IGNITE After School and Summer Programs 2024-2025 Evaluation Report_RU Camden

Annual Evaluation Report For

The Rutgers Camden Schools Partnership’s

IGNITE After School and Summer Programs 2024-2025

Prepared by Liesa Stamm, Ph.D. Evaluation, Research and Planning Consulting

October 2025

TABLE OF CONTENTS

Overview of the Evaluation of the 2024-2025 IGNITE Programs

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Key Evaluation Findings of the 2024-2025 IGNITE Programs

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1) Student Enrollment and Retention

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2) IGNITE Program Staffing

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3) Staff Professional Development

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4) Promoting Family Involvement

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5) IGNITE Program Activities and Learning Experiences

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 The Ignite After School Program Offerings

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• Staff Assessments of the After School Program

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•

Students’ Assessments of the After School Program

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•

Students’ Ratings of Academic Support and Enrichment

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• Students’ Ratings of Recreational and Creative Activities • Students Ratings on Youth Development

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 IGNITE Summer Program Activities

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Appendix A: Evaluation Methodologies

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Appendix B: After School Program Staffing

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Appendix C: Staff Responses to the Evaluation Survey

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Appendix D: Professional Development for IGNITE Staff

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Appendix E: Programs and Events for Families

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Appendix F: Students’ Ratings of the IGNITE After School Program

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Annual Evaluation of the 2024-2025 IGNITE Program

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OVERVIEW of the EVALUATION of the 2024-2025 IGNITE PROGRAM In September 2024 the Rutgers Camden Schools Partnership initiated implementation of the third year of the IGNITE After School and Summer Programs for Camden children under the current five-year 21st CCLC grant from the New Jersey Department of Education. This 21st CCLC grant is the third five-year grant awarded to the Rutgers Camden Schools Partnership, a continued recognition of the effectiveness of the IGNITE Out of School-Time programs in supporting academic enhancement and youth development for Camden’s children.

The 2024-2025 IGNITE After School Program began operations on September 30, 2024 at the Program’s two school sites: Cooper’s Poynt and Dudley. At each of the school sites, the Program is provided for students in grades 3 through 8, although the numbers of students at each grade level varies by site.

Evaluation of the IGNITE After School and Summer Programs is an integral component of the IGNITE Program’s operations and was initiated in conjunction with the 2024-2025 IGNITE Program year. A primary purpose of the evaluation is to assess the effectiveness of the IGNITE Program in achieving the NJDOE mandated Goals and Objectives for the 21st CCLC programs that it funds. Additionally, the evaluation is designed to identify areas of Program strength for supporting student learning and academic enrichment; promoting Youth Development; and providing a range of activities that engage students in learning that are at the same time appropriate for Out of School Time programming. A further function of the evaluation is to recommend ways in which the Program can be adjusted and improved to better achieve its goals.

The methodologies utilized for the evaluating the 2024-2025 IGNITE After School and Summer Programs is detailed in Appendix A.

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Key Evaluation Findings of the 2024-2025 IGNITE Programs As detailed in Appendix A, a range of measures and methodologies were used in evaluating the 2024-2025 IGNITE Programs. Of particular importance is measuring the degree to which the After School Program achieved the New Jersey Department of Education’s Goals and Objectives for awarding 21st CCLC grants. The following 2024-2025 Annual Evaluation Report emphasizes these key measures.

The Staff Evaluation Survey instrument represents one of the chief methodologies for evaluating the IGNITE After School Program. The IGNITE Program staff, including Site Coordinators, Teachers and Facilitators, and Rutgers student Ambassadors, are directly responsible for providing the IGNITE After School Program to students enrolled at each of the IGNITE Program sites. For this reason, the assessments of the IGNITE staff about their experiences in working in the After School Program provide important data for evaluating the IGNITE Program. Of particular importance for evaluation of the IGNITE Program, the staff analyses of major components of the Program provide the basis for identifying Program strengths and areas in need of improvement.

To obtain their assessments of their experience working in the IGNITE Program, the staff were asked to respond to the Evaluation Survey on which they rated their experiences with a range of IGNITE Program components, structures and functions. The Staff responses to the Evaluation Survey are detailed in Appendix C. As the targeted beneficiaries of the IGNITE Program, the students’ experiences while participating in the Program’s activities are critical for assessing its effectiveness at achieving its learning and youth development goals and objectives. The students’ assessments also provide data for making Program adjustments and improvements. Post-Program Evaluation Surveys administered to students represent one of the primary methodologies for assessing the impact of the IGNITE Program on student learning and youth development. The students’ ratings of their experiences in the After School Program are detailed in Appendix F.

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1) Student Enrollment and Retention The 2024-2025 student enrollment in the IGNITE After School and Summer Program is summarized in Table 1. In addition to measuring the total student enrollments in the After School Program, the evaluation focuses on measuring the level of student retention in the Program in relation to the 21st CCLC standard of a minimum of 90 hours per year or 30 days at three hours per day. This measure is important because in awarding grant funding for the Program, NJDOE sets a target Level of Service (LOS) for the minimum number of students participating 30 days or more in the IGNITE After School Program.

For the grant period starting in September 2024, the NJDOE Level of Service (LOS) established for the IGNITE was 201 students participating 30 days or more in the After School Program.

The student enrollment data detailed in Table 1. demonstrate that the IGNITE After School Program not only met but exceeded the NJDOE determined level of student retention in the Program for 30 days or more.

Significantly, this is the third year in a row that IGNITE has achieved the NJDOE designated LOS. The Project Director is commended for this accomplishment after the Program’s history in past years of not achieving the LOS. Table 1. Student Enrollment in the 2024-2025 IGNITE After School and Summer Programs After School Site

Total enrolled

Participating 30 days+

Copper’s Poynt

117

75

Dudley

154

129

After School TOTALS

283

204

SUMMER PROGRAM

53

26 students at 27 days or more

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2) IGNITE Program Staffing Engaging appropriately qualified staff to provide the range of the IGNITE Program’s student activities and experiences is essential for ensuring Program quality, student retention, and outcomes for students. It is also important to employ a sufficient number of staff to maintain an adequate staff to student ratio. Unlike many previous years of the IGNITE Program, the Project Director did not face major challenges in appointing qualified Program staff. Most of the staff providing the 2024-2025 IGNITE After School Program have worked in the Program in previous years which has strengthened Program delivery. In addition, the level of staffing achieved at the two After School Program sites was appropriate for providing the requisite staff to student ratio of approximately 1:15.

During the 2024-2025 IGNITE After School Program the Project Director successfully appointed an adequate number of appropriately qualified staff at each IGNITE Program site. Information on the level and range of staffing is detailed in Appendix B. To provide greater oversight and administrative support for the IGNITE After School Program, the Project Director established a new position of Co-Site Coordinator. The Co-Site Coordinators work with the Site Coordinator at each Program site to better ensure appropriate program implementation.

Program staffing was further augmented through utilization of the institutional resources of Rutgers Camden which administers the IGNITE Program. The staffing resources provided by Rutgers contribute to and expand the offerings of the IGNITE After School Program, as well as serving as a cost saving measure.

