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(])ukski County Jnterdisfrid ~net School (])rogram evaluation Booker Arts Carver Basic Skills/ Math-Science Williams Basic Skills Gibbs Foreign Language/ International Studies 1987- 88 Mann Arts & Mann Math/Science Parkview Arts Magnet High School Off ice of Educational Research and Services College of Education Arkansas State University AN EVALUATION Or ':P.E PULASKI COUNTY INTERDISTR.!CT :,!..\GN::'.T SC:iOOL PROGRAM Prepared For The Magnet Review Committee Conducted by Office of Educational Research & Services Arkansas State University June, 1988 Donald E. Wright, Director Virginia A. Rhodes, Office Manager ~ABLE OF CONTENTS Credir.s ................................................. Acknowledgment:s ........................................ . 3ackground ............................................. . Jata C8llection ........................................ . =~s tr'.. .: mer: 1: '.Jevelopme.!! 1: ............................... . Secur:..ty of Dat:a ..................................... . ?opulatic~ Demog~aphics .............................. . Data Analysis .......................................... . Data Processing ...................................... . Analysis P!"ocedures .................................. . Comparison of Populations ............................ . Statist:1.cal Analysis ................................. . Sumrna:?:"y Statements ..................................... . Appendix A Appendix 3 Appendix c Appendix D Appendix E .............................................. .............................................. .............................................. .............................................. .............................................. 6 26 26 27 29 50 64 67 68 70 72 76 :::valuat.ion Team: ~esearch Assisc.ant.s: CREDITS Dr. William G. Chance Dr . Deborah L. Smit.h Dr. Herman Strickland Dr. Donald E. Wright. Tammy Arms Sandra Brown Carolyn Buchanan Suet.ta Burge Becky Cooper Sheryl Holbrook Betty Hopper Linda Massen Angela West Gaybreia Williams i ACKNOWLEDGMENTS A scudy o: =~~s cc~plexity cou~d not have been cc~
leted ~ithouc c~e ef:orts of many people. ~e are indeed grateful :or the cooperation and assistance of Ms. Donna Grady Creer. ?rogram D~::-eccor, 2.r1d :he program secrecary r!s. ::2.!":dy !:...:..
ehrs. ~heir personal characceristics are only exceeded ~1 their attention to c~e decails necessary for managing such a project. Our appreciation is extended to the Magnet Review C0rr.raittee, especially t~e evaluation sub-commi:cee. :or their sincere cooperative attitude, general guidelines, and prompt reactions. The study could not have happened without the assistance of the building principals. Their efforts and cooperation were essential to the on-site fact-finding and questionnaire data collection stages of the project. Our hats are off and our thanks extended to William Finn at Soaker, ~ary Guinn at carver, Donna Davis at Gibbs, Edwin ~ackson at 'ilil~iams, "Jictor Anderson at Mann and -Iunious Babbs at Parkview. ii SAC KG ROUND ::-.a.gr.et. scnool program serving a school populacio:-. c: ~indergarcen c~rough high school . A precedent. tad been established i~ St. ~ouis when a met.ropolit.an coor~l~a:~~g =ommi:::ee was creat.ed by the federal cour:. T:--.e .:..r.za:-.sas ::-.andate however, may be the first time t.hat a mult.i-cist:rl=t ::-.agnec s=hool
rogram was i~st.igat.ed t.o serve a regular ~-l2 sc~ool populat.~on. A number of rat.her t.horny quest.ls~s had co be resolved before t.he operat.ion could even get. of: :~e ground. The :irst. series of questions revolved about. :~e composition of the Magnet Review Committee and t~e nacure of its "oversight. role". Federal Judge Henry Woods o: the iJ . S. Jistrict Court, Eastern District Arkansas, ruled t~at. each cf :he defendant. school districts would appoint one member :o serve on the ~agnet Review Committee. The defer.cant. S:a:e Department of Education was required to appoint r.wo ne~bers t.o this commit.tee. Finally, in response to a sui: by :'!rs. ~orene Joshua, et al., the Joshua Intervenors were al:owed to appoint one person t.o the Magnet Review committ.ee to serve in an ex-officio capacity. Judge Woods stipulated t~at Joshua Intervenor representative shall be non-voting
