Learning Support and Academic Achievement Alcohol, Tobacco, and Other Drug Prevention CA Dept of Edu

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Learning Support
Helping Each Student Achieve Personal and
Academic Success
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Proposed Outcomes

• Participants will
• understand and be able to use available
  research and evaluation results to
• demonstrate the linkage between learning
  support and personal and academic achievement

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Basic Assumptions of Learning Support

• Educational success, physical health,
  emotional support and family/community strength
  are inseparable
• Learning support fosters academic
  achievement

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Basic Assumptions, cont.

• Every student can learn to at least a
  proficient level
• Students in a safe, secure learning
  environment can focus on learning and achieve
  academically
• Learning support addresses the whole child
  by serving students, families, and communities

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Definition of Learning Support
To provide resources and instructional strategies
that give students the physical, social,
emotional, and intellectual support needed to
learn.
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It is difficultfor students to be successful in
school if they are

• Depressed
• Tired
• Being bullied
• Stressed
• Sick
• Using alcohol or other drugs
• Hungry
• Abused

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How does Learning Support impact academic
achievement?
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California Healthy Kids Survey (CHKS)

• Schools with large percentages of students who
  engage in risky behavior have lower API scores
  than other schools.
• California Healthy Kids Survey, 2003

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CHKS Data Analyses

• How health risk and resilience are related
  to academic progress at the school level
• Longitudinal changes in SAT-9 test scores,
  1998-2002
• Analyses adjust for socioeconomic differences
  across schools

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Breakfast Consumption
10
5
2.5
2.4
2.2
2.0
1.9
1.5
1.5
1.4
1.1
1.0
0.7
0.6
0.5
0
-0.2
Change in SAT-9 (NPR)
-1.0
Reading
Language
Mathematics
-5
-10
48
55
62
69
76
48
55
62
69
76
48
55
62
69
76
Percent in school who ate breakfast
Source California Healthy Kids Survey
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Safety at School
10
5
2.3
2.3
2.0
2.0
1.6
1.6
1.5
1.3
1.2
1.1
0.9
0.8
0.7
0.3
0
-0.1
Change in SAT-9 (NPR)
Reading
Language
Mathematics
-5
-10
73
79
85
91
97
73
79
85
91
97
73
79
85
91
97
Percent in school reporting feeling safe or very
safe
Source California Healthy Kids Survey
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Lifetime Intoxication
10
5
3.0
2.9
2.4
2.4
2.2
1.6
1.6
1.6
0.8
0.7
0.6
0.1
0
-0.1
-0.3
Change in SAT-9 (NPR)
-1.2
Reading
Language
Mathematics
-5
-10
0
10
25
40
55
0
10
25
40
55
0
10
25
40
55
Percent in school ever intoxicated
Source California Healthy Kids Survey
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School Caring Relationships
10
5
2.7
2.2
2.1
1.9
1.5
1.5
1.2
1.1
1.0
0.8
0.8
0.5
0.4
0.1
0
-0.3
Change in SAT-9 (NPR)
Reading
Language
Mathematics
-5
-10
52
58
64
71
77
52
58
64
71
77
52
58
64
71
77
Percent in school reporting caring relations at
school
Source California Healthy Kids Survey
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Meaningful Participation
10
5
2.5
2.2
2.0
1.9
1.5
1.5
1.6
1.3
1.1
1.1
1.0
0.6
0.5
0.0
0
-0.5
Change in SAT-9 (NPR)
Reading
Language
Mathematics
-5
-10
48
55
62
70
77
48
55
62
70
77
48
55
62
70
77
Percent in school reporting meaningful
participation in community
Source California Healthy Kids Survey
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2001 Physical Fitness and Math/Reading Scores

• Positive,
• linear relationships
• Consistent across grade levels, gender
• www.cde.ca.gov/news/releases2002/rel37.asp

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2001 Physical Fitness and Math/Reading Scores

• Students who met minimum fitness levels in three
  or more physical fitness areas showed the
  greatest gains in academic achievement.

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2001 Physical Fitness and Math/Reading Scores

• Higher academic achievement was associated with
  higher levels of fitness.

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2001 Physical Fitness and Math/Reading Scores

• The relationship between academic achievement and
  fitness was greater in mathematics than in
  reading, particularly at high fitness levels

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School-based Dropout Prevention Program

• Statewide, 78 percent of all schools met or
  exceeded their API target
• Schools with dropout prevention programs met or
  exceeded their API target by 93 percent

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School API Comparison
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After School Education and Safety Program
More evidence that Learning Support works!
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Students had improved READING scores
PERCENTAGE POINT INCREASE IN PAC 25
READING
8.5
More than 150 days ASP
7.0
More than 90 days ASP
5.8
All ASP Students
3.0
All Students
0
2
4
6
8
10
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Students had improved MATH scores
PERCENTAGE POINT INCREASE IN PAC 25
MATH
7.4
More than 150 days ASP
6.0
More than 90 days ASP
4.1
All ASP Students
4.6
All Students
0
2
4
6
8
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Students attended school more often
Increase in Days of School Attended
Absent 15 or more in 1999
17.04

Absent 10 or more in 1999
11.05
5.6
Absent 5 or more in 1999
1.24
All ASP Participants
0
5
10
15
20
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It Is Clear That . . .

• Youth development and successful learning are
  not competing goals but rather complementary and
  synergistic processes.
• Students capacity for learning cannot be
  optimally engaged if their basic developmental
  needssuch as love, belonging, security, respect,
  identity, power, mastery, and meaningare not
  being met.
• National Longitudinal Study of Adolescent
  Health

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Leaders like you agree

• Childrenwho face violence, hunger, substance
  abuse, unintended pregnancy, and despair cannot
  possibly focus on academic excellence.
• There is no curriculum brilliant enough to
  compensate for a hungry stomach or a distracted
  mind.
• National Action Plan for Comprehensive
  School Health Education, 1992.

• American Cancer Society

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Questions?
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Proposed outcomes How did we do?

• Participants will
• understand and be able to use available research
  and evaluation results to
• demonstrate the linkage between learning support
  and personal and academic achievement

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CHKS Safe and Healthy Kids Program Office 916-
319-0920Physical Fitness Jennifer Rousseve
916-319-0724Dropout Prevention
ProgramMargarita Garcia 916-323-5029After
School Partnerships John Malloy 916-319-0923
Want to know more?
www.cde.ca.gov