"Guidelines for Completing Eight Program Evaluations in the Little Rock School District"

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USCHEL H FR10AY(lt22-1'94) JLLIAM H SUTTON, P.A iON M EISEMAN. JR, P.A O BELL, PA JAMES A BUTTRY, PA FREDERICK. S URSERY,,. A. ,..SCARE DAVIS, JR, P.A MES C. CLARJC, JR , PA. OMAS p LEGGETT, P.A t{N DEWEY WATSON, PA PAUL B BENHAM Ill.PA LARRY W BUJlK.S, P A WYCK.LIFP NISBET, JR..., P.A MES EDWARD HARRJS, P.A PHILLIP MALCOM, PA MES M SIMPSON, P A JAJllfES M SAXTON, PA J SHEPHERD RUSSELL Ill, PA DONALD H BACON. P.A ILLIAM THOMAS BAXTER. P A (HARD D TAYLOR.PA SEPH B HURST, JR.., PA ELIZABETH ROBBEN MUR.llAY, PA CHRISTOPHER HELLER. P.A LAUR.A HENSLEY SMITH, PA ROBERT S. SHAPER. P A WILLIAM M GRIFFIN Ill, P.A MICHAELS MOORE, P.A DIANE S MACKEY, PA WALTER M EBEL 111, P A KEVIN A CRASS, PA WILLIAM A WADDELL, JR., PA SCOTT J LANCASTER. P.A ROBERT 8 BEACH, JR . P A J LEE BROWN, P.A JAMES C. BAKER, JR.PA HAR.AV A LIGHT, PA SCOTT H TUCKER. PA GUY ALTON WADE, PA PRICE C. GARDNER.PA TONIA P JONES, P A DAVID D WILSON, PA JEFFREY H MOORE, P A DAVID M GRAF. P .A RECEIVED 1/'11/M DEC - 4 2002 j-/?Vid - Oc /,vu e cL OFFICE OF DESEGREGATION MONITORING ( By Hand Delivery) Mr. John W. Walker John W. Walker, P.A. 1723 Broadway Little Rock, Arkansas 72201 Mr. Richard Roachell Roachell Law Firm Plaza West Building 415 N. McKinley, Suite 465 Little Rock, Arkansas 72205 FRlDA Y ELDREDGE & CLARK ATTORNEYS AT LAW A LIMITED LIABILITY PARTNERSHIP www.fridayfirm.com 2000 REGIONS CENTER 400 WEST CAPITOL LITTLE ROCK, ARKANSAS 72201-3493 TELEPHONE 501-376-2011 FAX 501-376-2147 3'25 NORTH FUTRALL DRIVE, SUITE 103 FAYETTEVILLE, ARKANSAS 72703-41!111 TELEPHONE 479-l!llil5-2011 FAX 479-l!llil5-2147 208 NORTH FIFTH STREET BLYTHEVILLE. ARKANSAS 72315 TELEPHONE 1!170-7&2-2898 FAX 870-7152-2911!1 December 4, 2002 Mr. Sam Jones Wright, Lindsey & Jennings 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, Arkansas 72201 ( By Hand Delivery) Ms. Ann Marshall Desegregation Monitor 1 Union National Plaza 124 W. Capitol, Suite 1895 Little Rock, Arkansas 72201 RE: Compliance Remedy Dear Counsel & Ms. Marshall: CARLA GUNNELS SPAINHOUR. P A JOHN C. FENDLEY, JR, PA JONANN ELIZABETH CONIGLIO, P A R. CHRISTOPHER LAWSON, P A FRAN C. HICK.MAN, P A BETTY J DEMORY, P.A LYNDA M JOHNSON, P A JAMES W SMITH, PA CLIFFORD W PLUNKETT, PA DANIEL L. HERRJNGTON, P A MARVIN L. CHILDERS K. COLEMAN WESTBROOK, JR ALLISON J_ CORNWELL ELLEN M OWENS JASON B HENDREN BRUCE B TIDWELL MICHAEL E KARNEY KELLY MURPHY MCQUEEN JOSEPH P MCKAY ALEXANDRA A IFRAH JAY T TAYLOR MARTIN A KASTEN Mr. Steve Jones BRYAN W DUKE JOSEPH G NICHOLS ROBERT T SMITH RYAN A BOWMAN TIMOTKY C. EZELl T MICHELLE ATOR KAREN S. HALBERT SARAH M COTTON PHILIP B MONTGOMERY KJUSTEN S RIGGINS ALAN G. BRYAN LINDSEY MITCHAM SLOAN KHAYYAM M EDDINGS JOHN F PEISERICH AMANDA CAP'PS ROSE BRANDON 1. HARRISON OFCOUNS[L BS CLARK. WILLIAM L TERJt.Y WILLIAM L PATTON, JR H T LARZELERE, P A JOHN C. ECHOLS, P A A O MCALLISTER JOHN C. FENDLEY, JR. LITTLE ROCK TEL 501-l70ll23 FAX 5D1244-5341 f ndl yOftc.n t Jack, Lyon & Jones, P.A. 425 W. Capitol, Suite 3400 Little Rock, Arkansas 72201 Mr. Dennis Hansen Ofc of the Attorney qeneral 323 Center Street 200 Tower Building Little Rock, Arkansas 72201 Enclosed please find, "Guidelines for Completing Eight Program Evaluations in the Little Rock School District" prepared by Dr. Steven M. Ross. The Little Rock School District intends to retain Dr. Ross, Dr. Larry McNeal and Dr. William Moore to complete the eight evaluations identified on page 148 of the Little Rock School District's March 15, 2001 compliance report that were not completed with the assistance of an outside expert. These were identified on page 12 of the Compliance Committee's proposed compliance plan previously provided to you. F \HOME\BBrown\Fmdley\LRSD\dcseg\counsel2 It. wpd n :o ro 0::, ~rt n""" ' ro l"1 < H'I tn 0 l"1 l"1 ro ~ en ro g~ ::, Cl C/l l"1 ro n ::,' ,... = rt,, (I > Cl ~::r 00 n::, I"" Cl Qt All Counsel December 4, 2002 Page2 Little Rock School District hopes that its decision to follow the guidelines prepared by Dr. Ross will eleviate the Joshua Intervenors concerns about the preparation of these evaluations. If not, we respectfully request that ODM schedule facilitation related to the preparation of these evaluations as soon as possible so that the District may meet the court's March 15, 2003, deadline for Board approval and submission of the evaluations to the Court. Also enclosed for your reference are the responses to the RFQ submitted by the experts identified above. JCF/bgb enclosure(s) cc: Dr. Ken J arnes F:IHOME\BBrownlfendleyll.RSDldcseg\counscl2 h wpd Sincerely, John C. Fendley, Jr. () ""'1) 0 :, 1--' rt ~-Cl) n l'"1 < HI en o l'"1 l'"1 '1) ,:j en ro "'Cl en 0 '1) :, Ill en l'"1 ro n ::r Guidelines for Completing Eight Program Evaluations in Little Rock School District Prepared by Steven M. Ross, Ph.D. The present guidelines are based on my review of the Revised Compliance Plan, the LRSD standards for program evaluation, and evaluation report drafts and associated materials related to the eight programs identified as requiring "final" evaluation reports. My analysis of this material, combined with my experiences as an educational researcher and familiarity with the Joshua case as it affected LRSD, was influenced by the following assumptions: Invalid or questionable evaluation results can be much more detrimental than helpful to efforts to improve educational practices, and should not be disseminated without strong cautions and qualifications. Accordingly, studies that lack proper controls against bias or contamination from extraneous factors (e.g., differential sampling, history, diffusion of treatments) have limited value for guiding policies. Program evaluations that focus predominately on student achievement outcomes while lacking sufficient implementation data have reduced value due to inability to determine the nature of the "treatment." The study will also fail to inform policymakers about the practicality of the program, how it was used and reacted to by stakeholders, or whether and/or how it needs to be improved to impact atrisk learners. Evaluations of programs that have been discontinued in the district are of much less interest relative to ones that are presently being implemented or informing ongoing practices. To raise the achievement of African American students in LRSD, attempting to resuscitate existing studies that have insufficient data available, limited relevance to current practices, or require substantial time and resources with little promise of yielding useful information for policy decisions would be less productive than employing the "lessons learned
' from the prior evaluation work to support high quality and informative future studies. One such lesson is that the LRSD research department (formerly PRE) was understaffed to perform evaluations of the quality and quantity needed. Based on the above assumptions, I will recommend below a basic strategy for the third-party evaluators to use in preparing the eight identified evaluations for approval by the school board. Four of the evaluations concern programs that are no longer in use by LRSD and have limited or no relevance to programmatic decisions (Lyceum Scholars, Elementary Level Summer Schools, Vital Link, and Onward to Excellence). Of the remaining four evaluations, two have limited available data (Middle School Transition and Campus Leadership Teams) that, even with supplementary analyses, would not permit confident (valid) decisions to be made about program effectiveness (') "ti (I) 0:::, ~rt ~-(I) 0 l"1 < HI en o l"1 l"1 (I) !:C en ro -c, en 0 (I) :::, Ill en l"1 (I) 0 ::r 2 in general or about African American student achievement resulting from program participation. A seventh evaluation (Extended Year Education) could possibly yield informative evidence about an ongoing program, but to be sufficiently refined would require time and resources extending significantly beyond the current conditions for project completion. An eighth evaluation (HIPPY) also deals with an ongoing program, but unlike the others could possibly provide useful evidence through revisions completed within the available time frame. Accordingly, the HIPPY report is currently being rewritten by Dr. Ed Williams from LRSD. The suggested plan for the third-party evaluators is presented below followed by a brief review of each evaluation. A. Submit the current evaluation report as an attachment to a supplemental document as described in B-D. B. The supplement should begin with an expanded description of the program, its goals, and its history in LRSD. It should then describe the evaluation methodology and summarize and interpret the key findings. C. Most importantly, the supplement should discuss the limitations (and any strengths where indicated) of the evaluation with regard to: (a) informing current practices in LRSD
(b) using appropriate methodology
and (c) addressing student achievement effects, especially in reference to African American students. D. Finally, the supplement should present suggestions for conducting stronger studies of similar programs in future evaluation studies. 1. Middle School Transition (Moore) Thi/evaluation is in near-completed form and needs mostly editing and expansion. Because the middle school program is current and continuing, this evaluation study can be useful (mostly for guiding professional development and implementation improvement) for informing district strategies. The achievement results are fairly minimal and uninformative, but at the time of the evaluation (1999-2000), only baseline data existed. Thus, aside from providing additional description of the results (the tables and the narrative are sparse) and a more meaningful interpretation of trends (especially with regard to African American vs. Caucasian students), there is probably little more that needs to be done for this essentially baseline time period. The survey data appear to be reasonably analyzed and reported, but the interpretation and discussion should be extended to provide more meaningful conclusions and recommendations. Suggestions: The third-party evaluator should follow the basic strategy outlined in the introductory section. (') "O Cl) 0::, .... rt" I-'('!) n ~ '< t-'11 en o ~ ~ Cl)?:-' en m "Cl en 0 Cl) ::, Ill en ~ m n ::r )" en en 0 n I- Ill Q rt Cl) 3 2. Lyceum Scholars (McNeal) The Lyceum Scholars' High School Program, which was evaluated in 1998-99 and 1999- 2000, is no longer being implemented in LRSD. The latter consideration, coupled with the obvious limitations of the evaluation design with regard to rigor, depth, and meaningfulness of the data, substantially reduce the value of the study and the need for devoting more than minimal resources to it, beyond perhaps a supplemental summary and explanation. Suggestions: The third-party evaluator should follow the basic strategy outlined in the introductory section. 3. Elementary Level Summer School (McNeal) Similar to the Lyceum Scholars' High School Program (#2 above), the Elementary Level Summer School program is no longer being implemented in LRSD. In addition, the evaluation study conducted in the summer of 2001 is limited in its design and methodology. Among the major concerns are the lack of: (a) implementation data to describe the program strategies and the degree to which they were actually used by teachers, (b) an adequate control group or norms to which the achievement scores of summer school students could be compared, and (c) qualitative data to describe the experiences of students and teachers in the program. Due to "differential sampling" the multiple tables provided are neither overly meaningful nor informative regarding the progress of summer school students in general and African American summer school students in particular. Seemingly, there is little useful information to be gained for informing future policies by. investing substantive resources in revamping the study. While more suitable control samples might be established using archival data, the absence of implementation assessments would still make the "treatment" essentially unknown. Therefore, suggestiJns similar to those made for the Lyceum Scholars program are also offered here. Suggestions: The third-party evaluator should follow the basic strategy outlined in the introductory section. 4. Vital Link (Ross) The Vital Link program, designed to provide students with on-the-job experiences, was offered to 394 middle school students in the summer of 1999. Because the program was of very limited duration (only one week) and is not focused on either academic curriculum or learning strategies, it is highly unlikely to have affected students' academic achievement. Although such a program would still potentially serve a useful purpose for fostering student motivation to achieve and complete school, it is no longer being implemented in LRSD. Further, the evaluation study conducted was so limited (a brief post-test only, closed-ended survey) that the policy implications of the results are minimal and even potentially misleading if derived. Therefore, suggestions similar to (") "Cl ro 0 ::, ~M' n'"'' lr'oi -< 1'11 en o l'i l'i ro ~ en ro ~ en o ro ::, QI en l'i ro n ::,' 4 those made for the Lyceum Scholars Program and the Elementary Level Summer School Program (#'s 2 and 3 above) are again offered here. Suggestions: The third-party evaluator should follow the basic strategy outlined in the introductory section. 5. Onward to ExceIJence CSRD Program (Ross) The OTE model was implemented at Watson Elementary School for several years, starting in 1999. It has since been discontinued and was never formally evaluated, except for achievement data reports sent by the principal to ADE. Thus, in essence, there is no longer any program in LRSD to evaluate and no evaluation report to revise, expand, or redraft. It would seem wasteful of resources to reexamine historical data from this program, especially since implementation data are lacking. That is, if positive or negative results were found, it would be impossible to determine whether OTE or numerous others factors were the main cause. Suggestions, therefore, are similar to those for #'s 2-4 above. Suggestions: The third-party evaluator should follow the basic strategy outlined in the introductory section. 6. HIPPY (Ross) Because HIPPY is a continuing program, this evaluation can be potentially useful to LRSD by providing initial program results on student achievement and benefits to African American children. A limitation of the study, which unfortunately cannot be remedied retroactively, is the lack of implementation data to describe the fidelity with which HIPPY program components were actually used. The quantitative achievement results must therefore be viewed cautiously, but should sti11 be at least suggestive regarding program influences. Substantive expansion and revision, however, are needed to increase the readability and meaningfulness of the report. For example, there is inadequate description of the program, context, methodology, and analysis design. Tables and findings need to be presented in a more readable ("user-friendly") manner. Suggestions: A. Reorganize and expand the introduction and methodology to be in line with district evaluation standards (i.e., more context, more detailed methodology, clearer questions and organization). B. Ed Williams needs to run the revised analysis and write up results by January 31, 2003. A program description needs to be provided. Results need to be disaggregated, if possible, for African American and Caucasian students. Expand the Results sections to provide more informative reporting of outcomes, clearer tabular presentations, etc. C"l "O Cl) 0::, ~ rt' ~-Cl) n l'1 ~ - H'I en o l'1 l'1 Cl) ,:I en m "O en 0 Cl) ::, llJ en l'1 m n ::,' ~- ::, t:l .0, C. Expand the Conclusions section to: (a) directly address whether there are implications for the achievement of African American and other disadvantaged groups (there probably are not at this stage), (b) more fully discuss implications and recommendations associated with the findings, and ( c) propose further evaluation research that will validly determine both implementation quality and influences of HIPPY on student achievement. D. The third-party evaluator should follow the basic strategy in expanding this report. 