Impact of Participation
in City Year Philadelphia
School Programs
2005 Research Brief

This Research Brief presents selected findings from the RMC Research evaluation of City Year, based on data collected during the 2004-2005 school year.

Program Overview

The School District of Philadelphia is the seventh largest school district in the nation in terms of enrollment with 80% of its students eligible for free or reduced-price meals.¹ City Year Philadelphia serves students through three main programs: the high school in-school program, the K-8 after-school program, and the Youth Corps program. The program for high school students focuses on helping students acquire a strong ethic of service, verbal and written communication and other academic skills, leadership, and self-efficacy. The program also encourages school completion and students’ desire to pursue postsecondary education. The after-school program focuses on homework completion, motivation to learn, feeling safe, and academic skills. Some of the services that the after-school program offers to its students include one-on-one tutoring, recreational activities, computer training, and organized service-learning activities. The Youth Corps program engages children and youth in service and leadership development, giving them the opportunity to serve together on diverse teams to make a difference in their communities.

The Evaluation

RMC Research conducted an evaluation of the impact of participation in City Year during the 2004-2005 school year in eight Philadelphia schools three of which have been identified as persistently dangerous schools. All students participating in City Year programs were asked to participate, but only those who returned parent permission forms were included in the study. The sample included 48 high school students and 16 K-8 students who were surveyed both in the fall and spring. Twenty-eight Youth Corps students were surveyed at the end of the school year. Ranging from grades 4 to 12, slightly more than a quarter of the students were in grade 9 with grades 6, 7, 10, and 12 representing 12% to 15% each of the students surveyed. Of the students who completed surveys, more than half were African-American, followed by 20% Hispanic/Latino, and 15% Asian students. The schools where students were surveyed had a high percentage of low-income families with poverty rates ranging from 61% to 79% and an average of 66.8%.

Selected Results

Participation in City Year was related to an increase in both direct measures of valuing school and in measures of intention to complete high school and to attend and continue into postsecondary education.

• Over time, high school students increased their scores on how far they would like to go in school, with 34.1% of students wanting to attend graduate school.
• In addition, in the K-8 After-School program, students expressed an increase in their desire to do well in school, and felt they were more confident in their public speaking skills.

In all three programs, City Year students reported an increase in their sense of social responsibility.

• High school students indicated that they were more apt to assume adult responsibilities, that they want to make the world a better place, and that they intend to be a volunteer to help a charity, church, or other community agency when they grow older.
• Youth Corps middle school students believed that doing something about community problems is a job for all young people and that it is important to be informed about local issues. They also expressed the intention of voting in every or almost every election when they turn 18.
• K-8 students improved their ratings on the belief that doing things to help improve America is an important responsibility for everyone.

After participating in the City Year programs, students reported a stronger ethic of service and caring for others.

• High school students reported an increase in their desire to become involved in programs to improve their community and to help people in need.
• Youth Corps middle school students indicated that they would do things to protect the environment and help the needy.
• Youth Corps members in high school reported a strong appreciation for diversity and a belief that helping those in need is a social responsibility.

City Year students developed positive character traits, including efficacy, self-determination, and making positive moral choices.

• Compared to students participating in other Philadelphia character education programs, those in City Year programs reported an increase in their scores on the items I believe that I can choose how my life will be in the future and I believe I am a good person.
• While students participating in other Philadelphia character education programs decreased, those in City Year programs increased scores on their ability to choose between right and wrong.
• Over time, K-8 students were more likely to say that it is important to do the right thing at all times, even when no one is watching.

¹ Source: http://www.philsch.k12.pa.us/aboutus/