SAN DIEGO PERCEPTION SURVEY REPORT
Hoffman Clark & Associates | www.hoffmanclark.org
San Diego After School Consortium
Perception Survey Report
Contact Persons: Daymon Beach
SDCOE Safe Schools Unit
The Children’s Initiative
Evaluator: Hoffman Clark & Associates
731 S. Hwy. 101 Suite 19
Solana Beach, CA 92075
PDF of report and PowerPoint available at:
Cover art courtesy of ARTLINK After School Art Program • The Children’s Initiative
The After School Education and Safety Program (ASES) established by Assembly Bill
AB 2284 in 1998, is a California Department of Education competitive grant program providing
funding for before and after school programs. The San Diego After School Consortium is a
collaborative of San Diego County school districts, the San Diego County Office of Education,
and The Children’s Initiative which has received funding under this program since its inception.
The San Diego After School Consortium has provided leadership, technical assistance, and
evaluation for ASES programs.
In addition to academic goals, before and after school programs are mandated to
provide youth with a safe and nurturing environment before school and after school
supplemented with enrichment programs that increase student resiliency and improve
neighborhood safety. Perception surveys are conducted annually to gather multiple
perspectives of program quality from students, parents, school principals, after school staff, and
94% of all students rated the after school program activities as great to okay.
90% of parents believed the after school program provided a variety of enrichment
activities and 78% of parents noticed an improvement in their child’s academic
There was an increase of principals who rated the after school’s alignment with the
regular school day as great.
71% of after school district contacts reported that their program performs well at
providing diverse activities that meet student academic, social and cultural needs.
There were statistically significant differences reported in program quality indicators
between staff directly employed by school districts and staff employed by community
based organizations (CBOs).
The independent evaluation firm of Hoffman Clark & Associates was hired to conduct a
local evaluation. As part of the overall evaluation plan, annual satisfaction/perception surveys
are collected to meet program objectives and measure student improvements in academic and
behavioral outcomes, and stakeholder satisfaction. This report summarizes the countywide
aggregated data collected during the 2008-2009 school year. Individual district and school
information is provided to districts upon request. Yearly revisions are made to best meet the
needs of programs while maintaining cross year data comparability.
Surveys were collected from a purposive sample of students, parents, principals,
program staff, and after school district contacts. The survey protocol instructed principals,
program staff and after school district contacts to complete surveys online. Schools were also
given the option for students and parents to complete online surveys (i.e. via school’s computer
lab or emailed links to parents). Table 1 displays the numbers of surveys collected by
respondent type. Literature regarding the use of mixed methods to conduct surveys has shown
no threat to the validity of data collected via mixed formats (Dillman, 2007).
Table 1 Respondent Type and Number
Respondent Type Number of Surveys
Students (grades 3-9) 6,515
School Staff (After School Program staff & school staff) 1,045
After School District Contacts 24
Tables and charts are included for outcome and program quality areas (see Appendix
A). After school staff success stories that reflect differences made in the lives of students and
parents as a result of the program are also included (See Appendix B). This summary of survey
results provides a snapshot of program satisfaction and program quality. The summary can also
provide a focus for dialogue around future opportunities.
Specific questions from each survey group were examined for overall trends related to
ASES grant objectives. There are two main variables that are being tracked over time. Figures 1
& 2 display results from surveys beginning in 2003 to 2009. Since 2003, there has been a
significant increase in the percentage of students who reported they felt safe in the after school
program. The percent of principals who rated the after school performance as ‘improved’
remained steady over time.
Figure 1 Students Perceived Safety by Grade Level 3-6
"Do you feel safe in the after school program?"
2003 2004 2005 2006 2007 2008 2009
Figure 2 Program Improvement by Principal
"As compared to last year, how would you rate the
performance of the after school program at your site?"
Much Improved Improved
47% 42% 47%
40% 25% 25%
20% 22% 17%
2004 2005 2006 2007 2008 2009
Student Results Summary (3rd – 9th grade)
Over 6,500 student surveys were collected during 2009 among students in grades 3-9
(n=6,515). Figure 3 displays the percent of students by school type (elementary and middle).
