ERIC ED371077: Choosing Optional Infused Career Education for Students in High School Bilingual Programs (Project CHOICE). Final Evaluation Report 1992-93. OREA Report.

48 Pages·1993·0.68 MB·English

by  ERIC

DOCUMENT RESUME
UD 029 914
ED 371 077
Cantalupo, Denise
AUTHOR
Choosing Optional Infused Career Education for
TITLE
Students in High School Bilingual Programs (Project
CHOICE). 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
T003A80102
CONTRACT
51p.
NOTE
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)
Reports
PUB TYPE
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EDRS PRICE
*Bilingual Education; Career Awareness; *Career
DESCRIPTORS
Education; Disadvantaged Youth; *English (Second
Language); High Schools; High School Students;
*Limited English Speaking; Native Language
Instruction; *Parent Participation; Program
Evaluation; Staff Development
Choosing Optional Infused Career Education NY;
IDENTIFIERS
Elementary Secondary Education Act Title VII; New
York City Board of Education; Transitional Bilingual
Education Programs
ABSTRACT
Project CHOICE was an Elementary and Secondary
Education Act Title VII-funded project in its fifth and final year of
operation at Fort Hamilton High School in Brooklyn and Springfield
Gardens High School in Queens (both in New York City). In 1992-93 the
project served 364 students of limited English proficiency.
Participants received instruction in English as a second language
(ESL), native language arts (NLA), and content areas. Career
awareness was an integral part of programming. Staff development was
provided through meetings and a tuition reimbursement program. An
active parent component included ESL classes, conferences, and school
functions, although stimulating participation was difficult. Most
objectives were met, although the project did not meet its ESL
objective and could not fully evaluate its parent component because
of a lack of data. Recommendations include augmenting peer-support
groups, encouraging parent participation, extending site resources,
and collecting complete evaluation data. Seven tables present
evaluation findings, and two appendixes list instructional materials
and class schedules. (Author/SLD)
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Reproductions supplied by EDRS are the best that can be made
from the original document.
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Education for Students i
Infused Career
hoosing Optional
Bilingual Programs
High Schnol
(Project CHOICE)
T003A80102
Education Grant
Transitional Bilingual
REPORT
FINAL EVALUATION
1992-93
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BEST COPY AVAI
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Education for Students in
Choosing Optional Infused Career
High School Bilingual Programs
(Project CHOICE)
T003A80102
Transitional Bilingual Education Grant
FINAL EVALUATION REPORT
1992-93
Project Director
Ms. Janine Launay-Anastasiadis,
Office of High School Funded Programs
1171 65th Street, Room 505
Brooklyn, NY 11219
[phone]
BOARD OF EDUCATION
NEW YORK CIIY
Carol A. Gress&
President
Wene 11. Impelllueri
Vice itesident
Victor Gotha=
Michael J. Petrides
Luis 0. Reyes
rdnfa SegarraNélez
Dennis M. Walcott
flembem
Andrea Schlesinger
Student Advisory Member
C. Cortlnes
Ramon
Chancellor
9/13/93
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Meet. Room 601, Ilmoklys.
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EXECUTIVE SUMMARY
Secondary Education Act (E.S.E.A.)
Project CHOICE was an Elementary and
High
final year of operation at Fort Hamilton
Title VII-funded project in its fifth and
In the year
High School in Queens.
School in Brooklyn and Springfield Gardens
total of 364 students of limited English
under review, Project CHOICE served a
previous
decrease of 74 students from the
proficiency (LEP). This represented a
in English as a second language
Participating students received instruction
year.
the content areas. Career awareness was
(E.S.L.), native language arts (N.L.A.), and
programming.
an integral part of
students were given the opportunity
Project staff and teachers of partcipating
tuition for staff
meetings. The project also reimbursed
to attend staff development
college level.
members taking courses at the
E.S.L.
parental component that included
The project established an active
found it difficult to
functions. The project, however,
classes, conferences, and school
Springfield Gardens High School.
stimulate participation, particularly at
development,
N.L.A., career education, staff
The project met its objectives for
for content area
project partially met its objectives
and dropout prevention. The
objective due
fully evaluate the parental involvement
courses. OREA was unable to
E.S.L objective.
data. The project did not meet its
to the absence of necessary
the following