b~t. shall otherwise be entitled to participate in all aspeccs of t.he deliberations of the committee. However, in lat.er action, the Joshua Intervenor representative was assigned =~ll membership responsibility. 1 :::: - .,::._. ~s. Eoard c: ~ducac:ion (8th C:.r. June 8, :937 ) . :te Ci~y Boarc had ccntended t~at the Metrcpo~:.::s~ Coordinat:.::g Comrnitt.ee had infringed upon t:-.e po.,ers "ceser--,ed t.o the aoard of Education. This contention was reJecced. ~udge Woods r~led, jased on t~is f"_nding, t~at :~e ~ag::et ~eview Commic::ee's role is co make recorunended --:
:-:
"_:.-:.'f decisions regarding the operation of the magnet sc~cols. Those decisior.s should then be com:nunicat:ed, a '"'rit:::en "!'.'eport, t.o the court for approval. A number of discussions relative to financial support and staffing were ~ade based on compromises and a succession of court orders. A per ~upil expenditure o: $3,100 was esc:ablished. The st.ate \vas directed to pay one-half this cost and the host. district:: t.he "!'.'emainder. The state was also directed to pay all magnet student transportation costs. The host school district was in the throes of a massive staff reassignment and chis was subsequently modified by judicial order. T~e test. school district assigned teachers to the magnet schools with consideration given to teacher request. Pupi.:.. seat:: allocations were established on a ratio basis whi.:..e a"_so seeking to ~aintain racial balance in each sc~ool. A Magnet Educational Team (M.E.T.) was identified and charged with responsibility for recruitment of students and the 2 ::andled t~rough the pupil placement o::fi~e ct :~er.cs: sc:1ool . Ulti~ately six si:es were selected i~ :~e ~os: s::.:es 't.Jere elementary and :~ey consisted c::: , :.
:':coke:::-
..r:s ~agnet School ~ith emphasis on the perfor~::.~g ar:s, ) \ ' - I ?oreign Language/I~ternat.:.o~al Studies Magnet School, a~d ' . -, I ,</illiams Basic S)dlls Magnet School. At the J"unior School level the Mann Junior High School became t~e t~o-phase :::agnet school .:eaturing "':~e arts" and Math/Sc::.ence. ~igh sc:1ool .:.evel ::-.e Parkview high school became t~e Parkview Arts/Performing Arts Magnet School . An evaluation team was identi::ied from Arkansas s:ate At tr.e University (See Appendix A) and an agreement was negotiated with the Of:ice of Educational Research and Services (02RS) for the evaluation of the first year's operation of the ~agnet School ?rogra~ in December, 1987. The negotiated agreement contained the following assurances and understandings: l. The applicant assures that at completion of the proJect an evaluation instrument will be developed. 2. The applicant agrees to provide training to appropr::.ate personnel on administering the approved evaluation instrument. 3. The applicant assures the approved instrument .:.s developed and training completed on or tefore February 1988. 3 The applicanc assures thac he/she will orovide ar:. analysis o: the daca. T~e applicant agrees to write a report ~ased c~ t:.~e -.::ompucer searc:-:es :,-1ere initiaced i:1. December, :
_937 ar:.d c.3.ta programs were reviewed. A meecing involving key r.,eni.bers of che evaluation team. and the Magnet Review Ccl1T.littee was held in late January, 1988 to reinforce understanding and sc~edule on-site visitations by the evaluacion tea~. -::':--.e magr:e t:. elementary schools ,-1ere visited by the teain c:--. febr:..:acJ : and 8th , 1988. A return visit to the secondary magnet schcols was made on March 3rd, 1988. The review of the literature, particularly Blank et:. al., identified the following factors as contributing to a successful magnet school program: , .1.. District-wide access for students on the basis of voluntary preference. 2. A curricular theme that is definite, appealing, and distinctive. 3. A principal and a staff composed and disposed to deliver on that theme, as advertised. 4. Instruction thac is reviewed by the district fer its rigor and fairness (accountability) . S. Good transportation and school security services. 6. Student and Staff composition that closely reflects the racial and ethnic composition of the system. 4 A nechcd of checks and balances c~ac will
