Magnet Schools: Pulaski County Interdistrict Magnet School Program Evaluation

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(])ulaski CountH Dnterdistrict ~agnet Schools evaluation 1991-1992 ARKA.NSAS STATE UNIVERSITY EDUCATIONAL RESEARCH AND SERVICES PULASKI COUNTY INTERDISTRICT MAGNET SCHOOLS EVALUATION Prepared for The Magnet Review Committee Conducted by Educational Research & services Arkansas State University August l, 1992 Project Staff A~- ~ /~So ~~,,, A,e Gerald B. Dickinson, Director Consultant/Authors Mitch Holifield Don Wright Consultants Dianne Prince Kent Layton Ron Towery Jane Gates Virginia Rhodes, Production Manager Graduate Assistants Barbara McFarland Dennis Martin Becky Gibson ,. AC:DlOWLEDGMENTS I gratefully acknowledge the help and cooperation of Ms. Donna Grady-Creer, her office staff, the Magnet Review committee, and all the staff and administration at the magnet schools. The evaluation project was made easier by the honest, forthright and candid responses from district faculty and staff. The Magnet Review Committee is courageous efforts in providing the County the best possible education. continued support. to be commended on their children of Pulaski I encourage their A great debt is owed my respected colleagues for their professional work and dedication to the project. Finally, a huge "thanks" to my office staff and research assistants without whom this evaluation project could not have been completed. Gerald Dickinson, Project Director TABLE OF CONTENTS Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Section I. Student and Staff Movement......................... 3 Section II. Mimimum Performance Testing ........................ 19 Metropolitan Achievement Testing ................... 44 American College Testing ........................... 102 Section III. Desegregation ...................................... 103 Section IV. Summative Evaluation ............................... 142 PULASKI COUNTY INTERDISTRICT MAGNET SCHOOLS EVALUATION July 16, 1992 Evaluation Report Format This evaluation report is designed to provide a logical and sequential accounting of project objectives, assessment activities and evaluation reports. A formative evaluation for each objective is provided in separate sections to facilitate a measure of success in achievement or completion of each of the expected outcomes. Section titles correspond to Expected outcomes as identified in the evaluation proposal. The fourth section has been designed for summative evaluation. 1. student and Staff Movement -- To develop procedures and instrumentation for data collection regarding student\staff movement during the past year: a. What staffing patterns are evident regarding teacher movement in the magnet schools? b. What type of student is on the waiting list for assignment to a magnet school i.e., race, sex, grade, magnet theme? 2. Student Achievement -- To obtain 1991 standardized scale scores for the following tests for the appropriate grade groups: a. Minimum Performance Test (MPT) Grades 3-6-8 b. Metropolitan Achievement Test, 6th edition (MAT 6) Grades 4-7-10 c. American College Test (ACT) Grade 12 3. Desegregation -- To develop procedures and instrumentation for data collection regarding the contribution of the magnet schools toward the "desegregation" goal of the project. a. What is the social interaction between and within the disaggregated groups by race, sex, and socio-economic status? Additional variables of solidarity and isolation will be studied for students, staff and parents. b. Are there evidences of stereotyping by students, i.e., graffiti and name calling? 1 c. What are the reflections of the academic and professional interactions between the building administrators and the teaching staff during staff meetings, between teachers and students during class interactions, and between the building administrative staff, teachers, and students during school related activities? 4. Analysis and Interpretation -- To utilize appropriate evaluation techniques and strategies in the analysis of data and correct interpretation of results. This section pertains to procedure and is relevant to other sections. There is no evaluation component that corresponds to this section since it is relevant to the other evaluation components. 5. Summative Evaluation -- Each section of the evaluation (sections 1-3) is formative in that it becomes a part of the summative evaluation (section 4). The Sununative Evaluation section will draw together data from each of the component sections to generalize conclusions and convey statements about the magnet school program as a whole. 2 SECTION I Student and Staff Movement PULASKI COUNTY INTERDISTRICT MAGNET SCHOOLS EVALUATION Formative Evaluation: student and staff Movement BACKGROUND The purpose of this formative evaluation is to gain insight into the assessment of objectives in Expected Outcomes, Number 1, (A and B), listed below. To develop procedures and instrumentation for data collection regarding student\staff movement during the past year: A. What staffing patterns are evident regarding teacher movement in the magnet schools? B. What type of student is on the waiting list for assignment to a magnet school i.e., race, sex, grade, magnet theme? The personnel function of any organization must support the overall strategy of the organization. Human resource planning is an integral part of the Pulaski County Interdistrict Magnet School Program. The functions of the staffing component of the magnet plan are carried out by the Little Rock School District Office of Personnel. Magnet school enrollment is allocated among the three participating districts, Little Rock, North Little Rock and Pulaski County Special, by percentage of total enrollment in each district. The enrollment percentage allotments by district are as follows: Little Rock: North Little Rock: Pulaski County Special: 43% 42% 15% 42% 43% (Elementary) (Secondary) (a maximum of 100 students may attend Parkview) (Elementary) (Secondary) A "shadow area" is designated surrounding each school, from which 20% of Little Rock's enrollment allocation comes. Also, 50% of the total magnet school enrollment must be black and 50% non-black. 3 METHODOLOGY The evaluator visited LRSD Personnel Office to determine the staffing procedures and to gather data relative to staff turnover and other pertinent data. Following proper communications, data were received from the LRSD regarding students waiting to enter the interdistrict magnet schools. Data were also provided regarding total enrollments in each participating district, and disaggregation of total enrollment numbers by grade. FINDINGS staffing The staff of the Pulaski County Interdistrict Magnet Schools are employees of the Little Rock School District. Recommendations for filling vacancies are made by each building principal and his site committee. The personnel office is responsible for contracting magnet school staff, subject to approval of the Magnet Review Committee. The office is run by a Director of Personnel for the Little Rock School District. Office staff are aware of and sensitive to major laws affecting hiring practices including Equal Employment Opportunity, Affirmative Action Programs and others. Office personnel reported that there was very little turnover in magnet school staff. Recruitment efforts were minimal because of internal personnel available for any vacancies. Additional information relative to staff movement may be provided in an addendum when data are provided to the evaluator. Student Movement Data relative to student movement was gathered by investigating student waiting lists for all magnet schools and the three Pulaski county districts. The waiting list data received were disaggregated by district, magnet theme desired and race. The data were not disaggregated by sex or by grade. Tables 1-12 and Graphs 1-11 following reflect the data provided to the evaluator. Table 1 on the following page presents the number of students, disaggregated by district and by race, who are on the waiting list for assignment to Booker Elementary School. 4 District TABLE l students Waiting Assignment Booker Elementary School # Waiting # Waiting Black White North Little Rock 38 18 Little Rock 468 101 Pulaski County 30 12 # Waiting Total 56 569 42 Graph 1 below depicts the waiting list numbers by district and by race for Booker Elementary School. Graph l Booker Elementary School students Waiting Assignment Nunoer aoo,--------------------, 7001------------------------i Graph 1 Nortn Little Rock 56Q Little Rock School District Pulaski Col.ntY - Sieck a Wnite O Total Table 2 on the following page presents the number of students, disaggregated by district and by race, who are on the waiting list for assignment to carver Elementary School. 5 District TABLE 2 Students Waiting Assignment Carver Elementary School # Waiting # Waiting Black White North Little Rock 47 39 Little Rock 413 168 Pulaski County 8 28 # Waiting Total 86 581 36 Graph 2 below depicts the waiting list numbers by district and by race for Carver Elementary Magnet School. Graph 2 carver Elementary School Students Waiting Assignment Nuncer aoo~-------------------, 700~--------------------i 581 8 Nortn L1ttte Roel< Littte Roel< Pulaski C:O..,ty School District 8lacl< ~ Wnite D Total Graph 2 Table 3 on the following page presents the number of students, disaggregated by district and by race, who are on the waiting list for assignment to Gibbs Elementary School. 6 District TABLE 3 Students Waiting Assignment Gibbs Elementary School # Waiting # Waiting Black White North Little Rock 5 2 Little Rock 479 103 Pulaski County 7 3 # Waiting Total 7 582 10 Graph J below depicts the waiting list numbers by district and by race for Gibbs Elementary School. Graph 3 Gibbs Elementary School students Waiting Assignment No.mtier aoo..------------------ 1001------------------- 001-------- 3001-------- 2001-------- 1001-----5--2 ~ 7~ oL.....c.=z:=::.=:z.....- Norin L,111e Roel< l.Jttle Floek - School District PuJaak1 County - Black a wn,,e D Total Graph 3 Table 4 on the following page presents the number of students, disaggregated by district and by race, who are on the waiting list for assignment to Williams Elementary School. 7 District TABLE 4 students Waiting Assignment Williams Elementary School # Waiting # Waiting Black White North Little Rock 8 4 Little Rock 473 321 Pulaski County 4 12 # Waiting Total 12 794 16 Graph 4 below depicts the waiting list numbers by district and by race for Williams Elementary School. Graph 4 Williams Elementary School Students Waiting Assignment 794 Number aoo,-----------,~~--------, 700-----------,1----++-----------, eoo--- - ----- --,1---1-r-----------, 400---- --- 300------- 200 f----- - - - 100 Nortn Li ttle Rock 473 Lit tle ~OCk - School District Pulaski County Black l.\\\\'i1 wnite O Total Graph 4 Table 5 on the following page presents the number of students, disaggregated by district and by race, who are on the waiting list for assignment to Horace Mann Junior High School's Arts magnet theme. 8 TABLE 5 Students Waiting Assignment Horace Mann Junior High School--Arts I Waiting # Waiting District Black White North Little Rock 12 0 Little Rock 464 211 Pulaski County 14 7 I Waiting Total 12 675 21 Graph 5 below depicts the waiting list numbers by district and by race for Mann Junior High School - Arts. Graphs Horace Mann Junior High School--Arts students Waiting Assignment NLmOer aoo~-------------------. 00>--------- 300>--------- 200------- 100 r----,.,.-------,--0---,r-- !!75 Nortn l.1ttle RoCk Little Rock Pulaakl County SchOol District - BleCk m Wnite D Total Graph 5 Table 6 on the following page presents the number of students, disaggregated by district and by race, who are on the waiting list for assignment to Horace Mann Junior High School's Science magnet theme. 9 TABLE 6 Students Waiting Assignment Horace Mann Junior High School--Science I Waiting I Waiting District Black White North Little Rock 11 5 Little Rock 466 84 Pulaski county 11 34 I Waiting Total 16 550 45 Graph 6 below depicts the waiting list numbers by district and by race for Horace Mann Junior High School - Science. Graph 6 Horace Mann Junior High School--Science Students Waiting Assignment Nt.moer 800 700 eoo 500 400 300 200 100 ~ 5 0 Nortrl Little Rock Uttle Rock Putaski C.OU,,ty -School District - Black a WP'l,te D Total Graph 6 Table 7 on the following page presents the number of students, disaggregated by district and by race, who are on the waiting list for assignment to Parkview High School's Arts magnet theme. 10 District TABLE 7 students Waiting Assignment Par.Jtview High School--Arts I Waiting # waiting Black White North Little Rock 15 6 Little Rock 581 131 Pulaski County 10 4 I Waiting Total 21 712 14 Graph 7 below depicts the waiting list numbers by district and by race for Parkview High School's Arts magnet theme. 800 700 eoo 500 400 300 200 100 0 Graph 7 Parkview High School--Arts Students Waiting Assignment Nunber e Nor tr, L, ttle Rock Uttle Rock School District Pulaski County - Siad< ~ White Total Graph 7 Table 8 on the following page presents the number of students, disaggregated by district and by race, who are on the waiting list for assignment to Parkview High School's Science magnet theme. 11 District TABLE 8 students Waiting Assignment Parkview High School--Science # Waiting # Waiting Black White North Little Rock 1 0 Little Rock 337 32 Pulaski County 1 15 # Waiting Total l 369 16 Graph 8 below depicts the waiting list numbers by district and by race for Parkview High School's Science magnet theme. Graph 8 Parkview High School--Science students Waiting Assignment NLmber eoo,--------------------, 1001---------------------1 eoo1---------------------1 5001---------------------1 300>-------- 200------,00---,-- 0-,-- o L....c.::::z::::::
~z_- Little Roel< School District Pulaski County - Bleck !,\\\\II White CJ Total Graph 8 Table 9 on the following page presents the students in the North Little Rock District who have requested assignment to the interdistrict magnet schools. The numbers are disaggregated by school requested and by race. 12 TABLE 9 Students Waiting Assignment North Little Rock School District School # Waiting # Waiting Desired Black White Booker 38 18 carver 47 39 Gibbs 5 2 Williams 8 4 Mann-Arts 12 0 Mann-Science 11 5 Parkview-Arts 15 6 Parkview-Science 1 0 # Waiting Total 56 86 7 12 12 16 21 1 Graph 9 below depicts the waiting list numbers for the North Little Rock School District by school requested and by race . Graph 9 North Little Rock School District Students Waiting Assignment Number 100,....:....~-------------------, 901------------------- --1 aol-------------------1 70 1-------- - ----------- -1 eo----- ------ 50f---,.:_47~ --------------1 40~.,.-- 30 20 10 0 Graph 9 School Requested - Black B Wl'l11e 13 Table 10 below presents the students in the Little Rock School District who have requested assignment to the interdistrict magnet schools. The numbers are disaggregated by school requested and by race. School Desired Booker Carver Gibbs Williams Mann-Arts Mann-Science Parkview-Arts TABLE 10 students Waiting Assignment Little Rock School District # Waiting I Waiting Black White 468 101 413 168 479 103 473 321 464 211 466 84 581 131 Parkview-Science 337 32 # Waiting Total 569 581 582 794 675 550 712 369 Graph 10 below depicts the waiting list numbers for the Little Rock School District by magnet school requested and by race. Graph 10 Little Rock School District students Waiting Assignment NllT\ber 581 600.-----------------,
