TI G E R WO O D S LE ARN I N G CE N TE R E vALuATI O N STu Dy EvALuATION STuDy OF THE TIGER WOODS LEARNING CENTER vOLuME I uNIvERSITy OF CALIFORNIA, IRvINE In 2006, the Tiger Woods Learning Center (TWLC) opened its doors to children and youth SEPTEMBER 2008 of Anaheim, California and its surrounding communities. This report represents a study of the TWLC’s programs conducted by the university of California, Irvine, with support from the Charles Stewart Mott Foundation. PuBLISHED By: DEBORAH LOWE vANDELL MARk WARSCHAuER For its first two years, the TWLC endeavored to meet the The TWLC sought to meet its mission through a Career COMMuNITy SERvICE ETHOS: PILAR O’CADIz challenge of preparing youth for a promising future, based on Orientation Program that operates during the day (TWLC A sense of responsibility for service to the community vALERIE HALL the belief in the intrinsic assets of each young person and Day Program) and serves 5th-6th grade students from local through a service learning experiential course called Tiger’s a commitment to cultivate their potential and support them elementary schools, and a Career Exploration Program for Action Plan, youth leadership workshops and clubs, ongoing toward reaching their educational and career goals. The stated 7th-8th grade students and a Career Preparation Program assets building activities, inspirational guest speakers, mission of the TWLC is to offer an interactive, asset-rich for 9th-12th grade students that operate in the after school and the involvement of numerous volunteers who model learning environment that will provide individual aptitude in hours (TWLC After School Program). community service. reading, math, science and technology in order to assist youth from diverse backgrounds to develop personal accountability, THE kEy CHARACTERISTICS OF THE TWLC EXPOSuRE AND ACCESS TO GOLF: APPROACH ARE AS FOLLOWS: With the unique feature of its own golf facility, the TWLC independence and resilience leading to a greater knowledge of career options and an increase in college enrollment. introduces golf to a broad youth public, many of whom ASSETS DRIvEN APPROACH: (AuGuST 21, 2007) would never have had that exposure. A focus on fostering the Search Institute’s 40 Developmental Assets, including achievement, motivation, school engagement, integrity, interpersonal competence EXECuTIvE SuMMARy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 and positive relations with peers and adults. STuDy FINDINGS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 CAREER ORIENTATION AND PREPARATION FOCuS: 1 Course offerings and supplemental activities geared to 2 IMPLEMENTATION FINDINGS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 provide youth with opportunities to explore career interests in science and technology fields and to practice related skills. yOuTH OuTCOME STuDy FINDINGS . . . . . . . . . . . . . . . . . . . . . . . . . 8 SCIENCE & TECHNOLOGy EMPHASIS: CASE STuDy FINDINGS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 A science-focused curriculum and technologically rich infrastructure. CONCLuSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 RESEARCH quESTIONS What kind of development and support do staff METHODOLOGy AND DATA SOuRCES Findings are presented in four parts, related ST uDENT ET HNICIT y, yEA R ONE A ND yEA R T WO yEAR ONE yEAR TWO Enrollment increased in most of the Center’s classes from experience and what instructional approaches and youth to attendance, program implementation, year One to year Two. For example, enrollment in Engineering THE PuRPOSE OF THIS EvALuATION WAS TWO-FOLD: development principles guide their practice? To what increased from 110 to 184 students (a 67% increase). A research team composed of four faculty youth outcomes and case study findings. 57% 58% extent are these practices congruent with the promising Pathways classes increased from 107 to 168 students practices for serving older youth, identified by recent researchers and 15 student assistants carried 43.5 44.2 57% 58% (a 57% increase). Science classes went from 124 to 173 1) to document program implementation and the ATTENDANCE FINDINGS 35.8 research on effective programs? out the study over a two-year period, using 31.4 30.9 43.5 44.2 students (a 40% increase), and golf classes increased from experience of participants in the TWLC in year 25.1 both qualitative and quantitative methods. 