Further evidence of the Project Director’s success in appointing an adequate level of appropriately qualified staff is provided through IGNITE staff responses to the Staff Evaluation Survey. To obtain insight on the potential impact of the level of staffing on staff ability to support students in the IGNITE Program, on the Evaluation Survey staff were asked to assess whether currently there are enough staff at their site to provide a range of activities appropriate for students at each grade level. A majority of staff at both Program sites indicated that there was an appropriate level of staffing at their site.

Additionally, staff at both sites specified that they had the appropriate level of knowledge and experience for providing learning activities to IGNITE students. Staff were also asked to assess the effectiveness of the support that they receive from the Site Coordinators for their work with students. Staff at both sites gave high ratings on this measure. Staff further indicated that the Site Coordinators regularly assessed the program’s effectiveness and made appropriate adjustments for program improvement. This is an important finding since regular assessment of Annual Evaluation of the 2024-2025 IGNITE Program

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Program effectiveness and implementing measures for Program improvement is a hallmark of good program management. Staff also corroborated the effectiveness of their communications with each other for providing the Program’s activities, including the IGNITE GroupMe, and cited the value of the staff debriefing meetings for problem solving and making Program adjustments.

Partnering with community organizations to support and enhance the IGNITE After School Program, as well as utilizing the Rutgers and student resources further expands the expertise of staff for providing Program activities. The incorporation of Community Partners and Rutgers Resources into the IGNITE After School Program responds to the NJDOE Mandated Objective to “establish and maintain partnerships and collaborative relationships with … the community to enhance students’ access to a variety of learning opportunities.” The Community Partners and Rutgers Resources that contributed to the 2024-2025 IGNITE Programs are detailed in Appendix B. The Project Director is commended for successfully appointing an adequate number of appropriately qualified staff at each Program site. She is further commended for drawing on the institutional resources of Rutgers Camden which administers the IGNITE Program to contribute to and expand the offerings of the IGNITE After School Program.

The following areas of IGNITE Program staffing were also highlighted by staff for improvement.  School Principal. Support for the IGNITE After School Program from the Principal and other school leadership at the school sites at which the IGNITE Program is held is important for effective use of school resources. The mandated objectives for 21st CCLC grant funded programs, requires, among other things that: “The grantee will establish and maintain partnerships and collaborative relationships with schools” among other community partnerships. Staff ratings at both of the IGNITE After School sites have consistently indicated that support from the school principal is low.  Staff Support for Each Other. Staff responses on the Evaluation Survey indicate a need to improve the level at which staff support for each other in providing the Program activities and engaging students in the IGNITE Program. This finding differs from staff responses on this evaluation measure in previous years.

In future Program planning, it is recommended that the Project Director work on mechanisms for improving these Program components.

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3) Staff Professional Development One of the State’s Mandated Objectives for the 21st CCLC programs it funds is to adopt practices to support the orientation, training, and development of afterschool staff in the adoption and use of intentional strategies and research-based practices to ensure program quality.

To address this requirement, the IGNITE Management Team scheduled a series of Professional Development trainings and planning sessions during the 2024-2025 program year to orient staff to the expectations of the IGNITE Program for supporting student learning and social emotional development. Additional training sessions were provided periodically for staff to enhance their skills at working with the IGNITE students, as well as to support coordination among staff and to engage them in problem-solving for Program improvement. The IGNITE staff supporting the 2025 Summer Program received a number of orientation sessions and trainings for implementing the Children Defense Fund’s Freedom School model, which was utilized during the Summer Program. The Professional Development sessions provided to IGNITE Staff during the 20242025 Program year are detailed in Appendix D. In addition to arranging a series of Professional Development trainings and sessions for IGNITE staff, the Project Director regularly participated in a range of professional trainings, meetings and conferences designed to support and broaden her knowledge and skills for designing, planning and supporting the ongoing IGNITE After School and Summer Programs and Program staff.

As previously indicated, IGNITE staff assessments of various components of the IGNITE Program represent one of the primary measures for evaluating the IGNITE After School Program. Staff ratings on the Staff Evaluation Survey instrument included assessing the relevance of the IGNITE Professional Development trainings and sessions for supporting their work with students in the Program. These assessments are detailed in Appendix C. Staff ratings of the Professional Development provided during the 2024-2025 IGNITE Program year offer strong evidence that the State Mandated Objective in this area was met.

A majority of staff rated highly the relevance of the IGNITE Professional Development sessions for supporting their instruction and engagement with IGNITE students. The staff also indicated that additional professional development in specific areas would enhance their work in the IGNITE Program. These included techniques for positive discipline; working more effectively Annual Evaluation of the 2024-2025 IGNITE Program

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with special needs students; better understanding of the specific needs of Camden children; and communication assistance with bilingual students and families.

4) Promoting Family Involvement One of the NJDOE goals for 21st CCLC programs is: To implement activities that promote parental involvement with their children’s education. The NJDOE objectives for achieving this goal include: • Parents participating in grant-funded activities will increase their involvement in the education of children under their care.

• Grantees will adopt intentional strategies to communicate to parents and adult family members about program goals and objectives, activities, and their child’s experience in the program.

Programs and Events for Families. The Program Director recognized that maintaining strong connections with families is important for ensuring the success of students’ participation in the IGNITE After School Program. To achieve the NJDOE goal and objectives for families, the IGNITE Management Team provided a number of special activities and events for families to participate with their children. The programs and events for involving the families of IGNITE students during the 2024-2025 year are detailed in Appendix E. The Program Director is commended for including engagement with families as a key component of the IGNITE Program. The range of activities and events provided to families during the IGNITE After School and Summer Programs were well-designed to encourage family interactions with their children that were fun as well as educational.

Communication with Families is also an important part of the IGNITE Program’s initiatives to promote family involvement with their children who participate in the After School Program.

IGNITE staff try to make weekly check-in calls with families to update them on their children’s attendance in the Program and to inform families about the special events planned for families that focus on interacting with their children. While regular check-in calls with families by IGNITE staff is an important Program goal, staff responses on the Staff Evaluation Survey suggest that this is an area for Program improvement (See Appendix C).

These data support the continued need to develop and implement better mechanisms for communicating with families about their children who participate in the IGNITE Program.

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5) IGNITE Program Activities and Learning Experiences.

The primary goal of the IGNITE Program as mandated by NJDOE funding is: To provide highquality educational and enrichment programs that will enable students to improve academic achievement and promote positive behavior and appropriate social interaction with peers and adults.

Among the NJDOE mandated objectives for achieving this goal is: to adopt intentional strategies and research-based practices designed to support student skill building and mastery, both academically and from a youth development perspective.

To accomplish the NJDOE goal and objectives, the IGNITE After School and Summer Programs provide a weekly schedule of activities with a variety of structured learning experiences to enhance students’ knowledge with a particular focus on improving students’ math, reading comprehension and writing skills. In addition, the IGNITE Program activities are designed to support students’ social and emotional development with an emphasis on team building and respect for others.