:::::::-----, Graph 10 School Requested - Black 9 White 14 Table 11 below presents the students in the Pulaski County Special School District who have requested assignment to the interdistrict magnet schools. The numbers are disaggregated by school requested and by race. TABLE 11 students waiting Assignment Pulaski County Special School District School # Waiting # Waiting # Desired Black White Booker 30 12 Carver 8 28 Gibbs 4 12 Williams 4 12 Mann-Arts 14 7 Mann-Science 11 34 Parkview-Arts 10 4 Parkview-Science 1 15 Waiting Total 42 36 16 16 21 45 14 16 Graph 11 below depicts waiting list numbers for the Pulaski county Special School District by magnet school requested and by race. Graph 11 Pulaski County Special School District Students Waiting Assignment Number ,oo------------------ g()t--------------------4 sot--------------------4 70~-------------------l eo---------------------------1 50t--- ------------- - ---4 40~------------a-L-.------l 301-,
i--- 20 10 0 Graph 11 School Requested - Bleck ~ WMe 15 Enrollment figures for each school district for the 1991-1992 school year, excluding magnet school enrollments, are as follows: Little Rock: North Little Rock: Pulaski County Special: 25,962 9,029 20,501 Table 12 below presents the total number of students as well as the percentage of students in each district who are on magnet school waiting lists. TABLE 12 Total students Waiting Assignment By School District Total Students Percent of Non- District On Waiting List Magnet Students Little Rock 4832 18.6% No. Little Rock 211 2.3% Pulaski Co. 200 1.0% Almost 19% of Little Rock students who are not now in magnet schools are on waiting lists for those schools. In contrast, only 2.3% of North Little Rock students and 1% of Pulaski County students who are not now in magnet schools are on waiting lists for them. Enrollment information for each district was further disaggregated, with separate figures provided for elementary, junior high and high school enrollments. The enrollment figures are as follows: North Little Rock Elementary Junior High (7-8) Senior High (9-12) Little Rock Elementary Junior High Senior High 16 5167 1505 2357 14767 6062 5509 Pulaski County Elementary Junior High Senior High 11767 4732 4002 Table 13 below presents the percentage of students, by grade group, in each district who are on waiting lists for assignment to interdistrict magnet schools. TABLE 13 students Waiting Assignment By District and By Grade Group Total Students Percent of Non- District/Grade Group On Waiting List Magnet Students North Little Rock - Elementary 161 3.0% Junior High 28 1.8% Senior High 22 1.0% Little Rock - Elementary 2526 17.6% Junior High 1225 20.2% Senior High 1081 19.6% Pulaski County - Elementary 104 0.9% Junior High 66 1.4% Senior High 30 0.7% In the North Little Rock district, a higher percentage of elementary school students are requesting placement in magnet schools. In the Little Rock and Pulaski County districts, junior high students are requesting placement in magnet schools at higher percentage rates. 17 CONCLUSIONS * The magnet school staff consists of highly qualified and dedicated teachers and administrators. * There is very little movement (turnover) in magnet school staff. * All Pulaski County Interdistrict Magnet Schools have waiting lists including both black and white students. * All three school districts have students on the waiting lists for magnet schools. * The Little Rock School District has the highest percentage of enrollment on waiting lists for magnet schools. 18 SECTION II Student Achievement POLASKI COUNTY INTERDISTRICT MAGNET SCHOOLS EVALUATION Formative Evaluation: Standardized Testing Program BACKGROUND The purpose of this formative evaluation is to gain insight into the assessment of objectives in Expected outcomes, Number 2, (A and B), listed below. To obtain the standardized scale scores for the following tests for the appropriate grade groups and to analyze and assess magnet school student performance: A. Minimum Performance Test (MPT) Grades 3-6-8 (1991) B. Metropolitan Achievement Test, 6th edition (MAT 6) Grades 4-7-10 (1991) C. American College Test (ACT) - Grade 12 METHODOLOGY Following proper communications, data were received from the LRSD and the State Department of Education. Data were then subjected to both descriptive and inferential statistical analyses using the PC computer and statistical software package "Statistics With Finesse." FINDINGS Minimum Performance Tests Arkansas Minimum Performance Test (MPT) data were received from the Little Rock School District. Test data were disaggregated by school, grade, sex and race. The only scores provided for the MPT, administered in grades three, six and eight, were the percent passing. These data prohibited the evaluator from making statistical comparisons in that statistics are not accurate when using percentile scores. The MRC should use caution when comparing test data. Percent passing information disaggregated by school, grade, sex and race is presented in graphic form. A section is included for comparing magnet schools in grades three and six. For grade three, reading and math percentiles for students passing are presented. For grades six and eight, percentiles for students passing are presented for reading, mathematics, language arts, science and social studies. According to Public Law 6-15-412, "It is the policy of this state that at least eighty-five percent (85%) of the students in each school and school district at each grade level at which competency tests are administered should score at or 19 above the level of performance established for mastery of basic skills". 'l'hroughout this document, this minimum Arkansas Department of Education (ADE) requirement is compared to magnet school percent pass results. Grade Three There were 30,990 total third-grade students state-wide that took the MPT in reading. Ninety-three percent {93.0%) received a passing score or higher on the reading subtest. The percent passing for the 1991 school year is one percent lower (94% compared with 93%) than the percent passing the previous year. State-wide, there were 471 schools {85.0% of the total schools) with eighty-five percent (85%) of their students passing. There were 30,990 total third-grade students state-wide that took the MPT in math. Ninety-two percent {92.2%) received a passing score or higher on the math subtest. State-wide there were 460 schools {83.0%) of the total schools) with eighty-five percent (85%) of their students passing. The percent passing for third-grade students in each of the Pulaski County Interdistrict Magnet Schools is compared to the percent passing for third-grade students state-wide. Tables are presented to show the percent passing for both the reading and the math subtests. Graphs are also provided for quick visual comparisons of how third graders at each magnet school performed in comparison with third graders state-wide for both the reading and the math subtests. A final comparison of percent passing for all magnet thirdgrade students is compared to the percent passing for all third-grade students state-wide. 20 Booker Elementary School r The passing rate for third-grade students at Booker Elementary was above the ADE required eighty-five percent (85%) passing rate. Eighty-two third-grade students were tested at Booker Elementary School. Ninety-three percent (93%) of the students (76 of 82) passed the MPT in reading. Ninety-one percent (91%, or 75 of 82) passed the MPT in math. Further disaggregation of the results by race and sex are presented in Table 1 on the following page. Table 1 Booker Elementary Third Grade Reading\Math Percent Passing By Race\Sex students By Race\Sex State: All Students Booker: All Students Black Males Black Females White Males White Females *Others N=82 Reading % Pass 93 93 89 90 100 95 Mathematics % Pass 92 91 78 94 100 95 * Total of all students in the "Other" race category. These scores were not reported by gender. The passing rate for all third-grade students at Booker was about the same as the passing rate for third-grade students state-wide. Black males and black females were below the state percentage passing when compared to all students statewide in reading. Only black males were below the state percentage passing for all students in math. Graph 1 reflects the percent passing for third-grade students at Booker Elementary compared to the percent passing for third-grade students state-wide on reading. Graph 2 shows the percent passing for math compared to the state-wide percent passing. State-wide data for percent passing were not disaggregated by race\sex and the MRC should use caution when interpreting results of comparisons of magnet . scores to state-wide scores. See Graphs 1 and 2 on the following page. 21 Booker Percent Passing by Graph 1 Elementary Third Grade Reading Race\Sex Compared to State Percent Passing N:82 Percent 120$ ,----------------------- 0% State All Stuoents 81 Male 81 Female w Maie w Female - Reading MPT Grae>n 1 Graph 2 Booker Elementary Third Grade Math Percent Passing by Race\Sex Compared to state Percent Passing N:82 Percent 120$,----------------------- 100$ 100$ 80$ 60$ 20$ State All Stuoents 81 Male 81 Female W MMe w Fem.e Marn MPT Graot\ 2 22 carver Elementary School ~ The percent of students passing at Carver Elementary on both the reading and math subtests was above the eighty-five percent (85%) passing required by the ADE. Eighty-seven third-grade students at Carver took the MPT. Ninety-nine percent (99%, or 86 of 87) of Carver third graders passed the MPT in reading. Ninety-seven percent (97%, or 84 of 87) of the third-grade students passed the MPT in math. All sub-groups were above the state-wide percent passing in reading. All sub-groups except black females were above the state-wide percent passing in math. Black females at ninety percent (90%) were below the state percent passing in math but well above the eighty-five percent (85%) passing rate required by the ADE. MPT results disaggregated by race and sex are shown in Table 2 and Graphs 3 and 4 below. Table 2 carver Elementary Third Grade Reading\Math Percent Passing By Race\sex Students By Race\Sex state: All Students Carver: All Students Black Males Black Females White Males White Females *Others N=87 Reading % Pass 93 99 100 95 100 100 Mathematics % Pass 92 97 100 90 96 100 * Total of all students in-the "Other" race category. These scores were not reported by gender. Graphs 3 and 4 on the following page present a comparison of the percent of Carver Elementary third-grade students passing the MPT to the state-wide percent passing the MPT for reading and math. 23 Graph 3 carver Elementary Third Grade Reading Percent Passing DY Race\Sex Compared to State Percent Passing N:87 Percent 120'llr----------------------, 40'11 20$ 0'l!. - A88<l1ng M?T Gnon ~ Graph 4 Carver Elementary Third Grade Math Percent Passing Dy Race\Sex Compared to state Percent Passing N=87 Percent 120'11 100$ 100'11 100$ 80'l!. 60'11 40$ 20'l!. 0'l!. Stare All sruoenrs 81 ~ale 81 Female w ~ ... w Female -Marn MPT Graon 4 24 Gibbs Elementary School ,. Forty-two third-grade students at Gibbs Elementary took the MPT. Thirty-eight (90 percent) passed the reading sub-test and thirty-seven (88 percent) passed the math subtest. Table 3 below shows the percent passing for Gibbs Elementary third graders disaggregated by race and sex. Table 3 Gibbs Elementary Third Grade Reading\Math Percent Passing by Race\Sex N=42 students Reading Mathematics By Race\Sex % Pass % Pass State: All Students 93 92 Gibbs: All students 90 88 Black Males 78 89 Black Females 86 71 White Males 100 100 White Females 100 100 *Others 100 100 * Total of all students in the "Other" race category. These scores were not reported by gender Graphs 5 and 6 on the following page reflect the comparisons of percent passing reading and math for third grade at Gibbs Elementary compared to the percent passing for third grade state-wide. Black males in reading and black females in math did not pass at the eighty-five percent (85%) level required by the ADE. Percent passing in reading at Gibbs Elementary third grade are compared to percent passing reading for all third graders state-wide in Graph 5. Graph 6 shows percent passing math at Gibbs Elementary compared to the percent passing math for all students state-wide. 25 Graph S Gibbs Elementary Third Grade Reading Percent Passing by Race\Sex Compared to State Percent Passing N=42 Percenl 120'llr-----------------------, - Aeaa,ng MPT Graen 5 Graph 6 Gibbs Elementary Third Grade Math Percent Passing by Race\Sex Compared to state Percent Passing N=42 Percen1 120'!1,----------------------- 100'!1 100'!1 100'!1 0'll State All Stuoenr 81 ~ale 91 Female w ~ w Femaie Othefs Main MPT Graen 6 26 Williams Elementary School r Sixty-five third-grade students took the MPT test at Williams Elementary School. Ninety-four percent (94%) passed the reading subtest and the same percent of students (94%) passed the math subtest. Table 4 below shows the percent of Williams third-grade students passing the MPT compared to the percent of third-grade students passing state-wide. Results are disaggregated by race\sex. Table 4 Williams Elementary Third Grade Reading\Math Percent Passing by Race\Sex Students By Race\Sex State: All Students Williams: All Students Black Males Black Females White Males White Females * Others N:65 Reading % Pass 93 94 94 89 100 94 100 Mathematics % Pass 92 94 88 94 100 94 100 * Total of all students in the "Other" race category. These scores are not reported by gender. The percent passing for third-grade students at Williams Elementary is higher than the percent passing for third-grade students state-wide. All groups, when disaggregated by race\sex, had passing rates higher than the eighty-five percent (85%) level required by the ADE. Graphs 7 and 8 on the following page show the comparisons of percent passing for third-grade students at Williams Elementary to the percent passing for third-grade students state-wide for both the reading and the math MPT subtests. 27 Graph 7 Williams Elementary Third Grade Reading Percent Passing by Race\Sex Compared to State Percent Passing N:65 Percenr 120'!/ir------------------------.. 100'6 100'!