The survey contained items of program satisfaction, homework assistance and safety. Figure 3
shows that 73% of students surveyed were elementary (grades 3-6) and 27% were middle
Figure 3 Percent of Surveys by Elementary and Middle
% of Students
A little more than half of all students (55%) rated their after school program as ‘great’
and 40% of students responded to ‘okay’. Sixty-one percent rated the program staff as ’great’.
When asked to rate the activities, a combined 94% of students rated them as ‘great to okay’. A
new item was added for students to rate their satisfaction with the homework help. Over half
(51%) think the homework help is ‘great’ (Table 2).
Table 2 Satisfaction of after school program, staff, activities and homework help
Great Okay Not Okay
The after school program at my school is . . . 55% 40% 5%
The after school program staff are . . . 61% 35% 4%
The activities (music, arts, sports, computers) are . . . 63% 31% 6%
The homework help is . . .(New!) 51% 41% 8%
A series of yes/no questions were asked about perceived skills, homework assistance,
safety and perceived academic performance. Eighty-eight percent reported they feel safe in the
after school program and 85% said they get help with homework while in the after school
program. Seventy-eight percent reported learning new things in the after school program and
77% feel good about themselves while in the program. Sixty-seven percent of students said
they do better in school when they come to the after school program (Figure 4).
Figure 4 Students Perceived Skills, Homework Assistance and Safety
I feel safe in the after school
80% I get help with my homework in
the after school program.
I learn new things in the after
40% school program
20% I feel good about myself in the
after school program
I do better in school because
% Yes of the after school porgram
Parents Results Summary
A total of 5,583 parent surveys were collected during the 2008-09 survey period. Sixty-
eight percent to 80% of all parents reported various aspects of the after school program as
‘great’. This included the overall quality, homework assistance and promoting their child’s
positive and social behaviors (Table 3). Figure 5 displays the percent of parents who responded
positively to after school academics, enrichment and safety. Ninety percent believe the after
school program provides a variety of enrichment activities, 78% percent had noticed an
improvement in their child’s academic performance and 70% think the program decreases their
child’s exposure to unsafe activities.
Table 3 Parent Satisfaction Responses
Great Okay Not Okay
Relationship between your child and program staff 80% 20% 0%
Quality of academic activities 74% 25% 1%
Quality of homework assistance 68% 29% 3%
Quality of enrichment activities 74% 25% 1%
After school program's success in promoting your child's 77% 22% 1%
After school program's success in promoting your child's social 77% 22% 1%
Overall quality of your school's after school program 80% 19% 1%
Figure 5 Parent’s Perception of Academics, Enrichment and Safety
The after school program
provides a variety of
enrichment activities such as
music, sports, arts, dance,
Noticed improvement in your
40% child's academic performance
since joining the after school
Staff Results Summary
The After School Staff survey link was given to of both after school staff and regular
school day staff at each school site (n=1,045). Seventy-three percent of respondents were after
school program staff and after school program supervisors were the second largest response
group (16.6%). Almost 10% of surveys were completed by regular school day teachers and less
than one percent of school administrators and counselors participated (Figure 6).
Figure 6 Percent of Surveys by School Position
After School Program Staff
After School Supervisor
% of Respondents
New this year was the addition of scale constructs in order to refine the ability to
measure program components and contribute to future research effort. The staff survey
contained 4 subscale constructs: Support and Facilities, Relationships with School and
Community, Skill Building, and Participant and School Climate Impact. A separate section
regarding training and technical assistance needs was also added. The results of the former
section were reported to the SDCOE for planning purposes. Reliability tests were conducted
and alpha coefficients are reported in Table 4. All subscales contained a rating of 1 to 3; a
higher mean score denotes a positive result. Participants who responded ‘don’t know’ were not
included. Mean scores ranged from 1.37 to 1.65 (Figure 7).