19 35.8 169 to 278 in year Two (a 59% increase). One and year Two, and 2) to assess the effects How do culturally and linguistically diverse students 17.8 17.3 The13.2 reached an impressive number of TWLC 31.4 30.9 16% 19% The qualitative assessment was based on more 14.1 25.1 15% 11% 12% 12% of program participation on student outcomes experience participation in this technology-intensive, youth in its first two years of operation, with the14.1 6.8 17.8 19 17.3 TWLC classes were a great draw to youth. Most15%the students 19% of than 275 interviews with students, parents, 13.2 16% 12% 12% in year Two. year One research activities began asset-driven community learning program? What kinds majority representing low-income or underserved 6.8 11% who came to the TWLC were coming to attend a class. A total of social relationships do they form and how do their TWLC staff, volunteers and visiting classroom ASIAN HISPANIC/ WHITE OTHER of 1,005 of the 1,037 students who attended the Center in in January 2007 and continued through August populations. In year One, a total of 573 students AMERICAN LATINO knowledge, skills, and attitude develop in such a program? teachers; about 400 hours of observations of year Two came to one or more classes during the year. 2007. year Two data collection occurred from attended the TWLC for at least one day. In year youth and staff in Day and After School classes October 2007-June 2008. Two, enrollment and attendance increased In year Two of the study, from October 2007 to June 2008, the and enrichment activities; and collection and The TWLC student population is highly diverse. The main One area that did not change from year One to year Two was above questions were researched once again, with a focus on analysis of student-produced work, program dramatically, with the number of students intensity of individual attendance. On average, individual underserved population in the area surrounding Orange County examining program aspects that had changed from the prior attending classes rising by 81% to a total of students attended the Center for 17.0 days in year One to year One of the study, from January 2007 to August 2007, documents and curriculum materials. This is Hispanic, and more than half of the students at the Center year. In year Two, a youth Outcomes study was also conducted, 17.6 days in year Two. qualitative assessment also included an in-depth 1,037. The TWLC was thus highly successful in are Hispanic (57% in year One and 58% in year Two). documented the TWLC program in action and collected data with the following research question: on the experiences of the students and staff engaged in the examination of the experiences of 25 case study 40.6 expanding the number of students it reaches. 35.4 35.9 first year program implementation process. Research questions In its first two years of operation, the Center significantly Over a single academic year, what is the effect on students who reflected the cultural and linguistic 40.6 NuMB ER OF ST uDENT S IN 7T H - 8T H GRA DE for year One were as follows: 18.8 23.4 19.3 increased the number and percent of high school students who 35.4 35.9 A ND 9T H - 12T H GRA DE, yEA R ONE A ND yEA R T WO participants in the TWLC on pre- and post- measures of diversity of the Center. 17.2 E N RO L L M E N T A ND AT T ENDA NCE, yEA R ONE A ND yEA R T WO were participating in its classes and programs, an important 558 yEAR ONE yEAR TWO 23.4 behavior problems, prosocial behaviors, efficacy, initiatives, 9.4 yEAR ONE yEAR TWO 18.8 19.3 17.2 accomplishment given the widely recognized difficulty of 460 How many youth participate in TWLC programs stated career and educational aspirations, and steps taken 558 recruiting and retaining high school students in after-school 9.4 and what are their demographic characteristics to pursue a career or higher education? 1217 364 quantitative sources of data included analysis of the Center’s programs. Overall, there were 120% more high school students 460 (age, gender, ethnicity, language status, income 1037 3 enrollment and attendance records, a pre- and post- at the Center in year Two than in year One. The number of middle 209 364 4 status, school and school district)? participation survey of Day Program children in 1- and 2-week 784 school students increased by 53% from year One to year Two. 209 sessions, a pre- and post-participation survey of visiting 573 What is the makeup and background of the TWLC staff classroom teachers in the Day Program, a Demographic Survey and volunteers? What roles do they have in implementing and Exit Survey completed by parents, and a pre- and post- the Center’s programs? What resources and materials do survey of youth participants in the After School Program. 