As an Out of School Time program, the IGNITE activities are planned to be fun while students are learning at the same time, and not to be repetitious of their in-school curriculum. In this spirit, the Program offers students a range of co-curricular choices that assist them to explore their areas of interest and to build skills in these areas. Many of these co-curricular activities are provided by the Program’s Community Partners.  THE IGNITE AFTER SCHOOL PROGRAM OFFERINGS vary by Program site based on the number of students participating in the Program, their grade levels, and the availability Program staff. The range of Program activities that are detailed in Table 2. include: • Academic Support and Enrichment Activities. Reflecting the Program’s emphasis on student enrichment and academic enhancement, the IGNITE Program provides a range of learning experiences for students in math and literacy (reading and writing), as well as science. Homework assistance is an integral part of the IGNITE After School Program and is provided to students daily at the beginning of the program. Reflecting the specific needs of students, the IGNITE After School Program also provides students with academic remediation sessions, as needed.

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•

•

Recreational and Creative Activities. As an Out of School Time Program, IGNITE provides activities for recreation in sports and physical fitness, as well as creative experiences.

Youth Development. The IGNITE Program promotes students’ engagement in school and their commitment to fulfilling their required school assignments. The Program’s learning activities emphasis students working collaboratively with each other and learning through these collaborations, as well as building positive relationships with others

Table 2. IGNITE After School Program Activities and Learning Experiences: 2024-2025 Academic Support and Enrichment Activities.

Homework Assistance and Remediation Center for Aquatic Sciences Presentations

Recreational and Creative Activities

Youth Development

Basketball

Woke Wednesdays

YMCA: soccer, volleyball, bike riding

Harambee

Magnetic Reading

Physical Fitness

Team Building

Media Explorers

Photography

Holiday Showcase

iReady

Cooking

Family Fun Fridays

Field Trips

Visual Arts and Performing Arts

Generation Citizen

Chess Club

End of Year Showcase at Rutgers Camden

Inter-After School Volleyball Games (Dudley_ The primary methodologies used for evaluating the extent to which the IGNITE After School Program achieved the state mandated goals and objectives included the assessments of IGNITE Program staff and those of the students in the After School Program. Data for these evaluation measures were obtained through the Staff Evaluation Survey instrument and the After School Student Evaluation Survey.

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 STAFF ASSESSMENTS OF THE AFTER SCHOOL PROGRAM Reflecting the critical role of Program staff in ensuring the effectiveness of the IGNITE After School Program at achieving its goals for enhancing students’ academic achievement, a number of Evaluation Survey questions were specifically designed to gain insight into which features of the Program achieve its goals and what changes or improvements would strengthen the Program.

As previously indicated the staff assessments of the IGNITE After School Program are detailed in Appendix C. On the Staff Evaluation Survey, the IGNITE staff were asked to rate their experiences with providing a range of IGNITE Program activities and learning experiences. Staff responses were predominantly very positive on the Survey questions measuring the effectiveness of the IGNITE learning activities for promoting student achievement. These responses included positive assessments of the design of the learning activities for each student’s grade level and an appropriate range of activities to engage students in learning.

Overall, staff rated highly the effectiveness of the IGNITE Program’s learning activities for supporting students’ academic achievement. They also rated highly the extent to which IGNITE learning activities are well designed for each student’s grade level and academic preparation. In addition, staff gave high ratings to their level of experience and expertise for providing the Program’s learning activities. Among the highest staff ratings were the importance of the daily homework assistance provided by the Rutgers Ambassadors for enhancing students’ academic achievement.  STUDENTS’ ASSESSMENTS of the IGNITE AFTER SCHOOL PROGRAM As the targeted beneficiaries of the IGNITE Program, the students’ experiences while participating in the Program’s activities are critical for assessing the Program’s effectiveness at achieving its learning and youth development goals and objectives. The students’ assessments also provide data for making Program adjustments and improvements. Post-Program Evaluation Surveys administered to students represent one of the primary methodologies for assessing the impact of the IGNITE Program on student learning and youth development. A Post-Program Evaluation Survey was administered in May 2025 to a sample of the students participating in the IGNITE After School Program during the 2024-2025 year. Because of time constraints, students’ assessments of the IGNITE Summer Program were not obtained. The Summer Program was evaluated through Site Observations and interviews with staff.

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The findings from analyzing the students’ responses on the Post-Program Evaluation Survey of the After School Program are summarized in Appendix F. Students’ Ratings Of Academic Support And Enrichment To evaluate the effectiveness of the IGNITE Program’s activities for enhancing students’ learning, students were asked to rate on the Post-Program Evaluation Survey the extent to which specific IGNITE activities had helped them to improve their learning.

Overall Program Ratings: • A significant percentage of students (78.1%) rated their overall learning during the IGNITE Program at the two highest levels, either a lot (40.6%) or a medium amount (37.5%).

• Almost all students (93%) of the students rated how much they liked the IGNITE After School Program as either a lot (75%) or a medium amount (18%).

Impact of the IGNITE After School Program on School Achievement Enhancing students’ academic achievement is a major goal of the IGNITE Program. To measure the extent to which the Program met this goal, students were asked to rate the degree to which the IGNITE After School Program helped them to do better in school. While students’ ratings varied by discipline as detailed in the following analysis, a majority of students gave the highest ratings on all measures to how much the IGNITE Program helped to improve their school performance.

• 93.8% of students rated highly how much Homework Help with Ambassadors helped them do better with their school work.

• 71.9% of students indicated that the IGNITE Program helped them do better with Math in school.

• 62.6% of students gave the highest ratings to how much Imagine Math helped them do better in school • In contrast, 51.7% of the students who received extra help in math during the IGNITE program rated this as improving their math learning in school • 67.8% of students gave the highest ratings to how much the IGNITE science projects helped them do better in science in school.

• 62.5% of students gave the highest ratings to how much the IGNITE Program helped them do better in reading and writing in school.

• 64.5% of the students who received extra help in reading indicated that it helped them do better in school.

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• •

A somewhat lower percentage of students (59.4%) indicated that the extra help in writing helped them improve in school.

54.% of students indicated the IReady helped them do better in school.

Ratings of Learning in Specific Subjects/Activities during the IGNITE Program • A very high percentage of students (83.3%) gave the highest ratings to how much they liked the Field Trips and 81.3% gave these ratings to how much they learned during the Field Trips.

• A relatively low percentage of students (45.2%) rated their learning about Science during the IGNITE Science activities as either a lot or a medium amount. This contrasts with their much higher rating of how much the IGNITE Science activities helped them do better in school: as previously indicated, 67.8% of students indicated that the IGNITE Science activities helped them do better in school.

• Students’ ratings of their Math learning during IGNITE is similar to their ratings of how much the IGNITE program helped them do better in Math in school:73.3% of students gave their Math learning during IGNITE the highest ratings and 71.9% of students gave these ratings on how much the IGNITE Program helped them do better in school.

• The students’ ratings for how much the IGNITE reading activities helped them improve their reading were the same as for how much the IGNITE activities helped them do better in reading and writing in school: 62.5% of students rated both of these measures at the highest levels.