/i Stat All Student 81 Male 81 Fem.I W Male W Ftimale Otha - Reading MPT Graen 7 Graph 8 Williams Elementary Third Grade Math Percent Passing by Race\Sex Compared to state Percent Passing N:65 Percenr 12Q'l/i,----------------------~ State .a.u Sruoenr Bl ~ale 81 Female w MIiie w Femat OtMrs Marn M?T Graen 8 28 All Magnets -- Third Grade There were 276 magnet school third graders who took the MPT in reading and math. Ninety-five percent {94.5%, or 261 of 276) passed the MPT reading subtest, compared to the statewide percent passing of ninety-three percent (93.0%). Ninety-three percent (93.1%, or 257 of 276) magnet school third graders passed the MPT math subtest. The state-wide percent passing the math subtest was ninety-two percent (92.2%). Table 5 below shows the comparison of percent passing for all third-grade magnet school students to the percent passing for all third-grade students state-wide. Magnet School Williams Carver Gibbs Booker Total-Mag. Total-State Table 5 Third Grade Reading\Math Percent Passing by Magnet N:276 Reading No. No. % No. Pass Tested Pass Pass 61 65 94% 61 86 87 99% 84 38 42 90% 37 76 82 93% 75 261 276 95% 257 28834 30990 93% 28567 All Magnets -- Black Males Math No. % Tested Pass 65 94% 87 97% 42 88% 82 91% 276 93% 30990 92% The percent passing for black males as a group was ninetythree percent {93%, or 63 of 68) for reading and was above . the eighty-five percent (85%) required by ADE. The percent passing for black males as a group for math was ninety percent (90%, or 61 of 68). For only one sub-group, black males, in reading at Gibbs Elementary (78%) and math at Booker (78%), was the percent passing below the eighty-five percent (85%) passing rate required by ADE. Table 6 on the following page shows the percent passing for all black males for each magnet school for reading and math. 29 Magnet School Williams Carver Gibbs Booker Totals Table 6 Third Grade Reading\Math Percent Passing--Black Males N:68 Reading No. No. No. Pass Tested % Pass Pass 15 16 94% 14 25 25 100% 25 7 9 78% 8 16 18 89% 14 63 68 93% 61 All Magnets -- Black Females Math No. Tested % Pass 16 88% 25 100% 9 89% 18 78% 68 90% Ninety-one percent (91%, or 76 of 84) of all third-grade black females passed the MPT reading subtest. Ninety percent (90%, or 75 of 84) passed the MPT math subtest. Only one sub-group of black females, in reading at Booker (71%), had a percent passing lower than the eighty-five percent (85%) passing score required by ADE. Table 7 below shows the percent passing for black females for each magnet school. Magnet School Williams Carver Gibbs Booker Totals Table 7 Third Grade Reading\Math Percent Passing--- Black Females N:84 Reading Math No. No. No. No. Pass Tested % Pass Pass Tested 16 18 89% 17 18 20 21 95% 19 21 12 14 86% 10 14 28 31 90% 29 31 76 84 91% 75 84 All Magnets -- White Males % Pass 94% 90% 71% 94% 90% Fifty-nine white males took the MPT for reading and math. All white males passed the MPT reading subtest and ninetyeight percent (98%, or 58 of 59) passed the MPT math subtest. Table 8 on the following page shows the percent of thirdgrade white males passing the MPT tests. 30 Magnet School Williams Carver Gibbs Booker Totals Table 8 r Third Grade Reading\Math Percent Passing--White Males N:59 Reading No. No. No. Pass Tested % Pass Pass 14 14 100% 14 28 28 100% 27 6 6 100% 6 11 11 100% 11 59 59 100% 58 All Magnets -- White Females Math No. Tested % Pass 14 100% 28 100% 6 100% 11 100% 59 98% Sixty-one white third-grade females took the MPT reading and math subtests. Ninety-seven percent (97%, or 59 of 61) passed both MPT subtests. Table 9 below shows MPT test results for white females at each magnet school. Magnet School Williams Carver Gibbs Booker Totals Table 9 Third Grade Reading\Math Percent Passing--- White Females N=61 Reading Math No. No. No. No. Pass Tested ~ 0 Pass Pass Tested 15 16 94% 15 16 13 13 100% 13 13 10 10 100% 13 13 21 22 95% 21 22 59 61 97% 59 61 All Magnets -- Others % Pass 94% 100% 100% 95% 97% Only five students were classified "others" for the magnet schools. Data categories for race are determined by ADE. All third-grade students classified as "others" who took the MPT passed all of the tests. MPT test results for "others" are shown in Table 10 on the following page. 31 Magnet No. School Pass Williams 1 Carver 1 Gibbs 3 Booker -- Total 5 Grade Six Table 10 Third Grade Reading\Math Percent Passing--others N=S Reading No. No. Tested % Pass Pass 1 100% 1 1 100% 1 3 100% 3 -- -- -- 5 100% 5 Math No. Tested % Pass 1 100% 1 100% 3 100% -- -- 5 100% State-wide, 29,962 sixth-grade students were administered the MPT. The exam consisted of the following subtests: reading, math, language arts, science, and social studies. Ninety-three percent (93%) of the students tested received a passing score or higher on the reading subtest. Ninety-four percent (94%) of the schools state-wide had a student pass rate of eighty-five percent (85%) or higher in reading. Ninety-three percent (93%) of the sixth-grade students tested passed the math subtest. Eighty-five percent (85%) of the schools state-wide had a student pass rate of eighty-five percent (85%) or higher in math. Eighty-eight percent (88%) of sixth graders tested received passing scores on the language arts subtest. Only seventy percent (70%) of the schools state-wide had a student pass rate of eighty-five percent (85%) or higher in language arts. Eighty-nine percent (89%) of students tested passed the science subtest. Only seventy-four percent (74%) of the schools state-wide had a student pass rate of eighty-five percent (85%) or higher in science. Eighty-six percent (86%) of sixth graders tested received a passing score on the social studies subtest. Only sixtythree percent (63%) of the schools state-wide had a student pass rate of eighty-five percent (85%) or higher in social studies. The percent passing for sixth-grade students in each of the Pulaski County Interdistrict Schools is compared to the percent passing for sixth-grade students state-wide. Tables and graphs are presented for visual comparison. A final 32 Graph 9 Booker Elementary Sixth Grade Reading\Math\Language Arts\Science\Social studies Booker Percent Passing Compared to state Percent Passing N=78 Percent 120"5~-------------------, 100"5 80"5 60"5 40% 20% 0% Reading Matn L~ge Science Soc Stud - State m BoOker MPT Graon g carver Elementary School The percent passing for Carver sixth-grade students was below the state required eighty-five percent (85%) pass rate on three of the MPT subtests. Only seventy-six percent (76%) of the students tested passed the language arts subtest, seventy-seven percent (77%) passed the science subtest and seventy-eight percent (78%) passed the social studies subtest. Ninety-six percent (96%) of the sixth-grade students passed the reading subtest while eighty-six percent (86%} passed the math subtest. Table 12 on the following page reflects the test results for Carver sixth-grade students on all MPT subtests. 34 comparison of percent passing for all magnet sixth-grade students is compared to the percent passing for all sixthgrade students state-wide in Table 15 and Graph 13. Booker Elementary School The percent passing for Booker Elementary sixth-grade students was above the ADE required eighty-five percent (85%) on all MPT subtests except science. Table 11 below reflects the percent of students passing each subtest. Test data are disaggregated by race and sex for black and white students. Test results for students categorized as "other" were not reported by gender. Table 11 Booker Elementary Sixth Grade Reading\Math\Language Arts\Science\Social studies Percent Passing by Race\Sex N=78 Students Read Math Lang Sci SocStd By Race\Sex % Pass % Pass % Pass % Pass % Pass State: All students 96 93 88 89 86 Booker: All Students 99 97 87 82 92 Black Males 95 90 70 65 80 Black Females 100 100 84 76 92 White Males 100 100 100 100 100 White Females 100 100 100 96 100 *Others 100 100 100 100 100 * Total of all students in the "Other" race category. These scores are not reported by gender. Black males fell below the ADE required eighty-five percent (85%) pass rate on language, science and social studies subtests. Black females fell below by only one percentage point in language at eighty-four percent (84%). Black females were also below the required pass rate on the science subtest with seventy-six percent (76%) receiving passing or better scores. White males, white females and students categorized as "others" received passing or higher scores on all MPT subtests. Graph 9 on the following page shows the percent passing for all groups at Booker Elementary compared to all students state-wide. 33 Tabla 12 carver Elementary sixth Grade Reading\Math\Languaga Arts\Science\Social Studies Percent Passing by Race\Sex N:94 students Read Math Lang Sci SocStd By Race\Sex % Pass % Pass % Pass % Pass % Pass State: All Students 96 93 88 89 86 carver: All Students 96 86 76 77 78 Black Males 86 68 61 68 61 Black Females 100 83 65 52 61 White Males 100 100 86 97 97 White Females 100 100 100 97 97 *Others 100 100 100 100 100 * Total of all students in the "Other" race category. These scores are not reported by gender. The pass rate for black males was substantially below the ADE required pass rate of eighty-five percent (85%) on four of the five subtests. Black females were also below the required pass rate on four of the subtests, although the pass rate for the math subtest was just below the required pass rate at eighty-three percent (83%). All other groups were above the eighty-five percent (85%) pass rate. Graph 10 below reflects the comparison of the pass rates for all students at Carver with the pass rates for all students state-wide. Graph 10 Carver Elementary Sixth Grade Reading\Math\Language Arts\Science\Social studies carver Percent Passing Compared to state Percent Passing N:94 Percent 120$ 96$96$ 100$ 80$ 60$ 40$ 20$ 0$ Reeo1ng Marn L~ Science Soc sruo Stare m ear- MPT Graen 10 35 Gibbs Elementary School The percent passing for all sixth graders at Gibbs Elementary was at or above the ADE required pass rate of eighty-five percent (85%) on all subtests except social studies. Table 13 below shows the percent passing for all students at Gibbs Elementary. Test data are disaggregated by race and sex for black and white students. Table 13 Gibbs Elementary Sixth Grade Reading\Math\Language Arts\Science\Social studies Percent Passing by Race\Sex N=41 students Read Math Lang Sci SocStd By Race\Sex % Pass % Pass % Pass % Pass % State: All students 96 93 88 89 Gibbs: All Students 98 90 90 85 Black Males 100 100 100 90 Black Females 100 91 82 73 White Males 100 100 100 100 White Females 94 81 88 88 * Others -- -- -- -- * Total of all students in the "Other" race category. These scores are not reported by gender. No students tested in this category. Pass 86 83 100 64 100 81 -- Black females were below the ADE required eighty-five percent (85%) pass rate on three of the subtests (language arts, science, social studies). White females were below the state required pass rate on two subtests (math, social studies). Graph 11 on the following page reflects the comparison of pass rates for Gibbs sixth-grade students with the pass rates for sixth-grade students state-wide. 36 Graph 11 -Gibbs Elementary Sixth Grade Reading\Math\Language Arts\Science\Social Studies Gibbs Percent Passing Compared to State Percent Passing N:41 Percenr 120'11 96'1198'11 100'11 80'11 80'11 40'11 20'11 0'11 Reaa1ng Mains Language Science Soc 511..d - Stare - GitlOS MPT Graen 11 Williams Elementary School The percent passing for Williams sixth-grade students was above the ADE required eighty-five percent (85%) on all MPT subtests except science. The percent passing for Williams students are compared with the percent passing state-wide in Table 14 below. Table 14 Williams Elementary Sixth Grade Reading\Math\Language Arts\Science\Social Studies Percent Passing by Race\Sex N:65 Students Read Math Lang Sci SocStd By Race\Sex % Pass % Pass % Pass % Pass % Pass State: All Students 96 93 88 89 86 Williams: All Stud. 100 97 92 82 88 Black Males 100 100 100 93 100 Black Females 100 95 86 62 67 White Males 100 100 93 87 100 White Females 100 92 92 92 92 *Others 100 100 100 100 100 * Total of all students in the "Other" race category. These scores are not reported by gender. 37 Passing rates for males for both races and for white females were above the ADE mandated eighty-five percent (85%) pass rate for all subtests. Passing rates for black females were below eighty-five percent (85%) on two subtests (science and social studies). comparisons of passing rates for all Williams students and for students disaggregated by race and sex with passing rates for all students state-wide are shown in Graph 12 below. Graph 12 Williams Elementary Sixth Grade Reading\Math\Language Arts\Science\Social studies Williams Percent Passing Compared to state Percent Passing N:65 Pe<cent 120'llr-----------------~ 80'll 80'll 40'll 20'll O'll Reea,ng Marn Language Sc,ence Soc StUJ - Stare m Willi lWT'S MPT Graon 12 All Magnets The percent passing for all Pulaski County Interdistrict Magnet Schools was above the ADE required eighty-five percent (85%) pass rate for all MPT subtests except science. The percent passing both language arts (84.9%) and social studies (84.9%) subtests was at the eighty-five percent (85%) level. Table 15 and Graph 13 on the following page compare the pass rate for all magnet school sixth graders with the pass rate for sixth graders state-wide. 38 Table 15 ,. Sixth Grade--All Magnets Reading\Math\Language Arts\Science\Social studies Percent by Magnet School N:278 Magnet Read Math Lang Sci SocStd School % Pass % Pass % Pass % Pass % State-wide 96 93 88 89 All Magnets 98 92 85 81 Booker 99 97 87 82 Carver 96 86 76 77 Gibbs 98 90 90 85 Williams 100 97 92 82 Graph 13 sixth Grade--All Magnets Reading\Math\Language Arts\Science\Social studies Magnet School Percent Compared to State Percent N:278 Percent 120$ 96'l,98'l, 100'1, 80$ 60$ 40$ 20$ O'l, Reao,ng Marn Language sc,enca Soc Stud Stare m All Magnets MPT Graon 13 39 Pass 86 85 92 78 83 88 Grade Eight state-wide, 29,323 eighth graders were administered the MPT. The exam consisted of the following subtests: reading, math, language arts, science, and social studies. Ninety-five percent (95%, or 268 of 282) of the eighth-grade students at Horace Mann Junior High magnet school passed the MPT subtest in reading. State-wide, the reading subtest pass rate was the same--ninety-five percent (94.5%, or 27,705 of 29,323). Eighth-grade students had a pass rate of eighty-seven percent (87%, or 246 of 282) at Mann Junior High on the math subtest. The state pass rate was ninety-five percent (95.1%, or 27,883 of 29,323). Ninety-three percent (93%, or 262 or 282) of Mann Junior High eighth graders passed the MPT language arts subtest. Statewide, the language arts subtest pass rate was the same-ninety- three percent (92.6%, or 27,159 of 29,323). Mann eighth graders had a pass rate of seventy-one percent (71%, or 201 of 282) on the MPT subtest in science. The state pass rate was eighty-six percent (86.4%, or 25,338 of 29,323). Only eighty percent (80%, or 225 of 282) of the eighth-grade students at Mann Junior High had passing scores on the social studies subtest. State-wide, the pass rate was eighty-six percent (85.8%, or 25,150 of 29,323). A total of 29,323 eighth graders state-wide were administered the Minimum Performance Tests. Better than ninety-six percent (96.7%) passed. At Mann Junior High 284 students were administered the MPT with ninety-seven percent (97%) passing. Percent passing information is based on completion of three administrations of the MPT. Mann eighth-grade students had a pass rate of more than eighty-five percent on the reading, math and language subtests. Their scores on the science and social studies subtests were below the ADE mandated passing rate of eighty-five percent (85%). Graph 14 on the following page compares MPT subtest scores of Mann eighth graders with subtest scores for eighth graders state-wide. 40 Graph 14 ,. Eighth Grade--All Magnets Reading\Math\Language Arts\Science\Social Studies Magnet School Percent Compared to State Percent N:278 Percent 120-r.,--------------------, 100$ 80'1, 60'1, 40'1, 20'1, O'l, Aeaa,ng Meth Language sc,erce Soc Stud Total - Stare B Merv, MPT Graen 14 * Percent passing information is based on completion of three administrations of the MPT. Table 16 below compares MPT subtest scores of Mann eighth graders disaggregated by race and sex with subtest scores for eighth graders state-wide. Table 16 Mann Junior High Eighth Grade Reading\Math\Language Arts\Science\Social Studies Percent Passing By Race\Sex N:284 Students Read Math Lang Sci SocStd By Race\Sex % Pass % Pass % Pass % Pass % Pass State: All Students 95 95 93 8~ 86 Mann: All Students 95 87 93 71 80 Black Males 91 82 82 61 73 Black Females 94 80 94 50 70 White Males 95 93 93 88 87 White Females 100 97 100 95 92 *Others 100 83 100 67 100 * Total of all students in the "Other" race category. These scores are not reported by gender. 