7TH - 8TH 9TH - 12TH they have available and how do they use these resources to GRADE GRADE carry out the activities at the center? ENROLLED ATTENDED 55.7 41.7 55.7 The goal of the Implementation Study conducted 1. POSITIvE SOCIAL RELATIONSHIPS I enjoy the people in the communication class [unlike in school] 3. DEvELOPING ACADEMIC SkILLS [Learning Center]…[The TWLC] has helped her develop another 5. ENGAGEMENT IN INTERACTIvE it’s more like you’re interacting with people than just doing your mindset, to be more open and to improve herself, to expect in year One and year Two of the evaluation was homework. I’m always interacting with people and meeting new AND MOTIvATION more from life, so that she can have a better future… We have AND PARTICIPATORy LEARNING to document the quality of youths’ experiences We found that TWLC’s assets-driven program people. I’m working as a group to make a movie. And it’s also limited economic means, we could never pay for such service, in the Center’s first two years of operation. Our activities and youth development approach competitive and I just want to win. Our teacher makes it competitive The TWLC’s emphasis on the development of and I truly give much thanks to Tiger Woods, for the opportunity TWLC’s Day and After School Program’s diverse observations and interviews revealed six main created a physically and emotionally safe and he makes our group [work] to do their best. – 8TH GRADE BOy academic skills, note taking, and good homework that is afforded to these youth. interactive and participatory learning experiences, findings regarding program implementation and environment that promoted supportive habits, supported the development of youth’s sense including real life applications of science and student experience, each supporting the general relationships between youth and adults and 2. FOCuS ON CAREERS of academic competence and motivation to achieve. 4. PROMOTING COMMuNITy SERvICE technology and other enrichment activities, conclusion that the TWLC had succeeded in among youth and their peers. enhanced youth engagement and allowed them mounting a high quality program. The TWLC’s focus on careers and higher education Large numbers of students told us how attending the TWLC We found that TWLC’s opportunities for student to acquire new knowledge and skills, while expectation prompted youth to begin imagining got them more involved in doing their homework and taking directed activities and service learning projects These benefits were achieved in large measure fostering leadership among youth and a sense school seriously. As an 8th grade student explained, through the outstanding role played by staff, their future options and encouraged them to fostered leadership skills and a sense of student of their responsibility to the community. who demonstrated great concern for, and explore their interests, discover new talents and When I get here I don’t procrastinate as much to do my responsibility to the community. In particular, the expertise in, helping youth develop positively. develop real world skills. homework as I would at home. At home I usually waited service learning class at TWLC, Tiger’s Action Plan, A 9th grader accounted to us his experiences in engineering had the highest retention rate of all classes in class, which offers extensive hands-on learning opportunities. As one 10th grade student explained in a and watched television and stuff. An 8th grade boy explained the changes he went through His comments were typical of what students told us, and his highly representative comment, the After School Program other than golf, and at the Center, in comments that were typical of those positive experiences were confirmed by our observations of An immigrant Mexican father discussed the impact of attending proved to be a powerful means of developing a expressed by many students: high levels of student engagement in classes: [TWLC teachers] are more hands-on. They’re more concerned the TWLC on his daughter, in the type of account we heard from community service ethic. An 8th grade student about you. Like even when you don’t understand it, they’ll many parents: Well the view I had before I came wasn’t that bright. I thought who participated in the class shared his thoughts: I just decided to try it out and well, they had courses in explain it until you understand. you could just go to school and then get a job, but I learned engineering, I wanted to just learn some of the basics, so I The TWLC is motivating her to perceive that there is much more that you have to take different classes and also get a degree. I like that you’re not stuck in a classroom. you take fieldtrips. decided to try it out. The technology here is pretty high-tech. The supportive peer relationships formed among youth were out there in our society…to develop herself in the society, and Then once I came here, the classes that I took and information you do volunteer work. We went to the beach on Sunday for Some of the stuff, well, most of the stuff, hardly any school has. evident in our observations and interviews. to contribute to that society and to receive something from 5 I got from PowerPoint, and different brochures, and what I studied a cleanup. We went to the Orange Animal Shelter. We went The first reason I chose engineering the first time I came was 6 society.