAT 76% OF
PARTNERS REPORTED PRIMARILY
SERVING BLACK STUDENTS . 53%
LATINX STUDENTS , 30% ASIAN
STUDENTS, 31% STUDENTS OF COLOR
, AND 33% IMMIGRANT AND REFUGEE
POPULATIONS. 98% OF PARTNERS
AGREED THAT THERE'S THE AGENCY
HAD STRENGTHENED ITS CAPACITY
TO PROVIDE CULTURALLY
RESPONSIVE SERVICES. STRATEGIES
SUCH AS THE LEVY FUNDED FAMILY
SUPPORT WORKERS AND
INSTRUCTIONAL ASSISTANTS WHO
SPEAK SPANISH INCREASED THEIR
CAPACITY TO PROVIDE
LINGUISTICALLY RESPONSIVE AND
TARGETED INTERVENTIONS.
>> JUST TO UNDERSCORE SINCE WE
ONLY HAVE 59% RESPONDED WHAT IT
WOULD LOOK LIKE IF WE HAD THE
OTHER 41% WHO DIDN'T RESPOND.
I JUST WANT TO ENSURE THAT YOU
ARE DOING THESE CONTRACTS WITH
THE PARTNERS SO WE HAVE ROBUST
INFORMATION BY WHICH TO MAKE
THE ANALYSIS.
>> YEAH. THANK YOU. SO AS A
DIRECTOR CHAPELLE OPENED UP IN
OUR MATHEMATICA EVALUATION
QUESTIONS, WE ALLOCATE FUNDING
THROUGH COMPETITIVE REQUESTS
FOR INVESTMENTS AND PROCESSES
WHERE WE INCORPORATE COMMUNITY
IMPACT AND APPLICATION REVIEWS.
THIS ENSURES WE MEET COMMUNITY
NEEDS AND PRIORITIES. WE ALSO
HAVE A DATE INFORMED
DECISION-MAKING AND CONTINUOUS
QUALITY IMPROVEMENT . LEVY
FUNDED ORGANIZATIONS REPORT
USING DATA IN THEIR
DECISION-MAKING PROCESSES AND
ENGAGING IN PERFORMANCE-BASED
CONTRACTS WITH DEEL. WE USE
PERFORMANCE-BASED MEETINGS THAT
WE SET GOALS FOR EACH OF THESE
LEVY FUNDED SCHOOLS AND WE
EXPECT AND GET ADDITIONAL
DOLLARS IF THEY NEED THOSE
CONTRACT AGREEMENTS. WE ALSO
HAVE SYSTEM CONDITIONS AND
CAPACITY. THIS IS WHERE DEEL
SUPPORTS ARE FUNDED PARTNERS
THROUGH STRATEGIC ADVISING,
TECHNICAL ASSISTANCE, AND
PROFESSIONAL DEVELOPMENT
OPPORTUNITIES. HOWEVER,
PARTNERS REPORTED MIXED
CAPACITY TO IMPLEMENT
PROGRAMMING AS ATTENDED --
INTENDED. SEE WAYS WE CAN
ENSURE OUR PARTNERS CAN BE
SUCCESSFUL. OVERALL, THESE
EFFORTS HELP BUILD SYSTEM
CONDITIONS AND CAPACITY ,
ENABLE AN EFFECTIVE AND
IMPACTFUL PROGRAM. LOOKING
AHEAD. IN 2025-2026 ,
MATHEMATICA-LED IMPACT
EVALUATION WILL INVESTIGATE THE
IMPACT OF FEPP INVESTMENTS
TOWARDS CLOSING EDUCATIONAL
EQUITY AND CLOSING OPPORTUNITY
GAPS ACROSS THE PRE-K TO
POSTSECONDARY CONTINUUM.
MATHEMATICA'S ANALYSIS WILL
FOCUS ON K-12 OUTCOMES USING
WAS I EXPERIMENTAL DESIGN TO
FIND IMPACT. THESE DESIGNS WILL
EXAMINE LONG-TERM TRAJECTORIES
OF POPULATION LEVEL OUTCOMES .
A METHOD THAT REQUIRES MULTIPLE
YEARS OF DATA TO ENSURE OUR
TRENDS ARE SOLIDIFIED AND
IMPACTFUL PROGRAMS.
>> CHAIR? CAN YOU GIVE AN
EXAMPLE OF WHAT THAT MEANS?
>> TODAY WE ARE GOING TO SHARE
OUR INTERNAL DEAL K-12
SCHOOL-BASED INVESTMENT. IN ONE
OF THOSE STUDIES WE ONLY USED
ONE COHORT. WHAT MATHEMATICA
WILL DO IS PULL TOGETHER
MULTIPLE COHORTS TO ENSURE THAT
THE RESULT IS IMPACTFUL .
OFTENTIMES IF YOU ONLY LOOK AT
ONE COHORT AND YOU FIND
POSITIVE RESULTS -- IF YOU LOOK
AT THE NEXT COHORT, THEY MAY
HAVE NEGATIVE RESULTS. IF YOU
HAVE MULTIPLE COHORTS, IT
STRENGTHENS OUR DECISION-MAKING
PROCESS THAT WHAT WE ARE
FINDING IS IN FACT ACCURATE
VERSUS JUST ONE COHORT. MANY OF
THE CITIES WE WILL SHOW TODAY ,
THIS IS AN ITERATIVE PROCESS
AND WE WILL CONTINUE TO BUILD
TO OUR KNOWLEDGE OF WHAT WE ARE
FINDING OVERTIME. THANK YOU,
COUNCIL MEMBER MORALES. GREAT
QUESTION.
>> THANK YOU, DR. FAJARDO.
THANK YOU FOR SHARING ABOUT OUR
MATHEMATICA EVALUATION STUDY
FINDINGS. WHAT NOW WE ARE GOING
TO DO IS SHIFT TO OUR SEATTLE
PRESCHOOL PROGRAM IMPACT
EVALUATION . SO WE CONDUCTED A
COMPETITIVE BIDDING PROCESS TO
IDENTIFY AN EXTERNAL EVALUATOR
FOR THE SEATTLE PRESCHOOL
PROGRAM. WE SELECTED A TEAM OF
RESEARCHERS FROM EDUCATION
NORTHWEST AND AMERICAN
INSTITUTES FOR RESEARCH . THESE
ORGANIZATIONS ARE BOTH EXPERTS
IN RESEARCH AND EVALUATION AND
THEY HAVE A STRONG TRACK RECORD
FOR EVALUATING PRESCHOOL
PROGRAMS. THE FOCUS FOR THIS
EVALUATION IS TO ASSESS OUR SPP
STUDENT , PROGRAM, AND SYSTEM
OUTCOMES USING MIXED METHODS.
WE TAKE A SEQUENTIAL APPROACH
TO EVALUATION . SO CONDUCTING
THREE EVALUATIONS OVER THE
COURSE OF THE LEVY SUPPORTS OUR
CONTINUOUS QUALITY IMPROVEMENT
. IT ALSO INFORMS ANY NECESSARY
ADJUSTMENTS TO THE DATA AND
QUALITY SYSTEMS . THE
EVALUATION RECEIVES GUIDANCE
FROM AN ADVISORY COMMITTEE
REPRESENTING KEY STAKEHOLDERS
IN EARLY CHILDHOOD , EDUCATION,
AND SPP PROVIDERS. SEATTLE
PRESCHOOL PROGRAM PROVIDER
COMMUNITY. AN EXAMPLE OF AN
ADVISORY COMMITTEE MEMBERS ,
INSTRUCTORS AT THE NORTH
SEATTLE COLLEGE EARLY CHILDHOOD
EDUCATION DEPARTMENT. WE HAD A
TEACHER AT DAYBREAK STAR. WE
HAD ONE OF OUR FAMILY CHILDCARE
HUB COORDINATORS. CHILDCARE
RESOURCES. WE HAVE PROGRAM
DIRECTOR FROM VOICES OF
TOMORROW, WHICH IS A PRESCHOOL
AGENCY . AND THEN WE HAD OUR
PARTNERS AT THE SEATTLE PUBLIC
SCHOOLS EARLY LEARNING
MANAGEMENT. SO OUR EVALUATION
OF THE SEATTLE PRESCHOOL
PROGRAM FOCUSES ON TWO KEY
QUESTIONS. THE FIRST IS , WHAT
IS THE IMPACT OF SEATTLE
PRESCHOOL PROGRAM PARTICIPATION
ON KINDERGARTEN READINESS AS
ASSESSED BY THE WAKIDS STATE
TESTING AMONG SEATTLE PUBLIC
SCHOOL KINDERGARTEN STUDENT
OVERTIME. THE SECOND QUESTION
IS, WHAT IS THE IMPACT OF SPP
PARTICIPATION ON GRADE 3
READING AND MATH ASSESSMENT
SCORES AND KINDERGARTEN
ATTENDANCE? SO DR. FAJARDO WILL
NOW WALK US THROUGH THE
HIGH-LEVEL FINDINGS. JUST AS A
QUICK REMINDER , ALL OF THESE
EVALUATIONS THAT WE ARE
PRESENTING TODAY ARE AVAILABLE
ON OUR WEBSITE AS COUNCILMEMBER
MENTIONED EARLIER.
>> THANK YOU, DR. CHAPELLE. ON
THIS SLIDE WE ARE LOOKING AT A
DESCRIPTIVE SAMPLE OF OUR
SEATTLE PRESCHOOL PROGRAM. THE
TABLE INDICATES THE PROGRAM'S
GROWTH OVER TIME . SINCE
2015-2016 THROUGH 2022-2023.
WHAT WE ARE SEEING IN THE
NUMBERS IS THE NUMBER OF
CHILDREN SERVED . AS YOU CAN
SEE IN 2015-2016, THE PROGRAM
STARTED WITH 269 STUDENTS. IT
INCREASED TO 612. WE INCREASED
IT TO 970 STUDENTS . WE ARE NOW
AT OVER 2000 STUDENTS IN
2022-2023. FOR THIS STUDY WE
LOOKED AT OUR 2017-2018 FOR
LONGITUDINAL COMPARISONS FOR
THIRD-GRADE OUTCOMES. WHAT THAT
MEANS IS, DID YOU PARTICIPATE
IN OUR SEATTLE PRESCHOOL
PROGRAM AS A FOUR-YEAR-OLD ,
TYPICALLY, AND WE WILL TRACK
YOU INTO KINDERGARTEN AND WE
WILL TRACK YOU TO FIRST,
SECOND, AND INTO THIRD. FOR
TODAY WE ARE LOOKING AT
KINDERGARTEN. DID THAT SPP
STUDENT MEET KINDERGARTEN
READINESS STANDARDS? DID THAT
SAME STUDENT MEET THIRD-GRADE
STANDARDS IN THE FUTURE? SO
TRACKING STUDENTS AS A COHORT
OVER TIME. PART OF THE REASON
WHY WE ARE SHOWING ADDITIONAL
YEARS IS BECAUSE TO
COUNCILMEMBER MORALES' POINT,
WE NEED ADDITIONAL COHORTS. AS
THE SAMPLE SIZE INCREASES, IT
STRENGTHENS OUR RELIABILITY
THAT THE FINDINGS WE ARE
GETTING OUR ACTUAL. IN FUTURE
YEARS WE WILL CONTINUE TO
CONDUCT SIMILAR STUDIES . IN
FACT, THIS COHORT WE ARE GOING
TO SHARE TODAY IN THREE YEARS
WE CAN SEE IF SPP HAD AN IMPACT
IN SIXTH GRADE OUTCOMES. THAT
IS ALMOST A SEVEN-YEAR GAP TO
DO THAT LEVEL OF LONGITUDINAL
ANALYSIS. JUST PUTTING THAT
HERE. WE WILL CONTINUE TO
CONDUCT ADDITIONAL STUDIES TO
UNDERSTAND ADDITIONAL COHORTS.
TODAY'S FOCUS IS REALLY GOING
TO BE ON THE 2017-2018 STUDENTS
TO COMPARE KINDERGARTEN AND
THIRD GRADE OUTCOMES. THE MAP
ON THE RIGHT . YOU CAN SEE WHO
WAS INCLUDED IN THE
LONGITUDINAL STUDY . THAT IS IN
ORANGE. AS I MENTIONED, THE
BLUE INDICATES ADDITIONAL SITES
THAT JOINED SPP AFTER THE
2017-2018. THAT IS JUST TO SHOW
YOU THAT WE HAVE ADDITIONAL
SITES THAT WE CAN INCLUDE IN
FUTURE STUDIES.
>> JUST TO CONFIRM , THIS STUDY
IN 2017-2018 SCHOOL YEAR
STARTED PRESCHOOL AND YOU ARE
EVALUATING THEM IN 2021-22 WHEN
THEY ARE IN THIRD GRADE.
>> YEAH. WE ARE EVALUATING THEM
PRESCHOOL AND THEN ASSESSING
THEM AGAIN IN KINDERGARTEN AND
THEN ASSESSING THE SAME GROUP
WHEN THEY WHICH THIRD GRADE.
>> THANKS. CLARIFICATION.
