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Descriptive Statistics for Case-Managed and Non Case-Managed Students Of the 12,026 CIS case-managed students enrolled in 2005-2006, 7,821 were from third, sixth and ninth grades. Of these students, 3,097 were selected according to the following criteria: (1) complete 2003-04 baseline data (e.g., demographics, “at risk” measures, etc.) and (2) the student remained in the same CIS school for three years (baseline, post1 and post2 years). After the propensity score matching, 1,029 pairs of CIS and non-CIS students (2,058 in total) remained. Table 1 illustrates the number of students during each phase of the data selection process. Table L1. Data Selection Filters Elementary School (Grade 3 Cohort) Middle School (Grade 6 Cohort) High School (Grade 9 Cohort) CIS Non-CIS CIS Non-CIS CIS Non-CIS Original sample (before 2,304 20,507 3,247 41,303 2,270 76,051 restrictions) Selected sample (after 523 4,436 1,136 14,028 1,438 30,984 restrictions) Number of matched cases 146 322 561 Data Sources: CISTMS (2005-06) to identify CIS case-managed students and PEIMS (2003-04) for matching variables. The percentage of CIS case-managed and non case-managed students for each dichotomous outcome variable is illustrated in Table L2. The mean and standard deviations for the interval scale variable (attendance) is illustrated in Table 3. The results from base year (2003-04) suggest that matching was successful as CIS case-managed students and non case-managed students were quite similar on all of these variables. Table L2. Descriptive Statistics for Dichotomous Outcome Variables N of Cases CIS Students Non-CIS Students Dropout 2003-04 2004-05 2005-06* 2006-07 2058 2058 2058 2058 0.00% 0.00% 1.94% 4.47% 0.00% 0.00% 0.97% 3.50% Graduation (only high school students) Promotion 2006-07 1122 56.68% 68.09% 2004-05 2005-06 2006-07 2058 2058 2058 93.20% 95.04% 68.12% 94.46% 96.21% 72.30% Math Achievement 2003-04 2004-05 2005-06 2006-07 2058 1688 1508 410 53.26% 48.22% 61.14% 54.15% 54.62% 54.15% 67.64% 65.37% Reading Achievement 2003-04 2058 75.12% 75.12%
2004-05 2005-06 2006-07 N of Cases CIS Students Non-CIS Students 1586 68.35% 68.10% 1528 76.83% 77.75% 408 84.31% 84.80% Disciplinary Action: Expulsion 2003-04 2058 0.10% 0.00% 2004-05 2058 0.10% 0.19% 2005-06 2058 0.00% 0.29% 2006-07 2058 0.49% 0.10% Disciplinary Action: Out of School Suspension 2003-04 2058 7.29% 6.03% 2004-05 2058 13.31% 9.23% 2005-06 2058 13.70% 8.45% 2006-07 2058 9.52% 6.90% Disciplinary Action: In School Suspensions 2003-04 2058 15.84% 15.26% 2004-05 2058 24.30% 19.24% 2005-06 2058 25.17% 19.05% 2006-07 2058 14.29% 11.76% Disciplinary Action: Other Disciplinary Actions 2003-04 2058 5.35% 4.28% 2004-05 2058 12.73% 8.55% 2005-06 2058 14.87% 9.82% 2006-07 2058 10.88% 7.97% Disciplinary Action: All Types 2003-04 2058 19.34% 19.24% 2004-05 2058 31.58% 24.98% 2005-06 2058 34.50% 24.88% 2006-07 2058 22.45% 17.49% Math Course Passing 2003-04 948 72.15% 76.58% 2004-05 968 65.29% 71.90% 2005-06 834 67.39% 68.35% 2006-07 144 79.17% 79.17% Reading Course Passing 2003-04 1034 77.37% 83.75% 2004-05 996 72.89% 77.31% 2005-06 816 71.08% 78.19% 2006-07 514 85.60% 86.77% * In 2003, the Texas Legislature amended the Texas Education Code (TEC) to define dropouts for state accountability according to the National Center for Education Statistics (NCES) definition. Specifically, statute states that the Academic Excellence Indicators (TEC §39.051) include: (b)(2) dropout rates, including dropout rates and district completion rates for grade levels 9 through 12, computed in accordance with standards and definitions adopted by the National Center for Education Statistics of the United States Department of Education; Students who dropped out during the 2005-06 school year were the first to be reported according to the new definition. The 2006-07 school year and beyond continues use of the new definition. Data Sources: PEIMS 2003-04, 2004-05, 2005-06, and 2006-07; TAKS 2003-04, 2004-05, 2005-06, and 2006-07.
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Evaluation of Communities In School
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Texas Education Agency, Evaluation
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Rosenbaum, Paul R. (1989) Optimal M
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2005-06 and 2006-07 CISTMS Variable
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APPENDIX B: LIST OF TEA’s PEIMS
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Variables Year Data Name Descriptio
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Ethnic Distribution - African Ameri
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TEA’s PEIMS Variables Used in the
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GRADE0304 DEMOG Student grade level
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List of Variables from NCES Common
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CIS of Texas Evaluation Case Study
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Partner Organizations: 12. What oth
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15. Other comments We want to thank
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Your Role 4. What are your primary
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17. What benefits do you see to off
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2. How long have you been a Case Ma
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15. How would you describe your rel
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Your Role 4. What are your primary
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9. Given your work with CIS of [ins
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2. How long has your school impleme
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CIS of Texas Case Study Interview
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13. What, if anything, would you ch
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2. How long have you been a guidanc
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CIS INVOLVEMENT AND IMPACT ON STUDE
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QUESTIONS Please feel free to conta
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ISSUES FACING STUDENTS (risk factor
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OTHER COMMENTS Are there other comm
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AVAILABILE PROGRAMS AND SERVICES 1.