… We like Tiger Woods [Learning Center], because it about different colleges; now I’m more focused on studying than to the park down on Brookhurst for a park cleanup too… I’ve because I wanted to pursue a career in engineering. And the [Why I like] coming here is first of all, I make new friends. is helping her to improve in her subjects [at school]… I am playing around like I used to. So now I know how it really feels to done about 45 hours [of community service]. [Also as part of engineering classes seemed like they were fun… I had lots of fun I feel special with them. Because at school, none, none, very pleased with everything they do there…which principally is live a life. Now I have to be supportive and help my family and the class] I learned how to use PowerPoint… I learned things in Mr. Esmilla’s class so I decided to stay in every single one of none of the people like the way I am. And here, they are all to motivate the youth, that the youth have someone that pays also go to work and support myself. It also helps me learn how that you’ll probably need in life. his classes and finish all his classes. This session, most of the like me: really active and they don’t get mad for the small little attention to them, that takes them into account, and recognizes important it is to respect others. stuff that I’ve been learning is fuel, and the different types of things. – 8TH GRADE MEXICAN IMMIGRANT GIRL their abilities and capacities so that they can develop fuel, and about non-renewable energy, and renewable energy, themselves. My daughter is learning a lot at the Tiger Woods and how renewable energy can cause less pollution than I try to bring back the favorite things, and through [offering] In year Two, a pre- and post-survey of participants Change scores were computed for all students by subtracting The effects of total duration of attendance on the eight gasoline and the fossil fuels. And I’ve been learning how we the favorites that the kids really like, they take my class the pre-participation scores from the post-participation scores. outcomes were also examined. Duration was measured in in the After School Program was administered can build stuff that will power up cars... that will be less costly because they want to see that again. [I am] constantly When these change scores for the sample as a whole were terms of total weeks attended; the number of weeks elapsed to assess the effects of TWLC participation on and produce less pollution. introducing new activities. Sometimes I’d pull from some of examined, there was little evidence of systematic change across between each student’s first day of attendance at the TWLC and the workshops I’ve done and change something or expand youth outcomes. Eight outcomes, selected after the school year on the eight outcomes. However, changes that student’s last day of attendance, regardless of the actual 6. CONTINuOuS PROGRAM on it, making it look more in depth. you just keep trying to discussions with TWLC directors, were evaluated. in student outcomes were apparent when the critical factor, number of days attended. One of the regression analyses IMPROvEMENT switch up some of the things, write new stuff, changing old These youth outcomes were: school work habits, program attendance, was included in the analysis. Results showed that a greater number of weeks of attendance had a stuff… just continually try to grow and develop and keep trying school performance, mathematics, English, science of regression analyses showed a significant positive relation significant relationship with one of the outcomes: Negative to keep it fresh so the kids like it. between program attendance and four of the eight outcomes. Behavior. For students who attended 21 or more weeks at the Our observations and interviews revealed that efficacy, planning for the future, optimism about TWLC, negative behaviors were greatly reduced. For students the TWLC directors and learning facilitators the future and reductions in negative behaviors. who attended between 7 and 20.5 weeks, there was a slight Out of this process of curricular innovation, new 7th-8th grade There was a significant positive relationship between the flexibly and creatively addressed challenges that classes in Animal Science, Entomology, Environmental Integrity, Surveys to measure these outcomes were based number of days attended and the change scores for the reduction in negative behaviors; for students who attended less emerged in year One, the first year of the