>> YEAH. OKAY. SO NOW TO ANSWER
THE QUESTIONS , EDUCATION
NORTHWEST LOOKED AT
ADMINISTRATIVE DATA ON CHILDREN
AND TEACHERS. THEY LOOKED AT
THE TEACHERS STRATEGIES GOLD
ASSESSMENT AND THE WAKIDS
ASSESSMENT DATA. TO DO THE
COMPARISON, WE AT DEEL WORKED
WITH EDUCATION NORTHWEST AND
THE STATE'S EDUCATION RESEARCH
DATA CENTER TO COLLECT
ADDITIONAL DATA THAT WOULD
ALLOW US TO COMPARE THE
STUDENTS. THIS STUDY ALSO
CONDUCTED SURVEYS OF FAMILIES,
TEACHERS, AND ADMINISTRATORS.
THEY ALSO CONDUCTED --
COLLECTED QUALITATIVE DATA .
THEY INTERVIEWED TEACHERS,
ADMINISTRATORS, FAMILIES, AND
DEEL COACHING STAFF. TODAY WE
ARE NOT GOING TO BE SHARING THE
QUALITATIVE. WE ARE MAINLY
FOCUSING ON THE QUANTITATIVE
DATA. BUT AGAIN, I ENCOURAGE
FOR THOSE THAT ARE INTERESTED
TO PLEASE SEE THE REPORT. WITH
THE DATA SOURCES THAT EDUCATION
NORTHWEST COLLECTED, THEY USED
MIXED METHODS OUTCOME ANALYSIS
. THEY USED QUALITATIVE CODING
FOR THEMES. THEY PROVIDED
DESCRIPTIVE STATISTICS FOR
SURVEY AND FOCUS GROUPS. BUT TO
DO THE QUESTIONS THAT DR.
CHAPELLE MENTIONED, THEY USED
MULTIVARIATE REGRESSION
ANALYSIS. THE
QUASI-EXPERIMENTAL IMPACT
ANALYSIS IS DONE TO ENSURE WE
ARE COMPARING SIMILAR STUDENTS
TO SIMILAR STUDENTS. CAN WE
MATCH SIMILAR STUDENTS
PARTICIPATING IN THIS YELLOW
PRESCHOOL PROGRAM? BASED ON
CHARACTERISTICS OF THEIR
BACKGROUND THAT DID NOT
PARTICIPATE IN THE SEATTLE
PRESCHOOL PROGRAM. THAT WILL
ALLOW A CAUSAL IMPACT OF OUR
PROGRAM.
>> FOR FOLKS THAT ARE MAYBE
WATCHING AND NOT FAMILIAR WITH
THE SCIENCE TERMS ,
QUASIEXPERIMENTAL IS BECAUSE
YOU ARE NOT ACTUALLY
IDENTIFYING -- YOU CANNOT
IDENTIFY ACTUAL CHILDREN. SO IT
IS A QUASI-EXPERIMENT . IT IS
NOT A FULL EXPERIMENT BECAUSE
YOU ARE NOT ACTUALLY DEALING
WITH THE KIDS BECAUSE OF I.D.
PURPOSES, CORRECT?
>> THANK YOU FOR THAT. THAT IS
TRUE. EDUCATION OFTENTIMES A
GOLD STANDARD IS TO DO A
RANDOMIZED TRIAL. YOU FIND A
GROUP OF STUDENTS . HALF OF
THEM WILL BE PART OF THE
INTERVENTION AND HALF WILL NOT
BE PART OF THE INTERVENTION .
THE WAY THAT SEATTLE PRESCHOOL
PROGRAM WAS DEVELOPED DID NOT
ALLOW FOR THAT TRUE
RANDOMIZATION TO OCCUR . THE
NEXT BEST THING TO DO IS A
QUASI-EXPERIMENT WITH CAUSAL
TECHNIQUE TO ISOLATE OUR
INTERVENTION TO THE OUTCOME. SO
AGAIN, IT IS NOT THE RANDOMIZED
CONTROLLED TRIAL, WHICH IS THE
GOLD STANDARD, BUT THIS IS THE
NEXT CLOSEST THING YOU CAN GET
WITH THE DATA THAT WE HAVE.
THANK YOU, COUNCILMEMBER
RIVERA.
>> IT IS AN IMPORTANT ONE AND
ALSO TO EXPLAIN WHY YOU CANNOT
DO THE FULL EXPERIMENT IS
BECAUSE YOU CANNOT I.D. THE
KIDS.
>> CORRECT. THANK YOU. THERE
WERE SOME LIMITATIONS EVEN WITH
THIS STUDY. WE WERE NOT ABLE TO
GET CHILD LEVEL INDIVIDUALIZED
EDUCATION PROGRAM DATA . AND WE
WERE MISSING COMPARISON GROUP
ASSESSMENT DATA IN SOME COHORTS
FROM THE DATA WE RECEIVED FROM
EDUCATION RESEARCH DATA CENTER
. IT DEFINITELY LIMITED OUR
COHORT ANALYSIS. THIS STUDY WE
WILL SHOW TODAY IS FOR ONE
GROUP . AND WE SHOULD CELEBRATE
THE FINDINGS BUT ALSO USE THEM
WITH CAUTION. HERE WE GO. OKAY.
BUILDING OFF THE
QUASIEXPERIMENTAL DESIGN , WHAT
EDUCATION NORTHWEST DID IS LOOK
AT CHILD CHARACTERISTICS THAT
WERE ENROLLED IN SPP AND A
STATE-FUNDED PRESCHOOL IN
2017-2018. THE VERY LEFT YOU
CAN SEE THE CHARACTERISTICS
THAT EDUCATION NORTHWEST LOOKED
AT FROM GENDER TO RACE AND A
FEW BACKGROUND CHARACTERISTICS
OF THE STUDENTS. WHETHER THEY
RECEIVED ENGLISH LEARNER
SERVICES, WHETHER THEY WERE
ELIGIBLE FOR FREE OR REDUCED
PRICE LUNCH. YOU CAN SEE THAT
THE ORIGINAL SAMPLE -- YOU CAN
SEE THAT THE STATE PRESCHOOL
AND SEATTLE PRESCHOOL PROGRAM
HAD NOTICEABLE DIFFERENCES. IN
PARTICULAR WHAT THE ELIGIBLE
FOR FREE OR REDUCED PRICE LUNCH
. STATE PRESCHOOL HAD 97%
COMPARED TO THIS YELLOW
PRESCHOOL PROGRAM AT 29%. YOU
CAN SEE THE NOTICEABLE
DIFFERENCES AND IT IS BEST NOT
TO COMPARE THESE GROUPS AS IS.
WHAT HAPPENS IS YOU CREATE AN
ANALYTIC SAMPLE USING SOME OF
THE VARIABLES ON THE TABLE AND
YOU MATCH THEM. SO EDUCATION
NORTHWEST DID THAT THROUGH A
TECHNIQUE THAT ALLOWED FOR
GETTING US CLOSER TO COMPARE
THE SAME STUDENTS TO SIMILAR
STUDENTS. SO WHAT YOU CAN SEE
IS AFTER THE ANALYTIC SAMPLE,
THE STATE PRESCHOOL HAD 94
STUDENTS COMPARED TO SPP AT
256. YOU WILL NOTICE THAT NOW
ALL OF THE STUDENTS THAT WERE
PART OF THE COHORT ANALYSIS
WERE ELIGIBLE FOR FREE OR
REDUCED PRICE LUNCH. THUS
TRAINING A BETTER SAMPLE FOR US
TO COMPARE THESE GROUPS OF
STUDENTS.
>> YOU ARE CREATING A SAMPLE
THAT IS AS CLOSELY MATCHED AS
POSSIBLE IN ORDER TO MAKE THE
COMPARISON.
>> YEAH. THANK YOU FOR THAT.
YOU WANT TO GET IT AS CLOSE AS
POSSIBLE SO IT CAN STRENGTHEN
OUR RESULTS. IF YOU CONTINUE TO
USE THE ORIGINAL SAMPLE, THE
RESULTS MAY NOT BE ACCURATE.
THANK YOU FOR THAT,
COUNCILMEMBER. OKAY. NOW TO
ANSWER THE QUESTION OF HOW SPP
STUDENTS DID IN KINDERGARTEN
READINESS COMPARED TO SIMILAR
STUDENTS. STUDENTS THAT
PARTICIPATED HAD HIGHER SBS
KINDERGARTEN ATTENDANCE RATES
AND HAD HIGHER WAKIDS SCORES IN
ALL DOMAINS COMPARED TO
STATE-FUNDED PRESCHOOL
CHILDREN. THAT ALONE IS THE
IMPACT THAT WE ARE SEEING. IT
WAS STATISTICALLY SIGNIFICANT
AND THE CHART WILL SHOW YOU HOW
MUCH OF AN IMPACT SPP HAD IN
EACH OF THOSE DOMAINS. IF THE
STUDENT ENTERED AT A MATH
DOMAIN EXPECTING THE 50th
PERCENTILE IF THEY DID NOT
PARTICIPATE IN SPP WE CAN
ESTIMATE AN IMPACT OF AN
ADDITIONAL 29% ON THAT
ASSESSMENT. THAT WAS THE
LARGEST GAIN FROM ALL OF THE
DOMAINS . WAKIDS ASSESSES
SOCIOEMOTIONAL , PHYSICAL,
LANGUAGE, LITERACY, COGNITIVE,
AND MATH . WE HAD A LARGE
EFFECTS ON SPP AND WE ARE
ENCOURAGED BY THESE FINDINGS.
>> MOSTLY IN THE MATH AREA .
>> YEAH. THE LARGEST MATH .
OKAY. THAT WAS OUR WAKIDS.
ENCOURAGING THAT OUR SPP
STUDENTS THAT PARTICIPATE IN
OUR PROGRAM ARE MORE LIKELY TO
BE KINDERGARTEN READY IN ALL OF
THE DOMAINS AND COMPARED TO
SIMILAR STUDENTS THAT DID NOT
PARTICIPATE IN OUR PROGRAM. SO
THAT IS ENCOURAGING AND
FIGHTING NEWS. NOW SHIFTING
INTO OUR THIRD GRADE ASSESSMENT
OF STUDENTS THAT WERE IN THE
SAME SAMPLE . HOW DID THEY DO
IN THIRD GRADE MATH AND ELA
COMPARED TO STATE-FUNDED
PRESCHOOL CHILDREN? WHAT WE
FOUND WAS STATISTICALLY WE
FOUND THAT SPP PARTICIPANTS HAD
HIGHER THIRD GRADE MATH AND ELA
SCORES COMPARED TO THE
COMPARISON GROUP. THESE RESULTS
INDICATE THAT PARTICIPATING IN
SPP MAY BE EXPECTED TO IMPROVE
ELEMENTARY SCHOOL OUTCOMES. WE
ARE ENCOURAGED BY THIS FINDING.
AND WE HOPE TO EVALUATE FUTURE
COHORTS ON THIS TO STRENGTHEN
OUR RESULT HERE THAT WE ARE
SEEING. AND ALSO CONTINUE TO GO
DOWN INTO FURTHER YEARS IN
THEIR ACADEMIC JOURNEY. OKAY.
LOOKING AHEAD. EDUCATION
NORTHWEST WILL CONDUCT
ADDITIONAL ANALYSIS TO
UNDERSTAND THE IMPACT OF SPP IN
MORE RECENT YEARS AND WITH MORE
STUDENTS. DEEL WILL LEVERAGE
THE SET OF CURRENT
RECOMMENDATIONS OUTLINED BY
EDUCATION NORTHWEST . THEY
RECOMMEND DEVELOPING A SYSTEM
TO SHARE INFORMATION ABOUT
CHILDREN IN SPP WITH
KINDERGARTEN TEACHERS AND
FAMILIES TO SUPPORT THE
KINDERGARTEN TRANSITION. THIS
IS MORE OF A WARM HAT OFF SO
HOURS WAS AND TEACHERS SPEND
THE LAST YEAR WITH THE
STUDENTS. NOW HOW DO THEY HAND
THEM OFF TO KINDERGARTEN SO
THEY CAN BE SUCCESSFUL IN A NEW
ENVIRONMENT? OFFER MORE
TRAINING OPPORTUNITIES FOR BOTH
DIRECTORS AND TEACHERS TO
SUPPORT THE NEEDS OF MULTI
LANGUAGE LEARNERS AND CHILDREN
WITH SPECIAL NEEDS. CONSIDER
SUPPORTS TO HELP TEACHERS
ACCESS BOTH PLANNING AND
RELEASE TIME. THIS IS PART OF
WHAT WE LOOK AT TO MAKE SURE WE
CAN IMPROVE OUR PROGRAM TO MEET
OUR OUTCOMES.
>> THANK YOU.
>> BASICALLY THIS JUST SHOWS
THAT OUR SPP PROGRAM IS
TRENDING LIKE A NATIONAL TREND
THAT SHOWS THAT KIDS THAT HAVE
ACCESS TO PRESCHOOL PROGRAMS
ARE GOING TO BE KINDERGARTEN
READY AND HAVE BETTER OUTCOMES
IN ELEMENTARY SCHOOL.
>> YEAH. THANK YOU.