41 Passing rates for white males and females were above the ADE mandated eighty-five percent (85%) pass rate on all subtests. Passing rates for black males were below the mandate on all subtests except reading. Black females passed both the reading and language arts subtests at rates higher than the mandate. Passing rates for "other" students were below eighty-five percent (85%) on two subtests (math and science). SUMMARY (MPT) Grade Three Pulaski County Interdistrict Magnet School third-grade students passed the MPT subtests for reading (93%) and math (93%) at or above the 85 percent pass rate mandated by the Arkansas Department of Education (ADE). All Pulaski County Interdistrict Magnet Schools had third grade pass rates on all subtests at or above the ADE mandated 85 percent pass rate. All student groups disaggregated by sex\race had pass rates at or above 85 percent except for the following: Black males Gibbs Elementary: reading subtest (78%) Booker Elementary: math subtest (78%) Black Females -- Gibbs Elementary: math subtest (71%) Grade six All Pulaski County Interdistrict Magnet Schools had pass rates for sixth grade students at or above the ADE mandated 85 percent pass rate for the reading and math subtests. Only Carver Elementary was below the 85 percent pass rate on the language subtest. Only Gibbs Elementary was at or above the 85 percent pass rate on the science subtest. Booker Elementary and Williams Elementary were at or above the 85 percent pass rate on the social studies subtest. When disaggregated by race\sex the following were noted below the 85 percent pass rate: Black Males -- Booker Elementary: language subtest (70%) science subtest (65%) socstud subtest (80%) Carver Elementary: math subtest (68%) 42 language subtest (61%) science subtest (68%) socstud subtest (61%) Black Females Booker Elementary: science subtest (76%) Carver Elementary: math subtest {83%) language subtest (65%) science subtest (52%) socstud subtest (61%) Gibbs Elementary: language subtest {82%) science subtest (73%) socstud subtest (64%) Williams Elementary: science subtest {62%) socstud subtest (67%) White Females -- Gibbs Elementary: math subtest {81%) socstud subtest {81%) Grade Eight The pass rate for all students at Mann Junior High School was above the state mandated 85 percent pass rate on all MPT subtests. When disaggregated by race\sex the following were noted as below the ADE 85 percent pass rate requirement. Black Males -- Mann Junior High: math subtest (82%) language subtest (82%) science subtest {61%) socstud subtest {73%) Black Females -- Mann Junior High: math subtest (80%) CONCLUSIONS science subtest (50%) socstud subtest (70%) * With few exceptions Pulaski County Interdistrict Magnet School third-grade students passed the Minimum Performance Tests at or above the ADE mandated 85 percent pass rate. * Pulaksi County Interdistrict Magnet Schools achieved the required 85 percent ADE mandated pass rate for six grade students. Black students tended to have lower scores on the language, science and social studies subtests. * Pulaski County Interdistrict Magnet School junior high students achieved the ADE 85 percent pass rate on the Minimum Performance Test. Black males were slightly below the 85 percent pass rate on the language and math subtests (82%). Science and social studies scores were well below the 85 percent mandated for black males. Black females were slightly below the 85 percent pass rate on the math subtest {80%). Subtest scores for science and social studies were well below the mandated 85 percent pass rate for black females. 43 Metropolitan Achievement Tests (MAT 6) The Metropolitan Achievement Test (MAT 6) was administered to all students in grades 4, 7 and 10 at the six magnet schools: Carver, Booker, Williams and Gibbs (elementary schools)
Horace Mann (junior high)
and Parkview (high school). State mean scores were provided by the Department of Education. NCE Scaled Scores were provided for state means on each of the subtests (reading, math, language, total battery, science, social studies) and for the complete battery. The demographics provided for disaggregating the variables were school, grade, sex and race. Data analyses of mean scores are organized by school, grade, race and sex for each of the subtests and the complete battery. Data analyses include the following comparisons: * Magnet mean scores by grade (all groups) to state mean scores (all groups) * Magnet mean scores: - by sex (males, females) to state mean scores (all groups) - by sex (males, females) to mean scores, magnet schools only - by race (all schools\by school) to state mean scores - mean scores by race\sex (by school) to state mean scores by race\sex The directional hypothesis for data analysis is as follows: Magnet school mean scores will be higher than state mean scores. The 1-Tailed, t-Test for Independent Samples was selected to measure the significance of score differences between groups. In the tables that follow, the "Diff." column represents the actual differences in the state mean scores and the magnet school mean scores. In addition, mean score differences are presented as "t-Values" which were computed using the 1-Tailed t-Test. The PC microcomputer utilizing the software package "Statistics with Finesse" was selected to analyze the data. The probability level of .05 with a critical t-Value of 1.65 was chosen to denote statistical significance. The "Prob.1- Tail" column presents the statistical probability of a mean score difference occurring by chance. When the probability value is .05 or less (p=/<.05), chances are 95 out of 100 that the differences are statistically significant. If mean score differences are significant the evaluator accepts the directional hypothesis: Magnet school mean scores are higher than state mean scores. When mean score differences are computed at probability levels greater than .05 (p>.05), or when negative t-Values are computed, the hypothesis must be rejected. 44 FINDINGS Grade Four Grade four magnet school mean scores compared with state mean scores for all fourth graders are presented in Table 17 and Graph 15 that follow. The number tested (N) for the state and magnet schools are as follows: Magnet School - (all tests) : N = 336 State - Reading: N = 31,509 - Math: N = 31,518 - Language: N = 31,527 - Total Battery: N = 31,460 - Science: N = 31,540 - Social Studies: N = 31,537 - Complete Battery: N = 31,447 TABLE 17 Comparison of Grade Four St we Mean Scores and Grade Four Magnet School Mean Scores Magnet state Prob Test Mean Mean Diff. t-Value lTail Reading 59.61 55.7 3.913 3.854 .0001 Math 68.97 60.2 8.772 7.928 .0001 Language 64.50 57.5 7.001 7.060 .0001 Tot Battery 65.26 58.2 7.063 6.715 .0001 Science 62.51 59.1 3.409 3.417 .0004 Soc Studies 64.52 59.0 5.523 5.009 .0001 Comp Battery 65.50 58.8 6.696 6.366 .0001 Magnet school mean scores were higher than state mean scores on all subtests. Magnet mean scores were higher on both the total battery and the complete battery. Magnet mean scores were statistically significantly higher {p=/<.05) on all tests. Graph 15 on the following page presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 17. 45 ~ GRAPH 1S Comparison Of Grade Four Magnet Mean Scores and Grade Four State Mean Scores NC Scores 100.-------------------- 90-- ----------------------1 80l----------- 70f---- 60 50 40 30 20 10 o._.-="'-- AMdino Matn Lanouege Tot Battery Science Soc Stud Como Batt - Magnet Mean - State Mean Graph 15 Breakdown by School Mean scores for each of the four magnet elementary schools are compared below with state mean scores in each of the test areas. carver Elementary School carver Elementary School mea~ scores compared with state mean scores for all fourth graders are presented in Table 18 and Graph 16 that follow. The number tested (N) for the state and magnet school are as follows: Magnet School - (all tests): N = 94 State - Reading: N = 31,509 - Math: N = 31,518 - Language: N = 31,527 - Total Battery: N = 31,460 - Science: N = 31,540 - Social Studies: N = 31,537 - Complete Battery: N = 31,447 46 TABLE 18 Comparison of Grade Four State Mean Scores and Grade Four carver Elementary School Mean Scores carver State Test Mean Mean Diff. t-Value Reading 59.63 55.7 3.924 2.220 Math 71. 64 60.2 11.44 5.481 Language 67.91 57.5 10.41 17.27 Tot Battery 66.82 58.2 8.623 4.608 Science 65.18 59.1 6.081 18.18 Soc Studies 65.23 59.0 6.231 3.157 Comp Battery 67.12 58.8 8.319 4.438 Prob. 1Tail .0144 .0001 .0001 .0001 .0008 .0011 .0001 carver Elementary School mean scores were higher than state mean scores on all subtests. Carver scores were higher on both the total battery and the complete battery. Carver mean scores were statistically significantly higher (p=/<.05) for all tests. Graph 16 below presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences noted in Table 18. GRAPH 16 comparison Of carver Elementary Mean Scores and state Mean Scores--Grade Four NCE Scores 100,---------------~ go-------- RNotno watr, ~ Tot 8anwy ~ Soc SIUCI COfflD Sau - c.- Meen m Stare .....,, Graen 16 47 Williams Elementary School Williams Elementary School mean scores compared with state mean scores for all fourth graders are presented in Table 19 and Graph 17 that follow. The number tested (N) for the state and magnet school are as follows: Magnet School - (all tests): N = 91 State - Reading: N = 31,509 - Math: N = 31,518 - Language: N = 31,527 - Total Battery: N = 31,460 - Science: N = 31,540 - Social studies: N = 31,537 - Complete Battery: N = 31,447 TABLE 19 Comparison of Grade Four State Mean Scores and Grade Four Williams Elementary School Mean Scores Williams state Prob. Test Mean Mean Diff. t-Value lTail Reading 64.70 55.7 8.997 5.061 .0001 Math 74.70 60.2 14.50 8.259 .0001 Language 70.80 57.5 13. 30 7.952 .0001 Tot Battery 71. 98 58.2 13.78 8.254 .0001 Science 67.41 59.1 8.312 5.124 .0001 Soc studies 69.52 59.0 10.52 5.851 .0001 Comp Battery 71. 86 58.8 13.06 7.937 .0001 Williams Elementary School mean scores were higher than state mean scores on all subtests, as well as on both the total battery and the complete battery. Magnet mean scores were statistically significantly higher (p=/<.05) for all tests. Graph 17 on the following page presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 19. 48 ,. GRAPH 17 Comparison ot Williams Elementary Mean Scores and State Mean Scores--Grade Four NCE Scores 100,--------------------, 90 80 70 60 50 20 10 0 Graph 17 RMa1no Matri Lan
uaoe Tot 8atte,y Science Soc Stud Comp Bart Wllllams Mean m Stare Mean Booker Elementary School Booker Elementary School mean scores compared with state mean scores for all fourth graders are presented in Table 20 and Graph 18 that follow. The number tested (N) for the state and magnet school are as follows: Magnet School - (all tests): N = 89 State - Reading: N = 31,509 - Math: N = 31,518 - Language: N = 31,527 - Total Battery: N = 31,460 - Science: N = 31,540 - Social Studies: N = 31,537 - Complete Battery: N = 31,447 49 ,. TABLE 20 Comparison of Grade Four State Mean Scores and Grade Four Booker Elementary School Mean Scores Booker state Test Mean Mean Diff. t-Value Reading 53.97 55.7 -1. 734 -0.804 Math 59.27 60.2 -0.934 -0.421 Language 54.46 57.5 -3.039 -1. 559 Tot Battery 56.15 58.2 -2.054 -0.944 Science 55.23 59.1 -3.873 -1. 958 Soc Studies 54.48 59.0 -4.522 -1.991 Comp Battery 56.04 58.8 -2.757 -1.274 Prol). lTail .2117 .3375 .0613 .1738 .0267 .0248 .1031 Booker Elementary School mean scores were lower than the state mean scores on all subtests and on both batteries. Since t-Values are all negative, the directional hypothesis must be rejected. None of the score differences are statistically significant (p=/<.05). Graph 18 below presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 20. Graph 18 comparison of Booker Elementary Mean Scores and state Mean Scores--Grade Four NCE Scores 100,--------------------, 90 so 60 so 20 10 o.___...,,."'- Aead1ng Graph 18 Mar" Lanouaoe Tot Batte,y Science Soc Stud Como Bait - Bool<sr Mean m State Mean 50 Gibbs Elementary School ,. Gibbs Elementary School mean scores compared with state mean scores for all fourth graders are presented in Table 21 and Graph 19 that follow. The number tested (N) for the state and magnet school are as follows: Magnet School - (all tests) : N = 62 State - Reading: N = 31,509 - Math: N = 31,518 - Language: N = 31,527 - Total Battery: N = 31,460 - Science: N = 31,540 - Social Studies: N = 31,537 - Complete Battery: N = 31,447 TABLE 21 Comparison of Grade Four State Mean Scores and Grade Four 4 Gibbs Elementary School Mean Scores Gibbs State Prob. Test Mean Mean Diff. t-Value lTail Reading 60.24 55.7 4.542 1.918 .0299 Math 70.46 60.2 10.26 4.093 .0001 Language 64.50 57.5 6.998 3.344 .0007 Tot Battery 66.13 58.2 7 .927 3.267 .0009 Science 61.72 59.1 2.616 1.098 .1383 Soc Studies 70.53 59.0 11.53 4.745 .0001 Comp Battery 67.27 58.8 8.466 3.442 .0005 Gibbs Elementary School mean scores were higher than state mean scores on all subtests and on both the total battery and the complete battery. Magnet school mean scores were statistically significantly higher (p=/<.05) than state mean scores for all tests except science. Graph 19 on the following page presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 21. 51 Graph 19 comparison of Gibbs Elementary Mean scores and State Mean Scores--Grade Four NCE Scores 100,----------------------. 90~---- --- 90~------------'~--------- 10 60 50 40 30 20 10 0 Graph 19 Reeci,no Ma,,, Un
