ERIC ED372168: Queens Tri-School Confederation 1992-93 Evaluation Report. OREA Report.

48 Pages·1993·0.85 MB·English

by  ERIC

DOCUMENT RESUME
ED 372 168 UD 030 011
Dworkowitz, Barbara
AUTHOR
Queens Tri-School Confederation 1992-93 Evaluation
TITLE
Report. OREA Report.
New York City Board of Education, Brooklyn, NY.
INSTITUTION
Office of Research, Evaluation, and Assessment.
PUB DATE
93
NOTE
49p.
AVAILABLE FROM
Office of Research, Evaluation, and Assessment, High
School Evaluation Unit, 110 Livingston Street, Room
740, Brooklyn, NY 11201.
PUB TYPE Information Analyses (070)
General (140)
Reports
MF01/PCO2 Plus Postage.
EDRS PRICE
*Academic Achievement; Achievement Gains;
DESCRIPTORS
*Attendance; Educational Cooperation; *Educational
Improvement; Educational Planning; *Enrollment; High
Schools; High School Students; *Magnet Schools;
Minority Group Children; Program Effectiveness;
Program Evaluation; Reading Improvement; *Urban
Education; Writing Laboratories
New York City Board of Education
IDENTIFIERS
ABSTRACT
This report presents the evaluation results of the
Queens Tri-School Confederation magnet programs in New York City:
programs designed to reduce minority-group isolation among high
school students in three high schools and simultaneously improve the
quality of their education through the sharing of resources and
expertise. These programs, which were implemented in the 1991-92
school year, included new course, and particularly lab courses with a
corresponding written curriculum that emphasized higher-level
thinking skills. To reduce minority isolati;n, efforts were made to
recruit students from among white populations. Evaluation data show
difficulties in programming, the existence of small classrooms, and
the reluctance of many students to attend an extended-day program.
First-year program objectives to improve math and science test scores
were achieved, but reading and writing objectives were not met. Data
for the second program year reveal an overall increase in reading, as
measured by the Degrees of Reading Power test, and in the passing
rate on the writing section of the Regents Competency Test (RCT).
However, passing rates fell on the reading, math, and science RCTs
during the second program year. After the second year, aggregate
attendance at all three schools had decreased. Recommendations
conclude the report.
(GLR)
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Reproductions supplied by EDRS are the best that can be made
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U 1 DEPANTMENT Of EDUCATION
Office of Educational Research end Improvemnt
EDUCATIONAL RESOURCES INFORMATION
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EDUCATION
NEW YORK CITY BOARD OF
Ef Carl McCall
President
Irene H. Impeilizzen
Vice President
Carol A Gresser
Wesuna L. Matthews
Michael J. Petrides
Luis 0. Reyes
Ninfa Segarra
Members
Keysha Z. McNeil
Student .4d1.isory timber
Joseph A. Fernandez
Chancellor
DEVELOPMENT
DIVISION OF STRATEGIC PLANNING/RESEARCH &
Robin Wainer
Exectaie Director
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EXECUTIVE SUMMARY
The Queens Tri-School Confederation, made up of Hillcrest,
Jamaica, and Thomas A. Edison high schools, was funded in 1991 by
This
Assistance Program.
a federal grant from the Magnet Schools
two-year grant provided funds to the schools to develop or expand
pre-medical, and
five magnet programs: a law program at Jamaica;
Hillcrest; and medical/
emergency medical technicians program at
pharmaceutical, and emergency medical vehicle maintenance
Also, because the schools were within five
programs at Edison.
blocks of one another, the Tri-School Confederation planned to
school
share resources and expertise by offering courses at each
schools.
to students registered in any one of the three
The Queens Tri-School Confederation magnet programs were
implemented in the 1991-92 school year and included new courses,
particularly lab courses with corresponding written curriculum,
The much
that emphasized higher-level thinking skills.
anticipated new laboratories were not completed on time for the
During the second year of the program (1992-93),
fall 1991 term.
of
Jamaica's reading/writing lab was fully equipped but because
equipment,
the necessity for training teachers to use the
students were not able to use it until February 1993.
still
Hillcrest's DNA and Edison's pharmacology labs were
Whenever possible, classes were held in chemistry or
incomplete.
Both schools expected these labs to be fully
other laboratories.
functional by September 1993.
isolation, efforts
In an attempt to reduce minority group
white populations.
were made to recruit students from among
eight
Despite these efforts, the evaluation objective of an
two-year period
percent decrease in minority enrollment over a
their
In actuality, Hillcrest and Jamaica decreased
was nct met.
Edison had a two
minority population by less than one percent.
percent increase in minority enrollment.
isolation
Another indicator of reduction in minority group
By the second program year, there
showed more positive results.
percent in incoming white ninth
was an increase of more than four
Hillcrest
grade students at Jamaica and Edison High Schools.
in non-minority
High School had an increase of about one percent
Also, Jamaica High School planned to
ninth grade students.
in September 1993,
institute its law educational-option program
outside its zone.
and began to recruit more students from
concept was an expansion
A major component of the Tri-School
This was achieved
of course offerings through shared resources.
medical
For example, Jamaica offered a
by integrating courses.
which was
ethics course, and Edison had a pharmaceutical course
Hillcrest offered
Hillcrest.
of interest to medical students at
which was of interest to students in
a first responder course
While there was
Edison's emergency vehicle maintenance program.
4
outside
in the number of students enrolled in courses
an increase
(1992-93) of the
their home school during the second year
Because of difficulties in programming
program, problems remain.
1
reluctance of many students
students, small classrooms, and the
too few students were able to
to attend an extended day program,
schools.
take courses of choice in other