Table 4 Survey subscales and coefficients
Subscale Scaling # of Items Alpha
Support & Facilities Needs Improvement to Great 5 .78
Relationships with School and Community Needs Improvement to Great 5 .81
Skill Building Needs Improvement to Great 4 .83
Participant and School Climate Impact Declined to Improved 4 .82
Figure 7 Mean scores by subscale
3 Support & Facility
Principals Results Summary
One hundred and eighty-nine principals completed an after school survey online. Over
90% of all principals reported they had 3 or more years of experience with the after school
program at their school site. Over half of principals rated most of the statements as ‘great’
(quality of program, enrichment component, variety of activities and alignment with regular
school day). Only 30% of principals rated the quality of the academic component as ‘great’ with
22% reporting ‘needs improvement’ (Table 5).
Table 5 Principal Satisfaction Results
Great Adequate Needs
Overall quality of after school program 57% 39% 4%
Quality of academic component 30% 48% 22%
Quality of enrichment component 55% 37% 8%
Variety of enrichment activities 53% 35% 12%
Alignment with regular school day 52% 34% 14%
Figure 8 Improved School Climate/Safety as a result of Before/After School by Principals
Decline in Quality
Before School Progam After School Program
District Contact Results Summary
Twenty-four After School District Contacts completed a 2009 perception survey. A
majority (54%) responded that the quality of academic enrichment in their program(s) is
‘outstanding’ and 56% reported that the program’s success in positive student behavior
management skills was also ‘outstanding’. When asked about the quality of resources provided
by the After School Consortium, 44% reported ‘outstanding’, while 39% said the resources and
support were ‘good’. (Table 6). Figure 9 displays the percent of district contacts that rated their
program performing really well at providing a diverse array of activities that meet student
academic, social and cultural needs; their staff provides safe, fair, supportive environments
across sites and programs; and, there are organizational policies that promote and retain high
quality staffing and retention.
Table 6 After School District Contacts Satisfaction Results
Outstanding Good Needs
The quality of academic enrichment provided by 54% 42% 4%
your after school program
Program's success in implementing positive 56% 35% 9%
student behavior management skills
The quality of resources and support provided by 44% 39% 17%
the After School Consortium
Figure 9 After School Service Provision Practices
Provide a diverse array of
100% activities that meet student
academic, social and
80% cultural needs.
Staff provide safe, fair,
60% supportive environments
across sites and programs.
Organizational policies that
20% promote and retain high
% Positive Responses
Staffing has continued to be an area of concern as the demand for staff has outstripped
supply. An exploratory analysis examined differences between programs ran by district and by
agency with 4 subscale constructs: Support and Facilities, Relationships with School and
Community, Skill Building, and Participant and School Climate Impact There were 57% of staff
who reported themselves as a district employee and 43% who were contracted by an after
school provider agency. Results of subscale means showed the following:
Programs run by district employed staff reported more favorably towards after school
program Support & Facilities as compared to provider agency staff. This was found to be
statistically significant (t=-2.57, p=.01)
Programs run by district employed staff reported more favorably towards after school
program Relationships with School and Community as compared to provider agency
staff. This was found to be statistically significant (t=-2.60, p=.009).
Programs run by provider agency staff reported more favorably towards after school
program Participant Impact and School Climate compared to district employed staff. This
was found to be statistically significant (t=2.75, p=.006).
There was no statistical difference between the two groups for Skill Building (t=1.26,
p=.205). Figure 10 displays the mean scores by group for each subscale.
Figure 10 Mean scores by subscale and by staffing group
3 District Employed Staff
Provider Agency Staff
Particpant Impact Support & Facility Relationships Skill Building
Recommendations for the upcoming year are intended to further enhance evaluation
utilization and program improvement efforts, and include:
Actively use data in discussion with staff and participants to reflect on program progress
and to then plan areas of programming and staff training. Schedule focused discussion
around data topics of interest.
Create a strategy for incorporating Perception surveys into City Span system so that
programs can access data in real time and print district and site specific reports directly
from the website.
Review Consortium goals and objectives and update Continuous Improvement Program
Plan (now required to be on file and reviewed every three years).
Target technical assistance and training to address needs identified by the perception
survey, site visits and staff needs assessments.
Increase public awareness of program success by developing marketing strategies and
disseminate results to the community.