7. Extended Year Education (EYE) Report (Moore) 5 The EYE program is relevant to LRSD's current interests in improving academic achievement of its students. Unfortunately, the present evaluation design does not seem sufficiently sensitive to detect effects that might be attributable to EYE. Specifically, usage of whole-school data compared descriptively to district norms gives only a very surface examination of the schools' progress, with susceptibility to contamination by student mobility, differences in SES, etc. A more precise analysis would match students at the three schools to similar students at comparable schools not using EYE, and then examine progress using a multivariate-type (regression or MANOV A) analysis. It is questionable, however, that such analyses could be completed in the time remaining for the required submission of the final report. Also, the findings would be limited by having only two years of post-program data. Aside from the design limitations, the organization of the report is difficult to follow due to the many tables and brief but not very informative narrative descriptions. The survey data might be interpretable, but also need a much clearer and better organized presentation. Suggestions: The third-party evaluator should follow the basic strategy outlined in the introductory section. , 8. Campus Leadership Teams (Ross) This initiative seems highly relevant to current and future goals of LRSD. However, the "evaluation data" collected to date consist of only results from two district-wide surveys that assessed team members' reactions to various activities. No information exists to verify the representativeness of the samples, the validity of the data collection in general, or the implementation of the CL Ts at the various schools. The aggregate survey results on the 24 combined items (14 in the team member survey
10 in the certified/noncertified staff member survey) do not appear overly interesting or meaningful with regard to informing practice. Suggestions: The third-party evaluator should follow the basic strategy outlined in the introductory section. C"'l "d Cl) 0::, r-' rt" .... Cl) n l"1 < - Hi tll 0 l"1 l"1 Cl) ~ Ill Cl) 'Cl Ill 0 Cl) ::, 0J Ill l"1 ro n ::," .... ::, t'l .Q , ~The University of Memphis Memphis, Tennessee 38152-3340 A State of Tennessee Center of Excellence Center for Research in Educational Policy 325 Browning Hall October 28, 2002 Director of Procurement Little Rock School District 1800 East Sixth Street Little Rock, AR. 72202 Dear Mr. Paradis, RECEIVED 'j : I 2p rvJ DEC - 4 2002 I f.t,i,,J . /)C'l1 ~ ~~ c J., OFFICE OF DESEGREGATION MONITORING Local 901/678-2310 Toll 866/670-6147 FAX 901/678-4257 Enclosed are five copies of the Center for Research in Educational Policy's response to RFQ #23-010: Revised Desegregation and Education Plan Program Evaluation Consultant. If additional information is needed or ifl can be of further assistance, please contact the Center toll free at 1-866-670-6147. il~ Steven M. Ross Director A Tennessee Board of Regents Institution An Equal Opponunity/Afflrrnsliw Action University Response from the Center for Research in Educational Policy at the University of Memphis to: RFQ Number: 23-010 Title: Revised Desegregation and Education Plan Program Evaluation Consultant Opening date/time: ovember 6, 2002 (2:00 p.m.) CREP Response to RFQ23-010 1. Curriculum vitae with specific documentation of successful experience in education program evaluation. PERSONAL DATA Steven M. Ross 224 Eagle Spring Cove Cordova, TN 38018 Institution Pennsylvania State University Undergraduate Major: EDUCATION Psychology Home (901) 755-6654 Office (901) 678-3413 Degree-Year B.A. 1969 M.S. 1972 Ph.D. 1974 Graduate Major: Educational Psychology PROFESSIONAL ASSOCIATIONS American Psychological Association, Fellow American Educational Research Association, Member Mid-South Educational Research Association, Member Association for Educational Communications & Technology, Member International Congress for School Effectiveness and School Improvement, Member EXPERIENCE Instructor, Continuing Education, 1973-74, Pennsylvania State University Instructor, Psychology, Spring Semester, 1974, Lock Haven State College, Lock Haven, Pennsylvania Evaluator, Summer, 1974, Mitre Corporation, McLean, Virginia Assistant Professor, Educational Psychology, 197 4-79, University of Memphis Associate Professor, Educational Psychology, 1980-1985 Professor, Educational Psychology, 1985 - Present Senior Researcher, Center for Research in Education Policy, University of Memphis, 1995-2001 Director, Center for Research in Educational Policy, University of Memphis, 2001 - present COURSES RECENTLY TAUGHT Theories of Learning (undergraduate) Individual Differences and Learning (Graduate) Educational Statistics (Undergraduate and Graduate) Educational Research (Graduate) Computers in Education (Graduate and Undergraduate) Thesis Writing (Graduate) Educational Assessment (Graduate) CREP Response to RFQ23-010 2 HONORS AND DISTINCTIONS 1. NDEA Fellowship for graduate study at the Pennsylvania State University, 1971-1973. 2. Graduate Student Associate, Southwest Regional Laboratory, Summer, 1971. 3. Distinguished Teaching Service Award, University of Memphis, 1980. 4. Phi Delta Kappa Professional Research Award, Memphis Chapter, 1983. 5. Elected Fellow, Division 15, American Psychological Association, 1986. 6. Visiting Scholar, National Center for Research on Improving Postsecondary Teaching and Learning. University of Michigan, Summer 1987. 7. Distinguished Research Award, University of Memphis, 1987. 8. Distinguished Teacher Service Award, University of Memphis, 1988. (First eligibility since 1980
no longer eligible) 9. Memphis State University nominee, CASE Professor of the Year Award, 1989 10. Superior Performance in University Research (SPUR) Award, University of Memphis, 1990, 1991, 1992 11. Distinguished Research Award, University of Memphis, 1993. 12. Board of Visitors Eminent Faculty Award, University of Memphis (first recipient), 1993 13. Editor, Educational Technology Research and Development, 1993-present 14. Editorial Board, Journal of Education for Students Placed At Risk. 1995-present 15. Editorial Board, Computers and Human Behavior, 1994-present 16. Invited testimony, U.S. House of Representatives Subcommittee on Early Childhood, Youth, and Families, Committee on Education and the Workforce, June 26, 1998. 17. Invited panelist on comprehensive school reform, discussion with Secretary of Education Richard Riley, March 16. 1999. 18. Lillian and Morrie Moss Chair of Excellence in Urban Education, 2001 Publications in Refereed Journals Books Book Chapters SCHOLARSHIP Papers Presented at Professional Meetings 122 7 28 224 SELECTED RECENT PUBLICATIONS Ross, S. M., Henry, D., Phillipsen, L., Evans, K., Smith L., & Buggey, T. (1997). Matching restructuring programs to schools: Selection, negotiation, and preparation. School Effectiveness and School Improvement,~' 45-71. Ross, S. M., Troutman, A., Horgan, D., Maxwell, S., Laitinen, R., & Lowther, D. (1997). The success of schools in implementing eight restructuring designs: A synthesis of first-year evaluation outcomes. School Effectiveness and School Improvement, 8_, 95-124. Ross, S.M., Smith, L. J., & Casey, J. (1997). Preventing early school failure: Impacts of Success For All on standardized test outcomes, minority group performance, and school effectiveness. Journal for Research on Students Placed At Risk, i, 29-54. CREP Response to RFQ23-010 3 Stringfield, S., & Ross, S. M. (1997). A "reflection" at mile three of marathon: The Memphis restructuring initiative in mid-stride. School Effectiveness and School Improvement, 8, 151-161. Ross, S., & Smith, L. J. (1997). Improving the academic success of disadvantaged children: An examination of Success For All. Psychology in the Schools, ~..1, 171-180. Jayasinghe, M. G., Morrison, G. R., & Ross, S. M. (1997). The effect of distance learning classroom design on student perceptions. Educational Technology Research and Development,~ 5-20. Ross, S. M., & Smith, L. J. (1998). Improving school achievement and inter-group relations for children placed at risk. European Journal oflntercultural education, 9_(2), 141-154. Smith, L. J., Ross, S. M., McNelis, M, Squires, M., and others (1998), The Memphis restructuring initiative: Analysis of activities and outcomes that impact implementation success. Education and Urban Society, 30(3), 296-325. Stringfield, S., Datnow, A., Ross, S., & Snively, F. (1998). Scaling up school restructuring in multicultural multilingual contexts: Early observations from Sunland County. Education and Urban Society, 30(3), 326-357. Ross, S. M., Smith, L. J., & Casey, J.P. (1999). "Bridging the gap": The effects of the Success For All Program on elementary school reading achievement as a function of student ethnicity and ability level. School Effectiveness and School Improvement, lQ(2), 129-150. Morrison, G. R., Ross, S. M., & Kemp, J.E. (2000). Designing effective instruction (3'd ed.). New York, tN: Macmillan College Publishing. Ross, S. M., Alberg, M., Smith. L., Anderson, R., Bol, L., Dietrich, A., Lowther, D., & Phillipsen, L. (2000). Using whole-school restructuring to improve educational outcomes: The Memphis story at year 3. Teaching and Change, 1(2), 111-126. Ross, S. M., & Seidel, S. (2000). The introduction to the NEA Teacher Education Initiative. Teaching and Change,~' 5-9. Nath, L.R., & Ross, S.M. (2001). The influence of a peer tutoring training model for implementing cooperative groupings with elementarJ students. Educational Technology, Research and Development, 49(2), 41-56. Ross, S. M., Sanders, W. L., Wright, S. P., Stringfield, S., Wang, L. W., & Alberg, M. (September 2001). Two- and three-year achievement results from the Memphis Restructuring Initiative. School Effectiveness and School Improvement, 1]_, 323-346. CREP Response to RFQ23-010 4 Summary of Interests During the past ten years, I have worked extensively with school districts, both regionally and locally, to develop and evaluate programs for improving student achievement. The primary focus of these studies bas been schools predominantly serving disadvantaged inner-city minority children. Currently, I am working on the formative and sumrnative evaluation of Comprehensive School Reform (CSR) projects at schools in various states. Additional ongoing research projects are studies of school restructuring designs as they are implemented in Memphis City Schools and other school districts and of professional development schools in seven national sites as part of the NEA Teacher Education Initiative (NEA-TEI). 2. Capacity and capability to perform education program evaluations including a writing sample (see appendix for writing sample). The Center for Research in Educational Policy (referred to in this document as the Center or CREP) is funded by the State of Tennessee as one of five Centers of Excellence located at The University of Memphis. The mission of the Center is to implement a research agenda associated with educational policies and practices in the preK-12 public schools of Tennessee and the nation, and to disseminate research findings so that they inform decisions made by educational practitioners and policymakers. Since 19.89, the Center bas served as a mechanism for mobilizing community and university resources to address educational problems and to meet the I University's commitment to primary and secondary schools. Functioning as a part of the College of Education, the Center seeks to accomplish its mission through a series of investigations conducted by Center personnel, College and University faculty, and graduate students. The Center's research agenda is developed through analysis of persistent or emerging issues in schools and their communities, changes occurring in teacher education programs, and recommendations from educational authorities. In order to plan and conduct inquiries relevant to issues associated with public schools, the Center supports research reflecting the following characteristics: potential for contributing to the solution of educational policy and practice issues
an applied research and development focus
collaborations and partnerships with schools and other external organizations
interdisciplinary research teams
multiple modes of inquiry
CREP Response to RFQ23-010 5 immediate and long-range planning
and creation of databases to foster secondary analyses. Research outcomes are intended to provide a knowledge base for use by educational practitioners and policymakers by providing insight into the complexities of educational phenomena and offering recommendations for action. Through work in schools for over a decade, the Center has contributed to Tennessee policy decisions regarding teacher preparation and licensure, school governance and site-based decision making, and public school reforms. Additionally, the Center has gained national recognition for its contribution to discussions of issues such as reform of teacher education, educational equity, educational technology, school reform and restructuring, urban and multicultural education, interventions for at-risk students, and using formative evaluation methods for school improvement decision-making. In summary, the Center for Research in Educational Policy has extensive experience in evaluating diverse educational programs. The Center has developed numerous valid and reliable evaluation tools that have been effectively used by hundreds of schools and districts to examine the extent to which programmatic goals are being realized, and also fotmaking data-based improvement decisions. The Center's professional expertise, available evaluation resources, and proximity to the Little Rock School District all make it likely that CREP can assist the District in complying with the court order related to its Revised Desegregation and Education Plan. 3. Indication of the amount of available time between November 11, 2002 and March 1, 2003 for consulting and active work on this project. Dr. Steven Ross and staff from the Center for Research in Educational Policy can initially commit to ten hours per week for this project. This commitment is flexible, however, and can be negotiated based on the needs of the Little Rock School District. CREP Response to RFQ23-010 6 4. Two professional references who can attest to quality of work and ability to meet schedules and deadlines. RickBasoin Deputy Executive Director of Planning and Development SERVE 915 Northridge St., 2nd floor Greensboro, NC. 27403-2112 (800) 755-3277 RBASOM@serve.org Doris Redfield Director of Research AEL P.O. Box 1348 Charleston, WV. 25325-1348 (800) 624-9120 redfield@ael.org 5. Pending Lawsuits. None. IC !3: C Ill ll ::, ~ Ill., ..a r ro ~ 5ro1 c, ::, C: rt i: r. I >en lrl en., 0 C n....: : Ill Q 1