• In contrast, a somewhat lower percent of students (56.3%) indicated that the IGNITE writing activities helped them improve their writing skills.

• Students who participated in the extra help in math, reading and writing gave relatively similar ratings to how useful they found this extra help: 59.4% gave the extra help in math the highest ratings; 56.2% in reading; and 56.7% in writing • Students also rated their learning through IReady and Imagine Math at similar levels: o 56.3% of students gave the highest ratings to how much they learned using IReady and o 58.1% gave these ratings to their learning from Imagine Math.

In Summary: In aggregate the statistics on student’s Academic Learning during the IGNITE After School Program confirm that the After School Program had a definite impact in supporting students’ learning in the range of academic disciplines provided through the Program. These findings are very significant for assessing the effectiveness of the IGNITE Program in achieving the State Mandated Goal: To provide high-quality educational and enrichment programs that will enable students to improve academic achievement. The

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range of evaluation data demonstrate the extent to which the academic enrichment activities provided through the IGNITE After School Program achieved this important goal Of particular significance are the students’ ratings on the extent to which IGNITE helped them do better in school. On all evaluation measures of school improvement with the exception of extra help in math, writing and IReady, over 60% of students rated the IGNITE Program activities at the highest levels. These ratings ranged between 93.8% for homework assistance to 62.5% in reading and writing.

Students Ratings of Recreational and Creative Activities Reflecting the 21st CCLC objectives as an Out of School Time program, in addition to academic enrichment and support activities, IGNITE provided opportunities for students to engage in recreational and creative activities as part of the regular weekly schedule. To assist with future Program planning, items were included on the Evaluation Survey to document the extent to which students liked these co-curricular activities. The students’ responses to these evaluation measures are summarized in Appendix F. It is recommended that future planning for the IGNITE Program’s recreational and creative activities take these student ratings into consideration. These evaluation findings clearly suggest the priority of planning a range of sports and physical fitness activities as a regular Program component, as well as the possibility of expanding the range of creative options for students.

Student Ratings on Youth Development One of the NJDOE objectives for 21st CCLC programs is that: The grantee will adopt intentional strategies and research-based practices designed to support student skill building and mastery … from a youth development perspective.

The IGNITE Program promotes youth development throughout its program activities to: a) increase students’ engagement in school and their commitment to fulfilling their required school assignments; b) students’ skills at working collaboratively with each other and learning through these collaborations; c) building positive relationships with others; and d) learning to contribute to their community. Measures for evaluating the IGNITE After School Program’s impact in promoting youth development included: • Academic Motivation

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• Collaborative Learning and Positive Relationships • Civic Engagement The students Post Program ratings on sYouth Development are summarized in Appendix F. Students gave very high ratings on all measures of youth development.

Academic Motivation. The measures of students’ academic motivation included how much they like learning new things; how much the IGNITE Program helped them feel better about learning; and how good the help from teachers or family is for doing well in school.

Students’ ratings on the measures of academic motivation were the highest of all measures of youth development: • 78.1% of students gave the highest ratings to how much they like to learn new things; • 74.3% indicated that IGNITE helped them feel better about learning; and •

91.5% rated highly the help that they get from teachers or family for doing well in school.

These data suggest that regardless of their actual school achievement, the students have a high level of motivation for learning. In this context, the students’ ratings of how much the IGNITE Program helped them feel better about learning is particularly significant: These ratings further confirm the IGNITE Program’s effectiveness at achieving its goals for enhancing students’ academic achievement.

Collaborative Learning and Positive Relationships. Promoting collaborative learning and positive relationships with others is a major objective of the IGNITE Program. The IGNITE Program engages students in working with other students on projects and encourages respectful interactions as a way to build positive relationships with others. Students’ assessments of their collaborative leaning in the IGNITE Program and their relationships with others were measured in terms of working with other students on projects; how much they learned about getting along with other students during the IGNITE program; and how much they felt that other students listened to them when they were working together.

Over 75% of students gave the two highest ratings to all measures of collaborative learning and positive relationships.

• 81.3% of students rated at the highest levels how much they liked working with other students doing projects during IGNITE;

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•

75% of students gave high ratings to how much they learned about how to get along with other students during IGNITE. • 78.2% rated at the highest levels how much they feel that other students listened to them while working together during the IGNITE Program.

These findings verify the IGNITE Program’s success in fostering students’ ability and respect for building collaborative relations with other students.

Civic Engagement. Encouraging students participating in the IGNITE After School Program to learn more about and engage in ways to improve the community is a goal of the Rutgers Camden Schools Partnership’s current 21st CCLC grant. The major Civic Engagement activities during the 2024-2025 After School Program included the building cities project; Generation Citizen; and the Black History Program and Projects.

Students were asked to rate their learning from these Civic Engagement activities: • 71% rated very highly their learning from the Black History Program and Projects • •

62.5% rated highly their learning about community through Generation Citizen 58.3% of students who participated in the building city project rated their learning about community through this project at the highest levels.

In Summary: The very positive student ratings on all measures of Youth Development confirm the IGNITE Program’s effectiveness in achieving the state mandated goal on youth development.

 IGNITE SUMMER PROGRAM ACTIVITIES The IGNITE Summer Program was held on the Rutgers Campus for 4th through 8th graders.

During the 2025 summer, the IGNITE Summer Program was able to return to its original 6 week model beginning on June 24th. With the award of a Freedom School grant received by the Rutgers Division of the Division of Diversity, Inclusion and Community Engagement in 2025, the 2025 IGNITE Summer Program fully incorporated the Children’s Defense Fund’s Freedom School model. The Site Coordinators for Summer Program and the Servant Leader Interns received training for implementing the Freedom School model at the Children's Defense Fund Ella Baker Child Policy Training Institute in June and all Sumer Program Staff subsequently were provided with an Orientation and Training for providing the Summer Program.

Evaluation of the IGNITE Summer Program was conducted through site observations and interviews with staff.

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The Summer Program included the following activities and events:  Harambee. Each morning the Program started with a HARAMBEE session for all students to build support for everyone in the IGNITE Summer Program community. It included chants, shout outs, and read-a-louds followed by collaborative discussions about the story. During the Harambee period students are introduced to leaders in the Camden community with diverse backgrounds. All the Harambee activities are designed to promote collaboration with and support for others as the best way for accomplishing anything.  Specific Daily Program Activities were provided for each age group. These combined literacy activities, civic learning and creative arts and included the following: • Children’s Defense Fund Freedom Schools Integrated Reading Curriculum (daily) with 4th-8th graders • 4th & 5th grade Math Remediation • • •





RU Fit (physical fitness and sports programming including flag football, basketball, soccer, races and more) RU Fit Basketball Clinic Dance (students learned African dances and Cotton Club dance routines)

• Creative Arts (Jewelry Making, Photography/Artivism) • RUC Recording Studio (students learned from faculty how to make and record voice narrations for a play) • Girl Scouts (girls learned about etiquette and financial literacy such as budgeting • Boys 2 Men (students learned how to tie a tie, proper seating and utensils to use at the dinner table, in addition to being mentored by other RUC alumni Fields Trips which included families were held at least once a week: • Asbury Park, NJ Statewide CDF Freedom School Beach Day • •

