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<br />PROBLEM STATEMENT <br /> <br />The Leadership Development Strategy at McFadden Education and Technology Center <br /> <br />addresses the risk factors of academic failure, lack of commitment to school, and low <br /> <br />neighborhood attachment by providing activities and services that increase opportunities for <br /> <br />youths to succeed in school, in the community and within the family. <br /> <br />The City of Santa Ana has a population of)4),700 within 27.2 square miles. The Santa Ana <br /> <br />Unified School District (SAUSD) enrollment of 60,)28 is second only to San Francisco in density, <br /> <br />which is evident in the target schoo is, which operate on a year-round cycle to accommodate a <br /> <br />student population that is )0% over what the schools were designed to accommodate. <br /> <br />The following data, which demonstrates the risk factors specific to the target area, is taken from <br /> <br />public archives, including census and school data and crime statistics from Santa Ana P.D. <br /> <br />ACADEMIC FAILURE: The student population averages 94.5% Hispanic, ).2% Asian, 1.25% <br /> <br />Anglo and 1.05% African American (see Table 1). The ethnic breakdown cOITelates to the high <br /> <br />rate of Limited English Proficiency, which averages 8)%, mainly Spanish speaking (see Table 2). <br /> <br />Target area schools scored significantly lower in 2001 than other district and statewide schools on <br /> <br />the Stanford 9, which is part of the State's Standardized Testing and Reporting (STAR). For <br /> <br />example, the average score in reading for grade) was 14 compared to the district average of 20 <br /> <br />and the statewide average of 46. Studies show that students who are not at grade level in reading <br /> <br />by the third grade are at risk for academic failure throughout their school career and often never <br /> <br />catch up. The average scores in reading, math and language for all grades tested, including grades <br /> <br />2 through 8 are similarly far below the district and statewide average (see Tables) and 4). <br /> <br />The Stanford 9 is administered in English and also is evaluated based on subgroups, including <br /> <br />English Learners. When comparing the scores of English Learners with Not-English Learners <br /> <br />who score an average of28 points higher in Reading, )4 points higher in Math and )6 points <br /> <br />I <br />