uaoe Tcr Battery Scaerce Soc Stud Come, B tt - Gibes Masn m State Maen comparison by Sex -- Females Grade four magnet school mean scores for females compared with state means for all fourth graders are presented in Table 22 and Graph 20 that follow. The number tested (N) for the state and magnet schools are as follows: Magnet Schools - (all tests) : N = 182 State - Reading: N = 31,509 - M1=tth: N = 31,518 - Language: N = 31,527 - Total Battery: N = 31,460 - Science: N = 31,540 - Social Studies: N = 31,537 - Complete Battery: N = 31,447 52 TABLE 22 Comparison of Grade Four State Mean Scores and Grade Four Magnet School Mean Scores--FEMALES Mag. State Test Mean Mean Diff. t-Value Reading 59.83 55.7 4.126 3.157 Math 67.03 60.2 6.831 4.892 Language 66.65 57.5 9.151 7.370 Tot Battery 65.09 58.2 6.886 5.148 Science 60.48 59.1 1.376 1.113 Soc Studies 62.98 59.0 3.982 2.877 Comp Battery 64.70 58.8 5.901 4.518 Prob. lTail .0009 .0001 .0001 .0001 .1335 .0023 .0001 Magnet school mean scores for fourth grade females were higher than state mean scores on all subtests and on both batteries. Magnet mean scores were significantly higher (p=/<.05) than state mean scores on all subtests except science and significantly higher on both batteries. Graph 20 below presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 22. Graph 20 Comparison of Grade Four Magnet Mean Scores--FEMALES and Grade Four state Mean Scores NCE Scores 100,----------------------, 90 --- ---- -------
80 ---- - - 701------
=.---
=------------ 40 20 10 0 Graph 20 Aeao1no Marn Lanouaoe Tor Bartery Science Soc Stud Como Batt - Magnet Mean - Female ~ State Mean - Total 53 comparison By Sex,. -- Males Grade four magnet school mean scores for males compared with state mean scores for all fourth graders are presented in Table 23 and Graph 21 that follow. The number tested (N) for the state and magnet school are as follows: Magnet Schools - (all tests): N = 153 State - Reading: N = 31,509 - Math: N = 31,518 - Language: N = 31,527 - Total Battery: N = 31,460 - Science: N = 31,540 - Social studies: N = 31,537 - Complete Battery: N = 31,447 TABLE 23 Comparison of Grade Four State Mean Scores and Grade Four Magnet School Mean Scores--MALES Mag. State Prob. Test Mean Mean Diff. t-Value 1Tail Reading 59.75 55.7 4.050 2.605 .0050 Math 71.19 60.2 10.99 6.248 .0001 Language 61. 72 57.5 4. 218 2.702 .0038 Tot Battery 65.33 58.2 7 .131 4.262 .0001 Science 64.69 59.1 5.590 3. 512 .0003 Soc Studies 66.13 59.0 7.131 4.061 .0001 Comp Battery 66.22 58.8 7.422 4.372 .0001 Magnet school mean scores for fourth-grade males were higher than state mean scores on all subtests. Magnet mean scores were higher on both the total battery and the complete battery. Magnet mean scores were statistically significantly higher (p=/<.05) for all tests. Graph 21 on the following page presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 23. 54 Graph 21 comparison ~f Grade Four Magnet Mean Scores--MALES and Grade Four State Mean Scores NCE Scores 100,---------------------, 90~-----------------ao >--------------------1 701---- 60 50 30 20 0 Graph 21 Aeedino Mau, L.ano1.1aoe Tot Battery Science Soc Stud Comp Batt - Magnet Mean - Male State Mean - Total comparison by Sex -- Magnet Only Grade four magnet school mean scores are compared by sex in Table 24 and Graph 22 that follow. The number tested (N) for males and females are as follows: Females Males N = 182 N = 153 TABLE 24 Comparison of Grade Four Magnet School Females and Grade Four Magnet School Males Test Mag.Mean-Female Mag.Mean-Male Diff. Reading 59.83 59.75 .08 F Math 67.03 71.19 4.16 M Language 66.65 61. 72 4.93 F Tot Battery 65.09 65.33 .24 M Science 60.48 64.69 4.21 M Soc Studies 62.98 66.13 3.15 M Comp Battery 64.70 66.22 1.52 M 55 Magnet school mean scores for fourth-grade males were higher than for fourth-grade females on all tests except reading and language. The difference between male and female scores was barely discernable on the reading subtest and the total battery. Graph 22 below presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 24. Graph 22 comparison of Grade Four Magnet Mean scores by Sex NCE Scores 100..------------------- 90t------------------- ---l 80f------------------------l 701---- 60 50 40 30 20 10 0 Graph 22 Readino Mart'! La~ Tot Battery Science Soc Stuo Coma Batt - Male m Female Comparison by Race -- Blacks Grade four magnet school mean scores for blacks compared with state mean scores for all fourth graders are presented in Table 25 and Graph 23 that follow. The number tested (N) for the state and magnet schools are as follows: Magnet Schools - (all tests): N = 179 State - Reading: N = 31,509 - Math: N = 31,518 - Language: N = 31,527 - Total Battery: N = 31,460 - Science: N = 31,540 - Social Studies: N = 31,537 - Complete Battery: N = 31,447 56 TABLE 2S Comparison of Grade Four state Mean Scores and Grade Four Magnet School Mean Scores--BLACKS Mag. state Test Mean Mean Diff. t-Value Reading 51.33 55.7 -4.369 -3.800 Math 59.32 60.2 -0.881 -0.658 Language 58.23 57.5 0.730 0.590 Tot Battery 55.94 58.2 -2.258 -1. 833 Science 53.12 59.1 -5.984 -5.269 Soc Studies 54.98 59.0 -4.020 -2.945 Comp Battery 55.63 58.8 -3 .170 -2.631 Prob. 1Tail .0001 .2556 .2779 .0342 .0001 .0018 .0046 Magnet school mean scores for black fourth graders were lower than state mean scores on all subtests except language. Magnet school mean scores were lower on both the total battery and the complete battery. Magnet school mean scores were not statistically significantly higher (p=/<.05) on any tests. Graph 23 below presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 25. Graph 23 Comparison of Grade Four Magnet Mean Scores--BLACKS and Grade Four State Mean Scores NCE Scores ,oo.--------------- 90 80 60 50 40 30 20 10 0 Graph 23 ~eaa,n
Math Language T01 Batlery Sc,.-ice Soc Slua Como Batt - Magnet Mean - Black ~ S1818 Mean - Total 57 comparison by Race -- Whites Grade four magnet school mean scores for whites are compared with state mean scores for all fourth graders and presented in Table 26 and Graph 24 that follow. The number tested (N) for the state and magnet schools are as follows: Magnet Schools - (all tests): N = 151 state - Reading: N = 31,509 - Math: N = 31,518 - Language: N = 31,527 - Total Battery: N = 31,460 - Science: N = 31,540 - Social Studies: N = 31,537 - Complete Battery: N = 31,447 TABLE 26 Comparison of Grade Four state Mean Scores and Grade Four Magnet Mean Scores--WHITES Mag. State Prob. Test Mean Mean Diff. t-Value 1Tail Reading 69.58 55.7 13.88 10.18 .0001 Math 79.52 60.2 19.32 13. 95 .0001 Language 71.34 57.5 13.84 9.775 .0001 Tot Battery 75.68 58.2 17.48 12.83 .0001 Science 72. 90 59.1 13.80 10.99 .0001 Soc Studies 75.00 59.0 16.00 11. 90 .0001 Comp Battery 76.40 58. 8 17.60 13.33 .0001 Magnet school mean scores for white fourth graders were higher than state mean scores on all subtests. Magnet mean scores were higher on both the total battery and the complete battery. Magnet mean scores were statistically significantly higher (p=/<.05) for all subtest and both batteries. Graph 24 on the following page presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 26. 58 Graph 24 comparison ot Grade Four Magnet Mean Scores--WHITES and Grade Four State Mean Scores NCE Scores 100.----------------------, oo ~ ------ ------------i 80 70 60 50 40 30 20 10 0 Graph 24 AN01no Math Language Tot Sattwy Science Soc Stu:2 Como S n Magnet Mean - White m Stare Mean - Total comparison By Race -- Magnet Only Grade four magnet school mean scores are compared by race in Table 27 and Graph 25 that follow. The number tested (N) for blacks and whites are as follows: Blacks Whites N = 179 N = 151 TABLE 27 Comparison of Grade Four Magnet School Blacks and Grade Four Magnet School Whites Test Mag.Mean-Black Mag.Mean-White Dift. Reading 51.33 69.58 18.25 Math 59.32 79.52 20.20 Language 58.23 71.34 13.11 Tot Battery 55.94 75.68 19.74 Science 53.12 72. 90 19.78 Soc Studies 54.98 75.00 20.02 Comp Battery 55.63 76.40 20.77 59 w w w w w w w Magnet school mean scores for whites were higher than magnet school mean scores for blacks on all subtests and on both batteries. Graph 25 below presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 27. Graph 25 Comparison of Grade Four Magnet Mean Scores by Race NCE Scores 100,----------------------, 90 ~ -- ao---- 10 60 50 40 30 20 ANdino Mat1, Languaga Tot Battery Scaenc Soc Stud Como Batt - Black ~ Whrte Graph 25 Like Group Comparisons Fourth-grade magnet school mean scores, disaggregated by sex and race, are compared below with fourth-grade state mean scores disaggregated by the same criteria. All comparisons to this point have been with state means disaggregated by grade only. 60 Black Males Grade four magnet school mean scores for black males compared with state mean scores for fourth-grade black males are presented in Table 28 and Graph 26 that follow. The number tested (N) for the state and magnet schools are as follows: Magnet Schools - (all tests): N = 72 State - Reading: N = 3,510 - Math: N = 3,510 - Language: N = 3,509 - Total Battery: N = 3,497 - Science: N = 3,512 - Social Studies: N = 3,514 TABLE 28 Like Group Comparisons--By Race and Sex Grade Four Black Males--state vs Magnet Mean Scores Mag. state Prob. Test Mean Mean Diff. t-Value 1Tail Reading 49.09 41.67 7.415 3.935 .0001 Math 59.08 49.18 9.898 4.242 .0001 Language 51.13 47.80 3.331 1.932 .0286 Tot Battery 52.83 44.85 7.979 4.025 .0001 Science 53.92 45.22 8.272 4.252 .0001 Soc Studies 53.85 45.98 7.870 3.229 .0009 Magnet school mean scores for fourth-grade black males were higher than state mean scores for fourth-grade black males on all subtests and on the total battery. Magnet mean scores were statistically significantly higher (p=/<.05) on all tests. Graph 26 that follows presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 28. 61 Graph 26 Lika-Group Comparison--Mean Scores Grade Four Black Males--Magnet vs state NCE Scores 100,-------------------- 90---------eo---- ------------ ro --- -- -- - --- - --- -----' 80 50 30 20 10 0 -/'IQ Marft Lan
_., Tor Barewy Sc:oarca Soc SIUOIN - Magnet Mean - 4,8 ,M m Stare Mean - 4,8 ,M Graph 26 Black Females Grade four magnet school mean scores for black females compared with state mean scores for fourth-grade black females are presented in Table 29 and Graph 27 that follow. The number tested (N) for the state and magnet schools are as follows: Magnet Schools - (all tests) : N = 107 state - Reading: N = 3,673 - Math: N = 3,674 - Language: N = 3,676 - Total Battery: N = 3,670 - Science: N = 3,677 - Social Studies: N = 3,676 62 r TABLE 29 Like Group comparisons--by Race and sex Grade Four Black Females--State vs Magnet Mean Scores Mag. State Prob. Test Mean Mean Diff. t-Value 1Tail Reading 52.84 46.51 6.333 4.414 .0001 Math 59.48 50.87 8.611 5.365 .0001 Language 63.00 55.40 7.607 4.886 .0001 Tot Battery 58.04 49.79 8.246 5.335 .0001 Science 52.86 46.98 5.884 4.250 .0001 Soc studies 55.74 48.25 7.491 4.697 .0001 Magnet school mean scores for fourth-grade black females were higher than state mean scores for fourth-grade black females on all subtests and on the total battery. Magnet mean scores were statistically significantly higher (p=/<.05) for all tests. Graph 27 below presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 29. Graph 27 Like Group comparison--Mean scores Grade Four Black Females--Magnet vs state NCE Scores 100.------------------~ 9Qf--------- Ruono Math Lanouaoe Tot Battery Science Soc Stuo ... - Magnet Meen - 4,8,F - S1818 Meen - 4,8,F Graph 27 63 White Males Grade four magnet school mean scores for white males compared with state mean scores for fourth-grade white males are presented in Table 30 and Graph 28 that follow. The number tested (N) for the state and magnet schools are as follows: Magnet Schools - (all tests): N = 78 State - Reading: N = 10,778 - Math: N = 10,782 - Language: N = 10,787 - Total Battery: N = 10,763 - Science: N = 10,789 - Social Studies: N = 10,785 TABLE 30 Like Group Comparisons--by Race and Sex Grade Four White Males--State vs Magnet Mean Scores Mag. State Prob. Test Mean Mean Diff. t-Value lTail Reading 68.99 57.56 11.43 5.921 .0001 Math 81. 30 62.98 18.32 9.309 .0001 Language 70.68 55.90 14.78 7.151 .0001 Tot Battery 76.00 59.65 16. 35 8.296 .0001 Science 74.29 63.23 11.06 5.800 .0001 Soc Studies 76.52 63.01 13.51 7.393 .0001 Magnet school mean scores for fourth-grade white males were higher than state mean scores for fourth-grade white males on all subtests and on the total battery. Magnet mean scores were statistically significantly higher (p=\<.05) on all tests. Graph 28 on the following page presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 30. 64 Graph 28 Like- Group Comparison--Mean Scores Grade Four White Males--Magnet vs State NCE Scores 100,---------------------. 00-------------------1 ao~--- 10 60 50 40 30 20 10 0 RMia,ng ._..u, l..anQuao Tor a.,_,.., Sciiric Soc Stl.ldiM _.. Magner Mean 4,W,M - Stare Mean 4,W,M Graph 28 White Females Grade four magnet school mean scores for white females compared with state mean scores for fourth-grade white females are presented in Table 31 and Graph 29 that follow. The number tested (N) for the state and magnet schools are as follows: Magnet Schools - (all tests): N = 73 State - Reading: N = 10,576 - Math: N = 10,574 - Language: N = 10,578 - Total Battery: N = 10,561 - Science: N = 10,584 - Social Studies: N = 10,584 65 TABLE 31 Like Group Comparisons--By Race and Sex Grade Four White Females--state vs Magnet Mean Scores Mag. state Prob. Test Mean Mean Diff. t-Value 1Tail Reading 70.21 61.17 9.037 4.672 .0001 Math 77.62 63.64 13. 98 7.221 .0001 Language 72.06 63.08 8.978 4.635 .0001 Tot Battery 75.34 63.52 11.82 6.266 .0001 Science 71.41 63.25 8.162 5.093 .0001 Soc studies 73.37 62.81 10.56 5.347 .0001 Magnet school mean scores for fourth-grade white females were higher than state mean scores for fourth-grade white females on all subtests and on the total battery. Magnet mean scores were statistically significantly higher (p=/<.05) on all tests. Graph 29 below presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 31. Graph 29 Like Group Comparison--Mean scores Grade Four White Females--Magnet vs State NCE Scores 100r------------------~ 90 ------ 80 - ..... . 40 30 20 10 0 Graph 29 Aeaa,no ~ath Lanouaoe Tot Battery Science Soc Studies - Magnet Mean - 4,W,F g State Mean - 4,W,F 66 FINDINGS Grade Seven Horace Mann Junior High School Grade seven magnet school mean scores compared with state mean scores for all seventh graders are presented in Table 32 and Graph 30 that follow. The number tested (N) for the state and the magnet school are as follows: Magnet School - (all tests): N = 286 State - Reading: N = 30,724 - Math: N = 30,722 - Language: N = 30,723 - Total Battery: N = 30,655 - Science: N = 30,718 - Social Studies: N = 30,715 - Complete Battery: N = 30,632 TABLE 32 Comparison of State Mean Scores and Grade seven Magnet School Mean Scores Magnet State Prob. Test Mean Mean Diff. t-Value lTail Reading 55.67 52.2 3.468 2.948 .0017 Math 53.04 54.6 -1.562 -1.435 .0762 Language 61.05 56.0 5.047 4. 