Center’s and the Power of Chemistry were developed, as well as a on questionnaires previously validated in national following three outcomes: School Work Habits; School than 7 weeks, there was no change in negative behaviors. The general course for 7th-12th graders in veterinary Medicine. research on after school program outcomes. Performance; and Science Efficacy. The greatest amount of results suggest that the duration of a student’s attendance—the operations. Through a continuous program upper level science courses were developed in Marine Biology, positive change was in Science Efficacy (i.e., interest and total amount of time they are simply affiliated with the TWLC— improvement management approach, the TWLC can have a positive effect on reducing negative behaviors, if the as well as Biotechnology/Genetics and How the Body Works, sense of efficacy about learning science), indicating success was able to better integrate developmental geared at older students interested in health care and medical by the TWLC in reaching one of its principal goals. The positive student remains an active member for at least 21 weeks. All new After School Program students were given a consent assets into the year Two program, revise the science careers. The Communications curriculum was also effects on work habits and school performance also indicated form and parent survey at orientation presentations during curriculum to better meet student needs, and enhanced, through a separation into an Intro to Communications the first week of the Fall 2007 and Winter 2008 sessions. success by the TWLC in reaching other important goals. The enhance staff development through improved course for all grade levels (7th to 12th), based in part on tutorials positive relationship between attendance and these three Two hundred and fifty students returned consent forms, parent and in part on a collaborative project, and an Advanced outcome measures can be seen by comparing changes in guidance and peer mentoring. demographic surveys, and completed the pre-participation Communication class based completely on students’ each of these three areas for low-attending (less than 10 days), survey. Of those 250 students, 193 also completed the collaborative multimedia production. medium-attending (10 to 29 days) and higher-attending (more For example, over-use of computer tutorial modules in year post-participation survey at the end of the school year. These than 30 days) students. As shown in the Figure A, students One led to disengagement of some students, especially at the students comprised the Outcomes Study sample. Analysis of who attended the Center less than 10 days showed declines in 7 high school level. In year Two, tutorial modules that had proved variance (ANOvA) procedures indicated that the Outcomes 8 performance over the school year. Self-reports of students who effective were used again, but the less effective ones were Study sample did not differ significantly from the general attended the Center for 10 to 29 days stayed roughly the same, jettisoned, replaced by interactive learning activities geared to population of TWLC students in gender, ethnicity or grade level. whereas students who attended the Center for more than 30 diverse age levels. As a Science Instructor explained to us, days showed gains. -0 .0 2 18.8 19.3 17.2 209 573 55.7 558 43.5 44.2 9.4 35.8 460 -0 .1 2 41.7 31.4 30.9 39.1 364 34 -0 .1 6 25.1 30.7 19 19% 28.6 17.8 17.3 -0 .2 1 14.1 13.2 16% 15% 12% 12% 17.2 209 11% 6.8 13 12 11.5 8.9 6.8 47. 9 FIGuRE A: FIGuRE B: FIGuRE C: FIGuRE D: FIGuRE E: FIGuRE F: CH A NGES I N SCORES, By TOTAL DAyS OF ATTE NDANCE C H A NGE S I N S C OR E S, By TOTA L WE E k S P E R C E I v E D B E N E F I T S : S C H O O L WO R k H AB I T S AN D AC H I E v E M E N T S T u D E N T v I E W S: SOCIA L EF F ICACy A ND NEGAT IvE B EHAvIOR ST uDENT vIEW S: COLLEGE A ND CA REER ST uDENT vIEW S: OPT IMISM A BOuT T HE F uT uRE 28. 1 SCHOOL WORk HABITS SCIENCE EFFICACy SCHOOL PERFORMANCE NEGATIvE BEHAvIOR % NOT AT ALL TRuE % A LITTLE TRuE % SOMEWHAT TRuE % REALLy TRuE % NOT AT ALL TRuE % A LITTLE TRuE % SOMEWHAT TRuE % REALLy TRuE % NOT AT ALL TRuE % A LITTLE TRuE % SOMEWHAT TRuE % REALLy TRuE % NOT AT ALL TRuE % A LITTLE TRuE % SOMEWHAT TRuE % REALLy TRuE 13 0.1 8 57% 58% 55.7 0.0 9 47. 9 0 43.5 44.2 40.6 41.7 39.1 35.8 35.4 35.9 34 0 31.4 30.9 30.7 -0.0 2 -0 .0 3 28.6 28. 1 25.1 23.4 19 19% 18.8 19.3 17.8 17.3 17.2 17.2 14.1 13.2 16% 15% 12% 12% 13 11.5 558 12 13 - 0. 12 1 1% 9.4 8.9 10. 9 6.8 6.8 460 - 0. 16 0 -0 .1 3 364 - 0. 21 209 -0. 