ERIC ED428163: Core Curriculum, 1996-97. Research Report on an Educational Program.

20 Pages·1997·0.31 MB·English

by  ERIC

DOCUMENT RESUME
UD 032 843
ED 428 163
Core Curriculum, 1996-97. Research Report on an Educational
TITLE
Program.
Houston Independent School District, TX. Dept. of Research
INSTITUTION
and Accountability.
1997-00-00
PUB DATE
NOTE
19p.
Evaluative (142) -- Tests/Questionnaires (160)
Reports
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MF01/PC01 Plus Postage.
EDRS PRICE
*Administrators; *Core Curriculum; Educational Change;
DESCRIPTORS
*Graduation Requirements; High School Students; *High
Schools; Professional Development; Program Evaluation;
Program Implementation; Questionnaires; *Scheduling; Teacher
Supply and Demand; Urban Schools
*Houston Independent School District TX
IDENTIFIERS
ABSTRACT
The purpose of this evaluation is to describe the current
level of implementation in the high schools and to document the progress of
the 3-year implementation plan of the allocated resources in the Houston
How curriculum changes affected
Independent School District (Texas) .
educational programming in the high schools, the characteristics of the first
group of students to graduate with the new 24-credit hour requirement, the
reactions of administrators to the new requirements, and recommendations from
district administrators to enhance program implementation were studied. The
implementation influenced scheduling at most HISD high schools, with
alternate scheduling models selected as responses to the increase in credits
needed for graduation. Teacher shortages in some areas and a lack of science
laboratories and technology centers have resulted from the implementation.
Principals considered finding teachers for the new required courses as their
number one priority under the new program. A sample group of ninth graders
was identified to provide baseline information on the first group of students
who will graduate under the new requirements. Recommendations center on
increasing the number of contact hours students must attend in addition to
increasing the credit hours they must earn and evaluating the effects of
innovative scheduling on student learning. Additional communication and staff
training are also recommended. Appendixes list the schools, contain the
administrator interview for the study, show laboratory completion schedules,
and describe student demographics.
(SLD)
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Core Curriculum
1996-97
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Houston Independent School District
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EXECUTIVE SUMMARY
CORE CURRICULUM
1996-97
Program Description
What were the characteristics of students in the
2.
Within the Houston Independent School District
first group graduating with 24-credit hours?
(HISD), Core Curriculum has been defined as a uni-
What were the administrators' reactions to the
3.
fied approach to education. A primary goal of the Core
increased standards?
Curriculum has been to upgrade the quality of educa-
What recommendations were made by district
4.
tion for students to better prepare them to meet the
administrators to enhance the implementation of
challenges of the 21st century. In April 1995, the HISD
the high school Core Curriculum?
Board of Education accepted revisions to the board
policy relating to the graduation standards of all
Findings
students in the district. Graduation requirements for
The response to the increase in the number of
earning a high school diploma from an HISD school
credits needed for graduation within the same
were extended from a twenty-one credit program to a
amount of time affected site-based scheduling
twenty-four credit program. The type of credit hours
decisions in most of the HISD high schools. New
was also defined to include an increase in the number
scheduling models ranged from the alternate
of science credits from two to three credit hours and
block with 90 minute classes to the accelerated
in the number of social studies credits from three to
schedule in which courses are taken in 9-weeks.
four, which included World Geography. Additionally,
students were required to take a one-credit course in
Alternate scheduling was selected as a response
computer competency as well as a course in a second
to the increase in credits needed for graduation.
language. The number of required elective hours
This has resulted in a reduced number of total
decreased from seven to five and a half credits.
contact hours student spend in the course.
Students who entered the ninth grade in the fall of
1995 were the first class to follow Core Curriculum.