revenc 3 . Scare-up funds for ~acilicacing early success a ~d ~~plemencacion. (See Note) Note: This paper summarizes Survey of Magnet Schools: Analyzing a Model for Quality Integrated Education. ?inal Reporc of a National Study, by Rolf K. Blank ec al. (ABT Associates, Inc., Cambridge, MA. and James H. Lowry and Associates, Washingcon, DC., September, 1983. 428p., ~~IC ~ocument Number ED 236 304). 5 DATA COLLECT:ON ':'!:e evalua::::..c:1 (.ea..'ll conducted an ex(.e,,sive r-eview of
erci:-:ent resear~h literat.ure relating tc ffiag:-:et school programs i:-: t:ie United States. Attention was part::..c...1larly focused en programs ir.i tiated in the past
:en years. ':'~.e purpose of the review was to validate the seven ~ey variables presented by the Magnet Review Committee (MRC) as descri~
::ors of the int.er-dist.rice Magnet School Program of Pulaski c~unty. This review process sought to establish bot.h the viabili
::y of the descript.ors and their complet.eness. ~he evaluat.ion team ut.ilized information gained from t.he research literature to establish sources for more in-depth informat.ion. Telephone contacts were made with representatives from what were apparently the most successful magnet school programs in the United States. The selected programs are located in St. I...ouis, Mo.
Rockville, Md.
Houston, Tx.
Dallas, Tx.
and Kansas City, Mo. The evaluation team utilizing information accruing from these sources concluded that the seven key variables presented by the MRC, i.e., Philosophy, Policy and Practices
Parent and community Involvement
Resource Allocation
Staffing and Leadership
Instruction
Program and Student Outcome were both valid and complete when utilized to define the dimensions of a successful magnet school program. Based on this judgment, the evaluation team utilized these key variables as category components to develop the evaluation instrument. 6 -:':-.e evaL.1at.ion t.eam idenc.:.:ied t.hree S:)ec.:.:.:..::: populat::.::::-.s or groups from which t.o solicit: .:.n:or~at:.cn regar~:.~g t.he magnet sc::col pro<
ra.'TL. ':'::ese populat::.cns .,ere t:eacher-s :.:1 c::e ~ag~ec schools, students int.he magr.et schools, and ~a.rents of students in the magnet schools. :'he evaluation team utilized data gener-at:ed oy tr.e informat.ion search and operat.ional definit.ions develc~ed fer each of the seven variables t.o develop a pool of quest.:.ons appropriate for each population. The operat.ional defi:::.t:ion for each variable was stated in the following ter-ms: Philosophy, Policies, and Praccices: I know and understand the policies that govern this school, the procedures that are ut.ilized to iillplement these policies, and the thrust. of the magnet. focus of this school. II. Educational Program: I feel the instructional program has sufficient. depth and breadth to provide a strong foundation in the basic skills while adequately addressing the ident.ified magnet theme and teaching studencs to funct.ion effectively in a racially-integrated classroom. III. Staff and Leadership: I feel this school has a positive climate for learning characterized by positive interpersonal relations, the lack of racial tension, and high expectations for students. IV. Resource Allocations: I feel the facilities, materials, teacher/pupil ratio, security arrangements and transportation services are 7 v . :!1s tY'J.ct.:..c::: : feel t~e ~~struction provided by t~is school ~3 cons:.stent ~ith its stated goals and s~ppor:s :::e VI. :ommunity =~volvement: ::::.s I feel :~e public is i~formed of act:.vi::.es re~at:.~g to this school and that there is active icvolvement of parents and other members of the community~~ :his school. VII. Student Outcomes: This school promotes a positive attitude ir. st~dents toward school, other races and their educational progress. The pool of questions grew to a total of 256 questior.s before the jury consensus technique was employed to scree~ the items for duplication and appropriateness, and reduce the mass of items to a reasonable and usable number. The following matrix presents the final distribution of items by key variable and population group: a Parent: Teacr.er Student TOTAL NUMBER OF ITEMS By Variable and Population Group PPP PCI RA SL I p 5 8 3 6 3 5 4 4 6 8 5 7 3 2 4 4 4 2 PPP - Philosophy, Policies and Practices PCI - Parent Community Involvement RA - Resource Allocation SL - Staff