In the face of all things uncertain in the field of education, after school has been a consistent
force for improving student academic achievement and providing opportunities for enrichment.
California has led the nation in providing after school programming over the past decade and
San Diego County was the first collaborative effort that pooled resources to garner countywide
funding. This is important to note because although other California districts added programs
and schools throughout the ASES program’s history, the San Diego Collaborative for After
School provided extensive county coverage of after school funding for small and rural districts
and those districts without the resources to apply for funding. Recent county data demonstrates
county wide increases in math and reading scores provide evidence of program impact over
time. Additional analysis is needed to infer direct causation.
Appendix A – 2009 Survey Results for Program Results by Program Goals and
Figure 10 Quality of Enrichment Activities by Students, Parents & Principals
100% Great Adequate Okay
Students Parents Principals
Figure 11 Program's Ability to Support Staff in Providing a Full Complement of
Enrichment Activities by Staff
Great Adequate Needs Improvement
% of Staff
Figure 12 Quality of Academic Component by Parents & Principals
Great Adequate Needs Improvement
Figure 13 Program’s Success in Promoting Student Positive Behavior by Parents & Staff
Great Adequate Needs Improvement
Figure 14 Perception Homework Help/Completion by Student, Parent & Principal
Parents who rated
100% homework assistance
60% Principals who rated
40% completion as
20% Students who reported
they get help with
% Positive Responses
Figure 15 Overall Quality of After School Program by Students, Parents & Staff
100% Great Adequate Needs Improvement
Students Parents Staff
APPENDIX B – After School Staff Success Stories
The following appendix is a representative summary of comments for reporting purposes.
Please relate a brief positive impact story about participants and their families as a result of the
before or after school program.
Some kids have parents that are divorced and sometimes they don’t get the support or
attention they need to complete homework and other school tasks. Here we strongly enforce
homework and help those complete school tasks that otherwise might have not been
It is amazing how so many of the students that seem to be lost, find a great outlet in the
program, they use the skills in group cooperation as a family would be.... I love the way they
take to the gardening, guitar, and homework tutoring....
The robotics club has increased the confidence of a male student, who considered himself
"different". Now he displays a great deal of confidence and expertise in our science class.
Our Special Ed students that participate have received the extra caring attention they look for
and it has helped build their confidence.
The kids did such a great job on planting and cultivating the garden at our school that they
have now expanded it to another area. The kids have taken great pride in creating and
sustaining the garden. It is absolutely fabulous and they have learned to appreciate fresh
organic food and what it means for their body.
By having the after school program it allows children in our community to have an opportunity
to achieve certain goals or do certain things that they may have not have been given the
opportunity to do so before. Mainly giving them different experiences other than what they are
A student that had been demonstrating poor behavior that had progressively been getting
worse. Our staff and advisor took an extra interest in trying to turn his behavior around. In just
about one week we had his behavior changed and he now has a much better attitude.
One student in the 6th grade has extreme behavior issues during the regular school day. This
student has a history of defying the rules and being very disrespectful. However, since starting
in the after school program, he has calmed down and actually interacts with the staff well. I feel
as if the after school program is preventing him from doing "bad" things after school.
One student in my group was very shy at the beginning of the year, he had little friends, he did
not want to participate. Now I feel like he has improved his social skills. He has friends he can
talk to, he participates in all of our activities and he is a pleasure to have in class. Before it was
like he wasn’t even there, now he reads out loud in class and is very helpful through the day.
I've gotten positive feedback from parents and/or teachers for certain whose homework levels
were low... they have been showing significant improvement. It has also been the case for
some behavior issues we've had with students.
The program has positively impacted participating students with tutoring and peer relations.
I believe we work as a family and have great communication, which is essential to the success
of the program and the students. In each and every individual case we have with each student
The staff and site supervisor equally contribute to the successful outcome of the situation. I
believe the families we service are happy with the work that we do.
Student had improved behavior after being helped deal with situations and working with the
I had two students who were not getting along, so I spoke to both the students’ parents and my
supervisor took the students to talk to the principal. They are now good friends.