CREP Response to RFQ23-010 7 Appendix Writing Sample 1 1 The writing sample is an executive summary. The full report will be provided upon request. PROGRESS AND OPTIONS REGARDING THE IMPLEMENTATION OF DIRECT INSTRUCTION AND SUCCESS FOR ALL IN TOLEDO PUBLIC SCHOOLS EXECUTIVE SUMMARY Prepared by: Center for Research in Educational Policy (CREP) at the University of Memphis www .memphis.edu/crep July 30, 2002 :J:>'lll t/l rl t/l 0 C (l ::i I ~- Ill Q rt 1m Progress and Options Regarding the Implementation of Direct Instruction and Success for All in Toledo Public Schools EXECUTIVE SUMMARY Purpose and Background The major goals of this research study were to evaluate the outcomes and provide recommendations on the implementation of two improvement models being used by multiple schools in the Toledo Public School (TPS) district. The district has taken bold steps to turn around some of its lowest performing schools, including the investment of about $2 million over the past four years to adopt two research-based comprehensive school reform models with solid national track records of effectiveness. These models, Direct Instruction (DI) and Success for All (SF A), have been implemented in a total of nine Toledo elementary schools. The design and methodology of the study, to be described below, was oriented towards answering the following research questions. How do "program" (i.e., DI and SFA) schools compare to "control" (i.e., similar) schools in student achievement outcomes over time? How well are program schools implementing their chosen models? How do program schools compare to control schools in measures of school climate that make a difference in program implementation or student achievement? What are key stakeholder reactions (e.g., district leaders, principals and teachers) to the effectiveness of the programs and their schools' ability to fully implement the programs? Which factors appear to differentiate between program schools that are most and least successful in raising student achievement? Study Design The design of this project relies on a number of different approaches to determine program implementation. The findings and options for action reported here draw on multiple data sources consisting of: Comparisons of student achievement results at program schools against similar TPS schools
Targeted observations of the extent and quality of DI and SPA implementation
o Interviews of district and union leadership
School climate inventories administered to teachers at program and control schools
Teacher questionnaires administered to teachers teaching reading at program and control schools
Focus groups comprised of program teachers that explored issues related to program implementation
and Interviews of principal and building representative. Nine schools participated in the evaluation, including three DI schools that began implementation in 1997-1998
three DI schools that began implementation in 1999-2000, one that began in 2001-2002
and two SFA schools that began implementation in 1999-2000. (Note: As data was not yet available, the DI school that began implementation this year was not considered in the analysis of student achievement.) For the student achievement study, the comparison sample consisted of all other (not SF A and DI) schools in the District, the scores for which (as explained below) were adjusted for school and student characteristics. For the implementation analyses, experts in the school district selected matched control schools for DI and SF A sites based on prior achievement, SES factors, and ethnicity. There were six DI control schools and two SF A control schools. Again, the DI school that began implementation this year did not have a control school. Results Achievement Analysis Student achievement data was gathered from all available sources, including the Ohio proficiency test and the Stanford Achievement Test (SAT-9). Student results on these standardized tests in schools implementing DI and SF A were examined as well as results for all other (not DI and SFA) district schools. Results were compared for program and control schools and the analysis revealed the following. Overall Results. DI and SF A program schools included in the evaluation posted student achievement gains nearly equal to what would be expected of other Toledo schools serving similar student populations. DI Results. Achievement gains tended to improve in DI schools from 1999 to 2001 in 2nd and 6th grade, but were still slightly below what would be expected given the pf)verty rate and pretest levels of the schools. In 2001, DI schools as a whole produced a statistically significant negative effect for fourth grade. Among the schools that implemented DI in 1997-1998, Mt. Vernon second grade students tended to post higher achievement gains than would be expected. Fourth and sixth grade achievement gains improved at Mt. Vernon from moderately below to roughly equal to the district average. Among 1999-2000 DI schools, student achievement improved substantially at King, particularly in 2nd and 6th grade. Second grade student performance declined precipitously at Warren from 1999 to 2001. 2 3: Ill ::, Ill IQ m 5l m ::, rt- ,~> 0 (') ~- Ill rtm SF A Results. In both SF A schools, students at each grade level made achievement gains at a rate nearly equal to the district average for each year considered. School Climate Inventory (SCI) The main purpose of the School Climate Inventory (SCI) is to assess impacts of reform initiatives in relation to seven dimensions logically and empirically linked with factors associated with effective school organizational climates. 1 The inventory contains 49 items and responses are scored using a five-point scale ranging from strong disagreement (1) to strong agreement (5). Overall Results. SCI results showed no unusual positive or negative trends for any of the program or control groups, with the exception of one of the two SF A sites that had negative school climate results. DI Results. DI teachers reacted comparably to their control counterparts. SF A Results. SF A teachers reacted significantly more negatively than did the control teachers on three out of the seven dimensions (Environment, Leadership, and Order). One of the SF A schools bad very positive school climate results, while the other SF A site bad negative school climate results compared to both the controls and to national norms. Reading Teacher Survey (RTS) All teachers of reading at each DI, SF A, and control school were asked to complete the RTS, which contains 20 items teachers respond to using a five-point scale ranging from strongly disagree (1) to strongly agree ~). Items identified the specific program in the case of DI and SF A, but referred generically to the "reading program" for the control schools. Among the areas assessed were professional development, impacts on students, changes in teaching, support for the program, effects on technology use, and involvement of parents and the community. Overall Results. Findings for both DI and SF A sites indicated significant favorable teacher attitudes toward the DI and SF A reading programs relative to control group impressions of the district's general reading program. DI Results. DI teachers expressed more positive attitudes toward their reading program than did control teachers of their schools' approaches. Significant differences were obtained on 12 out of 20 items, with the largest effects indicated for: (1) external guidance and support
(2) 1 The dimension on the Environment addresses pride in the school and caring about others
the Order dimension focuses on student behavior, discipline, and attendance
the Leadership dimension deals with the degree to which the administration is supportive, communicative, and effective
Involvement concerns the extent to which parents and the community are involved in the school
the dimension on Instruction considers the extent to which the instructional program is well developed and implemented
the Expectations dimension is the extent to which students are expected to learn and be responsible
and the Collaboration dimension is the extent to which the administration, faculty, and students cooperate and participate in problem solving. 3 the reading program changing classroom learning activities a great deal
(3) external professional development being valuable
and, ( 4) student achievement being positively impacted. SF A Results. SF A teachers were significantly more positive than their control counterparts on 13 of the 20 items. The largest effects were obtained for items indicating a more positive teacher evaluation of: (1) the guidance provided by the school facilitator, support team, or others
(2) changes in learning activities due to the reading program
(3) the school's plan for evaluating the reading program
( 4) the value of the professional development
and, the involvement of parents. Interviews and Focus Groups Interviews were conducted with key stakeholders ( district leadership, union leadership, and a school board member), principals of schools implementing DI and SF A as well as Control schools, building level union representatives, and DI and SFA school facilitators. Teacher focus groups of about one-hour in length were held to provide background information about schools' usage of their selected programs to support more informed interpretations of outcome measures such as student achievement. Questions addressed teachers' experiences with and reactions to program implementation with regard to such areas as program appropriateness, resources, professional development, and outcomes. The principal at each of the nine schools participated in a one-hour, on-site interview. Interview questions addressed the principal's experiences and reactions to the program implementation and the associated outcomes for the school, students, faculty, and parents/community. Interviews with control school principals were conducted via telephone, using the same instruments. Results from DI Interviews and Focus Groups According to respondents (principals, teachers, and teacher union building representatives), the strengths of DI appear to be in the primary grades, especially with regard to phonics. The model also appears to them to be highly positive for special needs children, attributed to DI's structure, repetition, and appropriate ability grouping. Weaknesses in DI were perceived in the intermediate grades, including a lack of instruction in comprehension and higher-order thinking skills. Implementation, according to one teacher focus group, has gone well in the lower grades, but as reported by one building representative, the program lacks support among intermediate grade teachers. Almost all principals, building representatives, and teacher focus groups perceived a positive impact of DI on reading and interest in reading. High student mobility was identified as one of the biggest obstacles to DI implementation, since new students enter the school with no DI experience. Large class size was mentioned as another perceived impediment to implementation. A third impediment reported at some schools was high teacher turnover. In some schools, boredom and lack of interest during DI was identified as an issue, although others report increases in student motivation and enthusiasm about reading. 4 3: Ill ::, ill "" IQ (D s ~ g rt ~ :t>'P. tll " ~ a n I-' Ill ,~ Most respondents viewed initial DI training as positive. Several noted that training was inadequate for new/transfer teachers. Model developers appeared to have inconsistent contact with the schools. Across all schools, there appeared to be a need for improved district training and support, which was reported to be minimal and unspecific. In summary, teachers and principals in DI schools perceive the program to be very effective, especially in grades K-3, at teaching larger numbers of students to read. Teachers and principals indicate that students are more motivated and interested in reading and that they see progress in their classrooms on a regular basis. There appears to be a weakness in the training provided by model consultants and the district, particularly for new teachers entering the program buildings. Results from SFA Interviews and Focus Groups According to respondents, SF A implementation has been improving, but has been highly dependent on the rate of teacher turnover. The most effective elements of the SF A model were perceived to be the 90-minute block of reading time, ability grouping for reading, the use of phonics and tutoring at the primary levels, and program consistency from grade to grade. The least effective SFA elements were reported as the lack of nonfiction materials (an issue identified at both "program" and "control" schools), limited writing emphasis, time constraints, large class sizes, the scripted lessons, and the lack of alignment to Ohio standards. Focus groups in both schools perceived that SFA supports cooperative and team-based approaches. Other SF A classroom changes identified include smaller reading groups, flexible levels, individualized learning, interdisciplinary and project-based instruction, improved partnering, and more student enthusiasm for learning. Staff reported that special"needs SF A students are ability-grouped according to reading level, and are given extra tutoring if necessary. I In summary, staff observed that students in both SF A schools appear to be more motivated to read. SF A schools reported that, according to SF A assessments, more students are reading on level, and students are reading more often. SF A principals reported increasing proficiency scores, although teachers in one school reported that test scores are down: One SF A school also noted improved communication, stronger student relationships, and fewer discipline problems during SF A implementation. In both SF A schools, teacher collaboration and teacher collegiality has reportedly improved, despite high teacher turnover in one of the schools. According to the focus groups, professional development and SF A training have been helpful overall at both schools. However, follow-up training and training for new teachers were viewed to be inadequate. Targeted Observations Independent, out-of-state consultants with expertise in the implementation of DI and SF A conducted site visits to the Toledo schools implementing these models. Targeted observations for each model follow. 5 IQ xi::: 0J 0J ::, 0J 1- -0 ro~I s ('I) ::, Cl rt C: 0 :x:,. 0J en rt en .... 00 0 ::i I-' 0J QI rt ('I) DI Targeted Observations In-depth observations of Toledo's DI schools by outside experts in the program indicate a rather inconsistent and incomplete level of implementation of the components of the DI model that are critical for accelerating student progress to reach grade-level performance. These expert observers noted that implementation is not yet geared to produce significantly more than a year's progress each year so that children can close the "academic gap." On an encouraging note, the observers reported that school staff nearly unanimously identified a significant reduction in the number of children who are nonreaders, and a significant increase in the number of children who are encountering success during reading instruction. Specific recommendations to improve DI implementations are as follows: 1. Place more emphasis on accelerating student performance in kindergarten and first grade. 2. Increase reading instructional time to accelerate and expand student reading proficiency. 3. Provide children who are functioning below grade level with daily extra DI reading instruction. 