>> THANK YOU, DR. FAJARDO. THIS
NEXT PART YOU WILL SEE WHAT
DEEL DID. WE CONDUCTED AN
INTERNAL EVALUATION OF OUR
SCHOOL-BASED INVESTMENT . OUR
SCHOOL-BASED INVESTMENTS
FOCUSED ON STUDENT INTERVENTION
AND SCHOOL LEVEL IMPACT . I
WANT YOU TO KNOW THAT OUR
ANALYSIS EXPLORES TRENDS IN
INTERVENTIONS TO IDENTIFY
PROMISING PRACTICES AND
EVALUATES OUR SCHOOL-BASED
INVESTMENTS IMPACT ON THE LEVY
PRIORITY OUTCOMES USING DATA
FROM SCHOOL YEAR '22-'23.
>> THESE ARE FOR K-12 .
>> YES. THESE ARE K-12. THANK
YOU, COUNCILMEMBER. DEEL. OUR
PERFORMANCE EVALUATION TEAM
CONDUCTED AN INTERNAL ANALYSIS.
THE EVALUATION WAS FOCUSED ON
TWO AREAS , STUDENT
INTERVENTIONS AND SCHOOL LEVEL
IMPACT. WE EXPLORED
INTERVENTION LEVEL OUTCOME
TRENDS TO IDENTIFY PROMISING
PRACTICES AND OPPORTUNITIES FOR
FUTURE ANALYSIS . THEN WE
EVALUATED THE LONGITUDINAL
IMPACT OF THE SCHOOL-BASED
INVESTMENT ON LEVY PRIORITY
OUTCOMES USING
QUASIEXPERIMENTAL METHODS WITH
AVAILABLE DATA. THE EVALUATION
CONDUCTED WAS IN 2024 . WE
LEVERAGED IMPLEMENTATION DATA
FROM SCHOOL YEAR 22-23 . AS I
MENTIONED A FEW MOMENTS AGO
SOME OF THE EVALUATION
QUESTIONS -- HERE ARE TWO
QUESTIONS -- TWO AREAS OF
INQUIRY OUR EVALUATION
ADDRESSED . THEY ADDRESSED
THESE FOLLOWING QUESTIONS RIGHT
HERE. WHAT INTERVENTIONS DOES
DEEL FUND AT THE SBI SCHOOLS ?
AND ARE THESE INVESTMENTS
LINKED TO STUDENT ACHIEVEMENT ?
WHICH STUDENT INTERVENTIONS ARE
MOST EFFECTIVE ? ARE STUDENTS
AT LEVY-FUNDED SCHOOLS MORE
LIKELY TO IMPROVE THEIR
ACADEMIC PROFICIENCY COMPARED
TO NON-LEVY STUDENTS? SO THESE
QUESTIONS REALLY HELPED US
ASSESS THE IMPACT OF OUR
INVESTMENTS AND TO IDENTIFY
AREAS FOR IMPROVEMENT .
>> HOW MANY SCHOOLS DO YOU HAVE
?
>> THERE IS A TOTAL OF 30
SCHOOLS . 28 ELEMENTARY, FIVE
MIDDLE, AND FIVE HIGH SCHOOL.
>> THANK YOU.
>> WHAT I WILL DO NOW IS PASS
THIS OFF TO DR. FAJARDO TO TALK
A LITTLE BIT MORE ABOUT THE
OVERALL IMPACT.
>> THANK YOU, DR. CHAPELLE. TO
ANSWER THE FIRST QUESTION , WE
LOOKED AT THE STUDENT
INTERVENTION OUTCOMES. WE USED
A CORRELATION ANALYSIS WHERE WE
LOOKED AT THE DESCRIPTIVES AND
PERFORMED A CHI-SQUARED TEST .
THIS IS COMPARED TO [ INAUDIBLE
] TRENDS. THIS STUDY LOOKED AT
YEAR ONE OF INTERVENTION DATA
FOR SCHOOL YEAR 2022-2023 . THE
SECOND STUDY -- TO ANSWER THE
SECOND QUESTION, WE LOOKED AT
THE SCHOOL LEVEL IMPACT. THIS
IS A LONGITUDINAL CORE HORDE --
COHORT ANALYSIS. IF YOU WERE A
FIRST GRADER OR KINDERGARTNER
WHO DID NOT MEET KINDERGARTEN
READINESS, WE ASSESS WHETHER BY
THIRD GRADE YOU WERE MEETING
STANDARD. IF YOU WERE IN SIXTH
GRADE NOT MEETING AN ACADEMIC
STANDARD , DID YOU MEET THAT
ACADEMIC STANDARD IN EIGHTH
GRADE ? SAME THING FOR NINTH
GRADE. WE LOOKED AT NINTH GRADE
OVERTIME FOR FRESHMAN STUDENTS
THAT WERE PARTICIPATING IN OUR
INTERVENTION BY THE TIME THEY
GOT TO 12th GRADE, DID WE SEE
IMPROVED ACADEMIC OUTCOMES? I
WILL PROVIDE MORE DETAILS INTO
THE DATA SOURCES AND OUR
COHORTS AT FUTURE SLIDES.
>> JUST AS A REMINDER , A
CHI-SQUARED TEST JUST LOOKS AT
-- IT MEASURES STATISTICAL
SIGNIFICANCE.
>> CORRECT. IT IS AN ADDITIONAL
TEST . AS COUNCILMEMBER ASKED A
FEW MINUTES AGO HOW MANY
SCHOOLS WE SUPPORT , WE SUPPORT
30 SPS SCHOOLS, 20 ELEMENTARY,
FIVE MIDDLE SCHOOLS, AND FIVE
HIGH SCHOOLS. THIS IS A TOTAL
POPULATION OF ABOUT 16,000
STUDENTS , INDICATED BY THE
BOX. I DO WANT TO ALSO NOTE
THAT SPI CONFIDENCE --
COMPLEMENTS OTHER LEVY
INVESTMENTS. WE HAVE OTHER
WRAPAROUND SUPPORTS WE HAVE AND
CULTURALLY SPECIFIC AND
RESPONSIVE PROGRAMMING IN
ADDITION [ INAUDIBLE ] SO THAT
IS ALSO IMPORTANT TO KEEP IN
MIND AS WE LOOK AT THE
INFORMATION.
>> YOU HAVE SCHOOL-BASED HEALTH
CENTERS IN 29 OF THE 30
SCHOOLS?
>> CORRECT. SCHOOL-BASED
INVESTMENTS HAS TWO MAIN
INVESTMENT STRATEGIES. THERE IS
STUDENT LEVEL. THIS IS MORE
DIRECT INTERVENTION . THIS IS
PROVIDED BY SCHOOL AND
COMMUNITY BASED ORGANIZATIONS
TO SUPPORT ATTENDANCE, ACADEMIC
PERFORMANCE, AND COLLEGE AND
CAREER READINESS. OFTENTIMES
THIS CAN BE SMALL GROUPS OR IT
CAN BE IN 101. THIS IS
INDICATED BY THE ORANGE BOX,
WHICH IS 8000 STUDENTS
PARTICIPATED IN TARGETED
INTERVENTIONS. THE SCHOOL LEVEL
STRATEGIES INCLUDED CAPACITY
BUILDING AND CONTINUOUS
IMPROVEMENT EFFORTS SUCH AS
HIGH-QUALITY INSTRUCTIONAL
PRACTICES , EFFECTIVE
LEADERSHIP, SCHOOL CLIMATE, AND
FAMILY ENGAGEMENT. ALL SCHOOLS
PARTICIPATE IN THE SCHOOLWIDE
STRATEGIES. IN THE NEXT SLIDE
WE ARE GOING TO BE FOCUSED IN
THE 8000 STUDENTS THAT ARE
SERVED BY DIRECT INTERVENTIONS
. SO THESE DIRECT INTERVENTIONS
ARE CATEGORIZED BY THREE .
THERE ARE ACADEMIC
INTERVENTIONS, WHICH TARGET
COMPETENCIES IN CORE ACADEMICS
SUBJECTS SUCH AS MATH, ENGLISH,
LANGUAGE, ARTS , AND LITERACY.
OF THE STUDENTS PARTICIPATING
IN THESE ACADEMIC
INTERVENTIONS, WE HAD 59% OF
OUR STUDENTS RECEIVING THIS
ACADEMIC INTERVENTION. SOME OF
THESE EXAMPLES INCLUDE JOHN
MUIR ELEMENTARY, WHICH WORKS
WITH TUTORS AND A MATH COACH TO
PROVIDE ONE-ON-ONE AND SMALL
GROUP TUTORING. MIDDLE SCHOOL
SCIENCE STUDENTS TOOK MATH
EMPOWERMENT COURSES TO SHORE UP
MATHEMATICAL REASONING AND
STRENGTHEN STUDENTS' MATH
IDENTITIES. IN HIGH SCHOOLS
MULTIPLE SCHOOLS PROVIDE
AFTERSCHOOL TUTORING FOCUSED ON
THE SUBJECT. 46% OF OUR
STUDENTS PARTICIPATED IN
ENRICHMENT ACTIVITIES . THIS IS
FOCUSED ON 21ST-CENTURY SKILLS
SUCH AS LEADERSHIP, TEAMWORK,
CRITICAL THINKING, AND SOCIAL
EMOTIONAL LEARNING OR COLLEGE
AND CAREER READINESS. THIS IS
IN ADDITION TO THE ACADEMIC
BASIS. SOME ENRICHMENT EXAMPLES
-- SEVERAL SCHOOL PARTNERS WITH
SPACE BETWEEN CBO THAT PROVIDES
MINDFULNESS SUPPORT FOR STAFF
AND STUDENTS WHILE OTHERS
PROVIDE TIME DURING THE DAY FOR
STUDENTS TO EXPLORE INTEREST IN
TOPICS THEY MIGHT EXPLORE IN
COLLEGE OR CAREER. WITHIN
MIDDLE SCHOOL , WASHINGTON
MERCER PARTNERED WITH PARKS AND
REC COMMUNITY LEARNING CENTERS
TO PROVIDE AFTERSCHOOL
ENRICHMENT AND IDENTITY
DEVELOPMENT PROGRAMS ALONG WITH
INITIATIVES LIKE MY BROTHER IS
OR MY SISTERS KEEPER. WITH AN
INTEGRATED SUPPORT , THIS IS
ALSO OFTENTIMES CALLED
WRAPAROUND . 23% OF OUR
STUDENTS PARTICIPATED IN THIS
INTERVENTION . THESE
INTERVENTIONS SUPPORT STUDENTS
AND THEIR FAMILIES FACING
BARRIERS TO ATTENDANCE AND
ENGAGEMENT WITH SERVICES SUCH
AS STUDENT CASE MANAGEMENT AND
REFERRAL PROGRAMS FOR FAMILIES
TO CONNECT THEM TO BASIC NEEDS
. ACADEMIC INTERVENTIONS MAY BE
CLOSELY TIED TO ACADEMIC
OUTCOMES . ENRICHMENT AND
INTEGRATIVE SUPPORTS MAY BE
MORE CLOSELY TIED TOWARD
ATTENDANCE . WE WANT TO GET
STUDENTS EXCITED ABOUT SCHOOL.
WE WANT TO GET THEM EXCITED
ABOUT ENGAGING WITH COLLEGE
CAREER. THOSE ARE OFTENTIMES
LONGER STRATEGIES TO SEE IMPACT
ON ACADEMIC OUTCOMES. I JUST
WANTED TO FRAME IT THERE . ALSO
THIS DOES NOT EQUAL 100%
BECAUSE MANY OF OUR STUDENTS
PARTICIPATE IN MULTIPLE
INTERVENTIONS. DR. CHAPELLE
COULD PARTICIPATE IN AN
ACADEMIC INTERVENTION,
ENRICHMENT INTERVENTION, AND
INTEGRATIVE SUPPORT
INTERVENTION. SO THE MAJORITY
OF OUR STUDENTS PARTICIPATE IN
MANY OF THESE. OKAY.
>> YES. COUNCILMEMBER MOORE.
>> THANK YOU. IF WE COULD GO
BACK TO THE SLIDE 29. I DON'T
KNOW IF YOU CAN ANSWER THIS,
BUT UNDER THE INTEGRATED
SUPPORTS WRAPAROUND , HOW DOES
THAT WORK IN TERMS OF -- ARE
THEIR SCHOOL RESOURCE OFFICERS
THAT THE FAMILIES ARE CONNECTED
-- REFERRAL FOR FAMILIES TO
CONNECT THEM TO BASIC NEEDS.
THE REASON I AM ASKING THIS
QUESTION IS IN OTHER CONTEXTS
REALLY INTERESTED IN RENTAL
ASSISTANCE AND HOW WE
PROACTIVELY IDENTIFY FAMILIES
AT RISK OF HOMELESSNESS OR
HOUSING INSTABILITY AND
SECURITY AS WELL AS FOOD
SCARCITY . WONDERING HOW WE CAN
BE MORE TARGETED AND PROACTIVE
IN THAT. I'M JUST CURIOUS HOW
THAT WORKS.
>> I CAN TRY TO ANSWER THAT.