12 ATTENDED 1 - 9 DAyS ATTENDED 10 - 29 DAyS ATTENDED 30+ DAyS ATTENDED ATTENDED ATTENDED THE TWLC HAS HELPED ME THE TWLC HAS HELPED THE TWLC HAS HELPED ME THE TWLC HAS HELPED ME THE TWLC HAS HELPED ME THE TWLC HAS HELPED ME THE TWLC HAS HELPED THE TWLC HAS HELPED THE TWLC HAS MADE ME OPTIMISTIC ABOuT THE FuTuRE (N=35) (N=118) (N=40) 1 - 6.5 WEEkS 7 - 20.5 WEEkS 21+ WEEkS IMPROvE My GRADES ME STuDy BETTER WORk BETTER AT SCHOOL STAy OuT OF TROuBLE GET ALONG WITH OTHERS THINk ABOuT CAREER OPTIONS ME PLAN FOR A CAREER ME PLAN FOR COLLEGE -0. 16 -0. 21 47. 9 In addition to examining changes in student reports across A strong majority of students also said that attending the TWLC Finally, large numbers of students reported that attending the asked the school year, we also 40.6 students directly about their helped them to stay out of trouble and get along with others. TWLC helped them think about career options, plan for their 35.4 35.9 28. 1 perceptions about how the Center had affected their lives. career, plan for college and be optimistic about their futures. 0 Considerable majorities of students reported that the TWLC 18.8 23.4 19.3 55.7 13 17.2 10. 9 helped to improve their grades (with 62.3% indicating that 558 9 9.4 41.7 10 -0.03 was “really true” or “somewhat true”), study better (with 68.6% 460 39.1 34 0. 18 of students indicating that was “really true” or “somewhat true”), 364 28.6 30.7 and work better at school (with 80.2% of students indicating 17.2 0 0. 09 that was “really true” or “somewhat true”). 209 8.9 13 11.5 12 -0.13 6.8 -0. 03 0 -0. 02 -0. 12 -0. 16 -0. 21 In addition to the large number of students that we interviewed about particular LEARNING LIFE SkILLS AND Linda’s mother, Maria, left Mexico as a young woman when her children like [my younger daughter]. She told me how when she parents died. Shortly after immigrating she found herself a single went inside she immediately felt good and that they showed her aspects of the TWLC program, in year Two of the study we selected 25 students FINDING ROLE MODELS mother with the arrival of Linda, her eldest child. Maria then had to use the computer. I think the teachers help them a lot. It is for more in-depth examination. Linda is an 11th grader who started attending Case study students were reflective of youth who attended the After School the TWLC in Spring 2007. She comes from “IT MAkES ME A BETTER PERSON. I LEARN CONFIDENCE, Program. The purpose of examining these students was to learn, in more detail, a very challenged home environment, where SELF-RESPECT. I LEARN HOW TO BE A LEADER. BEING HERE, IT HELPS the kind of impact that engaged involvement in the TWLC had on student lives. she lives with her mother and stepfather and ME By ACTuALLy GETTING BETTER GRADES BECAuSE IT’LL MAkE ME her four siblings—for a total of two adults and Each of these 25 students shared their thoughts about their experiences at the GAIN MORE CONFIDENCE IN WHAT I WANT TO BE.” five children—in a single rented room. She TWLC, and its impact on their lives, in one or more lengthy interviews. A total was motivated to come to the TWLC because of 13 parents from these families also had in-depth interviews. Many of the she had heard “it looks good on your college two sons with her first husband and eventually met her second a good school.” Maria further hopes for her children to be good case study students also shared examples with us of their creative products resume.” Since her parents never went to husband with whom she now lives and has had two more citizens and believes that the Center can help them on this path: they developed at the TWLC. Finally, we examined these students’ attendance college, she emphatically states, “That’s why children, both with developmental issues. Neither Maria nor her records and survey responses, as well as the survey responses of their parents, husband have stable employment and they live very precariously I want them to do everything they have to offer. I don’t want I wanna go to college. I want to be someone from day to day. Linda’s mother recognizes how the program has my children to be lazy or to do any harm to anyone, even more for additional data about their TWLC participation. to them. I want them to be proud of me. enhanced her daughter’s chances in life enormously, particularly so now that they are citizens of the united States. In some So if I do something, it’ll make my parents given the limited resources that her family has to offer. The places they say that the uS is no good for one thing or another. The case study findings are consistent with the implementation findings TWLC, she says, is “helping her with her homework. I see her now happy.” For Linda, the TWLC signifies a place No, the deal is that the uS has good projects for all people and presented, but provide a more detailed view of the impact of TWLC participation being more responsible, she is different, she is trying to improve it is being