Scheduling models have affected the process of
The Curriculum Department was given the re-
gradual implementation, because the model as-
sponsibility for monitoring the implementation efforts
sumed that students would take certain classes in
In order to
over the three-year transition period.
a particular order, using the traditional schedule.
implement the changes in the curriculum, additional
The outcome has resulted in teacher shortages in
resources were needed at most of the high school
required subjects and crowded science labs.
campuses. For the 1996-97 school year, $3.4 million
was allocated with approximately $2.6 million devoted
Student progress toward graduation will be nega-
to the construction of science and technology labora-
tively affected if the science labs and technology
tories and $1.4 million was for additional staff.
centers are not operational during 1997-98. As of
July, the science labs scheduled for completion
Purpose of the Evaluation Report
during the 1996-97 school year were ready, but
The purpose of this evaluation is to describe the
construction stopped due to lack of funds. The
current level of implementation in the high schools
computer labs had computers and by August
and to document the progress of the three-year imple-
most were operational as scheduled. Lab person-
mentation plan of the allocated resources. The follow-
nel were uncertain about who was to do the
ing evaluation questions were addressed:
installation, so time was spent in getting answers.
Internet access was not included in the original
How have the changes in the curriculum affected
1.
cost estimates.
educational programming for the high schools?
HISD RESEARCH AND ACCOUNTABILITY
3
CORE CURRICULUM: 1996-97
There seemed to be confusion about the new
Hispanic, and 20% white.
graduation requirements in terms of how they
Of the 1,219 students who did not attend either
affected students and when the 24-credit diploma
the magnet or zoned high schools, 108 were
went into effect. There were dissimilar answers
retained and attended district middle schools and
as to students' graduation date using the new 24-
credit plan reflecting a mixture of what was ex-
945 students were enrolled in other high schools,
with 160 students had not dropped out, but were
pected and what was considered ideal.
no longer enrolled in HISD.
Due to innovative scheduling plans as well as the
About 26% of the students in the ninth grade
change in diploma requirements, an effective
scheduling tool and monitoring software are
sample population were eligible for free/reduced
priced lunch compared to the district total of 60%
needed. Counselors and registrars reported the
for students on the high school level.
additional time they spent due to problems with
Schools Administrative Student Information
Almost hatf (49%) of the eighth graders from the
(SASI). Both groups reported using the computer
selected sample chose to attend other HISD high
and then another written document as a back up
schools in ninth grade. More of the Hispanic
system. Operations are completed by the profes-
students attended their zoned high school than
sional staff, limiting time spent with the students.
the other ethnic groups in the sample.
Principals rated hiring teachers and staffing the
Recommendations
new required courses as their number one prior-
Principals described staffing in much the
In keeping with the intent of increasing graduation
ity.
1.
requirements, consideration should be given to
same way with a combination of using existing
adding to the number of contact hours students
faculty and hiring for specific course needs. For
are required to attend in order to earn the diploma.
the additional science credit, faculty science teach-
ers were generally given another higher level
The increase in credits has reduced the number
of contact hours students spend in the course.
course or asked to teach an additional course.
The additional Speech course was generally
taught by a teacher with a major in another
Innovative scheduling such as accelerated and
2.
alternate block present an opportunity to com-
The computer and foreign language
subject.
pare the effectiveness of different schedules on
courses usually required hiring specialized staff.
student learning. The effects of course schedul-
ing should be studied in terms of student progress.
Creative programming has offered a way of meet-
ing the requirements and staffing the courses.
Increase the communication opportunities be-
Courses like American Sign Language and Math
3.
tween the schools and the central office.
of Money fulfill the requirements.
The majority of counselors interviewed com-
Clarify the computer installation process and con-
4.
sider additional financing for Internet access.
mented on the amount of paperwork scheduling
required. The new computer system was cited as
In one document, clarify the requirements of
requiring more time in assisting students to get
5.
earning the general diploma including specific
the courses required for graduation.
examples of typical problem areas.
For the purpose of evaluation, a sample group of
students was selected as representative of the
Improve the SASI tracking procedures and data-
6.
base collection for following the progress of stu-
district. During the 1996-97 school year, 1,279
dents throughout the educational process.
students from a representative sample of HISD
students in the middle school population entered
Consider options such as the use of satellite and
ninth grade in their zoned feeder high schools of
7.
video conferencing for using existing staff to teach
Austin, Houston, Jones, Lamar or Lee. Of those,
3% were Asian, 10% African American, 67%
the new required courses.