COUNCILMEMBER MOORE, MY NAME IS
COLIN PIERCE. I WORK WITH 10 OF
THE 30 SCHOOLS RECEIVING
SCHOOL-BASED INVESTMENT
DOLLARS. SCHOOLS HAVE DIFFERENT
STRATEGIES FOR ADDRESSING AND
PAIRING STUDENTS WITH
RESOURCES. SOME SCHOOLS WILL
HAVE A SINGLE FAMILY CONNECTOR
AT THE SCHOOL. THIS IS
SOMETHING FUNDED BOTH THROUGH
OUR WRAPAROUND SERVICES ,
SUPPORTS, AND ALSO THROUGH THE
SCHOOL-BASED INVESTMENTS. OTHER
SCHOOLS -- THIS IS MORE COMMON
AT THE HIGH SCHOOL AND MIDDLE
SCHOOL LEVEL. THERE WILL BE
CASE MANAGERS. STUDENT SUCCESS
COORDINATORS CONNECTING
STUDENTS TO THE RESOURCES THEY
NEED BASED OFF OF WHAT THOSE
KIDS ARE SEEING ON THE GROUND.
OTHER SCHOOLS AND INTERAGENCY
ACADEMIES , WHICH SERVE
STUDENTS WHO ARE CREDIT
DEFICIENT MOSTLY, THEY HAVE AN
ENTIRE ROOM FOR VARIOUS
RESOURCES ON CAMPUS IN ORDER TO
GET THEM RIGHT AWAY TO
STUDENTS. SO THERE ARE FOLKS AT
EVERY SCHOOL CONNECTING
STUDENTS TO THOSE RESOURCES.
AND SOME SCHOOLS HAVE
RELATIONSHIP WITH MERCY
HOUSING, WHICH IS RIGHT DOWN
THE STREET, SO THERE ARE WITHIN
MERCY HOUSING WORKING DIRECTLY
WITH FAMILIES [ INAUDIBLE ]
>> ARE THOSE SPS RESOURCES ? WE
DO OUR RESOURCES AS A CITY AND
THROUGH THE LEVY WE PROVIDE
SUPPORTS AND THEN ALSO SEATTLE
PUBLIC SCHOOLS PROVIDE SUPPORT
IN SOME OF THEIR SCHOOLS. I
THINK MOST OF THEIR SCHOOLS .
DO YOU KNOW?
>> SOME OF THE RESOURCES OUR
SEATTLE PUBLIC SCHOOLS
RESOURCES. THERE ARE SUPPORTS
FOR STUDENTS -- UNHOUSED
STUDENTS. THOSE ARE FUNNELED
THROUGH THE DISTRICT. BUT THERE
ARE OTHER SUPPLEMENTAL SUPPORTS
THAT WE PROVIDE. THE FOLKS WHO
ARE CONNECTING STUDENTS AND
FAMILIES WITH THESE WRAPAROUND
SUPPORTS DON'T NECESSARILY
ALWAYS DISTINGUISH BETWEEN
WHICH ARE DISTRICT IN WHICH OUR
CITY. THEY ARE REALLY FOCUSED
ON THE NEEDS RIGHT NOW AND HOW
WE CAN GET STUDENTS CONNECTED
WITH OTHER SERVICES.
>> I ONLY RAISE THAT BECAUSE
MULTIPLE ENTITIES ARE WORKING
ON THIS, WHICH IS GREAT. IT'S
WHAT WE SHOULD BE DOING. THERE
IS A LOT OF COLLABORATION, I
UNDERSTAND.
>> YES. THERE IS A LOT OF
COLLABORATION. OFTENTIMES TEAMS
WITHIN SCHOOLS ARE MEETING
REGULARLY IN ORDER TO NOT ONLY
RAISE CONCERN ABOUT STUDENTS OR
REPORT BACK ON SUCCESSES, BUT
ALSO TO IMPROVE THEIR OWN
SYSTEMS FOR CONNECTING STUDENTS
TO RESOURCES.
>> SPEAKS TO THE POWER OF OUR
PARTNERSHIP.
>> SEATTLE PUBLIC SCHOOLS
PARENT FROM HIGH SCHOOL, I HAVE
SEEN THIS WORKING AND HOW THE
TEAM OF RESOURCES FOLKS HELP
KIDS AT THE SCHOOL'S IN ORDER
TO PROBLEM SOLVE. IT IS NOT
JUST THE STUDENTS THAT NEED
WHAT SEATTLE PUBLIC SCHOOLS
CALLS A 504 PLAN. IT IS GENERAL
IF A STUDENT NEEDS SUPPORT [
INAUDIBLE ] WORK IN THE SPACE
OF SPS STAFF AS WELL AS THE
SUPPORT WE PROVIDE TO WORK
TOGETHER.
>> THANK YOU.
>> OKAY. SO THAT WAS A
DESCRIPTIVE SAMPLE OF WHAT THE
STUDENTS WERE PARTICIPATING IN.
AND NOW WE ARE GETTING INTO THE
CORRELATION OR THE CHI-SQUARED
TEST TO ANSWER THE FIRST
QUESTION. WHAT WE ARE SEEING
HERE IS OUR OUTCOME IS FOCUSED
ON ATTENDANCE . AS A REMINDER,
REGULAR ATTENDANCE FOR SEATTLE
PUBLIC'S IS IS 90% OR MORE.
HERE I WANT TO ACKNOWLEDGE
BEFORE WE GET INTO THE DATA
THAT THE DATA SINCE THE
PANDEMIC -- SINCE STUDENTS
RETURNED BACK TO CLASS,
ATTENDANCE HAS BEEN A PROBLEM
AT THE DISTRICT. NOT JUST OUR
SCHOOL-BASED INVESTMENTS BUT
DISTRICTWIDE SINCE THE
PANDEMIC. THAT IS NO DIFFERENT
FOR OUR STUDENTS. WHAT WE ARE
LOOKING AT THE CHART IS WE ARE
SEEING STUDENTS THAT WERE IN
SCHOOL YEAR 21-22 WHO BASICALLY
SAID, WHO WAS NOT GOING TO
SCHOOL 90% OR MORE? AND THEN WE
SAID, ARE INTERVENTIONS ARE
TARGETED TO IMPROVE ATTENDANCE.
WE SAY COME IN THE NEXT YEAR
DID WE SEE ATTENDANCE IMPROVE
AS A PERCENTAGE ? AND WHAT WE
SAW, THOUGH, IS THAT THE GREEN
IS STUDENTS THAT PARTICIPATED
IN OUR INTEGRATIVE SUPPORT. THE
BLUE IS OUR ENRICHMENT
PARTICIPATION. THE GRAY IS
STUDENTS THAT DID NOT
PARTICIPATE IN ANY OF OUR
INTERVENTIONS. WHAT YOU WILL
SEE IS ATTENDANCE IN GENERAL
WAS AN ISSUE FOR ALL OF THESE
STUDENTS. HOWEVER , WITH
INTEGRATIVE SUPPORT , WE FOUND
THERE WAS A SMALLER DECLINE IN
ATTENDANCE COMPARED TO
NONPARTICIPANTS. IT WAS
STATISTICALLY SIGNIFICANT. 5%
DIFFERENCE . THIS SUGGESTS THAT
OUR INTERVENTIONS ARE EFFECTIVE
IN MITIGATING ATTENDANCE
ISSUES, PARTICULARLY FOR HIGH
SCHOOL STUDENTS. AGAIN, IDEALLY
WE WOULD WANT THIS TO BE ZERO
OR POSITIVE, HOWEVER, KEEPING
IT IN CONTEXT WE CAN SEE THAT
OUR INTEGRATED SUPPORTS DOES
MAKE A DIFFERENCE IN MITIGATING
THE ATTENDANCE CRISIS WE ARE
SEEING IN THE DISTRICT.
DEFINITELY SOMETHING TO
HIGHLIGHT. I WANTED TO MAKE
SURE THAT WE UNDERSTOOD THAT
ALTHOUGH NEGATIVE, OUR
INVESTMENTS ARE STILL
SUPPORTING TO NOT HAVE IT BE [
INAUDIBLE ] THAT YOU SEE IN THE
GRAY COLUMN . OKAY. I'M GOING
TO SHIFT GEARS INTO ACADEMIC
PROGRESS. WHAT WE ARE SEEING
HERE IS STUDENTS THAT MET OUR
SMARTER BALANCE ASSESSMENT IN
2022 -- WHAT THAT MEANS IS
STUDENTS THAT WERE
PARTICIPATING AND MET THAT
STANDARD AT 18% IN BLUE . I AM
LOOKING AT THE PRE-POST SBA
MATH CHART. SO STUDENTS THAT
PARTICIPATED IN OUR MATH
INTERVENTION . HOW MANY OF THE
STUDENTS WERE MEETING THE SBA
STANDARD ASSESSMENT IN 2022?
WHAT WE FOUND IS 18% OF THOSE
STUDENTS WERE MEETING THAT
STANDARD. PART OF OUR LEVY
CHARGES TO FOCUS ON STUDENTS
THAT MEET THE HELP IN
ACADEMICS. THAT IS WHAT WE
EXPECT THE STUDENTS RECEIVING
ACADEMIC INTERVENTION. HOW DID
THEY DO AT THE NEXT ASSESSMENT
IN 2023? WHAT WE SEE IS A 6%
INCREASE. SO THAT MEANS IF YOU
WERE A STUDENT , AS A
COLLECTIVE YOU INCREASED 6%.
NOW HOW DOES THAT COMPARE TO
STUDENTS THAT DID NOT
PARTICIPATE IN A MATH OR
ACADEMIC INTERVENTION ? WHAT
YOU SEE IS STUDENTS THAT DID
NOT PARTICIPATE WERE MEETING
THE STANDARD AT 49%. A YEAR
FROM THEIR IN 2023, THERE WAS
NO CHANGE. SO WE SEE AND FEEL
CONFIDENT THAT OUR ACADEMIC
INTERVENTIONS DEMONSTRATED
HIGHER GAINS AND RESULTS AFTER
ONE YEAR COMPARED TO
NONPARTICIPANTS. THAT WAS
STATISTICALLY SIGNIFICANT.
DEFINITELY A POSITIVE HIGHLIGHT
FOR OUR ELEMENTARY AND MIDDLE
SCHOOL ACADEMIC INTERVENTIONS.
THE SAME TREND WAS TRUE FOR OUR
ELA OUTLOOK AT THE BOTTOM CHART
WHERE WE SEE 5% DIFFERENCE
WITHIN OUR STUDENTS THAT
RECEIVED AN INTERVENTION . AND
YOU WILL SEE NONPARTICIPANTS --
DEFINITELY ENCOURAGING THAT OUR
INVESTMENTS ARE TARGETING
STUDENTS THAT NEED THE MOST
SUPPORT AND WE ARE SEEING A
BUMP IN THE NEXT FOLLOWING
ASSESSMENT. SOMETHING TO
CELEBRATE. I AM GOING TO MOVE
US INTO THE SECOND QUESTION
THAT DR. CHAPELLE MENTIONED.
NOW WE ARE LOOKING AT --
>> SORRY. I AM WORKING THIS OUT
IN MY HEAD . YOU ARE SAYING WE
ARE DEFINITELY TARGETING THE
STUDENTS THAT NEED THE MOST
SUPPORT. BUT WHAT I SEE IS THAT
THE STUDENTS THAT ARE GETTING
SUPPORT AREN'T BEING HELPED.
THEY DON'T KNOW -- HOW CAN YOU
MAKE THE ASSERTION THAT THE
STUDENTS THAT ARE GETTING THE
HELP AND NEED IT MOST [
INAUDIBLE ] IT SEEMS LIKE IT IS
TWO DIFFERENT THINGS. PEOPLE
THAT ARE PARTICIPATING ARE
DOING BETTER . DON'T KNOW YOUR
SAMPLE SIZE. SEE WHAT I AM
SAYING? IT IS NOT NECESSARILY
THAT WE ARE CAPTURING EVERYONE
[ INAUDIBLE ] IT IS JUST THE
ONES THAT HAD THIS SUPPORTED
BETTER.
>> EXACTLY. SO THE ONES THAT
ARE STRUGGLING ACADEMICALLY AND
RECEIVED THEIR SUPPORT , WE ARE
SEEING AN INCREASE IN BOTH MATH
AND [ INAUDIBLE ] THANK YOU FOR
THE CLARIFICATION. MOVING US
ALONG TO OUR SECOND QUESTION,
WHICH IS MORE OF A LONGITUDINAL
QUESTION. WE ARE LOOKING AT
ELEMENTARY . WE ARE FOLLOWING A
COHORT . AND THIS PARTICULAR
ANALYSIS WE ARE LOOKING AT SPS
STUDENTS WHO ENTERED 20
ELEMENTARY SCHOOLS IN THE
SCHOOL YEAR 2019-2020 . WE ARE
LOOKING FOR STUDENTS BELOW
KINDERGARTEN READINESS
STANDARDS. IF YOU ENTERED
KINDERGARTEN AND YOU WERE
ASSESSED AND YOU ARE BELOW
KINDERGARTEN READY , HOW DID
YOU DO IN MATH AND READING AT
THE THIRD GRADE FOR THAT
SCHOOL? OKAY? WHAT WE ARE
SEEING HERE IS FOR THOSE
STUDENTS THAT WERE NOT
KINDERGARTEN READY, WE FOUND A
STATISTICALLY SIGNIFICANT
FINDING THAT STUDENTS AT SPI
ELEMENTARY SCHOOLS ARE TWICE AS
LIKELY TO ACHIEVE THIRD GRADE
MATH PROFICIENCY COMPARED TO
SIMILAR STUDENTS THAT DID NOT
RECEIVE LEVY DOLLARS OR LEVY
FUND INTERVENTIONS. SO THAT IS
-- DR. CHAPELLE WAS NOT
KINDERGARTEN READY, RECEIVED
SERVICES FROM OUR LEVY. HE
WOULD BE TWICE AS LIKELY TO BE
THIRD-GRADE MATH PROFICIENT
COMPARED TO A STUDENT THAT DID
NOT RECEIVE LEVY INTERVENTIONS.