I helped a student with his homework every day and he improved in class, he also became
more sociable, the parents were very happy. But, they moved me with a different group, so he
was then taken out of the program by his parents.
Improving a student's self-confidence is one of the examples that have taken place at the after
Some of the students behaviors have improved at the after school program. They seem to
follow directions as well as helping fellow peers.
When a parent comes at 6 PM to pick up their child, and that child responds "aw man, wait
until 6:30 at least", you know that the child is VERY interested in the program quality that we
conduct at the site.
I have a student that has a speech problem and since he started the after schools program his
teacher and I noticed a big improvement in his speech as well as his interaction with other
The children in the after school program are provided help with homework and in addition are
given after school work so that they may strengthen their academic skills.
It provides quality care and helps develop the skills needed for children to do well in the world.
Great trainings and other sources are provided as well.
Some of the kids that join this program come from homes without a father figure or a mother
figure. Being a male staff, sometimes I feel like I can be there for that kid as a male role model.
Well I have this girl that does not like to do her homework, but I encourage her to do so. I tell
her how important is for her to do her homework and practice her math. After working with her
for several weeks, now she does her homework and I don’t have to tell her.
This program is a big help to a lot of families that need assistance for before and after school
care. I believe that this program needs to improve on the trainings they offer to the staff, such
as putting staff with a special needs child and the staff not having any training at all, nor any
previous experience dealing with children that need special assistance.
Great and safe place for children of working parents
A student always would say that they didn't have homework. I found out that the student didn't
understand the homework so I sat down and helped her with it, I could see her eyes light up
and say oh this is easy.
The students and I have been able to meet and relate with students who are not on our own
specific school teams and thus build relationships with fellow readers who want to share and
talk about good literature.
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I have been the one-on-one for a child with special needs enrolled at our site. At the beginning
of the year this child sat off to the side, and did not interact with any staff or students
whatsoever. This child would run around the run as he pleased. However, now that I have
been working with the student, he has enjoyed playing games with other students throughout
the day, enjoys the routine he runs, and even sits attentively on the carpet with the other
I had a family who had lost their jobs and medical insurance. The mother came in and was
stressed about finding and paying for her son to go to the doctor. I told her about all the
community resources which are available. She came in the next day happy to announce that
she had signed up for Healthy Families and she did get approved she told me at a later date.
She didn't know that our program could help her and her family in this way.
We have seen a large amount of students school attendance get better because of the after
I have seen many students benefit by achieving higher grades, which, in turn, has increased
self esteem and overall confidence in how they conduct themselves in class.
Our program provides homework help for those children, who do not have assistance at home.
It offers social building activities for students with limited supervision at home or funding for
sports activities. One of my special education students has participated in all of the activities
that were provided to him. Without the free activities, he would have been at home with nothing
to do. This student is now on the honor roll. He now feels a part of this school. Many studies
have shown that increased participation in after school activities increase the academic grades
and overall positive attitude toward school.
After school was a place/time where kids would 'hang out' and get in more trouble. Now they
have a place to be with supervision and activities to keep them on task. It has also allowed us
to maintain our after school sports program in conjunction with the PE activities offered during
One time we had the kids sit in a circle and take turns encouraging one another. The students
learned positive reinforcement and how to build each other up.
We give them love, listen to their needs, and give them a sense of security. Strive to make
them honest and caring children, which will carry through the rest of their lives.
Parent nights and Olympic games
We provide a safe, learning place for our students while parents attend school or work.
I have had the opportunity to talk with a few students one on one to improve their math skills.
There is a group we have called girl talk where the students are allowed to express any issues
they are having in their community, home, school, or individual needs. Most of the girls who
attend have definitely showed improvement in their self esteem, and I believe that they know
that if needed we are here for them to talk to if they have no one else they can turn to.
The ability for kids to explore artistic, athletic and academic heights without being put down by
Students are more willing to do their homework when the staff takes the time to help them and
teach them how to do their homework. The older students are more willing to help the younger
students with their homework when given the chance.