2
HISD RESEARCH AND ACCOUNTABILITY
4
CORE CURRICULUM
1996-97
Purpose: Review the program and document the progress of implementation.
Design: Descriptive, process evaluation.
Population: A cohort of ninth grade students from five HISD high schools. Administrators
from 23 HISD high schools.
Methods: Interview/surveys of the school administrators with qualitative and quantitative
descriptions including a student sample.
Findings: The increase in the number of credits needed for graduation within the same
amount of student contact-time affected scheduling in most of the HISD high schools.
The scheduling models have affected the process of gradual implementation, because
the model assumed that the class of 1995-96 would take certain classes in a particular
order using the traditional schedule. The outcome has meant a shortage of teachers in
required subject areas as well as crowded lab facilities. Student progress in terms of
graduation will be negatively affected if the science labs and technology centers are not
operational for classes beginning the fall semester of 1997. Principals rated hiring
teachers and staffing the new required courses as their number one priority. A sample
of students from the first class expected to graduate was described. Of those students,
1,279 entered the zoned high school as ninth graders during 1996-97.
Conclusions: Consideration should be given to adding to the number of contact hours
The effects of different
students are required to attend in order to earn a diploma.
In one document, clarify the polity and graduation
schedules should be studied.
requirements needed to earn a diploma from HISD. Improve timely student tracking
procedures and database collection for following the progress of students throughout the
educational process. Consider options for using existing staff to teach the new required
courses like the use of satellite and video conferencing.
Introduction
in the number of social studies credits from three to
four which included World Geography. Additionally,
Program Description
students were required to take a one-credit course in
Within the Houston Independent School District
computer competency as well as a course in a second
(HISD), Core Curriculum has been defined as a uni-
language. The number of required elective hours
fied approach to education. A primary goal of the Core
decreased from seven to five and a half credits.
Curriculum has been to upgrade the quality of educa-
Students who entered the ninth grade in the fall of
tion for students to better prepare them to meet the
1995 were the first class to follow the revised Core
challenges of the 21st century. In April 1995, the HISD
Curriculum. For students entering ninth grade in the
Board of Education accepted revisions to the board
fall of 1996, the state of Texas added a requirement of
policy relating to the graduation standards of all stu-
one half-credit in Speech, which further reduced the
dents in the district.
Graduation requirements for
number of elective credits.
earning a high school diploma from an HISD school
were extended from a twenty-one credit program to a
Program History
twenty-four credit program. The type of credit hours
In February 1995, a proposal for a revised core
was also defined to include an increase in the number
curriculum for high school students was submitted for
of science credits from two to three credit hours and
HISD RESEARCH AND ACCOUNTABILITY
5
CORE CuRRIcuLum: 1996-97
administrators to enhance the implementation of
review by the HISD school board. On April 7, 1995,
the high school Core Curriculum?
the proposed changes were accepted. As part of the
implementation plan, a Core Curriculum Ad Hoc Com-
Methods
mittee was appointed and charged to review the
proposed changes in the basic diploma and to review
Data Collection and Analysis
the twenty-four-credit recommended program for for-
Information regarding the Core Curriculum pro-
Funding was allocated to upgrade
mal adoption.
gram was collected through interviews with the pro-
science and technology by providing more laboratory
gram coordinators, site visits to high school cam-
In January
space and equipping the laboratories.
puses and interviews with the key personnel at the
1996, under the direction of the HISD Superintendent,
campus level. Demographic information on the co-
a select group of administrators met as a Core Cur-
hort of students who entered ninth grade during the
riculum Task Force to address several implementa-
1996-97 school year was collected using HISD data-
tion issues. The primary goal of the task force was to
bases. Information used to compare the sample popu-
create action plans complete with time lines in the
lation with the district was taken from the District &
areas of allocating course resources, reviewing in-
School Profiles (1997). Academic performance was
structional time, addressing teacher issues and rec-
measured by the Texas Assessment of Academic
ommending directions regarding areas of specializa-
Skills (TAAS), a state-wide criterion-referenced test.