4. Provide for structured reading in a wide variety of materials. 5. Place more emphasis on implementation of the DI language curricula. 6. Provide professional development to enable all teachers to reach high levels of proficiency in teaching DI. 7. Provide training and support for building principals to take a more active role in supporting implementation of DI model. 8. Provide more of a sense of urgency from the district level to ensure implementations are producing desired levels of student learning. This recommendation further stres,ses the need to establish a district-wide DI coordinator to monitor implementation and 'ensure consistency and quality in uses of DI across schools. 1 SF A Targeted Observations According to the SF A expert who visited the program schools, implementation in Toledo is uneven. While observations revealed that implementation of the SF A program is generally above average in curricular areas and both schools provided the requisite 90-minutes of reading instruction each day, several concerns exist. Implementation of the "Reading Wings" reading component in one school was below average. Both schools are below average in family support implementation and one school needs to improve in the area of teacher training. 6 ' tO 3:C:: Ill Ill ::, Ill 1- IO (I) I< El (I)~ ::, c:1 rt Cl >en r en 0 ("l I-' Ill rt I (I) In terms of student performance, based on their analysis of SF A-provided student assessments, both schools report approximately 90% of first graders reading at or above grade level and close to 70% at or above grade in most second through sixth grades.2 According to the expert observer, teachers at each school appear to be working together to successfully implement the program in the face of implementation challenges. For instance, one site has been without a permanent facilitator for most of the 2001-2002 school year. The other SF A site has two facilitators, however, program implementation is challenging there as well due to the large student population and other conditions. The observer noted that the district appears to lack attention and focus to ensure that high quality program implementation is o.ccurring at each SF A site. Specific recommendations to improve SF A implementation are as follows: 1. Improve the alignment of SFA with the Ohio Proficiency Standards. 2. Ensure that adequate program facilitation is provided. 3. Improve the quality of professional training that SFA teachers receive. 4. Strengthen the implementation of SF A's writing component. 5. Implement fully the family support program component of the SFA model. Options for Action Our research team's goal in conducting this analysis was to support the ongoing efforts of all stakeholders in Toledo to engage in effective, evidence-based action to improve student achievement. We hope this report will provide the District the information it needs to weigh its options regarding the future implementation of two research-based, research-proven reading/school improvement programs. This report does not seek to promote or discredit either program or any alternative approach, or to call into question the well-intended and hard work of many district administrators and school staff. Rather, it lays out the available faqts, analyzes them and, on that basis, provides the following, forward-looking options. The District has several options regarding the future of Direct Instruction and Success for All in these schools. They range from the abandonment of the models entirely to their full, sustained, and potentially expanded implementation. At one end of this spectrum, before abandoning the models completely, the District would have to answer two key questions: 2 This statement on grade level performance refers to an SF A student assessment. This information contradicts other student assessment data provided by the Toledo Public Schools Office of Research showing that on the district assessment one SFA site has about 50% of its first graders and 60% of second graders performing on grade level while the other site has about 80% of first and second graders performing at grade level. 7 1. Have we done all that we could at the district and school level to fully implement these two programs in order to achieve successful student outcomes? 2. If we do decide to drop these programs, what do we have in hand, ready to go, that will produce better results? Given the observations detailed in our report, it would appear that the District could talce several more steps to assure high-quality implementations of these models. Furthermore, while the district may develop equally, or more effective, alternative approaches for raising reading achievement in these program schools, and perhaps across the entire district, no such option currently exists. Therefore, the district may wish to explore ways in which these programs could continue to operate-for a limited period of time, and with increased support and monitoring. The programs that the District has adopted have demonstrated success in many similar settings across the country. Therefore, given the right circumstances they may yet yield the desired-but as yet unattained---outcomes in Toledo. Based on the results of this study and our experiences as consultants and researchers in the area of comprehensive school reform, the following recommendations are offered for consideration by the TPS School Board and Superintendent. Improving Model Implementation this School Year. In the event the District decides to continue to operate these two models, for the 2002-2003 school year, there are a number of actions that should be considered in order to improve implementation. The District should: Carefully review the detailed findings of the targeted observations provided in this report and make every possible suggested change in implementation. In the future, the district should monitor and act on the information provided by DI and SF A ongoing implementation checks and consider supplementing this data with other formative evaluation tools. Establish a support, accountability and monitoring structure at the district level with one administrator charged with oversight of these models. This would ensure an ongoing focus on providing the support required for success. This individual-knowledgeable in the research-based programs and, preferably, about literacy instruction as well.-would oversee the quality of implementation across sites. The administrator would work closely with principals and school staff to meet their needs, and should have the authority and budgetary power to: a. Identify and oversee high quality providers of technical assistance, professional development, and supplies and materials
b. Help identify and support school-based facilitators of the model
c. Malce certain that materials and supplies are provided in a timely fashion to appropriate school staff
d. Set and keep a master schedule for training new teachers, current teachers, and school-based program facilitators that complements District-provided training
and 8 I-' 0J rt Cl) e. Increase principal involvement in and preparation for implementing models. Negotiate and hold models and consultants to clear, transparent, performance-based agreements that specify what it is the District expects of the model provider(s), and consequences for success and failure. Improving Medium and Long Term Model Implementation. At the other end of the spectrum, indefinitely continuing and/or expanding implementation, would not appear to be a wise option given the limited academic success so far experienced, and the program implementation improvement needs noted in this report. Despite a national track record of success, unless a program can demonstrate substantial, long-term success in raising student achievement for Toledo's children, the program may not be the best option for meeting student needs. The District, and program advocates, must answer some tough questions before the programs are deemed worthy of long term support, including: 1. Why are we seeing less than adequate student progress in some of the program schools implementing these models? How can we track student achievement more accurately? 2. What is our capacity, interest, and commitment to fully implementing these models? Does the continuation of these models best serve the interest of Toledo's children? 3. How can we better monitor and assess the implementation of the models at the District level? 4. In the long term, what are the better solutions to meet the educational needs of Toledo's children? Other, intermediate and perhaps more viable choices exist for the District. For example, it might decide to choose a path of cautious optimism and allow the implementation of these models to continue for one or two more years-pending more results, and with additional supports. In our view, all schools wanting to continue their selected models should be given at least one year to show tangible progress. Presently, teacher support for the models being used is fairly strong at most schools. There are also community stakeholders who are both active and vocal in their advocacy of their chosen model. Using the present, third-party evaluation as a starting point for requiring tangible progress to be demonstrated within the next school year should present ostensibly a fair and reasonable plan to all stakeholder groups. The District should consider making subsequent policy decisions about model continuance on a case-by-case (school specific) basis. Even if, for example, the District chose to install a research-based, districtwide reading curriculum and approach, a decision could be made at that time whether the results at any given school were sufficient to justify allowing the particular school to continue with its current program. Some districts have chosen to allow schools to pursue individual program options, as long as they can demonstrate performance success, and prepare their students for further success in case they transfer, or when they graduate to their next grade level. 9 3: Ill ::, Ill IQ Cl) s Cl) ::, rt :i,,i tll tll .. 0 C C'l::, I-' Ill Ir 1~ Specific Options for DI Implementation. Although some DI schools have had sufficient time to achieve full implementation and raise student achievement, applications of DI still appear to be weak in many critical areas. Schools and the District need to show in the coming year that they are able and willing to achieve the effective program implementation required to significantly improve student achievement. Otherwise, there is little reason to believe that results will be more successful than shown in the present analysis. Over time the District might consider reducing the number of DI sites based on the different schools' performance and the quantity of teachers willing to make a long-term commitment to implementing the program. Creating more structures like the magnet schools reviewed in this study may be desirable both to promote greater teacher "buy-in" and reduce student mobility. Also, the District might consider whether to limit DI to the lower (preK-3) grades and phase out implementation in the intermediate grades ( 4-6). Alternatively, the District should provide substantially better and more consistent training to teachers working with the older primary students. The DI model has a track record of effectiveness in the intermediate grades, but only when proper, regular teacher training is conducted and a literature-rich student environment is cultivated. Specific Options for SF A Implementation. In the case of SF A, more time is needed for schools to gain experience in implementing the model. On the whole, SF A implementation is uneven and the district must pay more attention to implementing the model with fidelity. Before scaling up with any further SF A sites, the district should ensure full program implementation at both current sites. Particular attention must be paid to placing a trained SFA facilitator at each site, providi~g adequate professional development for all staff, and fully implementing the family support component of the model. Creating more structures like the magnet schools reviewed in this study may be desirable both to promote greater teacher "buy-in" and reduce student mobili~ The district should expect mixed student achievement results across SF A sites if implementation is not improved. Conclusion. Several years ago, the Toledo Public Schools initiated an exemplary pilot effort to implement two reading improvement programs that have among country's best track records of effectiveness in raising student achievement. The leadership of the District was to be commended then, for making the commitment to take on "evidence-based" reform. It has continued that commitment by commissioning this impartial, rigorous, and thorough examination of the results to date of those decisions. While there is room for disappointment that student outcomes are less than anticipated, and concern that program implementation needs to be improved, the District's reliance on following the trail of evidence to appropriate conclusions should provide hope that-whichever options are taken in the coming months and years-the result will be a better education for Toledo's children. 10 Quality Education and Management Associates A CONSULTANT COMPANY P.O. Box 26166 Little Rock, Arkansas 72221-6166 (501) 221-1178 or lxmcneal@netscape.net Dr. Kathy K. Franklin, Principal Consultant Dr. Larry McNeal, Principal Consultant Dr. Tom E. C. Smith, Principal Consultant Dr. Gordon E. Watts, Principal Consultant RECE:VED ./'/2pn7 DEC - 4 2002 / /,
11/- /).:..I, 'v ( v, .f. OfACEOf DESEGREGATION IIONiTORJNG I "For every complex problem there is a simple solution that is one hundred percent wrong. QEMA knows the right solution." cfQ...uahut cgdcawuv QM
