2011 Evaluations

2011 ARCHIVES

COMPREHENSIVE ASSESSMENT/EVALUATION RESULTS
Grades and Academic Growth:

  • Of the students who completed the program, 94% improved their grades/had an increase in grade equivalency over the period of time in the program.  The 1 student whose grades did not improve did not decrease either, but remained the same.

Critical Incidents (fighting, hospitalization, altercations, behavior issues): 

  • In March, the first month of the residency, the participants had 70% less critical incidents than those students not involved in the program.
  • In April, the participants had 8% less critical incidents than those students not involved in the program.
  • In May, the participants had 67% less critical incidents than those students not involved in the program.
  • 24% of participants had no critical incidents throughout the time involved in Shakespeare.
  • 53% only had 1 critical incident.
  • 23% had more than 1 critical incident but all 23% had a decrease in critical incidents during participation in Shakespeare.

Passing Weeks: 

  • 29% of participants passed every week while they were involved in the Shakespeare program.
  • The final week of the residency, 88% of Shakespeare participants passed their week compared to only 76% of all non-participants at Audubon for that same week.

Discharge information: 

  • 21% were successfully discharged (went home or to a less restrictive environment)
  • 71% remained to participate through the entire program.
  • Only one resident was discharged to a more restrictive environment.
  • One resident aged out of the program.

Before and after the residency, participants in the program and non-participants were given task of writing 5 sentences using words from KY Core Content Middle School Vocabulary.

Observation/Evaluation of sentences from Drama Therapist: 

  • All sentences from participants improved marginally.
  • Shakespeare participants attempted longer sentences, demonstrating a willingness to risk more errors, which may indicate openness to receiving potentially negative feedback. It also indicates a higher level of playfulness.
  • The short sentences of the non-participants appear to be more guarded than the longer sentences of the participants, indicating that the participants may be less guarded and less superficial than they were at the start, as their sentences are also longer than those they wrote prior to enrolling in SBB.
  • The sentences of participants contained more positive personal data than did the sentences of the youth who did not.  For example: “I am a very productive citizen when I am sober and away from drugs in society.” (Youth who participated) as compared to “I am productive.” (Youth who did not participate.)
  • There was also evidence of a reduction in volitionally incorrect grammar such as “I gots to” or “I be”. The absence of sentences structured in this way among the participants of SBB’s program, could indicate a shift in the children’s identity.  The sentences of the participants did not include this grammar.

Post-Residency Student Surveys:

  • 100% of students completing the program agreed with the statement “I enjoy learning,” while only 50% of students who did not complete the program agreed.
  • 100% of students completing the program agreed with the statement “I express anger constructively,” while only 20% of students who did not complete the program agreed.
  • 94% of students completing the program agreed with the statement “I know how to resolve conflict peacefully,” while only 50% of students who did not complete the program agreed.
  • 100% of students completing the program agreed with the statement “I am interested in Shakespeare and the themes contained,” while only 20% of students who did not complete the program agreed.
  • 82% of students completing the program agreed with the statement “I find it easy to forgive,” while 0% of students who did not complete the program agreed.
  • 100% of students completing the program agreed with the statement “I have a positive self-image,” while only 70% of students who did not complete the program agreed.
  • 100% of students completing the program agreed with the statement “I like to help others,” while only 50% of students who did not complete the program agreed.
  • 100% of students completing the program agreed with the statement “I am responsible for the crimes I have committed,” while80% of students who did not complete the program agreed.
  • 94% of students completing the program agreed with the statement “I can accept criticism from others,” while only 60% of students who did not complete the program agreed.
  • 88% of students completing the program agreed with the statement “I am an empathetic, compassionate person,” while only40% of students who did not complete the program agreed.

In addition,
100% of students completing the program agreed with the following statements:

  • I am proud of what we accomplished.
  • The artist made sure that we were respectful of each other’s thoughts and feelings.
  • The artist made sure that everyone had a chance to participate equally.
  • The artist seemed to be interested in teaching Shakespeare to us.
  • The artist seemed to be concerned with whether I learned the materials.

94% of students completing the program agreed with the following statements:

  • The program helped me express my thoughts and feelings more clearly.
  • We all worked together as a team during the program.
  • The artist made learning Shakespeare fun and exciting.

88% of students completing the program agreed with the following statement:

  • The program has made me more interested in performing arts.

82% of students completing the program agreed with the following statements:

  • I got in less fights/altercations during the 2 months I participated in this program.
  • I am less likely to commit a crime after completing this program.

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