ERIC ED371076: Harmony in Career Learning and Scholastic System (Project HI-CLASS). Final Evaluation Report 1992-93. OREA Report.

55 Pages·1993·1 MB·English

by  ERIC

DOCUMENT RESUME
UD 029 913
ED 371 076
AUTHOR
Duque, Diana L.
Harmony in Career Learning and Scholastic System
TITLE
(Project HI-CLASS). Final Evaluation Report 1992-93.
OREA Report.
New York City Board of Education, Brooklyn, NY.
INSTITUTION
Office of Research, Evaluation, and Assessment.
PUB DATE
93
CONTRACT
T003A80262
NOTE
57p.
Office of Educational Research, Board of Education of
AVAILABLE FROM
the City of New York, 110 Livingston Street, Room
732, Brooklyn, NY 11201.
Evaluative/Feasibility (142)
PUB TYPE
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Tests/Evaluation Instruments (160)
MF01/PC03 Plus Postage.
EDRS PRICE
*Bilingual Education; *Career Development;
DESCRIPTORS
Educationaf Objectives; *English (Second Language);
High Schools; High School Students; Immigrants;
*Limited English Speaking; Native Language
Instruction; Parent Participation; Prevocational
Education; Program Evaluation; Remedial Programs;
Staff Development
Language Minorities; New York City Board of
IDENTIFIERS
Education; *Project HI CLASS NY; Transitional
Bilingual Education Programs
ABSTRACT
Harmony in Career Learning and Scholastic System
(Project HI-CLASS) was a Transitional Bilingual Education Title
VII-funded program in its fifth and final year in 1992-93. The
project offered instructional and support services to 641 students of
limited English proficiency (LEP) at three sites, all of which had
York). Project
many immigrant students, in Manhattan and Queens (New
HI-CLASS provided individualized instruction focusing on basic
skills, career development, and preoccupational training, with
instruction in English as a second language (ESL) and native language
arts. Bilingual instruction was offered for content areas. A summer
program for remediation, staff development, ESL and high school
equivalency classes for parents, and a Parent Advisory Committee were
additional program components. The program met many of its
objectives, but it did not meet some objectives with regard to ESL,
native language arts, and some content areas. The project director
reported that the instructional objectives were unreasonably high,
and because the program was in its final year no recommendations were
made. Eleven tables present evaluation findings. Three appendixes
describe instructional materials and schedules and present evaluation
questionnaires. (SLD)
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Reproductions supplied by EDRS are the best that can be made
from the original document.
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Scholastic System
Harmony in Career Learning and
(Project HI-CLASS)
T003A80262
Transitional Bilingual Education Grant
FINAL EVALUATION REPORT
1992-93
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Scholastic System
Harmony in Career Learning and
(Project HI-CLASS)
T003A80262
Transitional Bilingual Education Grant
FINAL EVALUATION REPORT
1992-93
Mr. Paul Wong, Project Director
1171 65th Street, Room 505
Brooklyn, NY 11219
[phone]
3
EDUCM1ON
BOARD OF
NEW YORK CITY
Carol A. Gresser
President
lined
Irene H. Impel
Vice President
Victor Gotbaum
Michael J. retrides
Luis 0. Reyes
Ninfa SegarraNélez
Dennis M. Walcott
Members
Andrea Schlesinger
Student Advisory Member
Banton C. Cortines
Chancellor
9/13/93
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EXECUTIVE SUMMARY
Scholastic System (Project HI-CLASS1 was a
Harmony in Career Learning and
VII-funded program in its fifth and final year in
Transitional Bilingual Education Title
and support services to students of limited
1992-93. The project offered instructional
all of which had a continuing influx of
English proficiency (LEP) at three sites,
by a score at or below the 40th percentile
immigrants. LEP status was determined
battery (LAB).
on the language assessment
High
and Lower East Side Preparatory
The project functioned at Liberty
High School in Queens. Project HI-CLASS
Schools in Manhattan and Richmond Hill
increase of 82 students over the previous year.
served a total of 641 students, an
with individualized instruction focusing on
Project HI-CLASS provided students
pre-occupational training. Services included
basic skills, career development, and
language (E.S.L.) and native language arts
instruction in English as a second
subjects. As part of
Bilingual instruction was offered for content area
(N.L.A.).
site. The
bilingual newsletter at each project
programmina, students published a
cultural enrichment activities, and a five-
project offered students school tutoring,
remediation.
week summer institute for academic
topics such as cultural sensitivity,
Staff development included workshops on
continuing
involvement. Tuition assistance for
student background, and family
basis.
education was provided on a limited
classes.
E.S.L. and high school equivalency
A parental component offered
advisory
participated in the bilingual parents'
Some of the project students' parents
committee (BPAC).
for educational field trips, dropout
Project HI-CLASS met its obiectives
conferences, attitude toward heritage,
prevention, career development, career
project met