I started an all girls tennis club, which ran on Tuesdays and Thursdays. Some of the girls really
enjoyed just having it an all girls club and they became really close and bonded through this
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Our program held a potluck that both the students and their families participated in. It visibly
made family and staff bonds with each other stronger and created a sense of community.
We receive feedback letters from our students and in mostly all of them have encouraging
words to the staff. Our kids want to come back daily due to the staff, activities, and would
rather stay in the program the full amount of hours vs. going straight home after school.
I have noticed how our positive attitudes and authoritative style of interaction with the kids has
had a significant impact on their behavior and their attitudes. For instance, one of the children
that is in my group has had trouble adjusting with his peers, but daily interactions with him
have helped him to behave better.
One student, who is an only child and a deaf parent, had little opportunity to interact at home.
Here we give him many activities, including art, playtime, homework help, etc, that he could not
have at home. He has many teachers as well as students to interact here. He loves coming
here and when his mom comes, he never wants to leave
A child who came that was very shy and over the course of the year he has improved his
social skills and is now always involves himself in every activity.
We help them when they are going through rough times, not only academically but also
mentally and emotionally.
Olympics is one of the best activities students love and our school Idol program is also a great
family night for all the students and family.
I have notice how the kids boost their self esteem and their communication skills outside
campus even with their parents.
The after school program has helped bilingual students improve on their English skills like,
reading, writing and speaking. It has helped the students feel more secure, and increased their
ability to be more out-going and interactive.
We had a student this year that has greatly improved. His family told us that his social skills
greatly improved from our team building games and our inclusion activities.
I have one child in my class is more social and his reading levels have improved immensely.
My students are able to understand the lessons better because they were in the after school
I have noticed in one of my students a jump in his reading ability!!! Several others have
increased in self confidence!
I have students who want to spend more time with us and are beginning to talk about problems
that they have during school with other kids that they usually do not hang around it with.
I think it is great that a lot of the kids are getting a lot of personal attention from afternoon
school program teachers.
We have a student that never turned in homework. Her parents didn't know to how to help her.
We spoke to the teacher, found out and started monitoring student's homework. She now
brings her homework every day, sits down and starts working on it as soon as we sit down and
turns it in consistently.
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There is a student in the after-school program that came to this country 1 1/2 ago. She did not
speak English and was a disciplinary issue during school as a result of her lack of language
skills. She has been in this program almost since she was enrolled in school. Today she is
speaking almost fluently and is working above grade level in language arts and math. Although
I would never detract from the hard work and dedication of her teachers and parents, I know
that part of her success is attributed to her being able to have conversations with her peers
and also to get homework help while big supplied the academic language that is important to
I had a student of which had lots of problems at home with family and growing up. He had a
temper problem and trusted no one. After attending the after school program he was able to
gain confidence and open up as well as manage his behavior properly. His teacher was very
grateful and thanked the program for taking their time and effort to help him. She stated that
improvement was definitely noticeable during class, because of the after school program.
When there was a case of bullying, the students were shown a caring attitude by sharing with
them about respect and fairness. This resulted in a positive attitude between the two students.
When students learn to communicate effectively with their peers and deliver respect to adults it
is conclusive the after school program is positively impacting the student.
I think that I have helped a number of students to feel better and more confident by supporting
them with positive reinforcement. Helping them with their homework and encouraging them to
do their best.
This year we were able to pass out new backpacks that were donated to our school. They
were given to kids that either did not have a backpack, could not afford one. I thought this was
really cool to have these donations to be given out to the kids. I am sure that all the parents
were very grateful during these hard times.
We had a student who will be telling his story to the staff of a celebrity Golf tournament next
week. He was a student that was in trouble early-on in the school year (fights, suspensions,
wrong choice of peers). He joined flag football and baseball team and began to stay out of
trouble. He has kept his grades up and will continue to play football and baseball in the high
We have a huge program here afterschool for which the parents and students participate and
enjoy together. These programs include our community fair, open house, parent night, and
credit recovery for students who need to bring their grades up. homework club etc.
I feel it’s a very positive place for the development in a youth maturing and growing through the
middle school years.
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