55.8 .0001 Tot Battery 57.30 55.1 2.193 1.927 .0275 Science 58.99 56.6 2.392 2.109 .0179 Soc Studies 57.86 55.6 2.255 1.885 .0302 Comp Battery 57. 72 55.5 2.216 1.922 .0278 Magnet school mean scores were higher than state mean scores on all subtests except math. Magnet mean scores were higher on both the total battery and the complete battery. Magnet mean scores were statistically significantly higher {p=/<.05) for reading, language, total battery, science and complete battery. Graph 30 on the following page presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 32. 67 ~ Graph 30 Comparison of Grade seven Magnet Mean Scores and Grade Seven state Mean Scores NCE Scores 100,--------------------, 00--------------------1 ao------------------ 70--------OOr------- - 50 RNdinQ Marh Language Tor Battery Scitne Soc Stud Comp Bart - Magnet Mean a State Mean Graph 30 Comparison By Sex -- Females Grade seven magnet school mean scores for females compared with state mean scores for all seventh graders are presented in Table 33 and Graph 31 that follow. The number tested (N) for the state and magnet school are as follows: Magnet School - (all tests): N = 159 State - Reading: N = 30,724 - Math: N = 30,722 - Language: N = 30,723 - Total Battery: N = 30 ,655 - Science: N = 30,718 - Social Studies: N = 30,715 - Complete Battery: N = 30,632 68 TABLE 33 Comparison of Grade seven State Mean Scores and Grade seven Magnet Mean Scores--FEMALES Mag. state Test Kean Kean Diff. t-Value Reading 55.67 52.2 3.473 2.264 Math 52.60 54.6 -2.004 -1.482 Language 63.96 56.0 7.964 5.583 Tot Battery 58.08 55.1 2.984 2.058 Science 57.91 56.6 1. 305 0.933 Soc Studies 57.99 55.6 2.392 1.627 Comp Battery 58.15 55.5 2.648 1.819 Pro:b. lTail .0125 .0702 .0001 .0206 .1761 .0529 .0354 Magnet school mean scores for seventh-grade females were higher than state mean scores for all seventh graders on all subtests except math. Magnet mean scores were higher on both batteries. Magnet mean scores were statistically significantly higher (p=/<.05) for reading, language, total battery and complete battery. Graph 31 below presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 33. Graph 31 Comparison of Grade Seven Magnet Kean Scores--FEMALES and Grade seven state Mean Scores NCE Scores ,oo~----------------- 90 80 70 - --eo - ---so - 40 30 20 10 0 Magner Mean - Fema1e - Stare Mean - Total Graph 31 69 comparison by sex -- Males Grade seven magnet school mean scores for males compared with state mean scores for all seventh graders are presented in Table 34 and Graph 32 that follow. The number tested (N} for the state and magnet school are as follows: Magnet School - (all tests}: N = 127 State - Reading: N = 30,724 - Math: N = 30,722 - Language: N = 30,723 - Total Battery: N = 30,655 - Science: N = 30,718 - Social studies: N = 30,715 - Complete Battery: N = 30,632 TABLE 34 Comparison of Grade Seven state Mean Scores and Grade seven Magnet Mean scores--MALES Mag. State Prob. Test Mean Mean Diff. t-Value lTail Reading 55.66 52.2 3.461 1.891 .0305 Math 53.59 54.6 -1.008 -0.567 .2857 Language 57.40 56.0 1. 395 0.825 .2055 Tot Battery 56.30 55.1 1.204 0.664 .2538 Science 60.35 56.6 3.753 2.018 .0229 Soc Studies 57.68 55.6 2.083 1.056 .1465 Comp Battery 57.17 55.5 1.674 0.903 .1841 Magnet school mean scores for seventh-grade males were higher than state mean scores for all seventh graders on all subtests except math. Magnet mean scores were slightly higher on both the total battery and the complete battery. Magnet mean scores were statistically significantly higher (p=/<.05} for reading and science only. Graph 32 on the following page presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect differences presented in Table 34. 70 ~ Graph 32 comparison of Grade Saven Magnet Mean Scores--MALES and Grade Saven State Mean Scores /\ICE Scar. 100,---------------------. 901------------------eot------------------- i 70t-------------------i 80 i--:==------- 50 40 30 20 10 0 Q-aph 32 Comparison by Sex -- Magnet Only Grade seven magnet school mean scores are compared by sex in Table 35 and Graph 33 that follow. The number tested (N) for males and females are as follows: Females - Males - N = 159 N = 127 TABLE 35 Comparison of Grade Seven Magnet School Females and Grade seven Magnet School Males Test Mag.Mean-Female Mag.Mean-Male Diff. Reading 55.67 55.66 .01 F Math 52.60 53.59 .99 M Language 63.96 57.40 6.56 F Tot Battery 58.08 56.30 1.78 F Science 57.91 60.35 2.44 M Soc Studies 57.99 57.68 .31 F Comp Battery 58.15 57 .17 .98 F 71 Magnet school mean scores for seventh-grade males were higher than female mean,scores in math and science. Mean scores were almost equal in reading. Female mean scores were higher than male mean scores in language, total battery, social studies and complete battery. Graph 33 below presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 35. Graph 33 Comparison of Grade Seven Magnet Mean Scores by Sex NCE Scores 100.------------------~ oo------------- -------1 so-------------------~ 70---------------- ----1 80r-~----~ ~~ 50 40 30 20 10 0 ~ino Math Laf"IQUage rot Battery Science Soc Stud Como Batt - Mate m Female Graph 33 Comparison By Race -- Blacks Grade seven magnet school mean scores for blacks are compared with state mean scores for all seventh graders in Table 36 and Graph 34 that follow. The number tested (N) for the state and magnet school are as follows: Magnet School - (all tests): N = 187 State - Reading: N = 30,724 - Math: N = 30,722 - Language: N = 30,723 - Total Battery: N = 30,655 - Science: N = 30,718 - Social Studies: N = 30,715 - Complete Battery: N = 30,632 72 ,. TABLE 36 comparison of Grade seven state Mean Scores and Grade seven Magnet School Mean Scores--BLACKS Mag. State Test Mean Mean Diff. t-Value Reading 49.29 52.2 -2.907 -2.216 Math 47. 36 54.6 -7.243 -6.110 Language 56.67 56.0 0.668 0.504 Tot Battery 51.22 55.1 -3.881 -3.007 Science 52.60 56.6 -3.999 -3.170 Soc Studies 51.42 55.6 -4.181 -3.194 Comp Battery 51.21 55.5 -4.287 -3.313 Prob. lTail .0140 .0001 .3073 .0015 .0009 .0008 .0006 Magnet school mean scores for seventh-grade blacks were higher than state mean scores for all seventh graders in one subtest, language. Magnet mean scores were not statistically significantly higher (p=/<.05) than state mean scores on any subtests or batteries. Graph 34 below presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 36. Graph 34 Comparison of Grade seven Magnet Mean Scores--BLACKS and Grade seven Magnet Mean Scores NCE Scores 100,---------------------, 90 - ----- 80 ~ -------- ro----------------- so~-----=~-------==----=-----:-=---i 50 20 10 o'--"..,,,~--=_, Aeac:11no ~eth language Tor Batty Sc,ence Soc Stua Como Batt - Magnet Mean - Bleck - State Mean - Total Graph 34 73 comparison by Ra~e -- Whites Grade seven magnet school mean scores for whites compared with state mean scores for all seventh graders are presented in Table 37 and Graph 35 that follow. The number tested (N) for the state and magnet school are as follows: Magnet School - (all tests): N = 97 State - Reading: N = 30,724 - Math: N = 30,722 - Language: N = 30,723 - Total Battery: N = 30,655 - Science: N = 30,718 - Social Studies: N = 30,715 - Complete Battery: N = 30,632 TABLE 37 Comparison of Grade Seven State Mean Scores and Grade Seven Magnet School Mean scores--WHITES Mag. state Prob. Test Mean Mean Diff. t-Value lTail Reading 67.87 52.2 15.69 8.689 .0001 Math 64.01 54.6 9.412 5.287 .0001 Language 69.51 56.0 13. 51 7.763 .0001 Tot Battery 68.98 55.1 13. 88 8.141 .0001 Science 71. 37 56.6 14.77 8.719 .0001 Soc Studies 70.36 55.6 14.76 7.782 .0001 Comp Battery 70.25 55.5 14.75 8.750 .0001 Magnet school mean scores for grade seven whites were higher tests. higher than state mean scores for all seventh graders on all Magnet mean scores were statistically significantly (p=/<.05) than state means on all tests. Graph 35 on the following page presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 37. 74 Graph 3S comparison ~t Grade Seven Magnet Mean scores--WHITES and Grade seven State Mean Scores NCE Scores 100,---------------------, 90------------ ao--- 50 40 30 20 0 ReadinQ Matl'\ Lanouage Tot Bartv Saenca Soc Stud Comp Batt - Magnet Mean - White m State Mean - Total Graph 35 Comparison by Race -- Magnet Only Grade seven magnet school mean scores are compared by race in Table 38 and Graph 36 that follow. The number tested (N) for blacks and whites are as follows: Black White N = 187 N = 97 TABLE 38 Comparison Of Grade Seven Magnet School Blacks and Grade seven Magnet School Whites Test Mag.Mean-Black Mag.Mean-White Ditt. Reading 49.29 67.87 18.58 Math 47.36 64.01 16.65 Language 56.67 69.51 12.84 Tot Battery 51.22 68.98 17.76 Science 52.60 71. 37 18.77 Soc Studies 51.42 70.36 18.94 Comp Battery 51.21 70.25 19.04 75 w w w w w w w Grade seven magnet school mean scores for whites were higher than mean scores --for blacks in all subtests and both batteries. Graph 36 below presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 38. Graph 36 Comparison ot Grade Seven Magnet Mean Scores DY Race NCE Scores 100,-------------------~ 90 -ino Marn ~ Tot 8atrwy Saenc Soo Stud Como Batt - Black m White Graph 36 76 Like Group comp~ison Grade seven magnet school mean scores, disaggregated by sex and race, are compared with grade seven state mean scores disaggregated by the same criteria. All comparisons to this point have been with state means disaggregated by grade only. Black Males Grade seven magnet school mean scores for black males compared with state mean scores for seventh-grade black males are presented in Table 39 and Graph 37 that follow. The number tested (N) for the state and magnet schools are as follows: Magnet School - (all tests): N = 80 State - Reading: N = 3,250 - Math: N = 3,248 - Language: N = 3,251 - Total Battery: N = 3,239 - Science: N = 3,243 - Social Studies: N = 3,243 TABLE 39 Like Group Comparisons--Race and sex Grade seven Black Males--state vs Magnet Mean scores Mag. state Prob. Test Mean Mean Diff. t-value 1-Tail Reading 48.58 38.75 9.826 4.664 .0001 Math 46.45 42.79 3.656 1.886 .0315 Language 52.82 45.59 7.228 3.306 .0007 Tot Battery 49.27 41. 63 7.640 3.596 .0003 Science 52.53 44.91 7.616 3.638 .0002 Soc studies 50.01 43.87 6.139 2.842 .0028 Grade seven magnet school mean scores for black males were higher than state mean scores for seventh-grade black males on every subtest and on the total battery. Magnet mean scores were statistically significantly higher (p=/<.05) than state means on all tests. 77 Graph 37 below presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 39. Graph 37 Like Group Comparison--Mean Scores Grade Seven Black Ma.les--Magnet vs State NCE Scores 100,------------------~ 90 ao~--- ----- 70f--------eo--- 50 ~-,---,,~ 40 30 20 10 0 ----------- Reading Mat!'\ Lanouao Tot Battwy Scene Soc StuelJel - Magnet MeM - 7,8 ,M - State Mean - 7,8,M Graph 37 Black Females Grade seven magnet school mean scores for black females compared with state mean scores for seventh-grade black females are presented in Table 40 and Graph 38 that follow. The number tested (N) for the state and magnet school are as follows: Magnet School - (all tests) : N = 107 State - Reading: N = 3,307 - Math: N = 3, 3_02 - Language: N = 3,303 - Basic Battery: N = 3,291 - Science: N = 3,303 - Social Studies: N = 3,302 78 ,. TABLE 40 Like Group comparisons--Race and sex Grade seven Black Females--state vs Magnet Mean Scores Mag. State Prol:>. Test Mean Mean Ditt. t-Value lTail Reading 49.83 42.16 7.668 4.582 .0001 Math 48.04 46.04 1.997 1.345 .0907 Language 59.55 54.80 4.747 2.982 .0018 Tot Battery 52.68 47.17 5.506 3.450 .0004 Science 52.66 45.25 7.406 4.743 .0001 Soc Studies 52.47 47.07 5.404 3.331 .0006 Grade seven magnet school mean scores for black females were higher than state mean scores for seventh-grade black females on all subtests and on the total battery. Magnet mean scores were statistically significantly higher (p=/<.05) than state mean scores on all tests. Graph 38 below presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 40. Graph 38 Like Group comparison--Mean Scores Grade Seven Black Females--Magnet vs state NCE Scores 100 ,----------------------, 90 80 70 60 50 40 30 - 20 10 0 Graph 38 --------------- - Read1no Math Lanouaoe Tot Battery Seia"ICe Soc Sludtes - Magnet Mean - 7,8,F ~ Slate Mean - 7,8,F 79 White Males Magnet school mean scores for grade seven white males compared with state mean scores for seventh-grade white males are presented in Table 41 and Graph 39 that follow. The number tested (N) for the state and magnet school are as follows: Magnet School - (all tests): N = 45 State - Reading: N = 10,210 - Math: N = 10,213 - Language: N = 10,214 - Total Battery: N = 10,190 - Science: N = 10,215 - Social Studies: N = 10,215 TABLE 41 Like Group Comparisons--Race and sex Grade Seven White Males--state vs Magnet Mean Scores Mag. State Prob. Test Mean Mean Diff. t-Value lTail Reading 68.10 54.95 13.15 4. 921 .0001 Math 66.37 57.32 9.047 3.300 .0010 Language 65.42 53.60 11. 82 5.059 .0001 Tot Battery 68.70 56.55 12.15 4.802 .0001 Science 74.45 61.44 13. 01 4.988 .0001 Soc Studies 71.52 58.27 13. 25 4.294 .0001 Grade seven magnet school mean scores for white males were higher than state mean scores for seventh-grade white males on all subtests and on the total battery. Magnet mean scores were statistically significantly higher (p=/<.05) on all tests. Graph 39 on the following page presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 41. 80 Graph 39 Lik Group Comparison--Mean Scores Grade seven White Males--Magnet vs State NCE Scores 100,--------------------, 90.,__ __ _ ___ _ BO 70 60 50 R....:t1ng Mau, LanQuaoe Tot 8atf9f'y Science Soc Stud..,. Magner Mean 7,W,M ~ Stare Mean 7,W,M Graph 39 White Females Grade seven magnet school mean scores for white females compared with state mean scores for seventh-grade white females are presented in Table 42 and Graph 40 that follow. The number tested (N) for the state and magnet school are as follows: Magnet School - (all tests): N = 52 State - Reading: N = 9,969 - Math: N = 9,967 - Language: N = 9,968 - Total Battery: N = 9,959 - Science: N = 9,970 - Social Studies: N = 9,970 81 ,. TABLE 42 Like Group comparison--Race and sex Grade Seven White Females--state vs Magnet Mean Scores Mag. State Prob. Test Mean Mean Diff. t-Value 1Tail Reading 67.70 57.28 10.42 4.216 .0001 Math 61.98 58.65 3.325 1.438 .0782 Language 73.05 62.77 10.28 4.187 .0001 Tot Battery 69.21 60. 