findings of this evaluation, lead to
The conclusions, based on the
recommendations to the project:
evaluate project
Provide all necessary data to completely
implementation and all objectives.
increasing
meet the needs of the
Expand the resources at both sites to
LEP population.
Augment peer support groups.
project services.
Stimulate parent awareness of
offering activities at lunch, in the
Increase parental attendance by
sites;
holding some activities at alternative
evening, and on weekends;
with community-based
advertising activities; and networking
organizations.
ACKNOWLEDGMENTS
Bilingual, Multicultural, and Early
This report has been prepared by the
Thanks are due to
Educational Reseal ;h.
Childhood Evaluation Unit of the Office of
data and writing the report.
Ms. Denise Cantalupo for collecting the
from:
Additional copies of this report are available
-
Dr. Tomi Deutsch Berney
Office of Educational Research
York
Board of Education of the City of New
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
13
Activities
Parent and Community Involvement
14
EVALUATION METHODOLOGY
II.
14
Evaluation Design
15
Instruments of Measurement
16
Data Collection and Analysis
18
FINDINGS
III.
18
Participants' Educational Progress
Achieved Through
Overall Educational Progress
25
Project Activities
27
Case Histories
28
Staff Development Outcomes
28
Parental Involvement Outcomes
30
RECOMMENDATIONS
SUMMARY, CONCLUSIONS, AND
IV.
30
Achievement of Objectives
31
Components
Most and Least Effective
31
Effectiveness
Recommendations to Enhance Project
32
Instructio;.al Materials
APPENDIX A
37
Class Schedules
APPENDIX B
7
LIST OF TABLES
PAGE
Site and Grade
3
Number of Students in Project CHOICE, by
TABLE 1
4
Students Countries of Origin
TABLE 2
9
Project Staff Qualifications
TABLE 3
11
Qualifications of Non-Title VII-funded Staff
TABLE 4
Pretest/Posttest N.C.E. Differences on the
TABLE 5
20
Language Assessment Battery by Site
by Site
21
Passing Grades in Native Language Arts
TABLE 6
24
Site
Passing Grades in the Content Areas by
TABLE 7
iv
8
INTRODUCTION
I.
Research, Evaluation, and Assessment's
This report documents the Office of
Secondary Education Act (E.S.E.A.) Title
(OREA's) evaluation of the Elementary and
School
Career Education for Students in High
VII project, Choosing Optional Infused
Bilingual Programs (Project CHOICE).
PROJECT CONTEXT
and
Hamilton High School in Brooklyn
The program operated at Fort
in the
Queens. Ninety percent of the population
Springfield Gardens High School in
School was located were European-American,
community where Fort Hamilton High
from
Asian-American. Students were bussed in
and the remaining ten percent were
Of the 3,501
about two miles away from the school.
a large Latino community
39.1 percent
during the 1992-93 academic year,
students that attended the school
Asian-
38.7 percent were Latino, 16.8 percent were
were European-American,
Native
African-American, and 0.2 percent* were
American, 5.3 percent were
(LEP),
of limited English proficiency
American. Of these students, 25.1 percent were
low-income homes.
and 32.6 percent came from
High
surrounding Springfield Gardens
Seventy percent of the community
African-American. Of the
remaining 30 percent were
School were Latino and the
academic year, 94.5
the school during the 1992-93
2,741 students that attended
percent were European-
3.4 percent were Latino, 1.2
percent were African-American,
percent* were Native
Asian-American and 0.07
American, 0.84 percent were
because of rounding.
*Numbers exceed 100 percent
9
from
American. Of these students, 6.4 percent were LEP, and 21.3 percent came
low-income homes.
is large
Fort Hamilton High School was undergoing renovations. The campus
Verrazano-Narrows
and attractive and overlooks Upper New York Bay and the
refurbishing.
Springfield Gardens High School was also large and in need of
Bridge.
For the most part,
At both sites, the classrooms were filled to capacity.
Halls were noisy
student work was not in evidence in the halls or the classrooms.
the students and
and crowded. Computers appeared to be accessible to
frequently used.
STUDENT CHARAC) ERISTICS
LEP students in ninth
Project CHOICE served Spanish and Haitian-speaking
Studen'., scoring at or below the 40th
through twelfth grade. (See Table 1.)
classified as LEP. At
percentile on the Language Assessment Battery (LAB) were
used interviews with the
Springfield Gardens High School, the project staff also
criterion.
potential students and their parents as a selection
students numbered 190
Project CHOICE served a total of 364 students; male
Students whose native language was
(52.2 percent), female 174 (47.8 percent).
home language was Spanish
Haitian numbered 116 (32 percent); students whose
language was missing for 38
numbered 210 (58 percent). Information on native
students (8 percent).
0
2