NCJ Number
193893
Date Published
1995
Length
114 pages
Annotation
This executive summary presents the key findings of a multi-year evaluation of the Cities in Schools (CIS) program, a school-based intervention for at-risk youth.
Abstract
Cities in Schools, Inc., is a nonprofit organization that provides training and technical assistance to promote replication of the CIS dropout prevention process in communities and schools. The CIS model involves establishing community-based CIS programs that develop projects in school sites to provide services to youth at risk of dropping out of school. The objective of the model is to integrate existing community services and resources and relocate them to the school site to achieve dropout reduction and mitigate related problems, such as substance abuse, gang involvement, violence, and other risky behaviors. The federally sponsored process and impact evaluation was designed to assess the CIS national organization's replication process along with training and technical assistance effects, as well as the degree to which the CIS model has been implemented at the community levels and the effects it has had on schools and students. In order to assess the structure and effects of the replication, training, and technical assistance activities of the national organization, interviews were conducted with senior-level CIS headquarters staff, as well as with staff in five regional and six State offices. Secondary data analyses included a review of documents that describe the functions, responsibilities, and communication patterns within the national, regional, and State offices. Site visits to 17 communities provided data on replication, training, and technical assistance. The research team observed several training sessions. Local program evaluation included field visits to 17 CIS programs selected to be representative of geographical diversity, various program strategies, and service configurations. Several samples were used to examine CIS students' characteristics, nature and intensity of service intervention, and outcomes. Outcome measures were conceptualized primarily as school-based progress indicated by changes in school attendance; academic performance; and status with respect to retention in school, high school graduation, or having dropped out. Students' perceptions of CIS helpfulness and future outcomes were solicited in self-reports. Although CIS programs did not achieve stated objectives for all participants, attendance and academic performance improved for students with serious problems and those with moderately severe problems. Students enrolled in CIS alternative school programs demonstrated greater improvements than students in CIS sites at typical public schools. Students perceived that they had benefited from their association with CIS. Recommendations are offered for policy, practice, and future evaluation. 7 exhibits, 15 tables, 10 references, and appended supplementary data