ERIC ED356925: A Summary of State Chapter 1 Migrant Education Program Participation and Achievement Information, 1989-90.

406 Pages·1992·8.4 MB·English

by  ERIC

DOCUMENT RESUME
RC 019 100
ED 356 925
Henderson, Allison; And Others
AUTHOR
A Summary of State Chapter 1 Migrant Education
TITLE
Program Participation and Achievement Information,
1989-90.
Westat, Inc., Rockville, MD.
INSTITUTION
Office of Policy and Planning (ED), Washington,
SPONS AGENCY
DC.
PUB DATE
92
CONTRACT
LC89015001
NOTE
482p.
Statistical
Evaluative/Feasibility (142)
PUB TYPE
Reports
Tests/Evaluation Instruments (160)
Data (110)
MF02/PC20 Plus Postage.
EDRS PRICE
*Academic Achievement; Compensatory Education;
DESCRIPTORS
Elementary Secondary Education; Evaluation Methods;
Mathematics; *Migrant Education; *Migrant Programs;
Outcomes of Education; *Program Effectiieness;
Program Evaluation; Reading; *State Departments of
Education; *Student Participation
Education Consolidation Improvement Act Chapter 1
IDENTIFIERS
ABSTRACT
This report summarizes the participation and
achievement information provided by state educational agencies (SEAs)
on the Chapter 1 Migrant Education Program (MEP) for 1989-90. Data
were obtained through State Performance Reports completed by
participating SEAs. The first of four chapters provides an overview
of program participation, including ethnicity, gender, year of birth,
migrant status, and the frequency of disability. Chapter 2 presents
program descriptive information by term (summer and regular),
including the number and percentage of participants by grade and
service area and the number of full-time equivalent staff funded by
the MEP. Achievement information in reading and math and other
program outcome measures are provided in Chapter 3. Chapter 4
provides funding information for the MEP. Information covers: (1) an
(2) changes from 1988-89 to 1989-90;
overview of the 1989-90 data;
(3) trend data from 1984-90; and (4) state highlights. In addition,
grade and service information is displayed by migrant status, and
patterns in Chapter 1 MEP participation and program information are
compared to Chapter 1 local educational agencies program
participation and enrollment. Appendices, making up the greater part
(1) a brief description of the methodology
of this document include:
(2) state-level
used to review the State Performance Report;
(3) descriptions of other
participation and staffing information;
(4) selected
instructional and support services provided in programs;
state-level achievement information for regular term participants;
(5) other outcome measures reported by states; and (6) a sample copy
of the State Performance Report. This report contains numerous
statistical tables and figures. (LP)
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U S DEPARTMENT OF EDUCATIO:i
Office of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
This document has been reproduced as
received from the person or organization
originating it
O Minor changes have been made to improve
reproduction quality
Points of view or opinions stated in thisdocu
rnent do not necessarily represent official
OERI position or policy
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A SUMMARY OF STATE CHAPTER 1 MIGRANT EDUCATION
PROGRAM PARTICIPATION AND ACHIEVEMENT
INFORMATION
1989-90
ALLISON HENDERSON
JULIE DAFT
BABETTE GUTMANN
PREPARED FOR:
Office of Policy and
Planning
U.S. Department of Education
CONTRACT NO. LC89015001
1992
LC89015001, U.S. Department of
This report was prepared pursuant to Contract Number
Education (Joanne Bogart, Project Monitor).
Department of
The views expressed in this report, developed under contract to the U.S.
Education, do not necessarily reflect the position or policy of the Department, and no official
endorsement by the Department should be inferred.
ACKNOWLEDGMENTS
We wish to thank the many individuals who contributed to the completion of this report.
Particularly helpful to our efforts were Joanne Bogart, our Project Officer, of the U.S. Department of
Education, Office of Policy and Planning, and Howard Essl and John Rebstock of the U.S. Department
of Education, Office of Migrant Education, who provided us with useful comments and suggestions as
we developed this report.
We are also grateful to the Chapter 1 Migrant directors and program evaluators in each state
for their cooperation and assistance in verifying the information submitted on the State Performance
Reports for 1989-90.
Other Westat staff who deserve special recognition include Justin Boesel for producing the
state-level tables, Ray Wiles for producing the edit checks, Regina Yudd for assisting with the state
phone calls, and Saunders Freeland for her expert typing of this document.
A SUMMARY OF STATE CHAPTER 1 MIGRANT EDUCATION
PROGRAM PARTICIPATION AND ACHIEVEMENT
INFORMATION
1989-90
EXECUTIVE SUMMARY
This report summarizes the participation and achievement information provided by state
school
educational agencies (SEAs) on the Chapter 1 Migrant Education Program for the 1989-90
which SEAs were required to submit
year. The 1989-90 school year marked the sixth year in
information using the State Performance Report.
PARTICIPATION
Of the 411,595 migrant education program participants reported as an
unduplicated count of both regular and summer term participants (and
categorized by ethnicity, migrant status, gender, am year of birth) in
198990, 79 percent were Hispanic and 11 percent were white, not
Hispanic. The remaining ethnic groups each constituted less than 5
percent of the total.
In 1989-90, 51 percent of the participants, as classified by migrant
status, were settled out migratory youths (formerly migrant), 35 percent
were interstate migratory youths (currently migrant across states), and
15 percent were intrastate migratory youths (currently migrant within a
state). In addition, 4 percent of the participants were classified as
children of migratory fishers.
About 4 percent of migrant participants were reported as disabled.
PROGRAM DESCRIPTIVE INFORMATION
There were 360,839 participants in the regular term and 127,980