tion. By October 1996, work on the physical plants
The source for information on the dropout rate came
had begun. The modifications in the physical plant
from the Texas Education Agency (TEA). A struc-
were assigned to a three-year cycle for completion of
tured interview was developed to gather information
the science and technology labs. In January 1997, the
regarding program perceptions of the school adminis-
HISD Board of Trustees formally approved new gradu-
trators. This was conducted both on the high school
ation requirements effective, in 1997-98 for all stu-
campus and by telephone. Descriptive statistics were
dents entering the ninth grade for the first time.
used in the analysis of the demographic and enroll-
ment data.
Program Personnel and Funding
The Curriculum Department was given the re-
Participants
sponsibility for monitoring the implementation efforts
A sample of students was selected as a represen-
in the Core Curriculum over the three-year transition
tative cohort of students from the 1996-97 school
In order to implement the changes in the
period.
year. The students attended either Revere, Edison,
curriculum, additional resources were needed at each
Lanier, Burbank or Hartman middle schools during
of the high school campuses. Funding was allocated
1995-96. During 1996-97, this group entered Lee,
for the transition over a three-year plan. For the 1996
Austin, Lamar, Houston or Jones high schools.
97 school year, $3.4 million was allocated with ap-
A structured interview was designed to determine
proximately $2.6 million devoted to the construction
administrators' perceptions of the changes in the core
and installation of science and technology laborato-
curriculum on their campus. Out of the 30 HISD high
ries and $1.4 million available for additional staff.
schools, administrators at 23 high schools were con-
Purpose of the Evaluation Report
tacted. In order to understand the complexity of the
The purpose of this evaluation is to describe the issues, a variety of administrators were interviewed,
current level of implementation of the Core Curricu-
including 5 principals, 4 instructional deans, 3 regis-
trars and 12 counselors. Out of the 23 schools that
lum in the high schools and to document the progress
were contacted, personnel from 16 high schools
of the three-year implementation plan. The following
throughout HISD responded to the interview/survey.
questions were addressed:
See Appendix A for the participating schools.
How have the changes in the curriculum affected
1.
educational programming for the high schools?
Results
What were the characteristics of students in the
2.
first group graduating with 24-credit hours?
What were the administrators' reactions to the
3.
How have the changes in the curriculum affected
increased standards?
educational programming for the high schools?
What recommendations were made by district
4.
District documents and results from the Core
4
HISD RESEARCH AND ACCOUNTABILITY
CORE CURRICULUM: 1996-97
geted to have new labs completed by the Fall of 1997.
Curriculum 1997 Administrator Interview/Survey were
As of July 1997, 11 schools reported having the
used to determine the current status of the curricular
science lab revisions completed, indicating that the
Educational program-
changes (see Appendix B).
building phase is operating ahead of schedule.
ming and course offerings have were affected by
The technology hardware and installation plan
several issues including physical conditions, teacher
was scheduled to proceed at approximately the same
staffing assistance, scheduling and student interest/
Survey respondents from about hatf of the
pace.
success.
schools reported receiving the equipment but were
unable to use it due to network connection problems.
Physical Needs
The following reflects a typical statement,
At the onset of the project, it was recognized that
"We need more wiring and more computers in
to implement the curriculum revisions, physical needs
order to provide for the required classes and accom-
would require the following additional resources above
The fiscal time line was
modate the number of students we are teaching in the
the normal allocations.
classrooms now."
proposed and accepted by the school board in April
1995 for gradual implementation of the needed facili-
Teacher Staffing Assistance
ties.
It was also recommended that revenues be de-
Science laboratories to accommodate the ninth
voted to hiring additional teaching personnel based
graders when they become juniors.
on the standard staff allocation formulas found in the
More computer work stations complete with soft-
School Allocations Handbook.
ware and network capability.
