Results

Powerful Readers, developed in 1993, is based on the highly structured, highly successful Reading Recovery program.

Tutors are evaluated each month on lesson delivery, preparedness, behavior management and positive modeling.

Every 10 lessons, students are tested for mastery of letter sounds, sight word, decoding/segmenting and fluency. After successfully passing these master tests, students are eligible for the next level of instruction.

Powerful Schools meets, if not exceeds, its goals. For example, in 2007-08:

• 81% of first-grade native English speakers met or passed grade-level reading
• 75% of first-grade ESL (English as a Second Language) students met or passed grade-level reading.
• 86% of students given consistent tutoring increased their reading level by one grade.
• 41% increased it by two or more grades.
• 100% of special-education students showed some gain in reading skills.

Powerful Schools is shrinking the achievement gap at partner schools.

Powerful Writers is modeled after methods from the prestigious Teachers College at Columbia University. Our staff developers have trained over multiple summers there.

The statistics are striking:

Students in grades 1 – 5 produce a piece of writing in response to a narrative prompt—once in the fall, before writing instruction begins, and again after nine months. The writing samples are sent to an outside assessor affiliated with the Northwest Regional Educational Lab.

Papers are scored for eight traits: ideas, organization, sentence fluency, word choice, conventions, voice, style and elaboration.

Average scores by grade level

Start of 2006: 2-8 traits not proficient
End of 2006: All 8 traits proficient

Average scores by school

Start of 2006: Only 2 of 8 traits proficient, just barely
End of 2006: All 8 traits proficient, well within the range

Start of 2007: All but 1 trait proficient (expected after a summer break)

We also evaluate our progress through student reflections, writing portfolios and teacher focus groups. Student show self-awareness of strengths and weaknesses, coupled with a positive writer's identity.

• 97% of students in our program identify themselves as writers
• 73% can identify ways in which their writing has improved over the past year
• 85% can identify aspects of their writing that need improvement

Powerful Arts' methods of evaluation evolved from a three-year partnership with the Seattle Arts Education Consortium.

Our research addresses three questions: Did students’ arts and curriculum knowledge increase? Were students more engaged in learning the curriculum? Did teachers come to value the arts as a way to learn the curriculum?

We also rely heavily on teachers' observations of student behavior, particularly when it comes to learning in the performing arts (dance, music and drama).

In 2007-08:

• 70% of students showed an increase in higher-level conceptual thinking, moving from level 1 (identifying) responses to level 2 (descriptive) responses.
• Arts learning translated across subjects: Teachers observed 4th-graders using conceptual references from drama to express abstract science ideas in class.
• 100% of teachers responding to our most recent survey plan to request more Powerful Arts residencies.

The Powerful Learning Centers model is designed to support the Search Institute's 40 Developmental Assets. Over years of trying and testing classes, we've honed our program.

Powerful Learning Centers has their finger on the pulse of the community and responds readily to suggestions and feedback. We love the diversity of the classes they offer! Thank you, Powerful Schools, for giving our kids these wonderful opportunities. 
                                                                          Diana Bender, parent, Orca Elementary

Studies show that students in after-school programs look forward coming to school and are more likely to graduate. Our surveys show related academic and social gains.

My students love Powerful Schools’ classes! Learning is happening in exciting ways and in ways that differ from the regular school day.
                                                             Anne Superfisky, teacher, John Muir Elementary

What students say:

• 93% got along better with other students during the school day
• 93% made friends more easily
• 60% felt they got in less trouble
• 73% felt better about themselves overall
• 87% felt they made better decisions in and out of school

I’ve noticed my daughter has started to hold her head a little higher since she started the Powerful Schools’ Taekwondo class! 
                                                                                     Parent, Beacon Hill Elementary

Teachers report:

• 84% increase in homework completion throughout the year
• 91% increase in reading skills throughout the year
• 91% increase in math skills throughout the year
• 87% increase in classroom participation
• 82% increase in self-management skills

Homework Center at Hawthorne has made such a difference for my students this year. They have greater confidence and are more able to enjoy their work in the classroom. 
                                                               Jon Francois, teacher, Hawthorne Elementary

Ongoing surveys are conducted in partnership with Evergreen Research Institute, Seattle Public Schools Office of Community Learning, and the City of Seattle Department of Neighborhoods.

Also see: The Impact of After-School Programs: Interpreting the Results of Four Recent Evaluations