and Leadership I - Instruction P - Program SO - Student Outcome 9 so TOTAL 5 35 3 37 6 I 25 ?allowing agreement on a draft cf the t~ree separate, 8Ut si~ilar questionnaires, each ir.strument was subjected to an .:.:::partial evaluaticn by a ccr:-,puter progra..11t to determ::.:--.e tt'.e readability level and ~anguage appropriateness of eacn instrument. The team was consciously concerr.ed t~at every respondent must be able to read and understand each item on his/her instrument in order to submit quality responses. To further validate the suitability of the instruments, tte team conducted a field testing of the instruments with similar populations that was not a part of the evaluation study. After revisions in questionnaires and instrument format, t~e proposed instrument was presented to the MRC for review and approval. The MRC approved the questionnaire items and format with minor suggestions. These suggestions were incorporated into the final draft of the three evaluation instruments. 10 Security of the data is a maJor concern when an evalua==r depends on another person or persons to adr:linister i:-:.str .. :.rc1ents and collect:. data for use in the evalc.:.atic::-.. :':-:e evaluation team is confident that the magnec scnool and administrators, and the MRC Director and of:ice teachers conducted their functions regarding instrument administration and data collection in a precise and professional manr.er. The following data collection activities will document tr.at the data was secure and professionally treaced. On March 10, 1988, an informational workshop outlining the data collection procedures was conducted by an evaluation team member for the magnet school building principals and the director of the MRC. The evaluation team members presented and discussed the specific data collection procedures (See Appendix B). Included in this presentacion was a discussion of a letter to each magnet school faculty member detailing participation in t~e evaluation process (See Appendix C). The building principals were requested to distribute the information letter to the faculty and follow all other administration and collection procedures. 2. on a date set by each building principal, each teacher of grades 4-12 administered the questionnaire to his/her students. These forms were collected by the teacher, placed in a large, sealed envelope, and returned to the building administration office. The Director of the MRC, notified of the administration date and time, returned the instruments from each building. On selecced dates, 11 t~e MRC of:ice for~arded t~e sealed envelo~es 3. Work~~
ccopera~~vely wich che building profess~o~~l ~or ceachers co complece che questionnaire. ~his occurred during a scheduled faculty meeti~g and c~e teacher was designated to collect the corepleted instr'--'I!lents, place in a large envelope, seal the envelope and return ic to the building administration of:i:e. According to procedure, the MRC Director retrieved t~e envelope and =~rwarded tte sealed envelope to tte 02RS. 4. Follow-up procedures were established and implemented to encourage teachers and students that were unable to complece the questionnaires on the given date to submit their responses for inclusion in the study. 5. The Director and office staff of the MRC reailed a questionnaire directly to all parents of magnet school students, K-12. This mailing included instructions and a stamped addressed envelope for returning the completed questionnaire to the MRC office. The MRC office forwarded all returned responses in the sealed envelopes to the OERS. The building principals assisted with the parent survey by encouraging parents via the school newsletter and parent meetings to complete and return the questionnaires. 6. The office manager of the OERS received and checked each questionnaire package, recorded the number, the population group, identified the completed instruments 12 and verified che i~cegricy o~ che security process. , All daca recording and analysis were conduc~ed by ~he scaff o: ~he 02rtS. ?roper =aution a~d concern was exercised during c~e daca recording and che compucer progra~ Statistical ?ackage for c~e Social Sciences (SPSS) was used in data analysis. 13 ~~e evaluati~n team developed questions :o so~i=~= :eac~ers,