A VERY POSITIVE FINDING.
STATISTICALLY SIGNIFICANT. AND
TWICE AS LIKELY. HOWEVER, WE
DID NOT FIND THAT STATISTICALLY
SIGNIFICANT ODDS FOR READING .
THEY WERE JUST AS LIKELY. WHAT
THAT MEANS IS IF DR. CHAPELLE
WAS NOT KINDERGARTEN READY ,
PARTICIPATED IN AN INTERVENTION
, COLIN PIERCE WAS NOT PART OF
LEVY-FUNDED, THEY WERE JUST AS
LIKELY TO HAVE THE SAME RESULT.
SO THERE WAS NO IMPACT. BUT WE
FOUND THE OTHER IN THIRD GRADE
MATH PROFICIENCY.
>> NO PROBLEM. ANY THOUGHTS ON
WHY THAT IS ? THAT THE READING
PROFICIENCY WAS BETTER BUT NOT
STATISTICALLY SIGNIFICANT AS
OPPOSED TO MATH ?
>> I CAN SPEAK TO SOME
CONJECTURES ON IT. ONE MAY BE
THAT STUDENTS WERE FURTHER
BEHIND IN MATH TO BEGIN WITH.
SO WE ARE SEEING AN INCREASED
LIKELIHOOD AS A RESULT OF THAT.
BUT ALSO JUST AS A REMINDER
THIS IS A SINGLE COHORT FOR THE
FIRST YEAR AFTER STUDENTS
RETURNED TO IN PERSON. SO WHAT
WE ARE SEEING IS REALLY JUST
FROM OVER THE COURSE OF THAT
ONE YEAR. AND IT MAY BE THAT
READING GAINS ARE ACHIEVED OVER
A LONGER PERIOD OF TIME AS
WELL. SO AS WE GET MORE
INFORMATION FROM COMING YEARS
ASSESSMENTS, WE SHOULD BE ABLE
TO SEE WHETHER THAT MAY BE THE
CASE.
>> THANK YOU.
>> COUNCILMEMBER MOORE, WE WILL
TAKE THAT COMMENT AND SEE IF WE
CAN FIND AN ANSWER AND GET BACK
TO YOU.
>> THANK YOU.
>> ANY OTHER QUESTIONS ?
COUNCILMEMBER MORALES.
>> THESE WERE KIDS WHO WERE IN
KINDERGARTEN JUST BEFORE COVID
STARTED . I GUESS WHAT I'M
TRYING TO UNDERSTAND IS DO YOU
KNOW -- WHEN WE ARE TALKING
ABOUT THE INTERVENTIONS OR THE
INVESTMENT THAT THEY
PARTICIPATED IN, DOES THAT MEAN
NECESSARILY THAT THEY WERE
INVOLVED IN SOMETHING ALL THREE
YEARS? DO WE KNOW? AND DOES
THAT IMPACT HOW THEY PERFORM ?
>> THAT IS AN EXCELLENT
QUESTION. THAT IS DEFINITELY AN
INQUIRY WE ARE INTERESTED IN
LOOKING AT. I THINK OF DOSAGE
OVER TIME. SO IF YOU WERE IN
CARTON -- KINDERGARTEN, YOU ARE
BELOW STANDARD. HE RECEIVED
INTERVENTION THAT YEAR. DID YOU
CONTINUE TO RECEIVE
INTERVENTIONS IN FOLLOWING
YEARS? I WOULD THINK YES, BUT I
WOULD NEED TO CONFIRM. SO
DEFINITELY WE WILL GET BACK TO
YOU ON HOW MANY INTERVENTIONS
WERE INCLUDED IN THAT COHORT.
>> I REMEMBER VISITING A SCHOOL
LAST YEAR AND AT THAT TIME
THESE WERE SECOND GRADERS . AND
THE SECOND GRADE READING
TEACHER SAYING , THESE KIDS ARE
STILL CATCHING UP BECAUSE THEY
DID NOT HAVE KINDERGARTEN. THEY
DID NOT SIT DOWN IN CIRCLE
TIME. THEY DID NOT HAVE AN
ADULT READING TO THEM. SO THEY
COME INTO HER CLASS AND HAVE NO
IDEA WHAT THAT MEANS BECAUSE
THEY DID NOT EXPERIENCE IT. SO
THERE IS A LOT OF OTHER --
MAYBE THAT IS CULTURE OF THE
CLASSROOM LEARNING TO DO. I
DON'T KNOW IF SOCIAL EMOTIONAL
LEARNING THAT THEY MISSED OUT
ON. IT IS JUST MAKING ME WONDER
ABOUT WHAT OTHER SERVICES
ADDITION TO THE ACADEMIC STUFF
THAT THEY NEED -- WHAT THIS
PARTICULAR COHORT NEEDS IN
ORDER TO CATCH UP FROM HAVING
MISSED SUCH A CORE LEARNING AND
CULTURAL LEARNING. WHAT IT
MEANS TO BE IN SCHOOL.
>> I JUST WANT TO MAKE SURE
I'M CLEAR ON THIS. WE ARE
LOOKING AT THE SCHOOL LEVEL
IMPACT. THIS IS NOT JUST
STUDENTS RECEIVING
INTERVENTION. THIS IS BY VIRTUE
OF BEING AT A SCHOOL AND
RECEIVING LEVY FUNDS. THIS IS
THE IMPACT. SO IT IS NOT JUST
THE STUDENTS RECEIVING DIRECT
INTERVENTION ON THESE SUBJECTS.
AND SO I THINK WE CAN TEASE
APART -- WE OBVIOUSLY HAVE
GOTTEN ANECDOTAL COMBINATIONS
OF WHAT THINGS ARE EFFECTIVE,
BUT AS WE DIG INTO THE DATA
MORE AND HAVE MORE YEARS OF
THIS DATA , WE WILL BE ABLE TO
LOOK FOR, IS IT A COMBINATION
OF ACADEMIC AND WRAPAROUND
SERVICES OR ENRICHMENT THAT IS
HELPING TO ACHIEVE SOME OF THIS
OR IS IT JUST THE SCHOOL LEVEL
WORK THEY ARE DOING ON
IMPROVING QUALITY OF
INSTRUCTION?
>> THANK YOU FOR THAT. I SHOULD
HAVE BEEN CLEARER WHEN I
STARTED THIS SECOND QUESTION.
THIS IS NOW FOCUSED ON THE BLUE
CIRCLE. NOT THE ORANGE CIRCLE.
>> IT SEEMS LIKE THERE IS A LOT
YOU NEED TO DIG INTO HERE
BECAUSE MATH WAS IMPACTED
POSITIVELY . SO, YES, THESE
STUDENTS WENT THROUGH COVID AND
THERE WERE IMPACTS , AND YET
MATH , THEY WERE TWICE AS
LIKELY AT THE SBI SCHOOLS TO BE
AT PROFICIENCY BUT NOT THE ELA
. SO IT SEEMS LIKE THERE IS A
LOT AT PLAY TO DIG INTO AS TO
WHY BECAUSE YOU WOULD HAVE
EXPECTED THAT THE IMPACTS OF
COVID AND NOT BEING IN THE
CLASSROOM WOULD HAVE HAD
IMPACTS ON BOTH AT THE SAME
RATE , BUT THEY ARE STARKLY
DIFFERENT.
>> FOR SURE. I THINK THAT
DIGGING DEEPER IS PERHAPS
LOOKING AT A MORE NARROWED
FOCUS ON THE ELA. AND THAT IS
WHERE YOU COULD DO A MIXED
METHODS STUDY THAT LOOKS AT
QUALITATIVE AND QUANTITATIVE
DATA THAT GETS INTO SOME OF THE
WEEDS WE ARE TALKING ABOUT TO
UNDERSTAND. MAYBE IT WAS A
PARTICULAR CURRICULUM. MAYBE IT
WAS A PRETTY GOOD PROGRAM.
OFTENTIMES IT IS WHAT SCHOOLS
SELECT. THERE'S A LOT WE CAN
DIG INTO AND I WILL MAKE NOTE
OF THAT AND HOPEFULLY FOLLOW
BACK UP WITH THIS COMMITTEE.
>> THANK YOU. BECAUSE I THINK
WE DON'T HAVE TO WAIT -- I
APPRECIATE WHAT YOU ARE SAYING
, COLIN, BUT I THINK WE CAN
ALSO DO A SUB ANALYSIS OF THIS
DATA FOR THIS PARTICULAR COHORT
STILL WORKING WITH THE SBI
SCHOOLS AND THOSE PRINCIPLES TO
FIND OUT WHAT IS GOING ON HERE
STARTING NOW VERSUS HAVING TO
WAIT UNTIL SIXTH GRADE WHEN
THEY PROBABLY DO THESE
ASSESSMENTS AGAIN BECAUSE A LOT
OF TIME WILL BE LOST AND I
THINK THAT THE SQUAWS I
EXPERIMENT'S -- THAT IS PART
OF WHAT MAKES THIS CHALLENGING
AS WELL. IT DOESN'T GIVE YOU
ALL OF THE INFORMATION. YOU CAN
DO ANOTHER QUASI-EXPERIMENT TO
REALLY DIG INTO THIS . SO I
HOPE THAT IS SOMETHING YOU ARE
CONSIDERING DOING SO WE CAN GET
TO STUDENTS SOONER RATHER THAN
LATER.
>> YEAH. THANK YOU,
COUNCILMEMBER RIVERA. THAT IS
TRUE. OFTENTIMES WHEN DATA IS
PRESENTED YOU GET ADDITIONAL
DATA INQUIRY, WHICH IS WHY I AM
PROUD TO WORK FOR THE
DEPARTMENT BECAUSE WE HAVE
CONTINUOUS QUALITY IMPROVEMENT,
WHICH LOOKS AT DATA. WE ASSESS
AND TRY TO UNDERSTAND HOW WE
CAN DO BETTER. SO THAT IS
DEFINITELY AN INQUIRY WE WILL
LOOK INTO.
>> THANK YOU. ANY OTHER
QUESTIONS ? SORRY. THANK YOU.
GO AHEAD.
>> THAT'S OKAY. WE DID
ELEMENTARY. NOW WE ARE SHIFTING
TO ANOTHER COHORT. THIS IS
MIDDLE SCHOOL. FOR THIS
ANALYSIS WE LOOK AT STUDENTS
WHO ENTERED SIXTH GRADE BELOW
GRADE LEVEL PROFICIENCY IN
THESE WILL YEAR 2018-2019. WHAT
WE ARE BASICALLY SAYING IS, DO
STUDENTS THAT PARTICIPATE IN
OUR LEVY SCHOOLS -- CAN THEY BE
PROFICIENT BY EIGHTH GRADE IN
MATH, READING, AND ELA COMPARED
TO NON-LEVY SCHOOLS ? OKAY?
WHAT WE FOUND IS WE SAW MATH
AGAIN BE FOUR TIMES AS LIKELY
TO BE PROFICIENT COMPARED TO
NON-LEVY . HOWEVER, IT WAS NOT
STATISTICALLY SIGNIFICANT. SO
THERE IS SOMETHING ELSE
HAPPENING FOR THE STUDENTS THAT
WE CANNOT FIGURE OUT WHY IT IS
NOT STATISTICALLY SIGNIFICANT.
SO SOMETHING IS HAPPENING IN
OUR COMPARISON GROUPS. FOR ELA
AND READING, THEY WERE JUST AS
LIKELY. AGAIN, SOMETHING WE
HAVE TO LOOK INTO IN THE MIDDLE
SCHOOL -- IN PARTICULAR,
SCHOOL-BASED INVESTMENTS. YOU
SEE WHAT IS HAPPENING. WHAT
THESE FINDINGS SHOW IS THERE
ARE POSITIVE FINDINGS FOR MATH,
HOWEVER, HOW SIGNIFICANT? SO
THAT IS THE FINDING. MOVING ON
TO HIGH SCHOOL .
>> AGAIN, JUST TO UNDERSCORE
THAT THEN YOU ALL WILL BE
DIGGING INTO WHY BECAUSE THAT
HELPS YOU SHIFT THE INVESTMENT
TO DETERMINE HOW TO MAKE IT
STATISTICALLY SIGNIFICANT.
>> CORRECT. INTERNALLY WE WILL
LOOK AT THIS AND POSSIBLY
MATHEMATICA WILL BE LOOKING
INTO THIS.
>> IF I CAN ADD SOMETHING .