proven. I have proven this with my children. I never to realize that dream. Recently she was even on youth’s lives. We learned from the case studies that many of the TWLC herself, she is thinking.” Before, Maria was concerned imagined that this country would be so great. Congratulations. hired to help at the front desk, providing participants come from extremely challenging backgrounds, and that the as her daughter had begun to hang out with the wrong crowd Congratulations to Tiger Woods! – (INTERvIEW, JANuARy 2008) her with work experience and much needed in junior high and was not on a good path. programs, instruction, resources and mentorship at the TWLC has had a deep financial support. When offered the position Recognizing how she has developed a keener sense of her own 11 effect on their lives and opportunities. This positive impact is seen, for example, 12 she remarked, “I want to cry.” She can now be Maria explains that she wants her daughter to achieve all that future potential as a result of her participation at the Center, in the story of Linda. she was unable to achieve. She had dreamed of being a nurse seen answering phones and doing paperwork Linda reflects, “It makes me a better person. I learn confidence, when she was in Mexico, but had to leave school and learn to self-respect. I learn how to be a leader. Being here, it helps me two afternoons a week and in the Spring sew and work as a seamstress to help support her aging parents. by actually getting better grades because it’ll make me gain 2008 session she was attending a business Now she tells her daughter, “Mija, I am going to support you in more confidence in what I want to be.” entrepreneurial class. everything. I think this Center is perfect for young people and for Although her attitude toward school has improved since In its first two years of operation, the TWLC A quantitative outcomes study found that attending the TWLC, Linda prefers the TWLC to school. “It’s a fun achieved dramatic growth in its program the positive effects achieved in many areas place to be. I think it’s better than high school. In school, you offerings and impressive success in the were related directly to the amount of student don’t get to learn about communication. And they don’t explain things at your pace.” Still she plans to keep on going to school recruitment of junior high and high school attendance at the Center. Significant relationships to “at least graduate and become a somebody.” students. The TWLC administration and staff between amount of attendance and changes in demonstrated great versatility in creating and self-reports were found in three specific areas— Linda likes doing art projects in the Computer Clubhouse and revising course offerings, continually adapting School Work Habits, School Performance and learning to use the cameras they have available. As a result she to the needs and interests of its diverse student Science Efficacy. Students’ ratings of program proudly announces, “I’m not afraid of the camera that much.” population. Positive effects on students’ benefits echoed these improvements as well as She also appreciates the homework assistance provided academic and career goals, relationships with perceived benefits in other areas. saying that at the TWLC you get “math, history, everything peers and adults, and optimism about future you need help in.” success in life were consistently revealed in interviews, surveys and observations. Case Even though she claims not to be “a technology fanatic,” studies of low-income and immigrant youth Linda recognizes the benefits of the exposure to technology she attending the TWLC indicated that many has (especially since she does not have a computer at home). She emphatically argues, “What happens if I end up being a experienced profound growth in their self- secretary or a counselor? I’m gonna need to know how to use confidence, motivation to achieve and knowledge a computer or any technology. I feel a little more confident of career paths through their participation at the because at least I know Adobe PageMaker, I kinda feel Tiger Woods Learning Center. confident.” She acquired these basic computer skills in Pathways. In Communications she has learned how to use a video camera 13 and “the different types of camera angles.” 14 Furthermore, she argues that coming to the TWLC has brought her into contact with a new group of peer and adult role models: “knowing the right people I’m looking up to.” 1 2 1 I NNOvATI ON DR I v E , S u I TE 1 5 0 I Rv I NE , C A 9 2 6 1 7 PH : 9 4 9 .7 2 5 .3 0 0 3 FA X : 9 4 9 .7 2 5 .3 0 0 2 WE B: TI GE RWOODS FOuN DAT I O N . O R G FOR qu E S TI ONS, PL E A S E C ONTAC T u S AT 94 9 .72 5 .30 0 3
"TIGER WOODS LEARNING CENTER EvALuATION STuDy"