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Dear Student, You have been selecte
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CHILD ASSENT FORM FOR FOCUS GROUP P
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CIS of Texas Evaluation Executive
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PART II: IMPACT OF YOUR LOCAL CIS P
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CIS of Texas Evaluation Program Co
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PART II: IMPACT OF YOUR LOCAL CIS P
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Lack of effort Low commitment to sc
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CIS of Texas Evaluation Case Manage
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Service Delivery 3. How familiar ar
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10b.What have been some of the obse
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PART II: IN YOUR OPINION 20. What a
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PART I. OPERATIONS OF THE CIS PROGR
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PART III: ADDRESSING RISK FOR DROPO
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PART IV: IN YOUR OPINION What are t
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PART I. OPERATIONS OF THE CIS PROGR
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PART III: ADDRESSING RISK FOR DROPO
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PART IV: IN YOUR OPINION What are t
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Descriptive Statistics for Within C
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Results of the Student-Level Matchi
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African American 82% 82% 0.00 White
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White 8% 8% 0.00 Reason for Discipl
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APPENDIX H: RESULTS OF SCHOOL-LEVEL
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Table H2. Matched CIS Schools by Sc
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Table H6. Baseline Statistics for M
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School-Level Trends in Outcomes amo
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Figure I2. 4-Year Dropout 12.0 10.0
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were taking the SAT or ACT in the l
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Overall attendance remained steady
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As with most other trends, Grade 4
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Figure I15. Grade 8 Math Achievemen
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Trend Plot Tables Table I2. Annual
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Table I14. Grade 4 Math Achievement
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Communities In Schools of Texas: C
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1. OVERVIEW 1.1 Communities In Scho
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2006-07 at Abilene High School At l
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churches and universities, small gi
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academic assistance during the scho
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Marketing During redevelopment of C
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4. Future Direction for CIS of the
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TABLE OF CONTENTS 1. OVERVIEW……
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and parents of these students. Stud
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3.1 Implementation of CIS Within Sc
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• Parental and Family Involvement
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student is so far behind academical
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Students appreciated their case man
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progress reports and being on sched
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through training. They would also p
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are keys to its success. They shoul
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TABLE OF CONTENTS 1. OVERVIEW……
Page 289 and 290: parents of these students. Students
Page 291 and 292: CIS of Houston stakeholders respond
Page 293 and 294: services with an elementary and a h
Page 295 and 296: working. At the middle and high sch
Page 297 and 298: the central office. Each staff pers
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Page 301 and 302: is approached by many schools and s
Page 303 and 304: TABLE OF CONTENTS 1. OVERVIEW……
Page 305 and 306: and parents of these students. Stud
Page 307 and 308: program sponsors health and dental
Page 309 and 310: and others associated with the prog
Page 311 and 312: Board of Directors/Advisory Committ
Page 313 and 314: Training The training needs of CIS
Page 315 and 316: Communities In Schools of Texas: C
Page 317 and 318: 1. OVERVIEW 1.1 Communities In Scho
Page 319 and 320: Reading Proficiency* 90.4% 81.1% 85
Page 321 and 322: • Case Management. Some students
Page 323 and 324: when mentors will be present at sch
Page 325 and 326: For students and parents, visibilit
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Page 329 and 330: The State Office could provide loca
Page 331 and 332: WITHIN CIS CASE-MANAGED STUDENT HLM
Page 333 and 334: Stay in School Reading TAKS Score M
Page 335 and 336: With grand mean centering each expl
Page 337 and 338: Table K5. Variance Inflation Factor
Page 339: APPENDIX L: DESCRIPTIVE STATISTICS
Page 343 and 344: APPENDIX M: FREQUENCY TABLES FOR ST
Page 345 and 346: PART I. OPERATIONS OF YOUR LOCAL CI
Page 347 and 348: CIS of Texas Evaluation Program Co
Page 349 and 350: PART II: IMPACT OF YOUR LOCAL CIS P
Page 351 and 352: PART I. OPERATIONS OF THE CIS PROGR
Page 353 and 354: PART III: ADDRESSING RISK FOR DROPO
Page 355 and 356: PART I. OPERATIONS OF THE CIS PROGR
Page 357 and 358: PART III: ADDRESSING RISK FOR DROPO
Page 359 and 360: PART I. CIS AT YOUR CAMPUS Needs As
Page 361 and 362: 5. What percentage of your work wee
Page 363 and 364: 18. Over the past year, how involve
Page 365 and 366: Significant Risk Factors for Dropou
Page 367 and 368: Tests of Significance and Effect Si
Page 369 and 370: 2004-05 vs 2006-07 .000 -0.2503 200
Page 371 and 372: 2004-05 vs 2006-07
Page 373 and 374: HLM/HGLM Results for WIthin CIS Cas
Page 375 and 376: Table P3. CIS Student Grade Promoti
Page 377 and 378: Table P5. CIS Student Met Reading T
Page 379 and 380: Table P6. CIS Student Met Math TAKS
Page 381 and 382: Table P7. CIS Student Attendance At
Page 383 and 384: Table P8. Number of CIS Student In
Page 385 and 386: Table P9. Number of CIS Student Out
Page 387 and 388: Table P10. Number of CIS Student Ot
Page 389 and 390: APPENDIX Q: DETAILED RESULTS OF THE
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Table Q3. Changes in Attendance Rat
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Table Q7. Changes in Percentage of
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Table Q11. Results of Multilevel Lo
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Tests of Significance and Effect Si
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