Of those who responded to the question on the
Social studies classrooms equipped with soft-
interview survey, the majority reported that they re-
ware, maps and materials to teach world geogra-
ceived some additional funding, but that it was not
phy courses.
enough to pay a full-time teacher. Administrators
Foreign language listening stations, tapes and
summed up the group consensus with the following
materials.
comments.
The new subjects have allowed us to hire
In terms of materials, time, personnel and training
more teachers. We were able to hire .83 of a
the following needs were cited:
teacher for World Geography, so the full-time
Teachers needed additional resources, materials
teacher had to be funded with additional
and staff development toward managing instruc-
tional time particularly in relation to schedule
money.
changes incurred by block scheduling.
We don't have enough teachers to sup-
Counselors needed additional time and person-
port the proposed changes in the curriculum,
nel to assist, schedule and counsel students. The
based on the enrollment figures. Right now
other recommendations involved the re-alloca-
the number of teachers is tied to the enroll-
tion of resources within each campus.
ment with something like 1 teacher to 75
students ratio. Requiring more students to
The following are the cost projections recom-
take a foreign language means adding more
mended for completion by the 1997-98 school year:
teachers qualified to teach the course.
So
Constructing 41 science labs at a cost of approxi-
far, no additional funding has been devoted to
mately $175,000 each.
making the adjustment.
Assembling 58 computer labs, of which 37 for
career and technology would cost $55,000 each
We need foreign language teachers who
and 21 for computer science would cost approxi-
mately $100,000 each for a total cost of
can discipline and teach our students. They
are in such demand that they get more money
$4,290,000.
and they just transfer out...
Buying 52 sets of foreign language and 68 sets of
geography materials costing $800 each.
Course Offerings
For the college-bound student, the additions to
According to the Science Labs Improvement Pro-
curriculum have meant few changes or modifications
gram Schedule (Appendix C), 9 schools were tar-
5
HISD RESEARCH AND ACCOUNTABIUTY
7
CORE CURRICULUM: 1996-97
take all the English courses needed back-to-
in the courses taken. The requirements have affected
back. Many opt to get their requirements
students who might not want to take the third year
completed sooner.
course offering in science (e.g. Biology 2), may not
We have been on an alternate block
have the skills for Calculus and/or might not be
This year we are
schedule for 2 years.
interested in learning a foreign language. Courses
Instead of 4 classes that are
modifying it.
have been developed to accommodate the skills of
offered on an alternate block schedule we will
the students and the interest level. The following
have 3 classes every other day and 2 classes
comments reflect some of the curriculum decisions.
every day. We are doing this because of
athletics and band. The instructors have
It is all related to funding. The district
insisted that they see their students on a daily
needs to help the schools in offering the 24
basis during the season.
credits as courses in the curriculum. We can't
afford to hire teachers using the usual 75
Accelerated scheduling was described as very
student to one teacher ratio.
effective in two of the high schools. The expectations
or problems were also discussed.
We offer other courses like American
We have been on an accelerated block
Sign Language instead of Spanish for stu-
schedule for 2 years now. We have 4 classes
dents as a foreign language. We offer Chem-
that meet every day 90 minutes for 18 weeks.
istry in the Community for students who are
The problems we have had with our acceler-
weaker in Math but still need a science credit.
ated block involved credits for students in
Even if the student is not presently college
band and athletics. Students in athletics have
bound, this course will count toward college
to take fourth period, but the student usually
admission. We now offer more courses. We
has completed the required number of credits
also use Math of Money for the pre-algebra
within 2 years, so the rest of the time he/she
course.
earns local credit [which does not count to-
This credit
ward the 24 credits required].
Scheduling Issues
problem usually does not affect marginal stu-
The alternate block schedule was mentioned
dents because they are not in the athletic or
most often. The following comments are representa-
band programs.
tive of those using this scheduling system.