~ ~~ A CONSULTANT FIRM P. 0. Box 26166 Little Rock, Arkansas 72221-6166 (501) 221-1178 or lxmcneal@netscape.net November 4, 2002 Darral Paradis, CPPB, C.P.M. Director, Procurement and Materials Management Department Little Rock School District 1800 East 6th Street Little Rock, Arkansas 72202 Dear Mr. Paradis: 1bis letter is to introduce the consulting finn of Quality Education & Management Associates (QEMA) of Little Rock, Arkansas. Members of the firm are university faculty with specialized expertise in educational issues, P-12, as well as postsecondary. Firm members have actively consulted with public school districts, private businesses, and institutions of higher education in a variety of areas. Members of the firm are offering their services to the Little Rock School District in the area of program evaluation. In particular, members of the firm are able and prepared to assist Little Rock School District personnel in evaluating the various programs outlined in the recent school desegregation court ruling. We are looking forward to assisting the Little Rock School District as it moves forward to address the program evaluation issue. Sincerely, r'..__ 'L~\ ~ Dr. Larry McNeal Principal Consultant 2 1. Curriculum Vitae Quality Education and Management Associates (QEMA) Vitae A summary of Quality Education and Management Associates (QEMA) members' evaluation activities are listed below. Dr. Kathy K Franklin 2001 to 2004, Evaluator, Alternative Classroom Experience Project (Joseph Pfeifer Kiwanis Camp) 1998 to 2000, Evaluator, Freshman Year Experience program (University of Arkansas at Little Rock) 1998 to 1999, Evaluator, Adult First Year Experience course (University of Arkansas at Little Rock) 1998 to 1999, Evaluator, Learning Communities Program (University of Arkansas at Little Rock) 1997, Evaluator, Learning Community Experiment (University of Arkansas at Little Rock) Dr. Larry McN eal 2001 to 2004, Evaluator, Alternative Classroom Experience Project (Joseph Pfeifer Kiwanis Camp) 2000 to 2001, Evaluator, Little Rock Scliool District Charter Elementary School (Little Rock School District) 2001 to 2002, Evaluator, Little Rock School District Charter Elementary School 1998 to 2000, Chair, College of Education Assessment Committee (University of Arkansas at Little Rock) 1997 to 1998 Dr. Martin Luther King, Jr. Elementary School, Gales Public School District (Galesburg, Illinois) 1997, Evaluator, Title 1: Summer School Evaluation - Peoria Public School District (Peoria, Illinois) 3 1995 to 1996, Evaluator, Illinois School for the Visually (Illinois Department of Rehabilitation Services) 1995 to 1996, Evaluator, Illinois Center for Rehabilitation and Education (Illinois Department of Rehabilitation Services) 1995 to 1996, Evaluator, Illinois School for the Deaf (Illinois Department of Rehabilitation Services) Dr. Tom E. C. Smith 2001 to 2004, Evaluator, Alternative Classroom Experience Project -Joseph Pfeifer Kiwanis Camp 1999 to Present, National Evaluation System 2001, Charlotte-Mecklenburg School District Dr. Gordon E. Watts 2002 to 2004, Evaluator, Alternative Classroom Experience Project (Joseph Pfeifer Kiwanis Camp) 2002, Program Evaluator, Teacher Quality Enhancement Grant (Delta Teacher Education Consortium) 2000, Program Evaluator, Higher Education Consortium for Careers in Early Childhood (University of Arkansas at Little Rock) 1992 to present, Consultant/Evaluator, Higher Learning Commission of the North Central Association of Colleges and Schools 1998 Program Reviewer (Oklahoma State Regents for Higher Education) The curriculum vitae for individual QEMA members are in Appendix A 4 2. Capacity And Capability To Perform Program Evaluations. QEMA has both the capacity and capability to perform program evaluation within the timelines identified in the recent school desegregation court ruling. The capacity and capability of QEMA is imbedded in its structure as a research based consulting firm with specialized expertise in educational issues, P-12, as well as postsecondary. Principal Consultants of QEMA have conducted a variety of types of program evaluations at the public school, community college, and university levels. The unique backgrounds and experiences of the principals enable them to bring together a wide spectrum of program evaluation models and statistical methodologies in order to create a program evaluation that is specifically tailored to their client's needs. - Currently, firm members are engaged in conducting a multi-year evaluation of the Alternative Classroom Experience Project for the Joseph Pfeifer Kiwanis Camp in Little Rock, Arkansas. The project provides educational services to at-risk elementary children from the Little Rock School and the Pulaski County Special School Districts. The experience acquired from this venture enhances QEMA's understanding and ability to provide program evaluation services to public school districts in Central Arkansas. A copy of a program evaluation completed by a QEMA principal consultant in Appendix B 5 3. Time Available For Consultation In response to the timeline requirements, QEMA consultant principals can be available between November 11, 2002 and March 1, 2003 on the following dates. The actual dates are subjected to mutual agreement between Little Rock School District personnel and QEMA personnel. Dates after March 1, 2003 are also available upon request. November 11-15: November 18-22 November 25-29 Pecember 2-6 December 9-13 December 16-20 January 6-10 January 13-17 January 20-24 January 27-31 February 3-7 February 10-14 February 17-21 February 24-28 4. Professional References A. QEMAGroup: Sanford Tollette Director Joseph Pfeifer Camp 5512 Ferndale Co I Little Rock, AR 72208 501.821.3714 Sanford@pfeifercamp.com B. Dr. Kathy Franklin Dr. Thea Zidonowitz Hoeft Division Chief for University College Director of Academic Advising Coordinator of First Year Experience University of Arkansas at Little Rock 501.569.3386 tmhoeft@ualr.edu 6 C. Dr. Larry McNeal Dr. Jean Brown Principal Dr. Martin Luther King, Jr. Elementary School Galesburg, Illinois 309. 691.8023 343.0409 D. Dr. Tom Smith 5. Pending Lawsuits There are no lawsuits or any other legal actions pending on Quality Education and Management Associates as a.consulting company or any of its principal consultants as individuals. I 7 Appendix A Curriculum Vitaes For Dr. Kathy K. Franklin Dr. Larry McNeal Dr. Tom E.C. Smith Dr. Gordon E. Watts 8 I EDUCATION KATHY K. FRANKLIN, Ed.D. Department of Educational Leadership, Policy, and Technology Studies The University of Alabama Box 870302 Tuscaloosa, Alabama 35487-0302 kfranldi@bamaed.ua.edu 205-348-2470 Kathy K. Franklin 1 Ed.D. Educational Leadership with a concentration in higher education. Department of Educational Leadership and Policy Analysis, East Tennessee State University, Johnson City, Tennessee, 1996. Dissertation: Exploring the Congruency Between Student Satisfaction and Institutional Effectiveness in Higher Education. Utilized a qualitative research design with a focus group method of inquiry to explore the congruency between criteria used by students to determine satisfaction with the higher education experience and criteria used by administrators to evaluate institutional effectiveness. The purpose of this research was to investigate the validity of using student satisfaction assessment as a definition of institutional effectiveness. M.B.A. Concentration in marketing and economics. Middle Tennessee State University, Murfreesboro, Tennessee, 1991. B.S. Commerce and Business Administration with a concentration in marketing. University of Alabama, Tuscaloosa, Alabama, 1977. PROFESSIONAL EXPERIENCE Associate Professor of Higher Education Administration, Department of Educational Leadership, Policy
and Technology Studies, The University of Alabama, 2002 to present. Associate Professor of Higher Education Administration, Department of Educational Leadership, University of Arkansas at Little Rock, 1999 to 2002. Taught courses on the following topics: history and philosophy of higher education, governance and public policy in higher education, finance of higher education, leadership theories in higher education, and qualitative research methods. Chair, Department of Educational Leadership, University of Arkansas at Little Rock, 1999 to 2001. I Assistant Professor of Higher Education, Department of Educational Leadership, University of Arkansas at Little Rock, 1996 to 1999. Taught courses on the following topics: history and philosophy of higher education, overview of higher education in the United States, college teaching problems and issues, designing a college curricula, qualitative research methods, dissertation seminar
and advanced research methods. Team Instructor, Department of Educational Leadership and Policy Analysis, East Tennessee State University, Spring 1996 and Summer 1996. Taught the following courses in collaboration with senior faculty from the ELP A department: Professional Needs of Individuals and Groups
Graduate Internship Program
and Theories of Educational Administration. Instructor, Kathy K. Franklin 2 East Tennessee State University, College of Business, Department of Management and Marketing, Johnson City, Tennessee
1992 to 1996. Full-time Temporary faculty status -Taught Principles of Marketing, Sales Force Management, Retail Management, Introduction to Business, and Organizational Behavior to undergraduate students. Milligan College, Adult Education Program, Johnson City, Tennessee
1994 to 1996. Adjunct faculty status -- Taught Marketing Communications in the adult accelerated M.B.A. program. Northeast State Technical Community College, Blountville, Tennessee
January 1992 to August 1992. Adjunct faculty status -- Taught courses in business economics, finance, and marketing. Tusculum College, Greeneville, Tennessee
June 1992 to October 1992. Adjunct faculty status -Taught graduate courses in strategic marketing management to adult students in the accelerated M.B.A. program. Graduate Assistant, Office of the Dean, College of Education, East Tennessee State University, Johnson City, Tennessee
May 1995 to August 1995. Worked with the Associate Dean to prepare for the 1995 NCATE visit. Assistant Director, Bell South Exemplary Superintendent Training (BEST) Program, East Tennessee State University, Department of Educational Leadership and Policy Analysis, Johnson City, Tennessee
August 1994 to May 1995. Coordinated all activities related to the professional development of forty Tennessee educational leaders in preparation for a future superintendency position. The BEST program was a collaborative effort with the Bell South Foundation and East Tennessee State University. PUBLICATIONS Journal and Newsletter Publications Franklin, K.K. (2002). Qualitative coding: The allegory of the quilt. Research in the Schools 9(1 ), 65-71. Franklin, K.K. (2001, winter). The "Mikey" phenomenon: Reflections of a first year chair. The Department Chair 11(3), 26-28. Franklin, K.K., Chesser, J.S., Edleston, R.J., Edwards-Schafer, P., Marvin, S.R., & Satkowski, T. (2001). Faculty attitudes about instructional technology in a metropolitan university classroom. _Metropolitan Universities: An International Forum 12(1), 50-61. Franklin, K.K. & Lowry, C. (2001). Computer-mediated focus group sessions: Naturalistic inquiry in a networked environment. Qualitative Research 1 (2), i 169-184. Franklin, K.K. (2000). Shared and connected learning in a freshman learning community. Journal of the First-Year Experience and Students in Transition 12(2), 33-60. Conners, N.A. & Franklin, K.K. (Spring, 2000). Using focus groups to evaluate client satisfaction in an alcohol and drug treatment program. Journal of Substance Abuse Treatment, 18, 313-3
W. Franklin, K.K. (1999). A theoretical framework for metropolitan student satisfaction. Metropolitan Universities: An International Forum 10(3), 81-88. Franklin, K.K. (1999). Forging the bonds: learning communities on an urban campus. The First-Year Experience Newsletter 11(3), 8. Franklin, K.K. (1998). Looking in the looking glass: How administrators describe the effectiveness of the metropolitan university. Metropolitan Universities: An International Forum 9(3), 9-18. Manuscripts in Press Kathy K. Franklin 3 Franklin, K.K., Cranston, V., Perry, S.N., Purtle, D.K., & Robertson, B.E. (in press). Conversations with mTreatnrosiptioolnit.a n university freshmen. Journal of the Freshman Year Experience and Students in Manuscripts in Blind Review Perry, S.N. & Franklin, K.K. (2002). I am not the Gingerbread Man! Exploring the Experiences 'of College Students Diagnosed with AD/HD. The Journal of Research on Learning Diabilities. Manuscripts in Progress Franklin, K.K. A Tale of Four Freshman Friends: The Urban University Experience. Trawick, K. & Franklin, K.K. Responsibilities for the Effective Metropolitan University Department Chair. Franklin, K.K. Assessing a Freshman Year Experience Program. Franklin, K.K. The Freshman Year Experience: Increasing Confidence in the Ability to Succeed Crum, C. & Franklin, K.K. Mentoring Female Graduate Students. Kondrick, L. & Franklin, K.K. Predicting Success for Female Graduate Students Enrolled in Math, Science, and Engineering Programs. Marvin, USn. i&ve rFsritayn. klin, K.K. Gardner's Theory of Multiple Intelligences: Students in Transition at an Urban Franklin, K.K., Conners, N.A., & Perry, S.N. Teaching Naturalistic Inquiry: A Constructivist Approach. ERIC Publications Perry, S.N. & Franklin, K.K. An Analysis of College Students with AD/HD at a Private and Public Institution in Arkansas using a Grounded Theory Approach. (submitted, November 2002) Conners, N.A. & Franklin, K.K. (November, 1999). Fostering research by female graduate students through mentoring. Washington, D.C.: Educational Resources Information Center (ERJC) Clearinghouse on Higher Education. (ERIC Document Reproduction Service No. ED 435 757). Lowry, C. & Franklin, K.K. (November, 1999). Utilizing networked computer workstations to conduct electronic focus group sessions. Washington, D.C.: Educational Resources Information Center E(EDR I4C3)5 C7l6e2a)ri.n ghouse on Assessment and Evaluation. (ERIC Document Reproduction Service No. Marvin, S., Franklin, K.K., Edleston, R., Oberste, C., Routen, I.J., & Satkowsk.i-Harper, T. (November, 1999). Faculty attitudes about the use of technology in the college classroom. Washington, D.C.: Educational Resources Information Center (ERIC) Clearinghouse on Higher Education. Reference number IRO 19901. Franklin, K.K., Boggs, K.J., Conners, N.A., Crum, C.B., Nawarat, P., Ramirez, C.T., & Trawick, K.C. (1997). Defining institutional effectiveness for a metropolitan university. (Report No. HE 030 940). Washington, D.C.: Educational Resources Information Center (ERIC) Clearinghouse on Higher Education. (ERJC Document Reproduction Service No. ED 416 747). Kathy K. Franklin 4 Chamberlin, G.D. & Franklin, K.K. (November, 1997). Implications of the baby boom echo in arkansas. (Report No. HE 030 872). Washington, D.C.: Educational Resources Information Center (ERIC) Clearinghouse on Higher Education, (ERIC Document Reproduction Service No. ED 418 610). Franklin, K.K. & Shemwell, D.W. {1995). Disconfirmation theory: An approach to student satisfaction assessment in higher education. Washington, D.C.: Educational Resources Information Center (ERIC) Clearinghouse on Higher Education. (ERIC Document Reproduction Service No. ED 388 199). Franklin, K.K. & Knight, W.H. (1995). Using focus groups to explore student opinion. Washington, D.C.: Educational Resources Information Center (ERIC) Clearinghouse on Higher Education. (ERIC Document Reproduction Service No. ED 388 200). Franklin, K.K., Shemwell, D.W., & Witta, E.L. (1994). Hierarchical confirmatory factor analysis of a student satisfaction survey. Washington, D.C.: Educational Resources Information Center (ERIC) Clearinghouse on Assessment and Evaluation. (ERIC Document Reproduction Service No. ED 388 694). Franklin, K.K. (1994). Multivariate correlation analysis of a student satisfaction survey. Washington, D.C.: Educational Resources Information Center (ERIC) Clearinghouse on Assessment and Evaluation. (ERIC Document Reproduction Service No. ED 388 695). Workbooks Published for Conference Workshops Franklin, K.K., (1999). The search for a needle in a haystack, Part II: The art of coding. Workbook published for the annual meeting of Mid-South Educational Research Association, Point Clear, AL. Franklin, K.K., Donaldson, C.W., Hoeft, T.M., & Chapman, C.A. (1999). Assessing the service-learning component in a freshman year experience course. Workbook published for the American Association for Higher Education Assessment Conference. Denver, CO. Franklin, K.K., Donaldson, C.W., & Hoeft, T.M. (1999). Inspiration and perspiration: Combining service-
