Homework Center Outcomes
Virginia Walter, vwalter@ucla.edu
Cindy Mediavilla, cmediavi@ucla.edu
Background
In 2000, Virginia Walter and Cindy Mediavilla were awarded an American Library Association research grant to develop models for evaluating the outcomes of public library homework assistance programs. Outcomes are defined here as benefits to the participants in these homework assistance programs. In particular, the project focused on testing instruments that measure the effectiveness of homework programs where teenagers either (1) receive after-school homework assistance or (2) provide homework help to peers or younger students. As a conceptual framework, the investigators used the six outcomes of positive youth development that were synthesized and articulated by the Public Libraries as Partners in Youth Development project, sponsored by the Urban Libraries Council. These outcomes, which help teens transition from childhood to adulthood, are as follows:
- Youth contribute to their community.
- They feel safe in their environment.
- They have meaningful relationships with adults and peers.
- They achieve educational success.
- They develop marketable skills.
- They develop personal and social skills.
Methodology
Two sets of survey instruments were developed: one to measure the effectiveness of programs where teens receive homework assistance, and the other to assess programs where teens provide homework assistance to peers and younger students. The surveys were tested as one-on-one interviews as well as focus group protocols and as written questionnaires. To triangulate the findings, the survey was administered to teens, parents, library staff, and teachers, when possible. Each group gave its perspective on the six outcomes listed above. For instance, teenagers were asked whether they feel they are doing something good for the community when they visit the homework center. Likewise, in a similarly phrased question, library staff were asked whether they feel students are doing something good for the community when they visit the library's homework center.
The investigators looked at two different models of homework center participation. Mediavilla concentrated on outcomes for teens who receive homework assistance in their local public library. She visited homework centers in Fort Wayne, IN, and Castroville, Culver City, and Alhambra, CA. Walter looked at outcomes for teens who work in homework centers as volunteers or paid staff. She visited libraries in Philadelphia, PA, Oakland, CA, Tucson, AZ, and King County, WA.
In addition to testing the project instruments, the researchers also met with staff at each site and discussed the overall operational plan of the library's homework center.
Findings
1. Models for evaluating outcomes of homework center usage.
The investigators concluded that the six outcomes of positive youth development were appropriate outcomes for public library homework centers. They further determined that it was possible to use standard survey instruments to evaluate the outcomes to individual participants in library homework centers. Most effective when used as interview protocols or written questionnaires, the survey instruments developed for this project can also be used in focus group settings. Copies of the survey instruments and directions for using them are provided at the end of this report.
2. Preliminary findings
While the project was only intended to produce models for evaluating outcomes from public library homework center usage, the investigators did analyze the results from their testing of the project instruments. These preliminary findings suggest some possible outcomes for libraries to consider as benchmarks in their own operations. These findings are presented for both populations investigated: students using the services of homework centers and teens providing homework center services.
1. Youth contribute to their community.
Teens using homework center services
Young adults who participate in after-school homework programs at the public library believe that, by improving their study habits and school performance, they are having a positive effect on their community. Parents and homework help providers take an even broader view. They recognize the importance of these students as role models for their peers. “They're setting an example,” one adult homework helper said.
Teens providing homework center services
Whether they are volunteers, students who are fulfilling their school's mandated community service requirement, or paid library employees, teens who provide homework assistance to their peers are grateful for the opportunity to contribute to their communities. Those who have been good students themselves welcome the opportunity to help other students succeed. Teens in low-income and ethnic communities have a keen sense of “giving back.” They perceive that educational achievement of its young people is good for the community as a whole.
2. They feel safe in their environment.
Teens using homework center services
For the most part, teens feel safe studying in the library after school. This feeling of security transcends mere safety from physical danger. They feel comfortable in their surroundings and cared for by library and homework center staff. As students use the homework center over time, trust is created. The students know that they can go to the staff and get advice on life issues as well as receive help with homework assignments.
Teens providing homework center services
Most teens found the public library to be a safe working environment. A few—located in risker inner-city neighborhoods—did not see the library as a particularly safe place. They had ready examples of potentially dangerous incidents that had occurred. However, they were realistic and street-savvy and pointed out that “you're not really safe anywhere.”