We went to the alternate block schedule
Principals in two of the schools reported using
when the changes in the curriculum went into
traditional scheduling and offered reasons for their
effect. We were thinking of going to the 24
In both cases they cited student mastery as
choice.
credits but this pushed us over.
concerns against going to the other scheduling sys-
Many talked about using the alternate block but
tems.
We have not gone to a block schedule. I
making modifications.
do not agree with the block scheduling con-
We have used an atternate block sched-
cept. We still have a seven period day. I am
Its working with
ule for the past two years.
not sure that some subjects like Calculus can
modifications as needed. For example, we
be taught in 9 weeks as some are doing with
had to put Language Arts every day and back
the accelerated block Kids today have no
to back for the ninth graders.
tenacity. They need to learn perseverance.
They need to learn that it takes time and
We are trying to give ninth graders Math
continual work to make something happen.
everyday. I don't know how we will do it, and
fit it into the master schedule, but we will.
Student Interest/Success
Administrators discussed their perceptions of the
With the block system, students get an
how the graduation requirements affected students.
extra two and a half credits, so they can use
Most of their comments reflected a positive view.
them for electives or to double up on the
We have noticed that fewer students go
required courses. For example, a junior could
6
HISD RESEARCH AND ACCOUNTABILITY
CORE CURRICULUM: 1996-97
to summer school. The counselors are see-
Table 1: Demographic Characteristics for Student
ing fewer ninth grade repeats this year.
Sample During 1995-96 and 1996-97
We didn't expect to see many changes in
1995-96
1996-97
terms of the students until next year. How-
n
Ye
11
ever, this was the first year that some of the
2,498
1,279
100
100
Enrollment
students graduated within three calendar
Ethnicity
They could do that, because they
years.
74
3
35
3
Asian
earned enough credits, which at this point is
456
African American
18
125
10
still 21 credits.
Hispanic
858 67
1549
62
White
419 20
17
261
We have seen some positive effects al-
Gender
ready. The school within a school plan is in
634
Female 50
1,232
49
Kids have shown a greater
its third year.
645 50
1,266
Male
51
commitment to school. We are an inner city
Economic Indicator
school, that went from a 42% dropout rate to
1,216 333
Free/Reduced Lunch
49
26
21% in three years.
Special Programs
24
Limited English Proficient
564
23
311
The increased requirements will begin to
Special Education
236
137
9
11
affect the next graduating class in 1997-98. I
The sample was fairly reflective of the district's 1996
don't know what the overall effects will be
97 overall high school population, of which 3% were
once all the changes are in place.
The
Asian, 36% African American, 48% Hispanic and 12%
marginal students take most of the counselor's
were white.
time during their senior year. We find courses
During the eighth grade, there were slightly more
so they get enough credits to graduate.
males (51%) than females included in the sample. In
the ninth grade, at the regular high school, the group
What were the characteristics of students in the
was evenly distributed with almost the same number
first group graduating with 24-credit hours?
of males as females.
Using free or reduced lunch as an indicator, 49%
Demographic information on the selected sample
of the eighth grade students in the sample were
of students included the number of students, gender,
eligible for free/reduced priced lunch compared to the
ethnicity and economic status. Economic status was
district total of 60% for students on the middle school
reflected by the number qualifying for free/reduced
level. In ninth grade the percentage decreased some-
lunch. During the 1995-96 school year, a total of
what to 26% of the students in the ninth grade sample
2,498 students were enrolled in either Revere, Edison,
population.
Lanier, Burbank or Hartman middle schools as eighth
When looking at the difference between the stu-
grade students. The following tables illustrate demo-
dents from 1995-96 to the 1996-97 school year, one
graphic information and previous academic perfor-
of the most striking changes were in the number of
mance about the selected cohort of students. Table
students who moved from the eighth grade to their
1 provides demographic information on the entire
zoned high school. Almost half (49%) of the eighth
student population.
graders chose to attend other high schools. The
Of the 2,498 eighth grade students in the sample
demographic information of these students by school
population, 3% were Asian, 18% African American,
can be found in Appendix D. Also illustrated in Table
62% Hispanic, and 17% white, compared to the
1 is the demographic composition of the group as
overall middle school population, of which 3% are
ninth graders. With slightly over half to the original
Asian, 34% African American, 53% Hispanic and 10%
number of eighth grade students, more of the His-
white. During the 1996-97 school year, 1,279 stu-
panic students attended the feeder pattern high school
dents from the original cohort entered ninth grade in
than the other ethnic groups represented in the sample
the zoned feeder high schools of Austin, Houston,
population.