participants in the summer term in 1989-90. The largest percentage of
participants in both the regular term (61 percent) and the summer term
(66 percent) was in grades K-6.
The number of participants increased from 1988-89 to 1989-90--by 8
percent in the regular term and 2 percent in the summer term.
iii
r
The most prevalent services provided in the regular term were
guidance and counseling services (provided to 49 percent of regular
term participants), followed by other supporting services (43 percent),
reading (39 percent), and mathematics (28 percent).
In the summer term, 54 percent of the participants were provided with
other supporting services, 51 percent received mathematics, 49
percent
received reading, 47 percent received transportation, and 45 percent
received other language arts.
A larger percentage of participants in. the summer term than in the
regular term received services in each of the service categories except
guidance and counseling services.
In 1989-90, there were 10,615 full-time equivalent (1-1h) staff funded
by the migrant education program in the regular term and 11,079 in
the summer term. These numbers represent a 4 percent decrease in
regular term FTE staff since 1984-85 and a 5 percent increase in
sunam^r term FrE staff since 1984-85. Teachers and teacher aides
comprised about two-thirds of the total staff in both terms.
Differences were seen in the distribution of staff in each term. In the
regular term there were more teacher aides (41 percent) than teachers
(21 percent), whereas in the summer term there were more teachers (36
percent) than teacher aides (31 percent).
In the regular term, there was a ratio of 54.8 participants
per teacher
and teacher aide combined, compared to 17.2 participants
per teacher
and teacher aide in the summer term.
ACHIEVEMENT
For formerly migrant participants in the regular term, the largest
number of participants were tested in basic skills reading (29,066),
followed by basic skills mathematics (25,841), advanced skills reading
(8,304), and advanced skills mathematics (7,055). This pattern held
for currently migrant regular term participants, with 23,301 tested in
basic skills reading, 19,368 in basic skills mathematics, 9,864 it
advanced skills reading, and 7,870 in advanced skills mathematics.
The majority of students tested were in the elementary grades.
Of the 360,839 regular term participants reported by grade, basic skills
reading and mathematics test scores were available for
an estimatcd 15
and 13 percent of the participants, respectively. The percentage of
valid test scores for participants tested in the advanced skill
areas was
even lower, between 4 and 5 percent.
iv
Formerly Migrant Participants
ranged from a
The total summary NCE gains in basic skills reading
in grade 2. The
high of 1.7 NCEs in grade 11 to a low of -1.0 NCEs
from the 24th
total summary pretest percentiles in reading ranged
in grade 11.
percentile in grades 4 and 7 to the 16th percentile
gains ranged from
In basic skills mathematics, the total summary NCE
3.5 NCEs in grade 2 to -0.5 NCEs in grade 3. The total summary
from the 37th percentile in
pretest percentiles in mathematics ranged
grade 3 to the 26th percentile in grade 11.
ranged from 3.0
The total summary gains in advanced skills reading
pretest
NCEs in grade 12 to 0.7 NCEs in grade 8. The total summary
grade 2 to the
percentiles in reading ranged from the 35th percentile in
21st percentile in grade 9.
ranged from
In P:ivanced skills mathematics, the total summary gains
total summary
3.4 NCEs in grade 11 to -0.7 NCEs in grade 3. The
44th percentile in
pretest percentiles in mathematics ranged from the
grade 2 to the 24th percentile in grade 12.
Currently Migrant Participants
from 34.4 NCEs
The point-in-time NCEs in basic skills reading ranged
percentiles in
in grade 4 to 29.2 NCEs in grade 9. The total summary
reading ranged from the 23rd percentile in grade 4 to the 16th
percentile in grades 9, 10, and 11.
from 42.9
The point-in-time NCEs in basic skills mathematics ranged
NCEs in grade 2 to 38.3 NCEs in grade 10. The total summary
in grade 2
percentiles in mathematics ranged from the 36th percentile
to the 29th percentile in grades 9 and 10.
from 36.9
The point-in-time NCEs in advanced skills reading ranged
total summary
NCEs in grades 4 and 7 to 31.0 NCEs in grade 12. The
2, 4, 5,
percentiles in reading ranged from the 26th percentile in grades
7, and 8 to the 18th percentile in grades 9 and 12.
ranged from
The point-in-time NCEs in advanced skills mathematics
43.3 NCEs in grade 2 to 37.5 NCEs in grade 7. The total summary
2
percentiles in mathematics ranged from the 37th percentile in grade
to the 27th percentile in grade 7.
TABLE OF CONTENTS
Page,
Acknowledgments
iii
Executive Summary
1
Introduction
Evaluation Requirements
1
3
Organization
5
Participation
Chapter 1.
5
Participation by Race/Ethnic Group
9
Participation by Migrant Status
13
Participation by Gender and Year of Birth
16
Participants with Disabilities
19
Chapter 2. Program Descriptive Information
19
Regular Term Participation and Staffing Patterns
41
Summer Term Participation and Staffing Patterns
60
Sites
Chapter 1 Migrant Education Program Projects and/or Subgrants and Project
63
Migrant Education Regular Term and Summer Term, and Chapter 1 LEA Comparisons
71
Chapter 3. Achievement and Other Outcome Measures
71
Summary Achievement Results from Selected States
84
Other Outcome Measures
89
Chapter 4. Funding
A-1
Appendix A. Methodology
B-1
Appendix B. Participation and Staffing Information by State for 1989-90
C-1
Appendix C. Participation and Staffing Information by State for 1988-89 and 1989-90
State
Appendix D. Other Instructional and Supporting Services and Other Staff Reported by
D-1
for 1989-90
vii
Contents (continued)
Page
Appendix E. Regular Term Achievement Results for Formerly and Currently Migrant
Participants for Selected States, 1989-90
E-1
Appendix F. Other Outcome Measures
F-1
Appendix G. Reporting Form for the Chapter 1 Migrant Program State Performance Reports
G-1
.
.
viii