WHILE WE ARE WORKING WITH THIS
DATA IN AGGREGATE, OUR SCHOOLS
ARE WORKING ON A REGULAR BASIS
EXAMINING THEIR OWN DATA AND
TRYING TO TRACK WHY THERE MAY
BE GROWTH OR NOT. WE DON'T
HAVE ACCESS TO THE SAME DATA
BECAUSE OF PRIVACY REASONS. SO
WE GET THIS DATA IN AGGREGATE
AND WE CAN WORK WITH SCHOOLS
WHO ARE DOING REGULAR DATA
ANALYSIS TO GET WHAT THEY ARE
SEEING EVEN IF WE DON'T HAVE
ACCESS TO THE EXACT SAME DATA.
>> AND DO YOU DO THAT? THEY
CAN'T SHARE THE ACTUAL DATA,
BUT THEY CAN SHARE THE RESULT
-- THE ENDING RESULT LIKE WE
HAVE HERE.
>> YEAH. SO WE GET IDENTIFIED
DATA MEANING THAT -- DIRECTOR
CHAPELLE. WE KNOW HE WAS IN
12th GRADE TAKING THESE
CLASSES. GOT THIS GPA. ATTENDED
THIS SCHOOL THIS MANY DAYS.
RECEIVED THIS GPA AND DID NOT
GRADUATE. WE GET THAT LEVEL OF
DATA. AND WE ALSO ANALYZE IT IN
AGGREGATE. WHAT COLIN IS SAYING
IS SEATTLE HAS ADDITIONAL DATA
SOURCES. THEY CAN PINPOINT
DWANE CHAPPELLE AND PROVIDE
DIRECT INTERVENTIONS . SO THERE
IS JUST A LITTLE BIT OF DATA .
WE GET A LOT OF DATA, BUT NOT
THE PERSONAL IDENTIFIABLE DATA
.
>> I GUESS WHAT MY QUESTION IS,
DOES SPS SHARE THE RESULTS OF
THEIR DATA ? NOT DWANE'S
ACTUAL NUMBERS, BUT THE RESULTS
OF WHAT THEY ARE SEEING SO YOU
CAN COMPARE YOUR RESULTS WITH
THEIR RESULTS?
>> YEAH. THE POINT I WAS TRYING
TO MAKE IS MORE THAT WHILE WE
ARE LOOKING AT HOW WE CAN
IDENTIFY WHAT IS HAPPENING IN
AGGREGATE, THE SCHOOLS ARE
ALREADY DIGGING INTO THAT ON
THEIR OWN AND WE ARE IN
CONSTANT COMMUNICATION WITH
THEM, SO BOTH THEIR
OBSERVATIONS AND THE AGGREGATE
DATA WILL HELP INFORM US.
>> WE WOULD LOVE TO SEE THAT IF
YOU DO A COMPARISON BETWEEN SPS
AND WHAT YOU ARE SEEING. THAT
WOULD BE REALLY HELPFUL AS
WELL.
>> OKAY. I'M GOING TO MOVE US
INTO THE HIGH SCHOOL COHORT
STUDY. THIS IS FOR OUR HIGH
SCHOOLS COMPARED TO NON-LEVY
SCHOOLS. AND WHAT WE ARE SEEING
FOR THIS STUDY IS WE ASSESS
NINTH GRADERS WHO WERE NOT
MEETING OR PASSING CORE COURSES
IN 2018-2019 OR THE CLASS OF
2022. WHAT WE FOUND WAS -- AND
WE LOOKED AT TWO OUTCOMES .
ONE, DID THEY PASS COURSES IN
12th GRADE AND GRADUATE ON TIME
? WHAT WE FOUND WAS STUDENTS AT
SCHOOL-BASED INVESTMENTS
ENTERING HIGH SCHOOL BELOW
STANDARD CREDIT ACCUMULATION
HAD HIGHER ODDS OF ON-TIME
GRADUATION THAN THEIR NON-SBI
PEERS. AGAIN, THEY WERE JUST
THREE TIMES MORE LIKELY TO
GRADUATE, HOWEVER, NOT
STATISTICALLY SIGNIFICANT. FOR
PASSING CORE COURSES, THEY WERE
JUST AS LIKELY. LEVY HIGH
SCHOOLS COMPARED TO SIMILAR
STUDENTS AND SCHOOLS JUST AS
LIKELY.
>> WHAT I WILL DO NOW IS
TRANSITION US TO THE SEATTLE
PROMISE PROCESS EVALUATION. AS
I MENTIONED BEFORE OUR INTERNAL
EVALUATION OF THE SEATTLE
PROMISE FOCUSED ON THE
2022-2023 STUDENT EXPERIENCE
AND OPERATIONAL IMPROVEMENTS
THAT WE MADE IN RESPONSE TO
COVID. SO USING BOTH
QUANTITATIVE DATA AND
QUALITATIVE SURVEYS IN A FOCUS
GROUP, WE ASSESSED TRENDS AND
STUDENT PERSPECTIVES ON COLLEGE
PERSISTENCE AND COMPLETION. SO
DURING THE 22-23 SCHOOL YEAR ,
DEEL'S EVALUATION TEAM
CONDUCTED A PROCESS EVALUATION
FOCUSED ON STUDENT EXPERIENCES
AND PRELIMINARY RESULTS OF THE
OPERATIONAL IMPROVEMENTS IN
RESPONSE TO COVID. AND THE DATA
INCLUDED AS I MENTIONED A
MOMENT AGO PERSPECTIVES SHARED
BY STUDENTS AND SURVEYS IN A
FOCUS GROUP AS WELL AS A
QUANTITATIVE DATA ON
IMPLEMENTATION OF OUR OUTCOMES.
SO WHAT I WILL DO IS , HERE ARE
THE EVALUATION QUESTIONS . OUR
PROMISE EVALUATION FOCUSED ON
THESE TWO. HOW DID PERSISTENCE
AND COMPLETION RATES CHANGE FOR
STUDENTS ARE ENROLLED IN THE
21-22 SCHOOL YEAR ? SO THESE
TWO QUESTIONS REALLY HELPED US
UNDERSTAND THE TRENDS AND
OUTCOMES ASSOCIATED WITH OUR
PROGRAMS AND IDENTIFY
ADDITIONAL AREAS FOR FURTHER
IMPROVEMENT. SO IF YOU COULD DO
LIKE A MOMENT AGO AND WALK US
THROUGH THE FINDINGS.
>> THANK YOU, DR. CHAPELLE.
SHIFTING INTO POSTSECONDARY AND
TO ANSWER THE QUESTIONS WE JUST
SHARED, HERE WE HAVE A TABLE .
I'M GOING TO WALK US THROUGH
THE TABLE AND THEN GO THROUGH
THE FINDINGS. THE TABLE HERE IS
WE ARE LOOKING AT COHORTS 2018,
2019, AND 2020 AND 2021. YOU
WILL NOTICE THAT THEY ARE
COLOR-CODED. 2018 IS THE COHORT
WHERE PROMISE FIRST BEGUN. THIS
COHORT HAD SIX HIGH SCHOOLS AND
WAS BEFORE THE PANDEMIC HIT. SO
ALL OF THESE RESULTS WE ARE
LOOKING AT ARE FOR RETENTION.
ONE-YEAR RETENTION REFERS TO
STUDENTS ENROLLED IN THE FIRST
FALL TO SPRING AND SECOND YEAR
RETENTION REFERS TO ENROLLED IN
THE SECOND FALL TO SPRING. AND
THEN WE ARE LOOKING AT
COMPLETION DATA WITHIN THREE
YEARS. WE WILL SEE FOR THE
FIRST COHORT THE YEAR ONE
RETENTION WAS 57% . IN YEAR TWO
, THAT WAS 42%. STUDENTS IN
THREE YEARS WAS THAT 38%.
LOOKING AT THIS DATA IS ONLY
FOCUSED ON PROMISE SCHOLARS.
FOLKS THAT FOLLOW COMMUNITY
COLLEGE TRENDS, THESE ARE
DEFINITELY HIGHER THAN NATIONAL
AND WASHINGTON STATE THREE-YOUR
COMPLETION RATES. 2019 COHORT
WE EXPANDED SUPPORT INTO THE
THIRD YEAR, WHICH MEANT WE
ALLOWED FOR RE-ENTRY . IT WAS
THE MIDDLE OF COVID. COVID HAD
JUST STARTED SO THERE WAS A
LITTLE SHIFT THAT NEEDED TO
HAPPEN. THIS YEAR WILL ALSO
HAVE THE FALSE -- FOR HIGH
SCHOOLS THAT PARTICIPATED. YOU
SEE THAT RETENTION FOR ONE
YEAR. IT WENT TO 51%, 36%. ALL
STUDENTS WERE COMPLETED THROUGH
THREE YEARS WITH 31%. COHORT
2020. THIS IS A COHORT THAT HAD
SUPPORTS IN THE SECOND AND
THIRD YEAR. WE WILL TALK A
LITTLE BIT ABOUT SUPPORTS HERE
IN THE SECOND. ONE-YEAR
RETENTION. 42% IN THE SECOND
YEAR . 32% WITHIN THREE YEARS.
COHORT 2021. ONE-YEAR RETENTION
OF 50%. TWO-YEAR RETENTION OF
46% AND WE DO NOT HAVE
COMPLETION DATA FOR THREE YEARS
YET. WE LOOK FORWARD TO COMING
BACK TO COMMITTEE WHEN WE HAVE
THE DATA AVAILABLE . AND LIKELY
WE HAVE YOUR REPORT. NOW LET'S
DIG THROUGH SOME OF THE
FINDINGS. WHAT WE FOUND WAS
WITH THE 2021 COHORT A HIGHER
TWO-YEAR RETENTION RATE AT 46%.
THIS IS THE HIGHEST TWO-YEAR
RETENTION RATE OF OUR PROMISE
SCHOLARS TO DATE. THAT INCLUDES
OUR 2018 COHORT. THAT SAID , WE
DO NOT KNOW WHAT THE THREE-YOUR
COMPLETION RATE WILL BE JUST
YET. HOWEVER, IF WE LOOK AT
COHORT 2020, WE ARE ENCOURAGED
THAT AT LEAST 32% IS AN
INCREASE FROM THE PREVIOUS YEAR
. THESE COMPLETION RATES HAVE
NOT BEEN TO OUR 2018 COMPLETION
AT 38%. AGAIN , THIS WAS A
SMALLER GROUP OF STUDENTS.
FEWER HIGH SCHOOLS. IT WAS OUR
FIRST YEAR. SO THAT IS OUR
FINDINGS FOR THIS PROMISE
COMPLETION DATE . OKAY. SO SOME
OF THE EARLY OPERATIONAL
IMPROVEMENT RESULTS . I TALKED
ABOUT IT A LITTLE BIT IN SOME
OF THE CHANGES THAT WE MADE .
WE HAD A RE-ENTRY PATHWAY
INTRODUCED . WHAT THAT MEANS IS
IF DIRECTOR CHAPELLE AT SOME
POINT LEFT THE PROMISE PROGRAM,
WE WERE DOING OUR BEST TO TRY
TO BRING DIRECTOR CHAPELLE BACK
INTO THE SEATTLE PROMISE
PROGRAM. WHAT WE FOUND WAS OF
THE 70 -- 70% OF STUDENTS
UTILIZED THE RE-ENTRY PATHWAY
IN THE FALL IDENTIFIED AS
BIPOC. 70% OF SCHOLARS SURVEYED
FELT THE RE-ENTRY PROCESS WAS
CLEAR. ONE QUOTE FROM A STUDENT
, RE-ENTRY WAS A VERY EASY
PROCESS AND I FELT SUPPORTED
AFTER A HEART TIME. -- HARD
TIME. WE ALSO -- AS PART OF OUR
OPERATIONAL IMPROVEMENT
STRATEGIES. WE HAVE A CURRENT
PARTNERSHIP WITH UNIVERSITY OF
WASHINGTON AND SEATTLE COLLEGES
TO THOSE THAT ARE INTERESTED IN
CONTINUING THEIR EDUCATIONAL
JOURNEY AT UNIVERSITY OF
WASHINGTON. WE PROVIDE SUPPORT
FOR THOSE STUDENTS. WHAT WE
HAVE SEEN WITH THAT IS STUDENTS
ARE ADMITTED AND ENROLLING AT A
HIGHER RATE THAN COMMUNITY
COLLEGES OVERALL. SO DEFINITELY
ENCOURAGING TO SEE STUDENTS
COMPLETE THEIR TWO-YEAR DEGREE
AND MOVE ON TO AN INSTITUTION
LIKE UNIVERSITY OF WASHINGTON,
SEATTLE. WE HAVE A QUOTE HERE.
PATH UW STAFF REALLY HELPED ME
FIGURE OUT HOW OR FIGURE OUT
THE TRANSFER PROCESS FOR UW
NURSING AND I LEARNED A LOT
ABOUT REQUIREMENTS I NEED WHEN
I START THE APPLICATION NEXT
SCHOOL YEAR. OKAY. THE OTHER
PIECE. AS PART OF THIS
EVALUATION, WE ASKED PROMISE
SCHOLARS WHETHER WHAT MADE THEM
CONTINUE TO STAY IN THE SEATTLE
PROMISE PROGRAM. SCHOLARS CITED
TUITION SUPPORT AT 95% .