learning with the freshman year experience. Workbook published for the annual meeting of the National Association of Student Personnel Administrators. New Orleans, LA. Franklin, K.K., & Nawarat, P. (1998). The search for a needle in a haystack: Qualitative data analysis. Workbook published for the annual meetipg of the Mid-South Educational Research Association. New Orleans, LA. i Franklin, K.K. & Hoeft, T.M. (1998) Assessing the learning community: A survival kit. Workbook pSupbrilnisghse, dA Rfo. r the annual meeting of the South Central Freshman Success Initiatives Association. Hot Franklin, K. K. & Donaldson, C.W. (June, 1998). Assessing the learning community: A survival kit. Workbook published for the American Association for Higher Education Assessment Conference. Cincinnati, OH. PRESENTATIONS International Kathy K. Franklin 5 Franklin, K.K. & Donaldson, C.W. (1999, April). An analysis of two postsecondary learning environments: Learning communities and freshmen year experience courses. Poster session at the annual meeting of the American Educational Research Association, Montreal, Canada. Franklin, K.K. & Conners, N.A. (1999, April). Mentoring female graduate students in a qualitative research methods course. Roundtable discussion at the annual meeting of the American Educational Research Association, Montreal, Canada. National Marvin, S., Franklin, K.K., Chesser, J.S., Edleston, R., Edwards-Sharer, P., Oberste, C., Routen, I.J., & Satkowski-Harper, T. (2001, October), Traveling through the Land of Oz: Teaching Qualitative Research. Poster Session at the Nursing Research Conference sponsored by Gamma Xi Chapter, Beta Chi Chapter, Sigma Theta Tau International Honor Society of Nursing, the University of Arkansas for Medical Services College ofNursing, and the Central Arkansas Veterans Healthcare System. Nursing Service. Little Rock, AR. Franklin, K.K, Donaldson, C.W., Hoeft, T.M., & Chapman, C.A. (1999, October). Assessing the servicelearning component in a freshman year experience course. Presentation at the annual meeting of the Coalition of Urban and Metropolitan Universities. Boise, ID. Franklin, K.K., Donaldson, C.W., Hoeft, T.M., & Chapman, C.A. (1999, June). Assessing the servicelearning component in a freshman year experience course. Workshop presented at the annual meeting of the American Association for Higher Education Conference on Assessment. Denver, CO. Franklin, K.K., Hoeft, T.M., & Donaldson, C.W. (1999, March). Inspiration and perspiration: _ Combining service-learning and the freshmen year experience. Paper presented at the annual meeting of the National Association of Student Personnel Administrators. New Orleans, LA. Franklin, K.K. & Donaldson, C.W. (1998, November). Developing the assessment strategy for a linked course learning corf-zmunity. Poster session at the Assessment Institute Best Practices Fair, Indiana University-Purdue University Indianapolis. Indianapolis, IN. Conners, N.A. & Franklin, K.K. (1998, November). Using focus groups to evaluate client satisfaction in an alcohol and drug treatment program. Poster session at the annual meeting of the American Evaluation Association. Chicago, IL. Franklin, K.K. (1998, June). Assessing the learning community: A survival kit. Workshop conducted at the 1998 American Association for Higher Education Assessment Conference. Cincinnati, OH. Franklin, K.K. (1998, February). Explaining student satisfaction with a metropolitan university. Grant funded research presented at the annual meeting of the Coalition of Urban and Metropolitan Universities. San Antonio, TX. Franklin, K.K. (1996, April). Exploring the congruency between student satisfaction and institutional effectiveness in higher education. Dissertation research presented at the 17th annual National Graduate Student Research Seminar in Educational Administration sponsored by the University Council for Educational Administration. New York City, NY. Re~ional Perry, S.N. & Franklin, K.K. (2002, November) .. College Students with AD/HD. Presentation made at the 2002 annual meeting of the Mid-South Educational Research Association. Chattanooga, TN. Kathy K. Franklin 6 Trawick, K. & Franklin, K.K. (2002, November). Exploring Department Chair Roles in Metropolitan Universities. Presentation made at the 2002 annual meeting of the Mid-South Educational Research Association. Chattanooga, TN. Hoeft, T.M., Franklin, K.K., & Donaldson, C.W. (2002, April). Conversations with First Year Students: Implications for Teaching and Learning. Presentation made at the 2002 annual meeting of the Arkansas Academic Advising Network. Jonesboro, AR. Franklin, K.K., Cranston, V., Peny, S.N., Purtle, D.K., Roberston, B.E. (2001, November). Conversations with metropolitan freshmen. Paper presented at the annual meeting of the Mid-South Educational Research Association. Little Rock, AR. Franklin, K.K. (1999, November). The search for a needle-in-a-haystack, Part II: The art of coding. PWooinrkt sCholepa rp, rAesLe.n ted at the annual meeting of the Mid-South Educational Research Association. Conners, N. A. & Franklin, K.K. (1999, November). Fostering research by female graduate students through mentoring. Paper presented at the annual meeting of the Mid-South Educational Research Association. Point Clear, AL. Lowry, C. & Franklin, K.K. (1999, November). Utilizing networked computer workstations to conduct electronic focus group sessions. Paper presented at the annual meeting of the Mid-South Educational Research Association. Point Clear, AL. Marvin, S., Franklin, K.K., Edleston, R., Oberste, C., Routen, I.J., & .Satkowski-Harper, T. (1999, November). Faculty attitudes about the use of technology in the college classroom. Paper presented at the annual meeting of the Mid-South Educational Research Association. Point Clear, AL. Franklin, K.K., Conners, N. A., Edleston, R., Marvin, S., Oberste, C., Routen, I.I., & Satkowski-Harper (1999, November). Traveling through the Land of Oz: Teaching qualitative research. Poster pArLes. ented at the annual meeting of the Mid-Sotith Educational Research Association. Point Clear, Franklin, K.K. & Hoeft, T.M. (1998, October). Assessing a learning community: A survival kit. Workshop conducted at the South Central Freshman Success Initiatives Association. Hot Springs, AR. Franklin, K.K., Nawarat, P., & Ramirez, C. (1998,
November). The search for a needle-in-a-haystack: Qualitative data analysis. Workshop conducted at the annual meeting of the Mid-South Educational Research Association. New Orleans, LA. Franklin, K.K., Chamberlin, G.D., Kennedy, R.L., & Sewall, AM. (1997, November). A dissertation survival Mkite. mPpahpise,r TprNe.s ented at the annual meeting of the Mid-South Educational Research Association. Franklin, K.K., Boggs, K.J., Conners, N.A., Crum, C.B., Nawarat, P., Ramirez, C.T., & Trawick, K.C. (1997, November). Defining institutional effectiveness for a metropolitan university. Paper presented at the annual meeting of the Mid-South Educational Research Association. Memphis, TN. Franklin, K.K., & Chamberlin, G.D. (1997, November). Implications of the baby boom echo in the midMsouemth. p hiPsa, pTeNr p. resented at the annual meeting of the Mid-South Educational Research Association. Kathy K. Franklin 7 Chamberlin, G.D., & Franklin, K.K. (1997, November). The baby boom echo: Implications for two-year colleges in Arkansas. Paper presented at the annual meeting of the Arkansas Association of Two- Y ear Colleges. Little Rock, AR. Franklin, K.K., & Knight, W.H. (1997, February). Exploring the congruency between student satisfaction and institutional effectiveness in higher education. Paper presented at the annual meeting of the Eastern Educational Research Association. Hilton Head, SC. Franklin, K.K., & Knight, W.H. (1996, November). Exploring the definition of institutional effectiveness in higher education. Paper presented at the annual meeting of the Mid-South Educational Research Association. Tuscaloosa, AL. Franklin, K.K., & Bartell, N.O. (1996, November). How to survive a qualitative dissertation. Training session- for graduate students at the annual meeting of the Mid-South Educational Research Association. Tuscaloosa, AL. Franklin, K.K., & Shemwell, D.W. (1995, November). Disconfirmation theory: An approach to student satisfaction assessment in higher education. Paper presented at the annual meeting of the Mid-South Educational Research Association. Biloxi, MS. Franklin, K.K. & Knight, W.H. (1995, November). Using focus groups to explore student opinion. Paper presented at the annual meeting of the Mid-South Educational Research Association. Biloxi, MS. Franklin, K.K., Shemwell, D.W., & Witta, E.L. (1995, March). Hierarchical confirmatory factor analysis of a student satisfaction survey. Paper presented at the annual meeting of the Eastern Education Research Association. Hilton Head, SC. Franklin, K.K. (1995, March). Relationship between student satisfaction and assessing program effectiveness. Paper presented at the annual meeting of the Eastern Education Research Association. Hilton Head, SC. I Franklin, K.K. (1994, November). Multivariate correlation analysis of a student satisfaction survey administered at East Tennessee State University. Paper presented at the annual meeting of the MidSouth Education Research Association. Nashville, TN. Local Franklin, K.K. (2000, January). Faculty attitudes about the use of instructional technology in the metropolitan. university classroom. Presentation of research findings to the University of Arkansas AatR L. ittle Rock (UALR) Strategic Planning Committee on Instructional Technology. Little Rock, Franklin, K.K. (1999, January). Explaining student satisfaction with a metropolitan university.
Presentation of research findings to the UALR Retention Committee. Little Rock, AR. Conners, N.A. & Franklin, K.K. (1999, January). Using focus groups to evaluate client satisfaction in an alcohol and drug treatment program. Poster session at the University of Arkansas Medical School, Department of Psychiatry, Grand Rounds. Little Rock, AR. Franklin, K.K. (1998, August). Assessing learning communities. Faculty development workshop at UALR. Little Rock, AR. Franklin, K.K. (1998, April). Explaining student satisfaction with a metropolitan university. Presentation of research findings to the UALR Faculty Senate. Little Rock, AR. Kathy K. Franklin 8 Franklin, K.K. (1998, April). Explaining student satisfaction with a metropolitan university. Presentation of research findings to the staff of the UALR Office of Educational and Student Services. Little Rock, AR. SPONSORED RESEARCH Evaluator for the Freshman Year Experience program sponsored by a grant from the Office of Educational and Student Services at UALR. Completed a two-year student learning assessment for the PEA W 1300 courses based on the six learning objectives identified for the course by the PEAW 1300 Curriculum Committee. The assessment included a freshmen profile survey administered to approximately 1100 students, a freshman attitude survey administered to approximately 900 students, a service-learning evaluation, and course portfolio evaluation (n = 161). Data provided evidence to support that the six learning objectives were accomplished. 1998 to 2000. Evaluator for the Adult First Year Experience course sponsored by a UALR Curriculum Development Grant. 1998 to 1999. Evaluator for the fall and spring, 1998-1999 learning communities sponsored by a UALR Curriculum Development Grant.. 1998 to 1999. Conducted four focus group sessions with administrators and four focus group sessions with students on the University of North Texas campus to explore student perception of educational satisfaction and administrator perception of institutional effectiveness. Purpose of research was to explore the congruency between the criteria used by students to determine student satisfaction and the criteria used by administrators to evaluate institutional effectiveness. Research sponsored by a Coalition of Metropolitan and Urban Universities. 1997. Conducted four focus group sessions with administrators and seven focus group sessions with students on the. University of Arkansas at Little Rock campus to explore student perception of educational satisfaction and administrator perception of institutional effectiveness. Purpose of research was to explore the congruency between the criteria used by students to determine student satisfaction ai
id , the criteria used by administrators to evaluate institutional effectiveness. Research sponsored by a UALR Faculty Development Grant. 1997. Evaluator for a learning community experiment, conducted during the 1997 fall semester, linking three freshmen core courses: speech communication, rhetoric and writing, and anthropology sponsored by an UALR Assessment Grant. 1997. ' PROFESSIONAL SERVICE Service to the Profession Continuous Service Member, Editorial Board, Research in the Schools, Mid-Sou.th Educational Research Association. 2002 to present. Member, Editorial Board, Journal of the First-Year Experience and Students in Transition, University of South Carolina Press. 1999 to present Member, Editorial Board, The Qualitative Report. http://www.nova.edu/ssss/QRJindex.html. 2001 to present. Referee, Qualitative Research, Sage Publications. 2001 to present. Research Coordinator, Coalition for Urban and Metropolitan Universities. Responsible for managing the Ernest Lynton Research Grant Program and Paige E. Mulhollan Dissertation Award Program. 1999 to 2002 2001 Kathy K. Franklin 9 Panel Member, Plenary Session, Developmental Education - Issues and Expectations, Arkansas Association for Developmental Education 2001 Fall Conference. Hot Springs, AR: October, 2001. 2000 Accepted an invitation to serve on the Strategic Study Committee for Roanoke College, Roanoke Virginia as a member of the Southern Association of Colleges and Schools (SACS) Visiting Team. November, 2000 . Mid-South Educational Research Association - 2003 President Mid-South Educational Research Association - 2002 Vice-President and President-Elect, 2002 Chair, Outstanding Paper and Dissertation Awards Committee Mid-South Educational Research Association - 2001 Site Coordinator, 2001 Annual Meeting, Little Rock Arkansas Member, Program Review Committee for the 2001 annual meeting Representative-at-Large, Board of Directors Mid-South Educational Research Association - 2000 Nominated by Board of Directors to serve as Secretary/Treasurer for MSERA. 2000 Site coordinator for the 2001 annual meeting to be held in Little Rock, Arkansas. Member, Program Review Committee for the 2000 annual meeting. Mid-South Educational Research Association - 1999 Elected by members of the Board of Directors to serve as a Representative-at-Large for MSERA. Member, Program Review Committee for the 1999 annual meeting. Mid-South Educational Research Association - 1998 Chair, Graduate Student Advisory Committee. Member, Program Review Committee for the 1998 annual meeting. Discussant, Mid-South Educational Research Association Conference, Discussion on Teaching and Learning. November, 1998. Session chair, Mid-South Educational Research Association Conference. Discussion on Early Childhood Education. November 1998. Session chair, Mid-South Educational Research Association Conference. Discussion on Teaching and Leaming. November, 1998. Mid-South Educational Research Association - 1997 Chair, Graduate Student Advisory Committee. .. Member, Program Review Committee for the 1997 annual meeting. Panel member, Mid-South Educational Research Association. Training session for graduate students titled: Life After Graduation: More Things You Need to Know About the Job Market. November 1997. Panel member, Mid-South Educational Research Association Conference. Training session for doctoral candidates titled: Dissertation Survival Kit. November 1997. g r. i ~ rt 01 .r.t. g Kathy K. Franklin I 0 Session chair, Mid-South Educational Research Association Conference, presentation of the 1997 Outstanding Paper awards. November 1997. Mid-South Educational Research Association - 1995 to 1996 Member, Graduate Student Advisory Committee. Session chair, Mid-South Educational Research Association Conference. Discussion on Higher Education. November, 1996. Session chair, Mid-South Educational Research Association Conference. Discussion on Test-Ta.long. November, 1996. Session chair, Mid-South Educational Research Association Conference. November, 1995. Service to The University of Alabama Member, Department of Educational Leadership, Technology, and Policy Studies Assessment Committee. 