Joseph and Stevens press on academic outcome measurement and tutoring
Joseph asks specifically about academic improvement measurement, tutoring, and reading levels. Asherall says DYCD does not track academic improvement per se but providers may do their own assessments. Stevens asks why academic outcomes aren't measured given the academic programming offered.
Let's talk about academic outcomes.
When a young person comes to you, how do you measure if they've reached their goals in academic?
Is there tutoring?
Is there support?
Is there homework help?
Are they doing better?
When they came to you, they were reading on a J level.
Have you moved their reading level?
Those are the things that I would like to hear.
Thank you for that clarity.
We don't necessarily...
look at academic improvement per se, but each provider on the ground may have their own assessment to determine whether there's been some form of improvement.
But we don't necessarily look at whether their math scores have improved or their academic reading.
The providers can tell whether or not a young person is no longer, from a youth development perspective, is not a person who's shy, is now more outspoken, is able to do public speaking.
And so that's kind of like where it is, but we don't necessarily measure academic improvement per se.
And, and.
And how come you don't?
Because I think you provide an academic arm to this program, right?
Right, we provide homework help.
We provide STEM activities.
But we don't necessarily measure a young person's improvement.
But we do offer those pieces.
We do offer academic enrichment in our services.
All right.