PERSONAL OR CAREER GOALS AT
85%. FAMILY, FRIENDS , OR
COMMUNITY AT 66% AS REASONS TO
STAY OR CONTINUE WITH THE
SEATTLE PROMISE PROGRAM. WE
ALSO IN THE SURVEY THAT WE
CARRIED OUT ASKED SCHOLARS IF
THEY HAD SUPPORTIVE ADULTS IN
THEIR LIVES THAT ENCOURAGE THEM
TO CONTINUE THEIR EDUCATION.
85% OF THOSE SAID THEY HAD AN
ADULT. FIRST GENERATION WAS
85%. CONTINUING GENERATION,
89%. STUDENTS THAT WERE BIPOC,
85 . WHITE STUDENTS , 85.
OVERALL STUDENTS FELT THEY WERE
SUPPORTED IN THE PROCESS.
ANOTHER DATA POINT I WANT TO
HIGHLIGHT WAS OVER 33% OF
MULTILINGUAL SCHOLARS --
MULTILINGUAL SCHOLARS HELP THEM
UNDERSTAND ACADEMIC CONCEPTS.
>> BEFORE WE MOVE ON I HAVE A
COUPLE QUESTIONS. ONE IS THIS
SURVEY. DID YOU SAY HOW MANY
STUDENTS WERE SURVEYED AND I
MISSED IT ?
>> IT'S OKAY. 272 STUDENTS
WERE SURVEYED . THAT IS ABOUT
22% OF THE PROMISE STUDENT
POPULATION. ALTHOUGH LOW AND
BEING A HIGHER EDUCATIONAL
PROFESSIONAL, I WOULD SAY
TYPICALLY INSTITUTIONAL SURVEYS
OF THIS MAGNITUDE FALL ANYWHERE
BETWEEN 20 TO 28% . I KNOW THE
QUESTION BEHIND THE QUESTION.
WE WILL INCREASE OUR SAMPLE
SIZE TO THE EXTENT POSSIBLE TO
ENSURE WE CAPTURE AS MANY
STUDENT VOICES SO WE CAN BE
SURE OF THE DATA POINT WE
DISPLAY HERE TODAY.
>> WE HAVE WORKED TOGETHER FOR
MANY YEARS NOW . YOU KNOW WHERE
I'M GOING WITH MY QUESTIONS.
THANK YOU FOR THAT RESPONSE. IF
YOU GO TO SLIDE 30 , WITH THE
RETENTION AND COMPLETION RATES
, ON THE RETENTION RATES , FOR
INSTANCE , WE ARE INCREASING --
WELL, DECREASE IN '19.
INCREASE AGAIN IN '20. BUT
THEN THE BIPOC STUDENT
COMPLETION RATES IN 2018 HAVE
JUST STEADILY DECREASED EVEN
THOUGH THE RETENTION IN 2020
INCREASED. SO DO YOU HAVE
INFORMATION ABOUT THAT? AND I
UNDERSTAND IT LOOKS FROM THIS
CHART LIKE THE RETENTION RATE
-- THERE IS NO INDICATION OF
THE BIPOC STUDENTS RETENTION
RATE. I THINK THIS IS ALL
RETENTION RATE. BUT DO YOU HAVE
A COMPARISON?
>> NOT TODAY. BUT WE HAVE IT
AND CAN SHARE IT.
>> THAT WOULD BE GREAT BECAUSE
THEN YOU REALLY CAN SEE, IS
RETENTION UP BUT COMPLETION
RATES ARE NOT ? IT IS HARD TO
TELL IF YOU ARE GOING TO
SEPARATE THE POPULATIONS. IT IS
HELPFUL TO SEE THE RETENTION
FOR EACH OF THOSE POPULATIONS
YOU HAVE SEPARATED OUT SO YOU
CAN REALLY COMPARE.
>> THANK YOU FOR THAT,
COUNCILMEMBER.
>> OKAY. I THINK WE ARE IN THE
HOME STRETCH.
>> NOW WE WILL SLIDE OVER TO
THE PROMISE IMPACT EVALUATION
PREVIEW. SO WE PARTNERED WITH
WESTAT INSIGHT TO EVALUATE THE
IMPACT OF THE SEATTLE PROMISE.
THIS ONGOING EVALUATION IS SET
TO CONCLUDE IN DECEMBER OF 2025
. AND IT WILL PROVIDE VALUABLE
INSIGHTS INTO THE PROGRAM'S
EFFECTIVENESS IN ADVANCING
POSTSECONDARY ACCESS AND DEGREE
COMPLETION. WESTAT. THEY ARE A
LEADER IN RIGOROUS RESEARCH ,
DATA COLLECTION, AND ANALYSIS,
TECHNICAL ASSISTANCE,
EVALUATION, AND COMMUNICATIONS.
WSAC IS A WASHINGTON STATE
AGENCY WORKING TOWARD RAISING
EDUCATIONAL ATTAINMENT THROUGH
STRATEGIC ENGAGEMENT AND
PROGRAM MANAGEMENT AS WELL AS
PARTNERSHIPS. SO THE EVALUATION
WILL BE FOCUSED ON A FEW
THINGS. PHASE ONE . IT WILL BE
DETAILED ANALYSIS OF COHORT
OUTCOMES LIKE ENROLLMENT
PERSISTENCE AND COMPLETION .
AND THEN PHASE TWO WILL BE
ESTIMATING PROGRAM IMPACT ON
STUDENT OUTCOMES. AS OF RIGHT
NOW, I MENTIONED THE REVIEW
SPANS FROM JANUARY OF 2023 AND
WILL CONCLUDE IN DECEMBER OF
2025 . FINAL REPORT WILL BE
READY IN DECEMBER '25 AS WELL.
SO HERE ARE AS I MENTIONED
EARLIER A FEW OF THE EVALUATION
QUESTIONS. FOR THIS ONE , THE
KEY QUESTION IS IN THIS
EVALUATION , WHO DOES SEATTLE
PROMISE SERVE? HOW DO
APPLICANTS FAIR IN COLLEGE
ENROLLMENT AND COMPLETION, WHAT
CHARACTERISTICS ARE ASSOCIATED
WITH PERSISTENCE ? AND DOES THE
PROGRAM HELP TO CLOSE
RACE-BASED OPPORTUNITY GAPS ?
SO THESE QUESTIONS AIMED TO
ASSESS THE PROGRAM'S IMPACT
AND AS YOU KNOW IDENTIFY AREAS
FOR IMPROVEMENT . AS BEFORE,
WHAT I WILL DO IS ASK DR.
FAJARDO TO WALK US THROUGH SOME
OF THE METHODS.
>> THANK YOU, DR. CHAPELLE . SO
WE ARE NOW ENTERING A CAUSAL
SPACE . SO WE ARE GOING TO BE
LOOKING AT CORRELATIONAL ,
DESCRIPTIVE CHI-SQUARED AND
REGRESSION. THE IMPACT STUDY
WILL HAVE A QUASI-EXPERIMENTAL
DESIGN. IT WILL HAVE A
MULTILEVEL OR ORDINARY LEAST
SQUARES REGRESSION , AND IT
WILL HAVE A PROPENSITY SCORE
MATCHING. THIS WILL BE
CONDUCTED BY WESTAT, A LEADING
ORGANIZATION EVALUATE PROMISE
PROGRAM SPECIFICALLY. WE HAVE
BEEN WORKING IN PARTNERSHIP TO
GAIN ALL OF THE NECESSARY DATA
TO CONDUCT THE STUDY . SOME OF
THE DATA THAT HAS BEEN A
CHALLENGE TO COLLECT HAS BEEN
UNDERSTANDING STUDENT FINANCIAL
SITUATIONS AND HOW THAT IMPACTS
THEIR APPLICATION AND RETENTION
AND COMPLETION . WE CURRENTLY
AT DEEL DO NOT HAVE THAT DATA
AND THEREFORE COULD NOT DO THIS
TYPE OF ANALYSIS. SO A THIRD
PARTY AT WSAC -- WESTAT HAVE
RECEIVED APPROVAL TO GAIN
ACCESS TO THAT DATA TO COMPLETE
THIS LEVEL OF STUDY. SO
PROJECTED INSIGHTS. WE WILL
ASSESS HOW SEATTLE PROMISE
SCHOLARS DIFFER FROM SBS HIGH
SCHOOL GRADUATES OVERALL.
ESTIMATE THE EXTENT TO WHICH
PROGRAM COMPONENTS ARE
ASSOCIATED WITH SEATTLE PROMISE
APPLICANTS' COLLEGE ENROLLMENT
, PROGRESS, RETENTION, AND
COMPLETION OUTCOMES. THIS WILL
HAVE LONGITUDINAL OUTCOMES FOR
PROMISE COHORTS . THEY WILL
ESTIMATE A CAUSAL RELATIONSHIP
BETWEEN SEATTLE PROMISE PROGRAM
AND OTHER STUDENTS. THAT
CONCLUDES ALL OF THE DATA THAT
WE WALKED THROUGH. I'M GOING
TO BRING THIS BACK AT A SUMMARY
LEVEL JUST TO SIGNAL TO THE
AUDIENCE AND TO YOU
COUNCILMEMBERS WHAT THIS MEANS
TO DEEL. ONE, I WOULD SAY THE
FINDINGS ARE HIGHLY ENCOURAGING
TO DEEL DESPITE COHORT DATA
LIMITATIONS DUE TO COVID
DISRUPTIONS AND DATA
COLLECTION. TODAY WE SHARED WE
COULD DO ANALYSIS WITH THE
LIMITED DATA WE HAVE. SOME OF
THOSE FINDINGS ARE PROMISING.
SOME OF THE DATA WE SHARED
WARRANT DEEPER INQUIRY. THE
THIRD PIECE IS IT CAN POINT US
IN THE DIRECTION WE WANT TO
HEAD , LIKE THE SECOND FINDING.
SPP PARTICIPANTS CONTINUE TO BE
MORE KINDERGARTEN READY THAN
PEERS WHO ATTENDED OTHER
PRESCHOOL PROGRAMS. EXCITING
NEW EVIDENCE FOR SPP IMPACT ON
THIRD-GRADE PROFICIENCY. THE
THIRD TAKE AWAY IS PROMISING
STATISTICAL RESULTS FOR K-12 ON
ELEMENTARY ACADEMIC
INTERVENTIONS FOR MATH WHILE
BOTH MIDDLE SCHOOL AND HIGH
SCHOOL INTERVENTIONS SHOWED
IMPROVEMENT IN SCHOOL OUTCOMES.
HOWEVER, THESE WERE NOT
STATISTICALLY SIGNIFICANT.
FOURTH IS SEATTLE PROMISE DATA
SHOWED PROGRESS TOWARD CLOSING
RACIAL OPPORTUNITY GAPS. WE
HAVE IMPLEMENTED PROGRAMS TO
BOLSTER BIPOC STUDENTS IN OUR
RE-ENTRY PATHWAY AS WELL AS UW
ADMISSION. I WILL ACKNOWLEDGE
WE WILL HAVE DEEPER INQUIRY
INTO THE RETENTION OF YEAR ONE
AND YEAR TWO AND FOLLOW THE
BIPOC STUDY TO SEE IF THERE ARE
WAYS TO SUPPORT THEM ALONG
THESE STEPS. THAT WILL CONCLUDE
THE SUMMARY AND WE WILL OPEN UP
FOR ANY REMAINING QUESTIONS
THAT HAVE NOT BEEN ANSWERED
ALONG THE WAY .
>> THANK YOU, DEEL. COLLEAGUES,
ANY QUESTIONS?
>> I JUST HAVE ONE MORE
QUESTION GOING BACK TO THE
POINT THAT THE CHAIR MADE ABOUT
BIPOC STUDENTS SHOWING A STEADY
DECLINE. I THINK IT WAS TWO
SUMMERS AGO NOW DURING THE
ANNUAL MEETING . ALL THE DATA
THAT YOU PUT UP THE CHARTS
SHOWED PARTICULARLY THAT
HISPANIC STUDENTS WERE NOT
ACHIEVING IN THE WAY THAT WE
HAD HOPED OR WOULD HAVE HOPED.
CAN YOU JUST TALK A LITTLE BIT
ABOUT WHAT IS BEING DONE ABOUT
THAT AND IS THAT INFORMATION --
IF WE DIG AROUND IN THE LINKS
YOU PROVIDED, IS THAT
INFORMATION IN THERE?
>> IN SEATTLE PRESCHOOL -- IN
THAT SPACE WE HAVE A DUAL
LANGUAGE INITIATIVE. SO WE ARE
FOCUSING ON LEANING IN ON
SUPPORTING TEACHERS TO SUPPORT
CHILDREN'S LANGUAGE AND
LITERACY DEVELOPMENT. I THINK
WE ARE STARTING TO SEE SOME
PROMISING TRENDS AMONG THOSE
STUDENTS IN TERMS OF LOOKING AT
THEIR STRATEGIES ASSESSMENT
RESULTS AND THEIR WAKIDS
RESULT. SO THANKS TO OUR
AMAZING PERFORMANCE AND
EVALUATION TEAM BEING ABLE TO
REALLY LOOK AT THIS DATA AND
MAKING COURSE CORRECTIONS ALONG
THE WAY. DOING A LOT OF
TRAINING . TEACHERS PROVIDING
COACHING. IT'S VERY ROBUST AND
IT IS PROMISING IN TERMS OF
THAT INITIATIVE AND FOCUSING ON
OUR DUAL LANGUAGE LEARNERS .