2002 to present. Service to the University of Arkansas at Little Rock Service to 2002 Member, UALR Department of Excellence Selection Committee. Jan. 2002 to April 2002 Service to 2001 Completed a two-year assessment of the PEA W 1300 courses at UALR for the Office of Educational and Student Services. The final assessment report included a detailed profile of approximately 1100 UALR freshmen emolled from the fall 1998 to spring 2000. The report also included the findings from a pre- and post-administered attitude survey, evaluation of course portfolios, and evaluation of service-learning activities. Data were analyzed using SPSS-PC v.9. Vice-Chair, UALR Graduate Council. 2000 to 2001 Chair, UALR Graduate Council Personnel Advisory Committee. 2000 to 2001 Evaluator, Freshman Year Experience Program at UALR. Responsible for developing and implementing an assessment strategy for all PEA W 1300 courses taught as a component of the Freshman Year Experience Program at UALR. 1998 to 2001 Member, Advisory Committee to the UALR Chancellor. Serving on a committee of approximately 25 UALR faculty and administrators providing the Chancellor with feedback on proposed policies designed to enhance the metropolitan mission of the university. 1997 to 2001 Member, UALR Graduate Council. 1996 to 2001 Service to 2000 Member, elected by the Faculty Senate to serve 3$ a member of the UALR Research Committee. Responsibilities of the committee include reviewing grant proposals written by UALR faculty for funding by the Office of Research and Sponsored Programs. 1998 to 2000. Chair, UALR Graduate Council Curriculum Subcommittee. 1998 to 2000. Evaluator, Service-Learning component of the Freshman Year Experience Program at UALR. Responsible for developing and implementing an assessment strategy for the service-learning component of PEAW 1300 courses. Member, UALR Faculty Appeals Committee. 1998 to 2000. Member, UALR Retention Committee. 1998 to 2000. Member, UALR Graduate Council Subcommittee on Graduate Curriculum. 1996 to 2000. Service to 1999 Member, Freshman Year Experience Brochure Development Committee. Spring, 1999. Member, First-Year Experience Curriculum Committee. 1998 to 1999. Member, UALR Academic Appeals Committee. September 1997 to 1999. Service to 1998 Member, Grant writing team to develop a grant proposal for the Kellogg Foundation visit. April 1998. Kathy K. Franklin 11 Member, UALR World Humanities Core Assessment Group. Served as the Core Assessment Committee liaison on this committee. Responsibility of the committee was to develop a core assessment strategy. March 1997 to 1998. Member, Advisory Subcommittee to the UALR Chancellor. Purpose of subcommittee was to provide s1u9p9p8o. rt for the development of a grant proposal for a 1997 Kellogg Foundation grant. 1997 to Member, UALR Core Assessment Committee. 1996 to 1998. Member, UALR Core Assessment Subcommittee on Implementing the University Core Assessment Plan. 1996 to 1998. Co-authored the nomination packet for the John Templeton Award for the Freshman Year Experience Program at UALR. December, 1998. Attended the First-Year Experience Seminar hosted by the National Resource Center for The First-Year Experience and Students in Transition and the University of South Carolina held in Little Rock, AR. April 6 - 7, 1998 Attended the Developing Larning Communities conference sponsored by the University of Miami in Miami, Florida. January 1998. Service to 1997 Developed and implemented an assessment strategy for a learning community experience at UALR at the request of the Office of the Provost and sponsored by a UALR assessment grant. The learning community linked three freshmen courses: Anthropology, Rhetoric and Writing, and Speech Communications. This course was designed based on the research of Vincent Tinto. Summer 1997 Conducted a focus group session of student leaders at UALR, analyzed the data, and drafted an executive summary of the findings for UALR administrators at the request' of the Office of the Provost. The purpose of the focus group session was to explore student leader attitudes concerning the strengths and weaknesses of UALR. The information was used to develop a SWOT analysis for the UALR five-year strategic plan. July 1997 Attended the 1997 Service Learning retreat sponsored by the Office of the Chancellor and the Office of the Provost. Invited by the Chancellor to join 65 UALR faculty and administrators in a daylong retreat discussing service-learning strategies for UALR. Attended the Critical Thinking Weekend Workshop, featuring Dr. Stanley Paul, at the request of the Office of the Provost in Seattle, Washington. May 1997. Visited with key change agents at Portland State University at the request of the Chancellor for the purpose of "bridge-building" between the two metropolitan campuses. May 1997. Service to 1996 Attended the Indiana University - Purdue University Indianapolis Assessment Conference~ held in Indianapolis, Indiana, at the request of the Office of the Provost. November 1996. Service to the College of Education, University of Arkansas at Little Rock Service to 2002 Chair, Department of Educational Leadership Annual Review Committee. Spring, 2002. Service to 2001 Department Chair. 1999 - 2001 Attended the annual conference for the American Association of Colleges of Teacher Education. Dallas, Texas. 2001. Member, Annual Peer Review Committee. 2001 Member2, 0F0a0c.u lty Search Committee to select an Associate Professor of Higher Education Administration. Member, Faculty Search Committee to select an Assistant Professor of Higher Education Administration. 1999 to 2001. a ( E g r: Q Service to 2000 Member, Faculty Search Committee for the Vision Education Program. Spring, 2000. Member, Admissions, Retention, and Exit Committee. 1998 to 2000. Service to 1999 Kathy K. Franklin 12 Discussant, Millennium Forum, Metropolitan Focus Lecture on Instructional Technology, Dr. James In.man, featured speaker. September 30, 1999 Chair, UALR, College of Education Assessment Committee. Responsible for the on-going assessment of ANuCgAuTstE 1 s9t9a7n dtaor d1s9 9a9n.d the implementation of continuous-improvement strategies for the college. Chair, College of Education Assessment Readers Team to critique the college 1999 assessment reports. 1999 Elected by faculty in the Department of Educational Leadership to serve as the faculty reporter for all faculty meetings and to serve as acting chair for the department during the absence of the department chair. 1998 to 1999. Service to 1998 Chair, College of Education NCATE Readers Team. Responsible for reviewing and critiquing the NCATE report for the 1998 spring visit. August 1997 to April 1998. Member, Readers Team for the 1997-98 UALR Annual Assessment Progress Report. May, 1998 Member, College of Education NCATE Steering Committee. Coordination of the preparation for the NCATE 1998 spring visit. August 1997 to April 1998. Guided College of Education faculty through a S.W.O.T. analysis to develop the five-year strategic plan. September 1998. Service to 1997 Chair, Department of Educational Leadership Assessment Coordination Committee. 1996 to 1997. Submitted an application to serve as a Research Mentor for the McNair Scholars Program. FebI1
1ary 1997. PROFESSIONAL MEMBERSHIPS Member, Arkansas Academic Advising Network. 2002 to present. Member, American Association of University Women. 2000 to present. Member, Mid-South Educational Research Association. 1994 to present. Member, The American Educational Research Association. 1999 to present. Member, The American Association of Higher Education. 1997 to 2001. Member, Eastern Educational Research Association. 1995 to 1997. PROFESSIONAL HONORS Kathy K. Franklin 13 Nominated for the 2001 Faculty Excellence Award in Research for the College of Education at the University of Arkansas at Little Rock. December, 2001 A warded the 1999 Faculty Excellence Award in Service for the College of Education at the University of Arkansas at Little Rock. April, 1999. Nominated by students in the Higher Education Administration program for the 1997-1998 Faculty Excellence Award in Teaching. December 1997. Awarded the East Tennessee State University, College of Education, 1997 Outstanding Dissertation Award. Nominated by Dr. Hal W. Knight, Associate Dean, College of Education. Selected by the University Council for Educational. Administration to attend the 17th annual National Graduate Student Research Seminar in Educational Administration held in New York City, 1996. I CURRICULUM LIST East Tennessee State University Higher Education Administration ELPA 6581 Internship with the Office of Enrollment Management ELPA 7820 Administration in Higher Education ELP A 68 80 Higher Education Finance and Law ELP A 6810 Theory of Educational Admjnistration ELP A 6010 Seminar in Education Administration and Organizations HDAL 5720 Student Personnel Services ELPA 6957 ELPA 6957 ELPA 6957 ELPA 6957 ELPA 6957 Special Topics - "Leadership in Professional Development Centers." Special Topics - "Program Planning in Continuing Education." Special Topics - "Proposal and Grant Development." Special Topics - "Politics of Higher Education." Special Topics - ''Leadership Studies." Education Foundations ELPA 6730 History and Philosophical Foundations of Education ELP A 6906 History and Philosophical Issues in Higher Education HDAL 5200 Human Relations and Group Processes Education Statistics Advanced Research and Analysis Kathy K. Franklin 14 Research ELPA 7810 ELPA 6950 ELPA 6901 MKTG5900 MKTG 5900 Independent Study - "Multivariate Correlation Analysis" Independent Study - "Hierarchical Confirmatory Factor Analysis using LISREL 7.0" Independent Study - "Investigating the Use of Disconfirmation Theory to Measure College Student Satisfaction" Middle-Tennessee State University Management and Marketing MGMT0660 Study of Organizations MGMT0665 Seminar in Operations Management BAD 0698 Business Policy MKT MKT MKT MKT 0680 0683 0685 0682 . Marketing Strategy Marketing Systems International Marketing Seminar Marketing Behavior General Business Theory ECON 5110 Economics and Business Decisions (East Tennessee State University) ECON 5240 Applied Macro Economic Theory (East Tennessee State University) FIN 0671 Advanced Financial Analysis lNFS 0671 Systems Analysis ACTG 0691 Accounting and Business Decisions REFERENCES Dr. Candace W. Burns, Chair Department of Educational Leadership University of Arkansas at Little Rock 2801 South University Ave. Little Rock, Arkansas 72204-1099 Phone: 501-569-3367 E-mail: cwbums@ualr edu Dr. Larry McNeal, Professor Department of Educational Leadership University of Arkansas at Little Rock 2801 South University Ave. Little Rock, Arkansas 72204-1099 Phone: 501-569-3552 E-mail: lxmcneal@ualr.edu Dr. Gordon E. Watts, Professor Department of Educational Leadership University of Arkansas at Little Rock 2801 South University Ave. Little Rock, Arkansas 72204-1099 Phone: 501-569-3267 E-mail: gewatts@ualr.edu Kathy K. Franklin 15 DR. LARRY MCNEAL BUSINESS ADDRESS University of Arkansas at Little Rock 2801 S. University Avenue Department of Educational Leadership Little Rock, Arkansas 72204-1099 Office 501-569-3552 Fax 501-569-3547 lxmcneal@ualr.edu HOME ADDRESS 15806 Patriot Drive Little Rock, Arkansas 72212-2606 501-221-1178 lxmcneal@netscape.net or 1.mcneal59@hotmail.com PROFESSIONAL PREPARATION Ph.D. Educational Administration, University of Wisconsin, Madison, WI (1990) Emphasis: Fiscal and Community Support for Public Education Concentrations: Educational Finance, School-Co=nity Relations, and Public School\ Administration M. S. Educational Administration, University of Wisconsin, Madison, WI (1989) Emphasis: Administration and Organization of Public Education Concentration: Educational Administration (Public School) M. A. Public Affairs. University oflowa, Iowa City (1976) Emphasis: Public Administration Concentration: Urban Administration B. A. Business Administration and Political Science, Dakota Wesleyan University, Mitchell, SD {1975) Emphasis: Political Economics Concentrations: Business Administration, Political Science and Economics Licensure: School Business Management (No longer active) Insurance Agent (No longer active) Entrepreneurship: Quality Education and Management Associates, President PROFESSIONAL WORK EXPERIENCE Professor, Department of Educational Leadership, Graduate School of Education, University of Arkansas at Little Rock, Little Rock, Arkansas, 1998 to the present Visiting Professor, Department of Educational Management & Development, Graduate School of Education, New Mexico State University, Las Cruces, New Mexico, Summer 2000 Educational Administration and Supervision Program Coordinator, Department of Educational Leadership, Graduate School of Education, University of Arkansas at Little Rock, Little Rock, Arkansas, 1998 to 2001 Visiting Professor, Department of Educational Management & Development, Graduate School of Education, New Mexico State University, Las Cruces, New Mexico, Summer 1998 Associate Professor, Department of Educational Administration and Foundations, Graduate School of Education, Illinois State University, Normal, Illinois, 1995 to 1998 Visiting Professor, Bellver International College, Trenton State College (now College of New Jersey), Graduate School of Education, Palma de Mallorca, Baleares, Spain, Summer 1996 Associate Director, Office of Educational Finance, Center For Higher Education and Educational Finance, qraduate School of.Education, Illinois State University, Normal, Illinois, 1995-1997 State Coordinator, Illinois Education Policy Fellow Program, Institute for Educatio~ Leadership, Graduate School of Education, lliinois State University, Normal, lliinois 1994-1996 Research Associate, Center for the Study of Educational Finance, Graduate School of Education, lliinois State University, Normal, lliinois, 1993-1995 Assistant Professor, Department of Educational Administration and Foundations, Graduate School of Education, lliinois State University, Normal, Illinois, 1993-1995- Visiting Professor, Department of Educational Administration and Foundations, Graduate School of Education, University ofNorthern Iowa, Cedar Falls, Iowa, Summer 1993 Research Associate, Center for the Study of Small/Rural Schools, Graduate School of Education, University of Oklahoma, Norman, Oklahoma, 1992-1994 Adjunct Fellow, Center for Research on Multi-Ethnic Education, University of Oklahoma, Norman, Oklahoma, 1991-1992 Danforth Principal Preparation Program Co-Facilitator, Graduate School of Education, University of Oklahoma, Norman, Oklahoma, 1991-1993 Assistant Professor, Department of Educational Leadership and Policy Studies, Graduate School of Education, University of Oklahoma, Normal, Oklahoma, 1991-1993 Coordinator of Multicultural Affairs, Wisconsin Alumni Association, University of Wisconsin, Madison, Wisconsin, 1990-1991 Budget Analyst Intern, University of Wisconsin System Administration, Madison, Wisconsin, 1989-90 Equal Rights Officer, Division of Care and Treatment Facilities, Wisconsin Department of Health and Social Services, Madison, Wisconsin, Fall/Spring, 1988/1989 Budget and Management Analyst Intern, Wisconsin Department of Public Instruction, Madison, Wisconsin, Summer, 1988 Marketing Manager, WarBuc Educultural