arents, and students. These q~est~~ns ~ere ~resented to the MRC for review and approval. ~he cemograp~ic data were utilized to describe t~e pop~lat~~n and :o assist with data analysis. ?opulation data on the records of the MRC indicated t~ere were 247 magnet school teachers of grades K-12, 2382 ~agnet school students in grades 4-12, and 3372 parents of magnet 3c~ool students ~n grades K-12. To insure every member of all t~ree pop~lations equal opportunity to respond to :~e instrument, every member of each population was provided a questionnaire and invited to respond. The acceptance for questionnaire returns was closed (May 11, '88, which was eight weeks after the initial mailout), with the following results: 230 or 93.1% of the teachers had returned completed questionnaires
2201 or 92.4% of the students had returned completed questionnaires
and 1676 or 49.7% of the parents had returned completed questionnaires. Twelve parents reported two or more students in the magnet school program. The data for these parents were recorded only once and allocated to the first school/child listed on the returned questionnaire. A very small number, less than one percent, of the questionnaires were determined to be unusable because of incorrect markings on the instrument. The characteristics of the three population groups are presented as population profiles. The first item on the questionnaire identified the school being evaluated by the 14 :eachers are ass~gned to Mann Junior High
354 s:~den:s grades 4-6 attend Booker Elementary and :18 s:~dents ~races 4-6 attend Gibbs Elementary
and that 237 parents ~a~e s:udents attend~~g Carver Elementary and 252
are~:s ~ave students attendi~g ?arkview High School. 0 z: Cl) 1- z: UJ .::::i ,::-:i Cl) I.J.. C) 0 z: TEACHER DATA: SCHOOL 80r-----------------------, 72 ..... .... ....................................... ..... ............................ 64 ................................................................................................................................. . 56 48 40 ... 32 ... 24 ... 16 .. . 8 .. . 0 wLMS GIBS SCHOOLS - TEACHER ASSIGNMENT STUDENT DATAI SCHOOL STUDENT RTT~NDS 800r------------------------, 720 ............................................................................................................ 640 560 480 400 320 .. . 240 .. . 160 .. . 90 ... 0 90KR WL.MS GIBS M~NN SCHOOLS - STUDENTS BY SCHOOL 13 PARENT '.JATA: SCHOOL CHILO :-a TT:: '.CS 400 360 J? 320 280 ... ..J.J -=:: 240 ct 200 ... LL 160 ... 0 120 ... 0 z: 80 40 0 BOKR CFIVR wLMS G18S MANN SCHOOLS - PARENTS BY SCHOOL ~evel placement o f t~e student in questi~n. The studer.: profile data shows the highest grade l evel attendance was reported for the fifth grade (322) and the lowest for tje ninth grade (180). The parent profile data reveals ttat ~~re parents of students in grade five responded to the questionnai res (2 28 ) and t~e lowest r.u.'1tber c : parer. ts responding had s t udents in grade nine (6 2 ) . U") ~ z: w ::::l ~ U") LL 0 z: STUDENT DATA: GRADE LEVEL 400----------------------, 360 ... ...... ...... ... ....... ........... ...... ......................................... . 4 - STUDENT'S 16 (fl >-- 0 z:: PARENT DATA: GRADE LEUEL 300.--------------------------, 270 240 ..... ........ .. .. .. .... ... ........ ........ .. .... .. ... ..... ............. ...... .......... ....... .... ... ... .......... . 210 ..... 180 150 120 90 60 30 0 K l 2 5 6 GRADES - CHILO' S GR LEU EL 11 T~e gender o: t~e teact.ers and of t~e st~dents was req~es:ed t~e great maJor~~Y of responding teachers were fema~e (:~8 ~~ 41). The students' gender was much more evenly distr~j~:ed (1161 female, 1029 male, 11 did not complete item). (J) a::: w :::c u <C UJ ~ u. 0 0 z:: TEACHER DATA: GENDER 2001-----------------------, 180 160 140 120 100 80 60 40 20 0 - SEX OF TEACHER 17 1500 1350 .)J 1200 - :asu = 380 ,- ~) 758 ~ 600 450 g 300 150 0 STUDENT DATA: GENDER Fi::MALE SEX l'VO - SEX OF STUDENT :~e r3ce cf tte respondent was requested ~re~ al: :~ree ..... ,.... ....... . :::l- ......... .. -. --- __ __, ... gro:.:
s . rt""'!:)
::-.::,,,,- -=- ----- i~::erence for this descr~ptor with 154 o: the 2}0 teac~ers ~de~t~:ied as white
whereas, tte parent and student
rc:.:ps were fairly even in distribution. The students respond~r.