Jones, Lamar or Lee. Of those, 3% were Asian, 10%
The information in Table 2 illustrates the end of
African American, 67% Hispanic, and 20% were white.
HISD RESEARCH AND ACCOUNTABILITY
9
CORE CURRICULUM: 1996-97
As one administrator pointed out,
year status of the students in the sample cohort or
The number of credits needed for a stu-
group of students. During the 1996-97 school year,
the majority (78%) of students were promoted,
dent to graduate are up everywhere in the city
and state. If HISD did not raise their require-
matching with the 80.5% district total for middle school
ments to meet the others, it would seem that
students failed because we expect less of
Table 2: Status of Students in Sample in May 1996
them. With these changes, we are keeping
1996-97
1995-96
pace with others are doing.
fl
N
ft
n.
2,498
100
The following responses are based on com-
na
na
End of year Status
78
ments made by the respondents to the interview/
na
1,958
na
Promoted
Retained
na
na
108
5
survey. They are grouped by position in the organiza-
Placed
na
na
241
9
tion and reflect the orientation from each perspective.
No Status
na
160
na
6
Dropout
na
na
31
1
Principals
Funding and staffing were the primary imple-
students. Another 9% were placed in the ninth grade.
mentation issues. The following is an example.
However, the 1% drop out rate was slightly lower than
We are having problems finding courses
districtwide total for middle school students of 1.3%.
for the students and people to teach them.
At the time of this report, the end of year status report
I am looking for people with multiple
was unavailable. Of the 1,219 students who did not
certificates. I want them certified not teaching
attend either the magnet or zoned high schools, 108
their minor areas.
were retained and attended district middle schools
and 945 students were enrolled in other high schools,
Academic Deans/Curriculum Planners
with an additional 160 students who had not dropped
Courses and scheduling were the major focus.
out, but were no longer enrolled in HISD.
We went to the alternate block schedule
The TAAS test performance of students in the
when the changes in the curriculum went into
sample cohort is presented in Table 3.
effect. We were thinking of going to the 24
At 70%, a higher percentage of the sampled
credits but this pushed us over.
students passed the Reading subtest on the eighth
grade TAAS than the districtwide average of 61%. On
We need extra technology. We need
more wiring and more computers in order to
Table 3: Student Performance on the Eighth Grade
provide for the required classes and have the
TAAS During Spring 1996
number we have in the classrooms now.
% Passing*
n taking
Subtests
We are looking into offering the advanced
70.4
672
Reading
science and technology courses using dis-
61.2
588
Math
tance learning. Then the teachers we have
58.2
Writing
551
can monitor the students in the room. The
423
44.0
Passing All Parts
teachers will be the class facilitators.
the Math subtest, the 61% passing was higher that the
districtwide average of 41%. However, the 58%
Counselors
The confusion about specific applications involv-
passing the Writing subtest was slightly lowerthan the
ing the Core Curriculum implementation and schedul-
districtwide performance of 60%.
ing were their primary concerns. The counselors
Thirty-seven percent or 946 students from the
appeared to have implementation problems related to
2,498 students selected in the original group took the
specific daily interactions with students. These in-
TAAS, and of those, less than half (44%) passed all
cluded a lack of clarity about the guidelines and
the sections of the test.
What are the administrators' reactions to the in-
scheduling. There was confusion about the applica-
bility of the new requirements to special student
creased standards?
cases. One example offered was of a student who
8
HISD RESEARCH AND ACCOUNTABILITY
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