Smithsonian Museum of African American Culture Museum (DC) National Day of Social Action

• •

Corson’s Inlet Ocean City, NJ with Aquatics (students drudged the water with nets) SkyZone Trip

• • •

Fun Plex Trip North Camden Community Center Pool Kayaking at Pyne Poynt Park with Aquatics

• Fishing at Cramer Hill Waterfront Park End of Program Showcase at Rutgers University Camden campus

Evaluation of the IGNITE Summer Program included site observations and interviews with Program staff. Observations of a number of different classroom sessions verified the Program’s Annual Evaluation of the 2024-2025 IGNITE Program

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effectiveness in providing a range of learning opportunities for the students in a context that was instructive as well as fun and interactive. The Program staff demonstrated a clear understanding of how to provide learning that involved students’ responding to and questioning the content as an important approach to learning. The classes utilized media, as appropriate for instruction, as well as involving students in creative activities, including writing. Importantly, the staff maintained appropriate behavioral oversight of students to eliminate class disruptions, something that can occur during Out of Schooltime programs. The Summer Program schedule included a number of field trips including to Washington D.C. and the Jersey shore. Data from students’ responses on the After School Evaluation Survey substantiate the degree to which students appreciate and learn from the IGNITE Program field trips.

• A very high percentage of students (83.3%) gave the highest ratings on the After School Evaluation Survey to how much they liked the Program’s Field Trips and 81.3% gave these ratings to how much they learned during the Field Trips.

During the IGNITE Summer Program the families of students in the Program were invited to participate in the field trips and contributed to oversight of this activity.

The classroom observations and interviews with staff confirmed IGNITE’s effectiveness in promoting student learning and engagement in learning through designing and implementing the Summer Program to incorporate the Children Defense Fund’s Freedom School model, as well as the providing staff training for implementing this model.

Annual Evaluation of the 2024-2025 IGNITE Program

19

APPENDIX A Methodologies for Evaluating the IGNITE Program Purposes of the Evaluation The primary purposes of the evaluation of the IGNITE After School and Summer Programs are: • To assess the effectiveness of the Programs: o In supporting student learning and academic enrichment, particularly in math, and literacy; o In promoting Youth Development through collaborative learning activities, emphasis on respect for others, and encouraging students’ ability to make a difference in themselves, their families and their communities through civic engagement and service learning; and o In providing a range of activities that engage students in learning and are at the same time appropriate for Out of School Time programming.

• To provide regular feedback to the Program Management Team for on-going program adjustments and improvement.

Evaluation Methodologies The following evaluation methodologies were used between September 2024 and April 2025 to assess the IGNITE Program’s progress in meeting its objectives for enhancing student achievement, as well as promoting students’ social/emotional development.

•

Evaluation Survey Instruments. The Program Evaluator developed several Evaluation Survey instruments designed to measure the effectiveness of specific components of the IGNITE After School.

• IGNITE Staff Evaluation Survey. This Survey instrument is designed to obtain feedback on the experiences of the IGNITE Program staff during the day-to day operations of the After School Program in effectively promoting students’ learning and engagement in learning, including the support provided for their work in the Program by the IGNITE Management Team. Staff responses on the Evaluation Survey represent a major source of data for the Formative Evaluation assessing Program Planning and Management. The Staff Evaluation Survey was administered in March 2025.

•

Student Evaluation Surveys. Student learning outcomes and engagement in the IGNITE Program activities are measured through analyses of students’ responses to Post-Program Evaluation Surveys administered at the end of the After School Program.

Annual Evaluation of the 2024-2025 IGNITE Program

20

The Student Evaluation Survey instrument includes items to assess students’ learning and engagement in learning, as well as the extent to which the Program supports their social and emotional development. The Evaluation Survey also compiles information about what Program activities students like and their recommendations for Program changes. The students’ responses on the Post-Program Evaluation Survey provides the major source of data for the Summative Evaluation, assessing the impact of the IGNITE Program for achieving its goals and objectives for enhancing students’ academic achievement and promoting youth development. A Post-Program Evaluation Survey was administered to students participating in the After School Program at the end of the Program year.

•

Site Observations

•

Meetings and Interviews with the IGNITE Project Director and other Staff to regularly monitor and assess project progress and to provide feedback and recommendations for ongoing project adjustments and improvement.

•

Analysis of Program documents to assess program planning and management.

Annual Evaluation of the 2024-2025 IGNITE Program

21

APPENDIX B IGNITE 2024-2025 After School Program Staffing.

Staffing for the IGNITE After School Program during the 2024-2025 Program year included the following: The IGNITE Management Team: • The Project Director, who has overall oversight responsibilities for planning and implementing the IGNITE After School Program.

• The Program Coordinator, who supports the Project Director with day-to-day operations of the IGNITE Program, specifically at the Program’s school sites.

In addition, the Director of Education Partnerships provides oversight of IGNITE Program operations, as well as the operations of several other Rutgers-Camden Division of Diversity, Inclusion and Civic Engagement programs for students in Camden.

Staffing at the IGNITE Program Sites is provided through the following positions: • Site Coordinators. Each of the IGNITE Program Sites has a Site Coordinators who is responsible for oversight of the day-to-day operations of the IGNITE Program at their site.

• Co-Site Coordinators assist the Site Coordinators with Program oversight and administration. Dudley has two Co-Site Coordinators reflecting its greater student enrollment. Coopers Poynt has one Co-Site Coordinator. Co-Site Coordinators represent a new position during the 2024-2025 year designed to provide more administrative support for the IGNITE Program at each Program site.

• Teachers and Facilitators. Teachers and facilitators provide academic enrichment and remediation, co-curricular, and other organized activities for students during the IGNITE After School Program. Certified Teachers are required to teach the Program’s academic enhancement activities. Coopers Poynt has four teachers and three facilitators. Six teachers and three facilitators provide the Program at Dudley.

• Rutgers Students Ambassadors. Rutgers students, primarily undergraduate students, provide major staff support for the IGNITE After School Program activities. The Ambassadors are responsible for facilitating students’ academic enhancement on a daily basis through oversight of homework completion and through assisting the teachers and facilitators in providing a range of learning experiences. Eighteen Rutgers students served as Ambassadors for the Coopers Poynt IGNITE After School Program and twenty-three worked at Dudley.