3. They have meaningful relationships with adults and peers.
Teens using homework center services
When teens interact with older homework assistance providers, they have an opportunity to see adults in a non-classroom and non-parental role. Many of the young people understand that these adults are actually volunteering their time to help them with their homework. One mother said that it makes her daughter feel important that an engineer is tutoring her in math. The students admire the staff and other people at the library who provide homework assistance. Homework centers often provide space for teens to do group projects and to help each other with their school assignments. This makes homework more fun and allows the students to meet new friends, sometimes from other schools.
Teens providing homework center services
Not all of the teen homework helpers developed meaningful relationships with the adult staff at the library. They were often left to work quite independently. If this is a desired outcome, libraries need to make more of an effort to mentor their teen homework helpers. In places where mentoring relationships were established, the teens found these to be especially rewarding.
4. They achieve educational success.
Teens using homework center services
Teens often tell us that they would have considerable difficulty completing their schoolwork without the services of the homework center. For some, it is a safe, quiet place where settling down to the business of homework is expected behavior. For others, the assistance of homework helpers gets them past the rough spots when they are uncertain about what is required or how to approach an assignment. The computers are another benefit, even in this digital age where many families have home computers. The teens appreciate the more cutting-edge technology that is available at the libraries as well as the assistance in using it. It would be desirable, of course, to have school records that would document actual improvement in school performance. We have not found it practical for public libraries to get student-specific records from school districts. However, students and parents have reported improvement in academic performance that they attribute to consistent use of the library's homework assistance programs.
Teens providing homework center services
Fewer teen homework helpers see that this activity enhances their own educational success. Many of them feel that they had already achieved success in this area, and that is why they are working as homework helpers. Some did say, however, that they had become more aware of library resources as a result of their involvement with the homework center.
5. They develop marketable skills.
Teens using homework center services
Students, parents, teachers, and staff all clearly see the homework center as a place to learn skills that someday will be used in the work place. Kids, in particular, are appreciative of the opportunity to improve their math and computers skills, which they see as highly marketable. One young women said she wanted to become an investor when she grows up; another student said he wanted to go into the Navy and so would need these skills for the entrance exam. Development of marketable skills goes beyond the mere mastery of math problems and computer technology, however. Adults observe that young people learn cooperation, discipline, courtesy, and problem-solving while they are using the services of the homework center. They also learn that they can be active agents in their own development, that they can ask for the help they need. Getting homework help seems to be a big confidence builder.
Teens providing homework center services
Young adults with few employment opportunities in their communities found that the library offered excellent job training skills and a much more desirable work environment than other jobs available to them—fast food restaurants, for example. Teens with higher career expectations were more likely to see their library work or volunteer experience as a resume builder or as a plus on their college application.
6. They develop personal and social skills.
Teens using homework center services
A high standard of behavior is expected in homework centers. Good manners are expected. Patience is rewarded by a turn on the computer or attention from the homework helper. Teamwork is encouraged or just naturally evolves. Communication skills tend to improve as students are required to articulate their homework needs. In some cases, students have reported becoming more fluent in English because the homework helpers don't always speak their native language.
Teens providing homework center services
Almost all of the teen homework helpers find that working with other students and library patrons forces them to develop new interpersonal and social skills. They sometimes had problems at the beginning dealing with peers who needed homework help and, like many adult library workers, found parents to be more difficult than their children on many occasions. What is significant is that they were able to identify these challenges and talk about how they had learned to meet them.
Conclusion
The investigators found that after-school public library homework assistance programs promote positive youth development in a variety of ways. These outcomes can be captured and documented through the implementation of standardized survey instruments and the triangulation of data collected from students, homework helpers, library staff, parents, and teachers.
Survey instruments
There are two sets of instruments attached (PDF file of instruments): survey forms for homework centers where teens receive homework assistance (Appendix A); and survey forms for homework centers where teens provide homework assistance (Appendix B). Each set of surveys contains forms for four groups of people: the teens, either as homework helpers or students; library staff, including non-teen homework helpers; parents; and teachers.
The surveys may be administered: (1) as pencil-and-paper questionnaires, which the participants complete themselves; or (2) as either one-on-one interview questions or focus group protocols, where responses are elicited verbally either individually or in a group setting. If administered as an interview or focus group, then participant responses should be captured by note-taking, where someone—the interviewer or an impartial observer—writes down the answers, or by tape-recording.
Once the surveys have been completed by the various participants, responses can be compared across the groups to find common themes and/or differing opinions. This process, called “triangulation,” helps validate the overall outcomes of the homework program by comparing various perspectives on the same topics.
October 15, 2003