92 8.292 3.563 .0004 Science 68.71 59.26 9.446 4.358 .0001 Soc Studies 69.35 59.63 9.716 4.153 .0001 Grade seven magnet school mean scores for white females were higher than state mean scores for seventh-grade white females on all subtests and on the total battery. Magnet mean scores were statistically significantly higher (p=/<.05) on all tests. Graph 40 below presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 42. Graph 40 Like Group comparison--Mean Scores Grade seven White Females--Magnet vs state NCE Scores 100,------------------~ 901----------------------1 801------ eo 50 30 20 10 0 Graph 40 Reading Math Lanoueo Tor Baoery Sc.ience Soc Studies - Magnet Mean - 7,W,F g State Mean - 7,W,F 82 Grade Ten FINDINGS Parkview senior High School Grade ten magnet school mean scores compared with state mean scores for all tenth graders are presented in Table 43 and Graph 41 that follow. The number tested (N) for state and magnet school are as follows: Magnet School - (all tests): N = 270 State - Reading: N = 27,081 - Math: N = 27,128 - Language: N = 27,103 - Total Battery: N = 27,005 - Science: N = 27,125 - Social Studies: N = 27,100 - Complete Battery: N = 26,954 TABLE 43 Comparison of State Mean Scores and Grade Ten Magnet School Mean scores Magnet state Prob. Test Mean Mean Diff. t-Value 1Tail Reading 57.57 50.8 6. 774 6.971 .0001 Math 56.48 52.0 4.476 4.149 .0001 Language 63.10 56.0 7.097 7.392 .0001 Tot Battery 60.60 53.7 6.902 6.923 .0001 Science 60.31 54.6 5.706 5.101 .0001 Soc Studies 58.89 52.4 6.492 5.658 .0001 Comp Battery 61.07 54.1 6.966 6.669 .0001 Magnet school mean scores were higher than state mean scores on all subtests. Magnet mean scores were higher on both the total battery and the complete battery. Magnet mean scores were statistically significantly higher (p=/<.05) for all tests. Graph 41 on the following page presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 43. 83 Graph 41 Comparison ot Grade Ten Magnet Mean Scores and Grade Ten State Mean Scores NCE Scores 100,---------------------, 90 ao - -- ---- 70 >-------- 60 50 40 30 20 10 0 Graph 41 RHdu"IQ Matl'\ Lanouaoe Tor Battery Science Soc Stud Como Baff - Magner Mean m Stare "'49111' comparison by Sex -- Females Grade ten magnet school mean scores for females compared with state mean scores for all tenth graders are presented in Table 44 and Graph 42 that follow. The number tested (N) for the state and magnet school are as follows: Magnet School - (all tests): N = 153 State - Reading: N = 27,081 - Math: N = 27,128 - Language: N = 27,103 - Total Battery: N = 27,005 - Science: N = 27,125 - Social studies: N = 27,100 - Complete Battery: N = 26,954 84 ,. TABLE U Comparison of Grade Ten state Mean Scores and Grade Ten Magnet Mean Scores--FEMALES Mag. State Test Mean Mean Diff. t-Value Reading 57.01 50.8 6.210 5.005 Math 57.21 52.0 5.208 3.758 Language 65.82 56.0 9.820 7.712 Tot Battery 61.63 53.7 7.929 6.067 Science 57.02 54.6 2.424 1. 791 Soc Studies 57.52 52.4 5.121 3.844 Comp Battery 60.88 54.1 6.778 5.152 Prob. lTail .0001 .0001 .0001 .0001 .0377 .0001 .0001 Magnet school mean scores for grade ten females were higher than state mean scores for all tenth graders on all subtests and on both batteries. Magnet mean scores were statistically significantly higher (p=/<.05) on all tests. Graph 42 below presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 44. Graph 42 comparison of Grade Ten Magnet Mean Scores--FEMALES and Grade Ten State Mean Scores NCE Scores 100.--------------------, 90 so - ----------------- 70 ~ - - -----------------------i 60 50 30 20 10 0 Graph 42 Fleadf'IQ Math Lanouaoe Tot Bartery Science Soc Stud Como Batt - Magnet Mean - Female m State Mean - Total 85 comparison by Sex -- Males Grade ten magnet school mean scores for males compared with state mean scores for all tenth graders are presented in Table 45 and Graph 43 that follow. The number tested (N) for the state and magnet school are as follows: Magnet School - (all tests): N = 117 State - Reading: N = 27,081 - Math N = 27,128 - Language: N = 27,103 - Total Battery: N = 27,005 - Science: N = 27,125 - Social Studies: N = 27,100 - Complete Battery: N = 26,954 TABLE 45 Comparison of Grade Ten state Mean Scores and Grade Ten Magnet School Mean Scores--MALES Mag. State Prob. Test Mean Mean Diff. t-Value 1Tail Reading 58.31 50.8 7 .511 4.842 .0001 Math 55.52 52.0 3.520 2.058 .0209 Language 59.54 56.0 3.537 2.525 .0065 Tot Battery 59.26 53.7 5.559 3.615 .0002 Science 64.60 54.6 9.998 5.523 .0377 Soc Studies 60.69 52.4 8.285 4.166 .0001 Comp Battery 61.31 54.1 7. 211 4.255 .0001 Magnet school mean scores for grade ten males were higher than state mean scores for all tenth graders on all subtests and on both batteries. Magnet mean scores were statistically significantly higher (p=/<.05) than state mean scores for all tests. Graph 43 following presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 45. 86 Graph 43 comparison ot Grade Ten Magnet Mean scores--MALES and Grade Ten state Mean scores NCE Scores 100,---------------------, 00 - ------ 80 70 60 50 40 30 10 0 ------- - lnQ Marn Lana,.,- Tor Bartery Soonca Soc Stud Como Barr Magnet Mean - Male Stare Mean - Total Graph 43 comparison by Sex -- Magnet Only Grade ten magnet school mean scores are compared by sex in Table 46 and Graph 44 that follow. The number tested (N) for females and males are as follows: Females Males N = 153 N = 117 TABLE 46 Comparison Ot Grade Ten Magnet School Females and Grade Ten Magnet School Males Test Mag.Mean-Female Mag.Mean-Male Oitt. Reading 57.01 58.31 1.30 Math 57.21 55.52 1.69 Language 65.82 59.54 6.28 Tot Battery 61.63 59.26 2.37 Science 64.60 60.69 3.91 Soc Studies 57.52 60.69 3 .17 Comp Battery 60.88 61. 31 .43 87 M F F F F M M Magnet school mean scores for grade ten females were higher than mean scores for grade ten males on the math, language and science subtests and on the total battery. Male mean scores were higher on the reading subtest and on the complete battery. Graph 44 below presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 46. Graph 44 comparison of Grade Ten Magnet Mean Scores by Sex NCE Scores 100.-------------------~ 90 r------------- - --- ---l 80 r------ --------------l 70 60 50 40 30 20 10 0 ReaCJit'IQ Marn Lanouaoe Tot Sartery Science Soc Stud Como Batt - Mele ffl Female Graph 44 comparison by Race -- Blacks Grade ten magnet school mean scores for blacks compared with state mean scores for all tenth graders are presented in Table 47 and Graph 45 that follow. The number tested (N) for the state and magnet school are as follows: Magnet School - (all tests): N = 152 State - Reading: N = 27,081 - Math: N = 27,128 - Language: N = 27,103 - Total Battery: N = 27,005 - Science: N = 27,125 - Social Studies: N = 27,100 - Complete Battery: N = 26,954 88 TABLE 47 Comparison of Grade Ten State Mean Scores and Grade Ten Magnet School Mean Scores--BLACKS Mag. State Test Mean Mean Diff. t-Value Reading 51.11 50.8 0.306 0.256 Math 50.66 52.0 -1.336 -1.. 013 Language 58.54 56.0 2.540 2.123 Tot Battery 54.28 53.7 0.584 0.484 Science 52.07 54.6 -2.535 -1. 958 Soc Studies 51.00 52.4 -1.401 -1.049 Comp Battery 53.67 54.1 -0.435 -0.355 Prob. lTail .3990 .1563 .0177 .3145 .0261 .1479 .3615 Magnet school mean scores for grade ten blacks were higher than state mean scores for all tenth graders on the science and language subtests. The magnet school mean scores are statistically significantly higher (p=/<.05) on both these subtests. Magnet mean scores were lower than state mean scores on reading, math and social studies subtests and on both batteries. Graph 45 below presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 47. Graph 4S Comparison of Grade Ten Magnet Mean Scores--BLACKS and Grade Ten State Mean Scores NCE Scores ,oor-------------------, 90 so i---------------? o i--------- -----------------1 60 t------- 50 30 20 10 0 Reading Math Lanouaoe Tot Battery Scaenc Soc Stud Como Batt Magnet Mean - Black ~ State Mean - Total Graph 45 89 comparison by Ra~e -- Whites Grade ten magnet school mean scores for whites compared with state mean scores for all tenth graders are presented in Table 48 and Graph 46 that follow. The number tested (N) for the state and magnet school are as follows: Magnet School - (all tests): N = 114 State - Reading: N = 27,081 - Math: N = 27,128 - Language: N = 27,103 - Total Battery: N = 27,005 - Science: N = 27,125 - Social Studies: N = 27,100 - Complete Battery: N = 26,954 TABLE 48 Comparison of Grade Ten state Mean Scores and Grade Ten Magnet Mean Scores--WHITES Mag. state Prob. Test Mean Mean Diff. t-Value 1Tail Reading 65.91 50.8 15.11 11.85 .0001 Math 63.98 52.0 11. 98 7.513 .0001 Language 68.77 56.0 12.77 8.915 .0001 Tot Battery 68.65 53.7 14.95 10.84 .0001 Science 70.89 54.6 16.29 11. 09 .0001 Soc Studies 68.81 52.4 16.41 10.41 .0001 Comp Battery 70.48 5:.t .1 16.38 11. 71 .0001 Magnet school mean scores for grade ten whites were higher than state mean scores for all tenth graders on all subtests and on both batteries. Magnet mean scores were statistically significantly higher (p=/<.05) on all tests. Graph 46 on the following page presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 48. 90 Graph 46 Comparison rof Grade Ten Magnet Mean Scores--WBITES and Grade Ten State Mean Scores NCE Scores 100,------------------~ 90 - -- eo- --------- - - -- 10 60 50 40 :JO 20 10 0 RMdu"IQ Matf'I laf"IQUaQe Tot Battwy Saence Soc Stud Como Batt - Magnet Mean - White m State Mean - Total Graph 46 Comparison by Race -- Magnet Only Grade ten magnet school mean scores are compared by race in Table 49 and Graph 47 that follow. The number tested (N} for blacks and whites are as follows: Black White N = 152 N = 114 TABLE 49 Comparison Between Magnet School Grade Ten Blacks and Grade 10 Magnet School Whites Test Mag.Mean-Black Mag.Mean-White Ditf. Reading 51.11 65.91 14.80 Math 50.66 63.98 13 .32 Language 58.54 68.77 10.23 Tot Battery 54.28 68.65 14.37 Science 52.07 70.89 18.82 Soc Studies 51.00 68.81 17.81 Comp Battery 53.67 70.48 16.81 91 w w w w w w w Magnet school mean scores for whites were higher than magnet school mean scores for blacks on all subtests and on both batteries. Graph 47 below presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 49. Graph 47 Comparison ot Grade Ten Magnet Mean Scores by Race NCI: Scores 100,----------------------, 90 >---------- ao---------------------j 70r-------=,._ eo so 40 30 20 10 0 Graph 47 ANCJinQ ~au, Lanouaoe Tot Battery Science Soc Stud Como Ban Blad< R White 92 Like Group comparison r Grade ten magnet school mean scores, disaggregated by sex and race, are compared with tenth-grade state mean scores disaggregated by the same criteria. All comparisons to this point have been with state mean scores disaggregated by grade only. Black Males Grade ten magnet school mean scores for black males compared with state mean scores for tenth-grade black males are presented in Table 50 and Graph 48 that follow. The number tested (N) for the state and magnet school are as follows: Magnet School - (all tests): N = 71 State - Reading: N = 2,636 - Math: N = 2,644 - Language: N = 2,637 - Total Battery: N = 2,624 - Science: N = 2,643 - Social Studies: N = 2,638 TABLE 50 Like Group Comparison--Race and sex Grade Ten Black Males--State vs Magnet Mean Scores Mag. state Prob. Test Mean Mean Diff. t-Value lTail Reading 51.39 38.94 12.45 7.446 .0001 Math 49.58 42.16 7.423 3.599 .0003 Language 55.75 46.33 9.416 5.566 .0001 Tot Battery 52.98 42.08 10.90 6.402 .0001 Science 55.23 44.26 10.97 5.605 .0001 Soc studies 52.05 40.83 11.22 4.934 .0001 Grade ten magnet school mean scores for black males were higher than state mean scores for tenth-grade black males on all subtests and on the total battery. Magnet mean scores were statistically significantly higher on all tests. Graph 48 on the following page presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 50. 93 Graph 48 Likw Group Comparison - Mean Scores Grade Tan Black Males - Magnet vs State NCE Scores 100.---------------------, 00--------- -----------i ao ro-- ao 50 40 30 20 10 0 Graph 48 Black Females Read1no Marn Lanoua
r Tot Sattwy Saenc Soc Studiea - Magnet Mean 10,8,M m State Mean 10,8 ,M Grade ten magnet school mean scores for black females compared with state mean scores for tenth-grade black females are presented in Table 51 and Graph 49 that follow. The number tested (N) for the state and magnet school -are as follows: Magnet School - (all tests): N = 81 State - Reading: N = 2,898 Math: N = 2,899 - Language: N = 2,896 - Total Battery: N = 2,886 - Science: N = 2,897 - Social Studies: N = 2,891 94 TABLE 51 Like Group Comparison--Race and Sex Grade Ten Black Females--state vs Magnet Mean Scores Mag. State Prob. Test Mean Mean Diff. t-Value 1Tail Reading 50.85 41.89 8.963 5.269 .0001 Math 51.61 42.58 9.032 5.335 .0001 Language 60.99 53.73 7.259 4.407 .0001 Tot Battery 55.43 45.95 9.480 5.568 .0001 Science 49.29 40.50 8.788 5.258 .0001 Soc Studies 50.01 39.39 10.69 6.997 .0001 Grade ten magnet school mean scores for black females were higher than state mean scores for tenth-grade black females on all subtests and on the total battery. Magnet mean scores were statistically significantly higher (p=/<.05) on all tests. Graph 49 following presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 51. Graph 49 Like Group Comparison--Mean Scores Grade Ten Black Females--Magnet vs state NCE Scores 100,------------------------, 90 - - - -------- ------------ , 80 70 eo - --- -so 40 30 20 0 Graph 49 Aea<11no Math Language Tot Battery Setence Soc Studtea - Magnet Mean - 10,B.F ~ State Mean - 10,8,F 95 White Males Grade ten magnet school mean scores for white males compared with state mean scores for tenth-grade white males are presented in Table 52 and Graph 50 that follow. The number tested (N) for the state and magnet school are as follows: Magnet School - (all tests): N = 45 State - Reading: N = 8,510 - Math: N = 8,519 - Language: N = 8,512 - Total Battery: N = 8,481 - Science: N = 8 I 514 - Social Studies: N = 8,508 TABLE 52 Like Group Comparison--Race and sex Grade Ten White Males--State vs Magnet Mean scores Mag. state Prob. Test Mean Mean Diff. t-Value lTail Reading 68.92 52.27 16.65 7.371 .0001 Math 64.60 55.00 9.598 3.870 .0002 Language 65.07 53.71 11.36 5.161 .0001 Tot Battery 68.78 54.54 14.24 6.180 .0001 Science 78.74 61. 05 17.69 8.120 .0001 Soc Studies 73.46 56.57 16.89 6.381 .0001 Grade ten magnet school mean scores for white males were higher than state mean scores for tenth-grade white males on all subtests and on the total battery. Magnet mean scores were statistically significantly higher (p=/<.05) on all tests. Graph 50 in the following page presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 52. 96 Graph so Lik.-Group Comparison--Maan Scores Grade Tan White Males--Magnat vs State NCE Scores 100.--------------------, 90 t--------------------- aor---------------,=---ro 80 50 40 30 20 10 0 AMd,ng ~au, Language Tot Battwy Science Soc Studi.a - Magret Mean 10,W,M - State Mean 10 ,W,M Graph 50 White Females Grade ten magnet school mean scores for white females compared with state mean scores for tenth-grade white females are presented in Table 53 and Graph 51 that follow. The number tested (N) for the state and magnet school are as follows: Magnet School - (all tests): N = 69 State - Reading: N = 8,420 - Math: N = 8,435 - Language: N = 8,427 - Total Battery: N = 8,402 - Science: N = 8,436 - Social Studies: N = 8,430 97 TABLE 53 Like Group Comparison--Raca and Sex Grade Tan White Females--stata vs Magnet Mean Scores Mag. State Prob. Test Mean Mean Diff. t-Valua lTail Reading 63.94 55.46 8.476 5.760 .0001 Math 63.57 54.88 8.691 4.155 .0001 Language 71.19 62.43 8.756 4.768 .0001 Tot Battery 68.57 58.91 9.660 5.596 .0001 Science 65.78 54.95 10.83 6.305 .0001 Soc Studies 65.78 55.33 10.45 5.570 .0001 Grade ten magnet school mean scores for white females were higher than state mean scores for tenth-grade white females on all subtests and on the total battery. Magnet mean scores were statistically significantly higher (p=/<.05) on all tests. Graph 51 below presents mean score differences on a bar graph. Visual comparisons in the bar graph reflect the differences presented in Table 53. Graph S1 Like Group Comparison--Mean scores Grade Ten White Females--Magnet vs state NCE Scores 100 ..