Annual Evaluation of the 2024-2025 IGNITE Program

22

•

Community Partners. The IGNITE After School Program utilizes the expertise and resources of a range of Community Partners to provide regularly scheduled learning activities and experiences for students during the weekly After School Program. Partnering with community organizations to support and enhance the IGNITE After School Program expands the expertise of staff for providing Program activities and responds to the NJDOE Mandated Objective to “establish and maintain partnerships and collaborative relationships with … the community to enhance students’ access to a variety of learning opportunities.” The Community Partners that contributed to the 2024-2025 IGNITE Programs included:  Community Organizations: o Camden City School District Transportation Department o

Center for Aquatic Sciences

o

Girl Scouts

o

Greater Philadelphia YMCA

o

Erik James Montgomery Foundation

o

School Based Youth Services (CCSD)

• Rutgers Resources: Beginning in 2019 one of the Project Director’s major goals has been to increase the use of Rutgers resources for providing the schedule of weekly IGNITE After School activities, as well as other support for the Program. Rutgers resources provided to the 2024-2025 IGNITE Program include:  Black Law Students Association      

Bonner Civic Scholars Chi Upsilon Sigma National Latin Sorority, Inc Engaged Civic Learning Hill Family Center for College Access Rutgers Accelerate & Renew Academy (RARA) Rutgers Camden Center for the Arts

     

Rutgers Future Scholars Rutgers Camden Honors College Rutgers Physics Department (Dr. Julie Greipenburg) RUPD Stedman Art Gallery (Rutgers Camden) Women in STEM (Rutgers Camden student organization)

Annual Evaluation of the 2024-2025 IGNITE Program

23

APPENDIX C COOPER’S POYNT STAFF RESPONSES TO THE EVALUATION SURVEY Home Work Assistance The IGNITE homework help for students is important for their academic enhancement A longer time period for assisting students with homework would be beneficial for academic achievement I could better support students with homework if I had more Professional Development for teaching math skills I have sufficient teaching skills and experience for assisting students with math I could better support students with their homework if I had more Professional Development training for teaching language learning skills My knowledge of and experience with language learning effectively supports my homework assistance with students

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

42.1%

52.6%

5.3%

0

0

5.3%

36.8%

36.8%

21.1%

0

15.8%

26.3%

52.6%

0

0

15.8%

47.4%

21.5%

15.8%

0

21.15

21.1%

36.8%

21.1%

0

31.6%

42.1%

21.1%

5.3%

0

10.5%

73.7%

15.8%

0

0

10.5%

52.6%

31.6%

5.3%

0

15.8%

52.6%

26.3%

0

5.3%

21.1%

68.4%

10.5%

0

0

52.6%

42.1%

5.3%

0

0

15.8%

10.5%

10.5%

42.1%

21.1%

31.6%

57.9%

10.5%

0

0

IGNITE Learning Activities The IGNITE Program provides learning experiences for effectively enhancing students’ academic achievement The IGNITE learning activities are well designed for each student’s grade level and academic preparation The IGNITE Program provides an appropriate range of activities to engage students in learning I feel supported to modify the Program’s learning activities to better engage students It would be helpful to know if students have special needs My background experiences have not always properly prepared me to interact effectively with students.

Opportunities for community engagement would assist students in understanding the importance of community service

Annual Evaluation of the 2024-2025 IGNITE Program

24

(APPENDIX C continued) Support for Conducting the IGNITE Program The materials and resources provided for supporting the IGNITE Program are adequate to achieve its learning objectives.

Greater resource support would improve the quality of the Program’s offerings and students’ experiences The IGNITE Site Coordinators provide effective support for my work with students in the Program.

There are times that the Site Coordinators could better support my ability to work effectively with IGNITE students The Coopers Poynt IGNITE Site Coordinators regularly assess Program effectiveness and make appropriate adjustments for Program improvement There are enough staff in the Coopers Poynt IGNITE Program to provide a range of activities appropriate for students at each grade level The Coopers Poynt Principal is actively engaged in supporting the IGNITE After School Program There are times that the Coopers Poynt Principal could better support my ability to work effectively with IGNITE students I am able to communicate with families regarding concerns about their children I need more contact information to effectively communicate with families The Program staff communicate effectively with each other for providing Program activities Program staff could support each other better to provide the Program activities and engage students in the Program The IGNITE staff de-briefing meetings at Cooper’s Poynt are effective for problem solving and for assessing and adjusting Program components It would be helpful to have regular, weekly staff de-briefing sessions.

The IGNITE GroupMe is an effective way to communicate with other staff while the Program is in operation.

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

0

57.9%

31.6%

10.5%

0

33.3%

55.6%

11.1%

0

0

31.6%

47.4%

15.8%

5.3%

0

15.8%

21.1%

57.9%

5.3%

0

26.3%

42.1%

21.1%

10.5%

0

15.8%

36.8%

31.6%

15.8%

0

5.3%

5.3%

52.6%

31.6%

5.3%

5.6%

33.3%

38.9%

22.2%

0

0

44.4%

22.2%

27.8%

5.6%

5.6%

22.2%

44.4%

27.8%

0

5.9%

41.2%

35.3%

11.8%

5.9%

27.8%

44.4%

22.2%

5.3%

0

16.7%

55.6%

5.6%

16.7%

5.6%

0

33.3%

38.9%

16.7%

11.1%

42.1%

42.1%

10.5%

0

5.3%

Annual Evaluation of the 2024-2025 IGNITE Program

25

(APPENDIX C continued) Professional Development The IGNITE Professional Development sessions have successfully supported your instruction and engagement of students The IGNITE Professional Development is relevant to your position in the Program Professional Development in techniques for Positive Discipline would enhance my ability to work better with IGNITE students I would benefit from Professional Development for working more effectively with special needs students I would benefit from Professional Development for understanding the specific needs and backgrounds of Camden children I could use more assistance in communicating with bilingual students and families

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

25%

37.5%

31.3%

6.3%

0

17.6%

41.2%

35.3%

5.9%

0

38.9%

27.8%

33.3%

0

0

38.9%

27.8%

33.3%

0

22.2%

33.3%

33.3%

11.1%

0

10.5%

31.6%

36.8%

21.1%

0

Neutral

Disagree

DUDLEY STAFF RESPONSES TO THE EVALUATION SURVEY HOMEWORK ASSISTANCE

Strongly Agree

The IGNITE homework help for students is important for their academic enhancement

73.1%

26.9%

0

0

0

23.1%

38.5%

34.6%

3.8%

0

11.5%

26.9%

34.6%

19.2%

3.8%

34.6%

46.2%

15.4%

0

3.8%

15.4%

30.8%

26.9%

11.5%

11.5%

30.8%

57.7%

11.5%

0

0

A longer time period for assisting students with homework would be beneficial for academic achievement I could better support students with homework if I had more Professional Development for teaching math skills I have sufficient teaching skills and experience for assisting students with math I could better support students with their homework if I had had more Professional Development training for teaching language learning skills My knowledge of and experience with language learning effectively supports my homework assistance with students

Agree

Annual Evaluation of the 2024-2025 IGNITE Program

Strongly Disagree

26

(APPENDIX C continued) IGNITE LEARNING ACTIVITIES The IGNITE Program provides learning experiences for effectively enhancing students’ academic achievement The IGNITE learning activities are well designed for each student’s grade level and academic preparation The IGNITE Program provides an appropriate range of activities to engage students in learning I feel supported to modify the Program’s learning activities to better engage students It would be helpful to know if students have special needs My background experiences have not always properly prepared me to interact effectively with students in IGNITE. Opportunities for community engagement assist students in understanding the importance of community service.