Publications, Madison, Wisconsin, 1985-1987 Business Mathematics Instructor, Business Department, Madison Area Technical College, Madison, Wisconsin, Fall 1985 and Spring 1987 Finance Marketing Representative, John Deere & Company, Moline, lliinois, based in Madison, Wisconsin, 1978-1984 Commercial Service Representative, Honeywell, Incorporated, Minneapolis, Minnesota, based in Des Moines, Iowa, 1977-1978 Public Administration Intern, Mayor's Office, City of Davenport, Davenport, Iowa, 1976 2 DISSERTATION McNeal, L. (1990). The role of education for employment councils in education for employment programs. University of Wisconsin-Madison. RESEARCH INTERESTS School Cornrnunitarianism (the fundamental relationship between schools and their co=unities) Organizational Change (change processes and organizational effectiveness) Educational Finance ( adequacy and equity of funding for public education) Program Assessment and Evaluation GRADUATE COURSES TAUGHT Administration and Organization of Schools Advanced Administrative Theory and Behavior Administrative Problem Solving Organizational Change Educational Politics and Policy Dissertation Proposal Development Educational Finance School Business Administration Human and Fiscal Resources Management Educational Public Relations Introduction to Doctoral Studies Organizational Development PUBLICATIONS: REFERRED McNeal, L. & Christy, W.K. (In Press, 2003). The locus of control issue in standard-based accountability. Educational Considerations. Christy, W .K. & McNeal, L. (2002). Influence of school board members on state legislation in Arkansas. ERIC Document Reproduction Service No. EA 031517. McNeal, L. (2002). The school-community relations profile model: Combining school district and community-based data. In J. Thomas Owens and Jan C. Simmons (Eds.), In creating quality reform: Programs, communities, and governance (67-81). Upper Saddle River, NJ: Pearson Education. Chesser, J.S., & McNeal, L. (2001). Educational community study circles: How superintendents can enhance school improvement through community dialogue. ERIC Document Reproduction Service No. ED 446 370. Christy, W.K., & McNeal, L. (2000). Implications oflegislative policy development for public school districts. F. Kochan (Ed~). Southern Regional Council on Educational Administration Yearbook Chesser, J.S., & McNeal, L. (1999). School improvement through community dialogue: The first community study circles on education in Arkansas and Oklahoma. ERIC Document Re:production Service No. ED 436 694.. Mogilka, J, Ashby, D.E, & McNeal, L., (Eds.). (1996). Planning & Changing, 27(1&2). McNeal, L. (1995). Fulfilling promises in the land of Will Rogers: A look at performance indicators in selected school districts since the enactment of Oklahoma house bill 1017. School Finance Policy Issues in the States and Provinces: Annual Update 1995 (135-138), C. Edlefson (Ed). The Ohio State University: Policy Research for Ohio-Based Education. McNeal, L. & Reed, R. (1995). Building a school-community relations profile through sociological inventorying. People & Education: The Human Side of Schools, 3(3), 371-386. 3 McNeal L., et al. (1994). National Sallie Mae winners and their principals. National Forum of Educational Administration and Supervision Journal, 11(3), 3-10. McNeal, L. (1994). Focusing on at-risk students: Case study of John Wilkinson Elementary School. Illinois School Research and Development Journal, 31(1), 7-10. McNeal L., & Ashby, D. (1993). Site-based management and changing relationships. Illinois School Research and Development Journal, 31(1), 7-10. McNeal L., & Lehman, B. J. (1993). A vision of the future: The full-service school. Planning and Changing, 24(3/4), 140-154. BOOK PROPOSAL IN PROGRESS Christy, W.K., & McNeal, L. (2001). Working Title: The Superintendency: Theory to reflective practice. To be submitted to Wadsworth. Belmont, CA. MANUSCRIPTS IN PROGRESS McNeal, L. (2001). The contextual world of education for children and the school-co=unity: James coleman and the effective schools movement. To be submitted to Humanistic Counseling, Education and Development. McNeal, L., & Christy, W.K. (2001). Rethinking the school district model of funding for individual schools: Co=ents about site-based management of resources. To be submitted to Planning and Change. Christy, W.K., & McNeal, L. (2001). Implications of charter schools and home schooling for the funding of public schools. To be submitted to Journal of School Leadership. PUBLICATIONS: MONOGRAPHS , McNeal, L., et al. (1993). Common sense: Plain talk to legislators about school finance. Center For the Study of Educational Finance. Illinois State University. PUBLICATIONS: NON-REFERRED McNeal, L. (December, 1990). The role of education for employment councils in education for employment programs. Dissertation. McNeal L. (1993). The education of African-American children in Oklahoma. State of Oklahoma: Annual Report. Urban League of Greater Oklahoma City, Inc., 36-45. McNeal, L., First, P. F., & Knudson, D. P. (1993). Evaluating the University of Oklahoma Danforth Principal Preparation Program. Connections. 1 (2), 3. McNeal, L. (1992). University of Oklahoma report. Danforth Programs for the Preparation of School Principals Newsletter, 1 (2). 3. McNeal, L. (1987). From the desk of. National Multicultural Banner, 5 (6), 2. McNeal, L. (1986). From the desk of: Literacy, who's problem is it anyway? National Multicultural Banner, 5 (3), 2. 4 McNeal, L. (1986). The Black collegians guide to graduate fellowships for minority students. National Multicultural Banner, 5 (2), 9. CITED IN EDUCATION WEEK In the area of educational finance, Education Week has quoted me on several occasions. I have been quoted in the following articles: 11/26/97 in News ILL. Lawmakers Get One More Try To Pass School Funding Reforms 6/11/97 in News ILL. Lawmakers Duck Vow To Revamp Funding 3/26/97 in News ILL. Audit Questions Oversight of ILL. Education Agency 2/5/97 in News ILL. Odds Seen Better for F1.lllding Reform in ILL. REPORTS McNeal, L. Little Rock school district charter elementary school evaluation report for the 2001- 2002 school year. Prepared for the Little Rock School District, November, 2002. McNeal, L., et. al. The college of education assessment report: 2000-2001: University. of Arkansas at Little Rock. Prepared for the Provost's Advisory Group on Assessment, June, 2001. McNeal, L. Little Rock school district charter elementary school evaluation report for the 2000- 2001 school year. Prepared for the Little Rock School District, June, 2001. McNeal, L. Projected student enrollment for the 2000-2001 school year: 6th and 7th grade student racial make up report. Prepared for Pulaski County Charter School Inc., April, 2001. McNeal, L. Enrollment trends in the Little Rock, North Little, and Pulaski County Special school districts: 1995-1996 to 1999-2000. Prepared for Pulaski County Charter School Inc., November, 2000. Coleen, B.C., Driskill, G., Leslie, S., McNeal, L., Mitchell, W., Taylor, C., & Webb, R. Provost's advisory group on assessment: University of Arkansas at Little Rock. Summer 2000 report, July, 2000. I McNeal, L., et. al. The college of education assessment report: 1999-2000: University of Arkansas at Little Rock. Prepared for the Provost's Advisory Group on Assessment, June, 2000. McNeal, L. Student enrollment needs assessment study of the Illinois school for the visually impaired, Illinois Center for Rehabilitation and Education and Illinois School for the Deaf. Prepared for the Illinois Department of Rehabilitation Services, Odober, 1995. McNeal, L, First, P., Walker, V., & Hobson, B. An inquiry into alleged cultural insensitivity at Capitol Hill High School. Prepared for Oklahoma City Public School District, March, 1993. McNeal, L, et al. School choice: Open enrollment and post secondary options. Prepared for the Association of Wisconsin School Administrators, March, 1990. McNeal, L. County veterans service officer training manual. Wisconsin Department of Veterans Affairs, June, 1990. McNeal, L. A Review of health care and medical services provided by the United States department of veterans affairs. Prepared for the Division of Veterans Programs, Wisconsin Department of Veterans Affairs, August, 1989. McNeal, L. A review of health care grants and the Wisconsin Veterans Home in King, Wisconsin. Prepared for the Division of Veterans Programs, Wisconsin Department of Veterans Affairs, August, 1989. 5 McNeal, L. Mendota mental health institute: An analysis of an organization in crisis. Prepared for the Division of Care and Treatment Facilities of the Wisconsin Department of Health and Social Services, December 1988. PRESENTATIONS: REFERRED McNeal, L., Christy, W.K., & Lewis, R. (2002). New leaders and new implications for educational administration. Southern Regional Council on Educational Administration Annual Conference, Kansas City, MO. Christy, W.K., & McNeal, L. (November, 2001). Mid-South Educational Research Association Annual Conference, Little Rock, AR. McNeal, L. & Christy, W .K. (November, 2001 ). A discussion of change theory, systems theory, and state designed standards and accountability initiatives. Southern Regional Council on Educational Administration Annual Conference, Jackspnville, FL. McNeal, L. & Christy, W.K. (November, 2001). State designed standards and accountability initiatives in the southwestern regional educational development laboratory service area. Southern Regional Council on Educational Administration Annual Conference, Jacksonville, FL. McNeal, L. (2001, July). The institutionalization of the assessment process: One story in one college of education. The Consortium for Assessment & Planning Support. San Juan, PR. MeNeal, L. (2001, July). Faculty perceptions of their involvement in the assessment (evaluation) process. The Consortium for Assessment & Planning Support. San Juan, PR. Chesser, J., & McNeal, L. (November, 2000). The use of the study circle in school reform: Bringing all the voices to the table. Mid-South Educational Research Association Annual Conference, Bowling Green, KY. McNeal, L. & Christy, W.K. (November, 2000). Charter schools under construction: An analysis of a charter school evaluation plan. Southern- Regionaf Council on Educational Administration Annual Conference, Nashville, TN. Christy, W.K., & McNeal, L. (November, 2000). Implications of charter schools and home schooling. Southern Regional Council on Educational Administration Annual Conference, Nashville, TN. I Christy, W.K. & McNeal. L. (November, 2000). The process of making sausage in the factory of program reform. Southern Regional Council on Educational Administration Annual Conference, Nashville, TN. Michaelis, K, & McNeal, L. (April, 2000). From indifference to injustice: The politics of teen violence. American Educational Research Association for the Spring 2000 Conference in New Orleans, LA. Caram, C. A., Christy, W. K., Altom, B, & McNeal, L. (April, 2000). The sausage factory: The process of planning for accountability. Arkansas Association of Colleges of Teacher Education, Little Rock, AR. Caram, C. A., Christy, W. K., Altom, B., & McNeal, L. (April, 2000). Responding to the call for accountability of a school leader preparation program Arkansas Association of Colleges of Teacher Education, Little Rock, AR. Chesser, J. S., & McNeal, L. (March, 2000). Educational community study circles in Arkansas: How superintendents can enhance school improvement through community dialogue. American Association of School Administrators 11 th Annual Conference Within A Conference, San Francisco, CA. 6 Chesser, J. S., & McNeal, L. {November, 1999). School improvement through connnunity dialogue: The first community study circles on education in Arkansas and Oklahoma. Mid-South Educational Research Association Annual Conference, Clear Point, AL. McNeal, L., & Christy, W. K. (November, 1999). From preparation to practice in Arkansas: The relationship between program preparation standards and entry-level administrators' success. Southern Regional Council on Educational Administration Annual Conference, Charlotte, NC. Christy, W. K., McNeal, L. (November, 1999). Implications oflegislative policy development for public school districts. Southern Regional Council on Educational Administration Annual Conference, Charlotte, NC. McNeal, L., Gonzalez, M. L., & Noley, Grayson. (October, 1999). The ethics of silencing in school accountability: Listening to the voices of Hispanic, Native American, and African-American Researchers. University Council for Educational Administration Convention, Minneapolis, MN. Christy, W. K. & McNeal, L. (March, 1999). Future policy implications of an Arkansas referendum initiative. American Education Finance Association, Seattle, WA. McNeal, L. (March, 1998). The link between quality and school cormnunitarianism. Creating the Quality School: 7th Annual National Conference, Arlington, VA. McNeal, L., Place, A. W., Tilbnan, L.C., Beaumont, J. J. & Sanders, E. T. W. (October, 1997). A cross-cultural discussion of the 1997 UCEA conference theme. University Council for Educational Administration Convention, Orlando, FL. McNeal, L. (October, 1997). The contextual world of education for children and the schoolconnnunity: James Coleman and the effective schools movement. MidW estem Educational Research Association Annual Meeting, Chicago, IL. McNeal, L. (March, 1997). Influencing instructional strategies. to enhance leartti.ng by using the school-connnunity relations profile model. Creating the Quality School: 6th Annual National Conference, Oklahoma City, OK. McNeai L. (1996, March). The implications of community based information for caring schools: SCRPING along. Creating the Quality School: 5$ Annual National Conference, Oklahoma City, OK. McNe~ L. & Chi, J. (1996, March). Performance indicators and curriculum offerings: Is there a connection in Oklahoma? American Education Finance Association Conference, Salt Lake City, UT. McNeai L., Parks, J., Watson, L., Jackson, D., Midgette, T., & Glenn, E. (1996, March). Our pedagogy: Culture as a major variable. Pedagogy of the Oppressed Conference, Omaha, NE. McNeal, L. & Ashby, D. (1995, October). School-community relations profiling: Re examining leadership for community. University Council for Educational Administration, Salt Lake City, UT. McNeal, L. (1995, April). Fulfilling promises in the land of Will togers: A look at performance indicators in selected school districts since the enactment of Oklahoma house bill IO 17. Sponsored by the Special Interest Group on Fiscal Issues, Policy, and Educational Finance (FIPEF). American Educational Research Association Conference, San Francisco, CA. McNeal, L. (1995, March). Promoting quality in education through the SCRPING of schools. Creating the Quality School: 4th Annual National Conference, Oklahoma City, OK. 7 McNeal, L., Higham, R, & Boyd, M.A. (1994, October). Establishing community between higher education, public education, and self:. An effort of compromise in infusing multiculturalism. Midwestern Educational Research Association, Chicago, IL. McNeal, L. (1994, April). The state of educational finance in Oklahoma. American Educational Research Association Conference, New Orleans, LA. McNeal, L. (1994, March). Governance structures in decentralized schools and school improvement: Lessons from Chicago school reform. Creating the Quality School: 3rd Annual National Conference, Oklahoma City, OK. McNeal, L. (1994, March).
This project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.

<dcterms_creator>Ross, Steven M.</dcterms_creator>