and parental involvement. The
attitude toward school, staff awareness,
objective was
Liberty High School. The attendance
its content area objective only at
failed to meet its
PrepPntory High School. The project
met only at Lower East Side
Richmond Hill
at Lower East Side and
objectives for E.S.L, N.L.A., conten, areas
and attendance.
High Schools, staff development,
for this final year
that the instructional objectives
The project director reported
high and could not be met.
of the project were unrealistically
of funding; therefore, OREA did not
Project HI-CLASS was in its last year
the project.
make any recommendations to
5
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ACKNOWLEDGMENTS
by the Bilingual, Multicultural, and Early
This report has been prepared
due to
Office of Educational Research. Thanks are
Childhood Evaluation Unit of the
the data and writing the report.
Ms. Diana L. Duque for collecting
available from:
Additional copies of this report are
Dr. Tomi Deutsch Berney
Office of Educational Research
New York
Board of Education of the City of
110 Livingston Street, Room 732
Brooklyn, NY 11201
FAX [phone]
[phone]
TABLE OF CONTENTS
PAGE
1
INTRODUCTION
I.
1
Project Context
2
Students' Characteristics
5
Project Objectives
6
Project Implementation
12
Activities
Parent and Community Involvement
13
EVALUATION METHODOLOGY
13
Evaluation Design
14
Instruments of Measurement
15
Data Collection and Analysis
17
FINDINGS
III.
17
Participants' Educational Progress
Former Participants' Progress in
24
English Language Classrooms
26
Achieved Through Project
Overall Educational Progress
32
Case Histories
33
Staff Development Outcomes
34
Parental Involvement Outcomes
35
Curriculum Development Outcomes
36
RECOMMENDATIONS
SUMMARY, CONCLUSIONS, AND
IV.
36
Achievement of Objectives
37
Components
Most and Least Effective
37
Effectiveness
Recommendations to Enhance Project
38
Instructional Materials
APPENDIX A
42
Class Sch.' Jules
APPENDIX B
43
OREA Ukert-type Questionnaires
APPENDIX C
111
7
LIST OF TABLES
Site and Grade
2
Students in Project HI-CLASS, by
TABLE 1
4
Students' Countries of Origin
TABLE 2
9
Title VII Project Staff Qualifications
TABLE 3
10
Qualifications of Other Project Staff
TABLE 4
17
Week, by Site
E.S.L. Proficiency Levels and Periods per
TABLE 5
Pretest/Posttest N.C.E. Differences on the
TABLE 6
19
(LAB)
Language Assessment Battery
20
Periods per Week, by Site
N.L.A. Proficiency Levels and
TABLE 7
22
Arts by Language
Passing Grades in Native Language
TABLE 8
25
Site
Content Areas Final Grades, by
TABLE 9
27
Rates, by Site
Project and Mainstream Dropout
TABLE 10
28
Rates, by Site
Project and Mainstream Attendance
TABLE 11
iv
INTRODUCTION
I.
Research, Evaluation, and Assessment's
This report documents the Office of
Bilingual Education Title Vli project, Harmony
(OREA's) evaluation of the Transitional
System (Project HI-CLASS) for 1992-93. The
in Career Learning and Scholastic
project was in its fifth and final year.
PROJECT CONTEXT
East Side Preparatory, and Richmond
The project operated at Liberty, Lower
into their
of the continuing influx of immigrants
Hill High Schools to meet the needs
alternative high school that admits only
communities, Liberty High School is an
education in
immigrants, who have had no previous
those students who are recent
population.
data were available on the school's
the United States. No demographic
66
East Side Preparatory High School was
The student population at Lower
African-American, and 17 percent Latino.
percent Asian-American, 17 percent
English
of th a students were of limited
Almost three-quarters (71.9 percent)
of students eligible for the free-lunch program
proficiency (LEP). The percentage
83.4.
from low-income hoUseholds) was
(and therefore considered to be
student body was Latino (39 percent),
The Richmond Hill High School
African-American
Asian-American (23 percent), and
European-American (24 percent),
percent came from
of the students were LEP, and 34.3
(14 percent). Twelve percent
low-income households.
STUDENT CHARACTERISTICS
Spanish- and Chinese-speaking
Project HI-CLASS served a total of 641
(See Table 1.)
students in ninth through twelfth grade,
TABLE 1
and Grade
Students in Project HI-CLASS, by Site
Total
12
10
09
11
High School
305
--
6
150
149
Liberty
52
20
101
28
Lower East Side Prep
1
235
30
58
78
69
Richmond Hill
82
641
84
256
219
Total
4.
percent).
(50.7 percent) and female 316 (49.3
Male students numbered 325
(86 or
Spanish (435 or 67.9 percent); Mandarin
Students where native speakers of
0.6 percent).
18.1 percent); and Russian (4 or
13.4 percent); Cantonese (116 or
stable
conflict and had not received a
Most came from countries in political
when they
literacy skills in their native language
education. About 90 percent lacked
of limited
admitted into Project HI-CLASS were
entered the project. The students
the 40th percentile
determined by scores at or below
English proficiency (LEP), as
Admission was also based on personal
Assessment Battery (LAB).
on the Language
and
evaluation of transcripts, and teacher
interviews with students and parents,
school-designed native
Liberty High School used a
counselor recommendation.
reading skills.
assessed dictation, writing, and
language literacy test, which
2
10