SUPPORT FOR CONDUCTING THE IGNITE PROGRAM The materials and resources provided for supporting the IGNITE Program are adequate to achieve its learning objectives.

Greater resource support would improve the quality of the Program’s offerings and students’ experiences The IGNITE Site Coordinators provide effective support for my work with students in the Program.

There are times that the Site Coordinators could better support my ability to work effectively with IGNITE students.

The Dudley IGNITE Site Coordinators regularly assess Program effectiveness and make appropriate adjustments for Program improvement There are enough staff in the Dudley IGNITE Program to provide a range of activities appropriate for students at each grade level The Dudley Principal is actively engaged in supporting the IGNITE After School Program

7.7%

75.9%

15.4%

0

0

11.5%

61.5%

23.1%

3.8%

0

23.1%

38.5%

26.9%

11.5%

0

23.1%

53.8%

23.1%

0

0

46.2%

46.2%

7.7%

0

0

7.7%

23.1%

15.4%

34.6%

19.2%

36%

44%

16%

4%

0

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

19.2%

42.3%

26.9%

7.7%

3.8%

34.6%

50%

11.5%

0

3.8%

26.9%

57.7%

15.4%

0

0

7.7%

42.3%

23.1%

23.1%

3.8%

11.5%

65.4%

19.2%

3.8%

0

11.5%

57.7%

15.4%

11.5%

3.8%

7.7%

19.2%

50%

15.4%

7.7%

Annual Evaluation of the 2024-2025 IGNITE Program

27

(APPENDIX C continued) SUPPORT FOR CONDUCTING THE IGNITE PROGRAM There are times that the Dudley Principal could better support my ability to work effectively with IGNITE students I am able to communicate with families regarding concerns about their children I need more contact information to effectively communicate with families The Program staff communicate effectively with each other for providing Program activities Program staff could support each other better to provide the Program activities and engage students in the Program The IGNITE staff de-briefing meetings at Dudley are effective for problem solving and for assessing and adjusting Program components It would be helpful to have regular, weekly staff de-briefing sessions The IGNITE GroupMe is an effective way to communicate with other staff while the Program is in operation.

The GroupMe at Dudley is informative for getting notifications of program updates.

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

19.2%

30.8%

38.5%

11.5%

0

11.5%

46.2%

19.2%

19.2%

0

7.7%

34.6%

30.8%

26.9%

0

19.2%

38.5%

42.3%

0

0

7.7%

57.7%

26.9%

7.7%

0

11.5%

46.2%

34.6%

7.7%

0

15.4%

38.5%

15.4%

26.9%

3.8%

61.5%

38.5%

0

0

0

57.7%

38.5%

0

3.8%

0

11.5%

38.5%

38.5%

7.7%

3.8%

8%

56%

28%

8%

0

11.5%

42.2%

34.6%

7.7%

0

19.2%

50%

30.8%

0

0

23.1%

30.8%

30.8%

11.5%

3.8%

34.4%

30.8%

30.8%

0

3.8%

PROFESSIONAL DEVELOPMENT The IGNITE Professional Development sessions have successfully supported your instruction and engagement of students The IGNITE Professional Development is relevant to your position in the Program Professional Development in techniques for Positive Discipline would enhance my ability to work better with IGNITE students Professional Development for working more effectively with special needs students would be beneficial I would benefit from Professional Development for understanding the specific needs and backgrounds of Camden children I could use more assistance in communicating with bilingual students and families

Annual Evaluation of the 2024-2025 IGNITE Program

28

APPENDIX D. 2024-2025 PROFESSIONAL DEVELOPMENT for IGNITE Staff September • Dudley Planning Session with Principal • Site Coordinator Planning Session • Staff Orientation at each site • Virtual Staff Orientation (all staff) • Generation Citizen Teacher Professional Development October • • •

PARS Team Planning Session DICE Student Leader Orientation/Training The Gem Project (Community of Practice) Coaching

November • Community Partner Planning Session (November, December • PARS Team Training • The Gem Project Coaching Session • Active Shooter Training December • Community Partner Planning Session • Staff Training • PARS Team Training • The Gem Project Coaching Session January

•

Children's Defense Fund Ella Baker Child Policy Training Institute for Site Coordinators

February • •

PARS Team Training Education Ambassadors Training: Positive Disciplinary Approaches

March • •

PARS Team Session PARS Team Planning Session

April •

PARS Team Session

May • •

Summer Program Training Informational Children's Defense Fund Freedom Schools NJ Statewide Summer Training

Annual Evaluation of the 2024-2025 IGNITE Program

29

(APPENDIX D continued) June • • • •

Children's Defense Fund Ella Baker Child Policy Training Institute (Site Coordinator and Servant Leader Interns) 2025 Summer Staff Orientation/Training Summer Staff Training/Classroom Set-up (2 sessions) Summer Staff Development Day

Project Director.

In addition to the Professional Development trainings and planning sessions for IGNITE program staff, the Project Direct attended a number of professional development trainings, meetings and conferences designed to support and broaden her knowledge and skills for designing, planning and supporting the ongoing IGNITE After School Programs.

These included: • K-12 Strategic Planning Meetings (September, January, February, May) • TransACT Software Training • NJ OFBI Children's Defense Fund Freedom School Orientation • Food Security OST Informational Session with USDA representatives • Camden Teen Programming Advisory Board (September, February) • CGLR, United Way Worldwide and Ascend 2Gen Series • Afterschool Conversations with NJSACC (October, November, January, February, March) • Coalition of Urban and Metropolitan Universities Conference • NJDOE 21st CCLC Project Directors Meeting (October, January, April ) • Payroll processes training • Closing the Loop: CUMU Debrief and Future Planning • NJ Governor's Office of Volunteerism and How Their Resources Can Assist Out of School Time Programs • Rutgers HR Student Worker Hiring Process and New Student Employee Onboarding • Children's Defense Fund Ella Baker Child Policy Training Institute for Executive Directors and Project Directors (Knoxville, Tennessee) • Grant Writing Workshop event with DHHS, OFBI, and local non-profit partners • Mandatory OFBI training • Children’s Defense Fund Freedom Schools “Preparing for our Scholars” session • NJ Children’s Defense Fund Freedom School Planning Session • NJSACC 2025 Annual Conference on Afterschool and Out-of-School Time • Rutgers University Camden/Tamika Chester TA Session • OOL TA session (NJ Childcare Licensing) • Chancellor’s Lecture on Global Racial Reckoning and Civility • AIR Training: Demystifying the Leading Indicators • 2025 NJ Summer Youth Camp Info Session • NJ Children’s Defense Fund Freedom Schools Statewide Training • NJSACC Conference • Children’s Defense Fund Freedom Schools: “A Summer of Service, A Lifetime Commitment: Engaging Community • NJSACC Summer Camp Mini-Conference • NJ 21st CCLC Data Training (2 sessions) • 2024-2025 Afterschool Conversations

Annual Evaluation of the 2024-2025 IGNITE Program

30

APPENDIX E 2024-2025 Programs and Events to Involve Families September • Back to School Night October • Family Orientation • Lights on Afterschool •