----------------------, eo------ -- ---------- --1 so----- Reading Math Language Tot Battery Science Soc Sludtel - Magnet Mean - 10,W,F m State Mean - 10,W,F Graph 51 98 SUMMARY MAT 6 Grade Four Pulaski county Interdistrict Magnet School mean scores on the Metropolitan Achievement Test {MAT) were significantly higher than state mean scores on the Total and Complete Batteries, as well as, on all subtests. Carver and Williams Elementary Schools mean scores were significantly higher than the state mean scores on both batteries and on all subtests. Mean scores at Gibbs Elementary were significantly higher than state mean scores on both batteries and on all subtests except science. ~ Mean scores at Booker Elementary School were below state mean 7 scores. Magnet school mean scores for males were significantly higher than state mean scores on all subtests. Magnet mean scores for females were significantly higher than state mean scores on all subtests except science. Magnet school mean scores for black students were lower than state mean scores for all students, however, magnet mean scores for black students were significantly hig er tan sffteniean scores for black students. Magnet school mean scores for white students were significantly higher than the state mean scores for white students. Magnet school mean scores for white students were higher than magnet school mean scores for black students. Grade Seven -- Horace Mann Junior High School Pulaski County Interdistrict-Magnet School student mean scores on the Metropolitan Achievement Test {MAT) were significantly higher than state mean scores on both the total and complete batteries and on all subtests except science. Magnet school mean scores for females were higher on all subtests except math. Magnet school mean scores were significantly higher for reading, language, total battery and complete battery. Magnet school mean scores for males were higher than state mean scores on all subtests except math. Magnet school mean scores were significantly higher on reading and science subtests. Magnet school mean scores for black students were higher than 99 ~ state mean scores for all students only on the language subtest, however
magnet school mean scores for black students were significantly higher than state mean scores black students. for Magnet school mean scores for white students were significantly higher than state mean scores for all students. Magnet school means scores for white students were significantly higher than state mean scores for white students. Grade Ten -- Parkview Senior High School Pulaski County Interdistrict Magnet School mean scores on the Metropolitan Achievement Test {MAT) were significantly higher than state mean scores on both the total and complete batteries and on all subtests. Magnet school mean scores were significantly higher than state mean scores for both males and females. Magnet school mean scores for black students were significantly higher than state mean scores for all students on language and science subtests. Magnet school mean scores for black students were lower than state mean scores for all students on other subtests. Magnet school mean scores for black students were significantly higher than state mean scores for black students on both batteries and on all subtests. Magnet school mean scores for white students were above the state mean scores for all students and for white ~tudents on both batteries and all subtests. CONCLUSIONS * Magnet school mean scores- for fourth grades were significantly higher than the state mean scores. * Magnet school mean scores for white fourth-grade students are higher than mean scores for all students and for white students. * Magnet school mean scores for black fourth-grade students are lower than mean scores for all students, however, magnet school mean scores for black students are higher than state mean scores for black students. * Magnet school mean scores for white fourth-grade students are higher than magnet school mean scores for black fourth-grade students. 100 * Magnet school mean scores for seventh-grade students are significantly1ligher than state mean scores for seventhgrade students. * Magnet school mean scores for black students are higher than state mean scores for black students. * Magnet school mean scores for white students are higher than state mean scores for white students. * Magnet school mean scores for tenth-grade students are significantly higher than state mean scores for tenthgrade students. * Magnet school mean scores for black tenth-grade students were higher than state mean scores on language and science subtest for all students and higher on all subtests than state means scores for black students. * Pulaski County Interdistrict Magnet School students had higher performances than their state counterparts. 101 American College Test (ACT) The ACT was administered to those Parkview seniors who registered to take it. Mean scores for Parkview students for 1992 were provided by the Little Rock School District. The ADE provided mean scores for seniors across the state for 1991. These mean scores were as follows: Parkview Seniors - Mean ACT Score - 1992 State Seniors - Mean ACT Score - 1991 20.0 19.9 Parkview seniors as a group scored virtually identically to seniors across the state on the ACT. Both the state and Parkview mean scores are in the 52nd percentile nationally. Parkview scores ranged from a low of 12 to a high of 32. state scores were further disaggregated by whether or not the tested students had taken a recommended college preparatory core curriculum. The Parkview scores were not disaggregated by this variable. The state mean scores for these two groups of students were as follows: Completed Core Curriculum - 1991 Did Not Complete Core Curriculum - 1991 102 21.8 18.6 SECTION III Desegregation PULASKI COUNTY INTERDISTRICT MAGNET SCHOOLS EVALUATION Formative Evaluation: Desegregation BACKGROUND The purpose of this formative evaluation is to gain insight into the assessment of objectives in Expected Outcomes, #3, (A, B, and C), listed below: 3. To develop procedures and instrumentation for data collection regarding the contribution of the magnet schools toward the "complete desegregation" goal of the project. A. What is the social interaction between and within the disaggregated groups by race, sex, and socio-economic status? Additional variables of solidarity and isolation will be studied for students, staff and parents. B. Are there evidences of stereotyping by students i.e., graffiti and name calling? C. What are the reflections of the academic and professional interactions between the building administrators and the teaching staff during staff meetings, between teachers and students during class interactions, and between the building administrative staff, teachers and students during school related activities? METHODOLOGY After notification by the MRC of acceptance of this proposal, the research team began immediately to develop instruments and procedures to collect data for objective #3. A review of the literature was conducted for identifying and developing instruments appropriate for collecting data appropriate for assessing the social interactions of students, teachers and staff. Sociometric techniques were utilized to examine the social structure and social status of individuals within a group (Borg and Gall, 1979). One such honored technique is the sociogram which is a graphic illustration of interpersonal relationships within a group (Almy, Cummingham et al, 1975). As demonstrated by Sprite and Griggs, 1976, the sociogram functions, then, as "a measure of social acceptance because it is based on student's selection of companions for group activities." During the second half of the twentieth century, numerous researchers have confirmed in their studies 103 concerning schools the usefulness of sociograms in quantifying stud~nt relationships that may have escaped the scrutiny of teachers: (For representative examples, see Tabe, Brady, Robinson, and Vickers, 1951
Gronlund, 1950
Lindzey and Borgatta, 1954
Lane and Beauchamp, 1955
Blyth, 1958
Tabe, 1962
Remmers, 1963
Epstein, 1968
White 1969
Kennedy, 1971
Cornelius, 1973
Bonney, 1974
Gade, 1977
Markus and Barasch, 1982
Clark and Ayer, 1988). A sociogram was developed by the project staff to assess student interaction relative to social classroom activities (choosing students to sit by), academic activities (choosing students to work with) and socialization on the playground (choosing students to play with). The sociogram was administered in the fall and spring of the 1991-92 school year. Administration dates were scheduled during the same week. This report reflects the total results of the first (fall) administration of the sociogram. Only data from the spring administration of the sociogram for those items for which a change in significance was noted from the fall to spring administration are shown. The Chi-Square Test for Independence was chosen to assess and evaluate the significance of student choice patterns. The PC computer utilizing the software package "Statistics with Finesse" was selected to analyze the data yielded by the sociograms. Two site visits to various magnet schools were made by the director and one team member prior to the visit made by a seven-member evaluation team. A pre-visit orientation was scheduled at Arkansas State University with the executive director of the MRC, the project evaluation team, Dean of the College of Education, administrators from another district with magnet schools, and office staff from the MRC and office of Educational Research and Services at ASU. The seven-member evaluation team consisted of professionals from Arkansas State University. Team members possessed competencies in specialty areas of elementary and early childhood education, secondary education, educational administration, and program evaluation. The purpose of the site visits was to collect data .relevant to the project objectives. Each magnet school was visited by a team of two professionals. The project director visited all magnet school sites during the two days scheduled for the team visits. Visits lasted from 4 to 5 hours, and included observations of classroom and non-classroom activities. Forms were developed to record and codify data collected during the observation visits. Both quantitative and qualitative data were collected. Site data were collected by observation to assess the social and interactive behavior of 104 teachers, staff, and students in and out of the classroom. The first part o~ this report reflects the sociogram data and analysis, relative to Objective 3A. The second part of the report reflects the observations and findings of the project evaluation team relative to Objectives 3B and JC. FINDINGS Sociograms A total of 914 sociograms were administered to students in the magnet schools. The sociograms were administered during the same week by all the magnet schools in the fall of 1991. The sociograms were administered to 214 black males, 294 black females, 202 white males and 204 white females. During the spring of 1992 sociograms were administered to 925 students in the magnet schools. There were 216 black males, 288 black females, 210 white males and 211 white females. Three categories were identified to assess student behaviors. The categories were designed to allow students to express choice or preferences in situations of academic activity (work with) play activity (play with), and general social activity (sit near). Students were asked to name five students in their class with whom they would choose to
(1) work with, (2) play with, and (3) sit near. A copy of the sociogram is included in the appendix of this report. Variables disaggregated for analyzing the results of the sociograms were sex and race. Data were analyzed on the basis of student choices listed for the opposite race in each of the three categories. The PC computer using the "Statistics with Finesse" software was chosen to examine the data. The Chi-Square Test of Independence was chosen to conduct the statistical analysis. The .05 level was chosen to denote significance in determining variable independence. Complete results of the fall administration of the sociogram are presented. Only changes in socio-metric measures (from dependent to independent\from independent to dependent) that resulted from the second (Fall to Spring) administration are noted. Numerals for tables presenting data from the spring administration are followed by "(s)." Work With students were asked to choose five classmates with whom they would like to work. Tables 1-8 reflect the data for "Work With" as provided by analysis of the sociograms from the fall administration. 105 Disaggregated by'Race -- Black Race compared to White Race The data analysis (fall) revealed a significant difference in student choices when disaggregated by race. A Chi-Square of 15.3971 was computed which yielded a Contingency Coefficient of 0.1287 and a Probability of 0.0088. A higher proportion of black students, at 16.5 percent, chose to work with no students of the opposite race than did white students at 11.8 percent. The percentage of total students choosing to work with at least one student of the opposite race was 85.6 percent. More than sixty percent of the students chose at least two students of the opposite race to work with. Analysis of data from the spring administration reflected a change in student choice patterns. A Chi-Square of 8.2023 was computed which yielded a Contingency Coefficient of 0.0938 and a Probability of 0.1454 (not significant at the .05 level). Data are presented in Table 1 and Table 1 (s) that follow. TABLE 1 Sociogram -- Work With Opposite Race Blacks Compared to Whites Number of students of Opposite Race Chosen o 1 2 3 4 5 Total Black Race 84 116 127 112 53 16 508 % 16.5 22.8 25.0 22.0 10.4 3.1 100.0 White Race 48 112 128 85 27 6 406 % 11. 8 27.6 31. 5 20.9 6.7 1.5 100.0 Total 132 228 255 197 80 22 914 % 14.4 24.9 27.9 21.6 8.8 2.4 100.0 Chi-square Test of Independence Number of Observations 914 Chi-Square 15.3971 Contingency Coefficient 0.1287 Cramer's Phi Prime 0.1298 Degrees of Freedom 5 Probability 0
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 Resources.

<dcterms_creator>Arkanasas State University. Office of Educational Research and Services</dcterms_creator>