year, students in all three
At the end of the first program
Competency Test (R.C.T.) passing
schools improved their Regents
objective
and thus met the program's
rates in math and science,
well in reading and
Students did not, however, do
in this area.
revealed an overall
Data for the second program year
writing.
the Degrees of Reading Power
increase in reading as measured by
passing rate on the writing R.C.T.
(D.R.P.) test, and in the
science
the reading, math, and
However, passing rates fell on
year.
R.C.T.s. during the second program
and Hillcrest had improved
Attendance rates at both Edison
However, by the end of 1992-93,
during the first program year.
attendance at all three
the second program year, aggregate
schools had decreased.
aspects of the 1992-93
Student ratings of various program
Students at Edison High
by school.
school year varied somewhat
However,
ratings overall on the pretest.
School gave the highest
It is
considerably on the posttest.
they lowered their ratings
reflected raised expectations
quite likely that these ratings
Generally, students from all three
followed by disappointments.
to
activities offered" and "opportunities
schools -rated "student
"Opportunity for
highest.
take courses in other schools"
low ratings in all three
individual instruction" received
those given the first
These ratings were similar to
schools.
year of the program.
school safety had been a
During the 1991-92 school year,
School.
particularly at Hillcrest High
great concern to students,
1992-
received low ratings during the
While "school safety" again
in
somewhat less concerned, and,
93 program year, students were
instituted
stringent safety measures
fact, bristled at the more
students
Overall, the vast majority of
at their high schools.
to other students.
would recommend their schools
the
this evaluation, OREA makes
Based on the findings of
planners:
following recommendations to program
students and
continue and intensify efforts, using
programs and
site visits to show off the new
white students for all
facilities, to recruit more
programs;
ii
5
focus more attention on students' reading and
e
writing opportunities in order to improve these skills
and to encourage higher levels of thinking and
expression;
consider intensifying efforts to give students
time, perhaps through
more individual instruction
peer tutoring or mentoring programs;
lower
develop more ways students, especially in the
of interest.
grades, can take courses in their program
offerings and a
This might include more interschool
transportation system between schools.
continuance and
appoint a program director to ensure the
shared resources.
growth of the Tri-School concept of
iii
ACKNOWLEDGEMENTS
This report was prepared by the Office of Research,
Evaluation, and Assessment's High School Evaluation Unit
Special
(OREA/H.S.E.U.) under the direction of Dr. Lori Mei.
evaluation,
thanks to Susan Hannah for coordinating the overall
data and writing
and to Barbara Dworkowitz for interpreting the
the final report.
writing
Additional copies of this report are available by
to:
Dr. Lori Mei, Evaluation Manager
Office of Research, Evaluation, and Assessment
High School Evaluation Unit
110 Livingston Street, Room 740
Brooklyn, New York 11201
iv
TABLE OF CONTENTS
page
EXECUTIVE SUMMARY
iv
ACKNOWLEDGEMENTS
INTRODUCTION
1
I.
Program Background and Purpose
1
Program Objectives
3
4
Evaluation Methodology
Scope of This Report 5
6
MAGNET PROGRAMS
II.
Jamaica High School
Hillcrest High School
8
Thomas A. Edison High School
9
9
Interschool Activities
12
STUDENT ATTITUDINAL SURVEY
III.
12
Enrollment
14
Interschool Activities
19
Writing Labs
19
Career Interests
20
Rating School Programs
26
STUDENT OUTCOMES
IV.
26
Minority Group Isolation
29
Student Academic Achievement
32
Student Attendance
35
CONCLUSIONS AND RECOMMENDATIONS
V.
LIST OF TABLES
Page
Table
Hillcrest
Summary of Programs in Which Sample
1
15
Students Were Enrolled in 1992-93
Edison
Summary of Programs in Which Sample
2
16
Students Were Enrolled in 1992-93
Jamaica
Summary of Programs in Which Sample
3
17
Students Were Enrolled in 1992-93
Comparison of
Tri-School Confederation 1992-93
4
21
Student Attitudes
Average Survey Ratings on
Second-Year
Summary of Baseline, First-Year and
5
27
Minority Enrollment Statistics by School
Second-Year
Summary of Baseline, First-Year and
6
28
Enrollment of White Ninth Graders by School
30
Second-Year
Summary of Baseline, First-Year and
7
Achievement Outcomes for Hillcrest High School
31
Second-Year
Summary of Baseline, First-Year and
8
Achievement Outcomes for Edison High School
33
and Second-Year
Summary of Baseline, First-Year
9
Achievement Outcomes for Jamaica High School
34
Baseline, First-Year and Second-Year Aggregate
10
Attendance Data Overall and by School
vi
9
r
I. INTRODUCTION
PROGRAM BACKGROUND AND PURPOSE
City's public high
In 1990, ethnic data for the New York
fewer than one white
schools revealed that, on average, there was
minority students (81
student (19 percent) for every five
In some schools, such as
percent) enrolled in the high schools.
the ratio was
Hillcrest ard Jamaica High Schools in Queens,
ten or 15 minority
closer to one white student for every
considering that
These numbers are even more striking
students.
located in a neighborhood
Hillcrest and Jamaica are zoned schools
In fact, more than
residents are white.
where 60 percent of the
in New York City
two-thirds of the white high school students
to attend private,
have opted out of the public school system
And while the total number of
parochial, or specialized schools.
schools has decreased, the
white students enrolled in the high
Asian students has
total number of black, Hispanic, and
increased.
have helped to
Educational option, or "magnet" programs,
"white flight" from New York City's
reverse this trend toward
increase the
These theme-oriented programs
public schools.
relating school
motivation and achievement of students by
interests and career goals.
curriculum and activities to student
improves the reputation of
Better student achievement in turn
in the public
Consequently, more white students
these schoold:
school-level education, while some
school system stay for high
system are being drawn back.
white students who have left the
10