Field Trip to Rutgers Camden for the Black Law Students Association "Safe Halloween Event" December • Winter Showcase • Dudley International Holiday Festival January •

Rutgers Future Scholars Expo Day (all 7th graders and families visit RU - Camden to finish MMER

February/March •

Black History Month showcase/celebration

May • End of year showcase IGNITE Summer Program Families participated in the Summer Program Field Trips, including the following: • Asbury Park, NJ Statewide CDF Freedom School Beach Day • Smithsonian Museum of African American Culture Museum (DC) • •

National Day of Social Action Corson’s Inlet Ocean City, NJ with Aquatics (students drudged the water with nets)

• •

SkyZone Trip Fun Plex Trip

• •

North Camden Community Center Pool Kayaking at Pyne Poynt Park with Aquatics

• •

Fishing at Cramer Hill Waterfront Park Summer Showcase at RU Camden

Annual Evaluation of the 2024-2025 IGNITE Program

31

APPENDIX F STUDENT RATINGS of the IGNITE AFTER SCHOOL PROGRAM Academic Support and Enrichment Topics Overall, how much did you like the IGNITE After School Program?

How much did you learn from the IGNITE After School Program?

How much did you like learning about Science and doing Science projects during IGNITE? How much did you learn about Science during the IGNITE Program?

Did the IGNITE Science projects and in Science in School?

How much did you like learning about Math during IGNITE? How much did you learn about Math during the IGNITE After School Program?

Did the IGNITE Program help you do better in Math in school?

How much did you like the IGNITE reading activities?

How much did the IGNITE reading activities help you improve your reading?

How much did you like the IGNITE writing activities?

How much did the IGNITE writing activities help you improve your writing skills?

Did the IGNITE activities help you do better in reading and writing in school?

How useful was the homework help with Ambassadors?

Did Homework Help with Ambassadors help you do better with school work?

How much did you like working with the Ambassadors during IGNITE? *How useful was the IGNITE extra help in math? *Did the IGNITE extra help in math help you do better in school? **How useful was the IGNITE extra help in reading? **Did the IGNITE extra help in reading help you do better in school? *28.1% students didn’t participate in this activity **15.6% of students didn’t participate in this activity

A Lot

Very Little 3.1%

Not at all

75%

Medium Amount 18%

40.6%

37.5%

18.8%

3.1%

28.1%

25%

12.5%

34.4%

9.7%

35.5%

9.7%

45.2%

35.5%

32.3%

6.5%

25.8%

48.4%

29%

6.5%

16.1%

33.3%

40%

6.7%

20%

50%

21.9%

9.7%

18.6%

18.8%

37.5%

34.4%

9.4%

25%

37.5%

28.1%

9.4%

35.5%

32.5%

12.9%

19.4%

31.3%

25%

25%

18.8%

40.6%

21.9%

15.6%

21.9%

67.7%

16.1%

12.9%

3.2%

43.8%

50%

6.3%

0

64.5%

32.3%

3.2%

0

40.6%

18.8%

12.5%

0

32.3%

19.4%

19.4%

6.5%

40.6%

15.6%

21.9%

6.3%

25.8%

38.7%

6.5%

12.9%

Annual Evaluation of the 2024-2025 IGNITE Program

3.1%

32

(APPENDIX F Continued) Academic Support and Enrichment Topics

A Lot

Medium Amount

Very Little

Not at all

*How useful was the IGNITE extra help in writing? *Did the IGNITE extra help in writing help you do better in school? **How much did you like building your city?

30%

26.7%

6.7%

10%

31.3%

28.1%

9.4%

9.4%

33.3%

16.7%

3%

0

** How much did building your city help you

25%

33.3%

3.1%

6.3%

18.8%

40.6%

12.5%

28.1%

34.4%

28.1%

15.6%

21.9%

50%

28.1%

9.4%

12.5%

51.6%

19.4%

16.1%

12.9%

29%

25.8%

6.5%

6.5%

34.4%

15.6%

9.4%

12.5%

How much did you like the IGNITE Field Trips?

60%

23.3%

13.3%

3.3%

How much did you learn during the IGNITE Field Trips?

How much fun do you have using IReady?

56.3%

25%

3.1%

15.6%

25.8%

19.4%

9.7%

45.2%

How much do you learn using IReady?

37.5%

18.8%

6.3%%

37.5%

Does IReady help you do better in school?

32.3%

22.6%

6.5%

38.7%

How much did you like Imagine Math?

34.4%

28.1%

3.1%

34.4%

How much did you learn from Imagine Math?

25.8%

32.3%

9.7%

32.3%

Does Imagine Math help you do better in school?

31.3%

31.3%

3.1%

34.4%

learn more about community?

How much did you like Generation Citizen (Student elections and student council)?

Did Generation Citizen help you learn more about community?

How much did you like the Black History Program and Projects?

How much did you learn from the Black History Program and Projects? ***How much did you like learning about the Rutgers Future Scholars Program? ***How useful was the support you received about applying for the Rutgers Future Scholars Program?

* 21.9% of students did not participate in this activity ** 34.4% of students did not participate in this activity *** 28.1% of students did not participate in this activity

Annual Evaluation of the 2024-2025 IGNITE Program

33

(APPENDIX F Continued) Recreational and Creative Activities Topics

A Lot

Medium Amount

Very Little

Not at All

How much did you like doing sports and physical fitness activities? *How much did you like the IGNITE cycling activities?? *How much did you like soccer?

69.4%

25%

6.3%

9.4%

37.5%

18.8%

3.1%

3.1%

34.4%

6.3%

15.6%

21.9%

*How much did you like Flag Football?

37.5%

15.6%

9.4%

6.3%

*How much did you like the IGNITE Painting on Canvas activities? *How much did you like Face Painting?

35.5%

19.4%

12.9%

6.5%

35.5%

9.7%

6.5%

6.5%

*How much did you like cooking?

28.1%

15.6%

9.4%

6.3%

*How much did you like dance?

23.7%

21.4%

1.3%

6.6%

*NOTE:

37.5% of students did not do cycling 21.9% of students did not do soccer 25% of students did not do flag football 25.8% of students did not participate in the painting on canvas activities 41.9% of students did not participate in the face painting activities 48.6% of students did not participate in the cooking activities

Measures of Youth Development Very Good/ A Lot

Good/ Medium Amount

How much do you like to keep learning new things?

Did IGNITE help you feel better about learning?

53.1%

25%

12.5%

9.4%

41.9%

32.3%

12.9%

12.9%

How good is the help that you get from teachers or your family for doing well in school?

How much do you like working with other kids doing projects during IGNITE? How much did you learn about how to get along with other kids during IGNITE? How much do you feel that other kids listened to you when you were working together during the IGNITE Program?

54.8%

36.7%

3.2%

3.2%

46.9%

34.4%

9.4%

9.4%

40.6%

34.4%

18.8%

6.3’%

43.8%

34.4%

9.4%

12.5%

Topics

Annual Evaluation of the 2024-2025 IGNITE Program

Somewhat Not Good/Very good/ Little Not at all

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