>> THANK YOU. I UNDERSTAND WHY
THERE WOULD BE MORE FOCUS AT
PRESCHOOL TO GET KIDS READY FOR
READING , BUT I GUESS WHAT I'M
TRYING TO UNDERSTAND IS
PARTICULARLY THROUGH ELEMENTARY
SCHOOL . IF THERE ARE DIFFERENT
KINDS OF INTERVENTIONS THAT ARE
NEEDED. IF YOU KNOW BY THE
THIRD GRADE LEVEL THAT HISPANIC
STUDENTS ARE STILL NOT
PERFORMING WELL, WHAT DO YOU DO
IN THAT CASE TO SUPPORT THEM
BETTER?
>> YEAH. I CAN SPEAK TO SOME OF
THE WORK WE ARE DOING. I ALSO
JUST RECOGNIZE THAT HISPANIC
STUDENTS AND SPANISH SPEAKERS
ARE OVERLAPPING BUT DISTINCT
POPULATIONS . IF WE ARE TALKING
ABOUT MULTILINGUAL LEARNERS ,
SPECIFICALLY AT THE ELEMENTARY
LEVEL , WE ARE WORKING WITH OUR
PROFESSIONAL DEVELOPMENT
PROVIDERS TO GIVE SCHOOLS MORE
TOOLS FOR HOW YOU SUPPORT
MULTILINGUAL LEARNERS IN THE
CLASSROOM AND ALSO
INTERVENTIONS. SO THAT IS ONE
OF THE WAYS WE ARE HELPING TO
IMPROVE . THERE IS ALSO WAYS
THAT SCHOOLS ARE IMPLEMENTING
SOME OF THEIR LITERACY
INTERVENTIONS THAT ARE HELPING
TO MAKE THEM MORE ACCESSIBLE
FOR MULTILINGUAL LEARNERS. AND
IN TERMS OF HISPANIC STUDENTS
OVERALL , WE DO HAVE
IDENTITY-BASED GROUPS AND
MENTORSHIP THAT IS HELPING TO
SUPPORT HISPANIC STUDENTS. SO
THOSE ARE JUST SOME OF THE WAYS
THAT ELEMENTARY AND MIDDLE AND
HIGH SCHOOLS ARE ADDRESSING
THAT CONCERN.
>> COUNCILMEMBER MORALES, I
REALLY APPRECIATE YOU BRINGING
UP HISPANIC STUDENTS BECAUSE IN
THE LATE NATE 1990s -- I AM
DATING MYSELF, BUT WHEN I
WORKED AT THE WHITE HOUSE ,
HISPANIC STUDENTS HAD THE
HIGHEST DROPOUT RATE OF ANY
POPULATION IN THE UNITED
STATES. AND AT THE TIME,
PRESIDENT CLINTON PUT TOGETHER
A PACKAGE -- AN INITIATIVE
CALLED THE HISPANIC EDUCATION
ACTION PLAN TO TRY TO ADDRESS
THAT DROPOUT RATE. AND HERE IT
IS IN 2024 AND I FEEL LIKE WE
ARE HAVING THE SAME
CONVERSATION. THAT IS MANY
YEARS. SO THIS IS MORE OF A
STATEMENT THAN A QUESTION,
OBVIOUSLY, BUT I JUST -- IT IS
OF CONCERN THE LITTLE PROGRESS
THAT WE SEEM TO BE MAKING IN
ALL THOSE YEARS -- ALMOST 30
YEARS THAT HAVE TRANSPIRED
SINCE . NOT QUITE 30 BUT ALMOST
30 YEARS. SO I WOULD LOVE TO
SEE -- AND I DON'T KNOW
WHETHER DEEL IN PARTICULAR OR
WHETHER SEATTLE PUBLIC SCHOOLS
IS TRACKING HISPANIC STUDENTS
IN PARTICULAR AND WHETHER IT IS
STILL THE CASE THAT THEY ARE
HAVING IN SEATTLE THE HIGHEST
DROPOUT RATE OR NON-COMPLETION
RATE . BUT THIS IS SOMETHING I
THINK WE NEED TO LOOK AT -- TO
CONTINUE TO LOOK AT. AND THEN I
WILL SAY THAT I VERY MUCH
APPRECIATE THE PRESENTATION AND
THE WORK THAT HAS GONE INTO THE
EVALUATION. I FEEL ENCOURAGED
BY WHAT I AM SEEING IN TERMS OF
THE PRESCHOOL PROGRAM AND THE
PROMISE PROGRAM. I HAVE TO SAY
I AM LESS ENCOURAGED BY THE
K-12 INTERVENTIONS . I
UNDERSTAND ON THE MATH SIDE IT
LOOKS A LITTLE BETTER. ON THE
-- BUT THERE IS A LOT OF NO
STATISTICAL SIGNIFICANCE, AND
THAT GIVES ME PAUSE. SO THAT IS
TO SAY OVERALL I DON'T FEEL IN
THE K-12 SPACE WE ARE IN A
PLACE WHERE WE CAN -- WELL, I
DON'T FEEL ENCOURAGED BASED ON
THIS LACK OF STATISTICAL
SIGNIFICANCE . TO MY COLLEAGUE
, COUNCILMEMBER MOORE'S POINT
EARLIER, I KNOW INTERVENTIONS
ARE HAPPENING AT SEATTLE PUBLIC
SCHOOLS THAT WE ARE MAKING
INVESTMENTS IN AS WELL AS THE
DISTRICT. BUT WHAT I DON'T KNOW
-- AND I THINK MAYBE THIS IS
SOMETHING YOU WERE GETTING AT
EARLIER, COUNCILMEMBER MOORE.
HOW DO WE KNOW HOW MANY
STUDENTS NEED INTERVENTIONS AND
WHETHER ALL THE STUDENTS THAT
NEED INTERVENTION ARE GETTING
CAPTURED? BECAUSE I'M NOT
CLEAR WHAT THOSE DATA POINTS
ARE . I KNOW THERE IS A LOT OF
OVERLAP WITH THE DISTRICT AND
THE STATE TRACKING DIFFERENTLY
FROM THE CITY. SO I JUST DON'T
KNOW HOW WE CAN GET TO THAT,
BUT I THINK IT IS IMPORTANT TO.
PARTICULARLY IN LIGHT OF THE
FACT THAT, LIKE I SAID, THE
DATA -- AND I SHOULD SAY
ACTUALLY THAT WE HAD HAD
COLLEAGUES EARLIER AT A
DIFFERENT COMMITTEE MEETING AND
ASSESSMENT ON THE PRESCHOOL
PROGRAM AND ON PROMISE, BUT WE
HAD IT ON THE K-12 BECAUSE DEEL
WAS WAITING ON THE ANALYSIS WE
JUST SAW TODAY. THE ANALYSIS WE
SAW TODAY IS LIGHT ON THE
DETAILS. AND SO THERE'S
OBVIOUSLY MORE THAT -- NEEDS TO
DO MORE ANALYSIS IN THAT SPACE,
BUT IT DOES TO ME CREATE A
SENSE OF URGENCY ABOUT DIGGING
INTO MORE DETAILS OF THE K-12
ANALYSIS SO WE CAN UNDERSTAND
HOW WE CAN MAKE -- WHERE WE
NEED TO BE MAKING THESE
INVESTMENTS TO HAVE SIGNIFICANT
POSITIVE OUTCOMES . STATISTICAL
SIGNIFICANCE THAT WE HAVE MADE
SOME PROGRESS IN THAT SPACE. SO
I WOULD LOVE TO SEE DEAL --
DEEL DIGGING MORE INTO ANALYSIS
ON THAT. AS YOU SAID EARLIER,
HE IS GOING TO HELP US INFORM
WHAT CHANGES WE MAY MAKE TO
THOSE INVESTMENTS MOVING
FORWARD . AND WE DO HAVE
LIMITED DATA, BUT IT IS REALLY
IMPORTANT TO FIGURE OUT WHERE
THE GAPS ARE AND WHAT WE NEED
TO BE DOING IN THE K-12 SPACE.
AND I WILL MENTION THAT WE HAD
AN IMPRESSIVE AMOUNT OF K-12
STUDENTS HERE YESTERDAY
ACTUALLY , WHICH I WAS VERY
HAPPY TO SEE THEM AND ENGAGED.
I ALWAYS LOVED STUDENTS BEING
ENGAGED -- SPECIFICALLY
ENGAGED. BUT IT GOES TO SOME OF
THE THINGS THEY WERE SAYING AND
SOME OF THE SUPPORTS THAT THEY
NEED. OBVIOUSLY THERE IS A LOT
OF OVERLAP IN THE K-12 SPACE
BETWEEN EDUCATION. DEEL AND
HSD, THE HUMAN SERVICES
DEPARTMENT. I WOULD LOVE TO SEE
MORE COLLABORATION. OR MAYBE
YOU ARE HAVING IT AND WE JUST
DON'T KNOW ABOUT IT. WE WANT
TO BE FAIR THERE. BUT WOULD
LOVE TO HEAR MORE ABOUT IT
BECAUSE I DO FEEL LIKE RIGHT
NOW IN PARTICULAR WHAT WE ARE
SEEING IN MIDDLE AND HIGH
SCHOOLS IN THE CITY WITH A LOT
OF SCHOOL VIOLENCE , ET CETERA,
ALL OF THIS IS RELATED. SO HOW
DO WE ANALYZE THE DATA ON THE
SCHOOL-BASED INVESTMENTS WE ARE
MAKING ? BECAUSE SOME OF THOSE
ARE WRAPAROUND. MAKE SURE THAT
WE ARE PUTTING THE INVESTMENT
WHERE IT NEEDS TO BE PUT SO WE
CAN MAKE AN IMPACT POSITIVELY
ON THESE STUDENTS IN THE CITY
IN ALL OF THESE AREAS. AND I
WILL NOTE IN THE K-12 SPACE IT
IS IN THE MIDDLE AND HIGH
SCHOOL INTERVENTION SPACES THAT
WE ARE IN THE NOT STATISTICAL
SIGNIFICANCE SPACE . I WOULD
LOVE TO SEE DEEL DIGGING MORE
INTO THAT. I THINK IT IS REALLY
CRITICAL AND REALLY NECESSARY .
NOT FOR THE NEXT LEVY BUT
STARTING NOW IF POSSIBLE. THANK
YOU, DEEL, FOR ALWAYS BEING A
GREAT PARTNER AND FOR COMING
TODAY TO PRESENT ON THESE
OUTCOMES . REALLY LOOKING
FORWARD TO SEEING MORE BY WAY
OF DATA AND ANALYSIS OR
RECOMMENDATIONS ON CHANGES THAT
WE CAN BE MAKING TO REALLY MAKE
A SIGNIFICANT IMPACT IN A
POSITIVE WAY ON STUDENTS TO
BORROW A STATISTICAL TERM.
>> THANK YOU, COUNCILMEMBER,
FOR YOUR INSIGHTS. IT IS ALWAYS
VALUABLE. WE ARE COMMITTED TO
CONTINUING OUR CONTINUOUS
QUALITY IMPROVEMENT AND MAKING
SURE THAT WE ARE PARTNERING
WITH OUR PARTNERS AT THE CITY.
TO CONTINUE TO MAKE SURE OUR
KIDS HAVE THE BEST THEY NEED.
LOOK FORWARD TO YOUR
PARTNERSHIP AND OUR CONTINUED
DIALOGUE AROUND EVERYTHING YOU
JUST SHARED. BEFORE I GO I ALSO
WANT TO THANK OUR AMAZING TEAM
FOR TODAY . THE WORK THAT YOU
ALL DID TO HELP MAKE THIS
HAPPEN. AND FOR -- SOME OF YOU
CAME FROM OUT OF TOWN TO BE
HERE TODAY. I JUST WANT TO
THANK YOU ALL FOR YOUR PRESENCE
AND SUPPORT. WITH THAT BEING
SAID, WE LOOK FORWARD TO
CONTINUED PARTNERSHIP.
>> THANK YOU, DIRECTOR. THANK
YOU, DEEL STAFF SONJA AND COLIN
FOR BEING HERE AND FOR ALL OF
THE HARD WORK YOU DO EVERY DAY.
THANK YOU FOR THAT. APPRECIATE
THE PARTNERSHIP AND APPRECIATE
THE HARD WORK. GREAT.
COLLEAGUES, NO OTHER QUESTION
WE WILL LET DEEL GO TODAY.
THANK YOU SO MUCH. ALL RIGHT.
SEEING NO FURTHER QUESTIONS,
THIS CONCLUDES THE AUGUST 8,
2024 MEETING OF THE -- SORRY.
LIBRARIES, EDUCATION, AND
NEIGHBORHOODS COMMITTEE. OUR
NEXT MEETING IS SEPTEMBER 12th
9:30 A.M. AFTER COUNCIL RECESS.
IF THERE IS NO FURTHER
BUSINESS, THIS MEETING WILL BE
ADJOURNED. ALL RIGHT. HEARING
NO FURTHER BUSINESS, IT IS
11:17 A.M. AND THIS MEETING IS
ADJOURNED. THANK YOU.
>> [ MUSIC ]