were 1129 black, 1003 white, 61 other and nine did not complete this item. Responding parents were distr~buted in :~e :allowing way: 857 white, 769 black. 37 otters anj :J ct~ not complete this item. TEACHER DATA: RACE 200 180 ..................... , ...................................................... . (f) 160 ................................................................ , .................... . ~ w 140 :I: ""ooooOOoooo u <J: 120 ........................................................... . w r- 100 ....................................................................... u... 80 0 oooo"""'"""oo"''"oo 60 0z : 40 ....................................................................... " .. "'""''" ............. ....................... . OTHER - RACE OF TEACHER 18 (.fl fz: ~ ,- v) Ll... 0 (./) ~ z: ~ <%: CL 1..1... 0 0 z: STUDENT DATA: RACE l 500r----------------------- 1350 ........................................................................................... 1200 .......................... ......................... ................................................ , ...................... ....... .. :050 ..... . ............ ,., 900 750 600 450 300 150 0 900 810 720 630 540 450 360 270 180 WHITE OTHER RACE - RACE OF STUDENT PARENT DATA: RACE , ..................................................................... . , ..................................................................... . ....................................................................... ' ... -~- .................................. ' .............. . ....................................................................... 0TH RACE - RACE OF PARENT The location of residence was asked of both the student and the parents. The student profile data revealed the majority of students lived in the Little Rock District (1658 of 2201 or 75.33 percent). The parent profile data revealed an almost identical percent (73.33) of the parents reporting lived in tr.e Little Rock District. 19 STUDENT DATA: SCHOOL DISTRICT 2000 1800 (j') 1600 '-= 1400 .LJ g 1200 ,- (f) Hl00 LJ.. 800 0 600 a z: 400 200 0 LR NLR PC SCHOOL DISTRICT - RESIDENT SCH DIST PARENT DATA: SCHOOL DISTRICT 1250 112~ (f) 1000 ................................................................. . f,-- z: 875 ~.z: 750 -- a.. 625 LL 0 500 ....................................................................................................... 0 375 z: 250 L.R NLR M O SCHOOL - RESIDENT SCH DIST 20 ~~
:l~ -..-.,-..,-.""'_ - ..-.:::- _.._._ .. .._ .. ...,, ..... _ .. _ ---- :::: ............ -- --...,,:- ... - ----- ,,-_::::,---:::i,,,... ... ~--- --:::i. -----::,"-----~ ---- c
:::-eac r:-.:.11.:)e:::- of 1:.telr sc~ce::1:.s a!1d :eac,.ers ,
oLlc. ::e .:.:-. r.~s/her seco::d year of residency at ctac sc~col. revealed t~at 1:_je ~aJor.:.cy of teachers (139 or 6u.4%) ~ere sc~cencs (1 :88 or 54%) were ~ew co cjac schco:. 200 180 U) a:: 160 w ::c 140 u 120 <I: w ~ 100 I.J.. 80 0 60 a z: 40 20 0 1500 13~0 U) 1200 ~ z: 1050 w 0 900 :::::i ~ U) 750 aI.J .. 600 450 a z: 300 TEACHER DATA: TEACHING ASSIGNMENT NO RESPONSES - 2ND YR. SAME SCH. STUDENT DATA: ATTENDS SAME SCHOOL .................................................................................................................................. .............................................. , .................................................................. . NO RESPONSES - 2ND YEAR SAME SCH. 21 ................................................... ................................................... ................................................... -- ......................... . (.J) I- :J.J .L -1: a.. L1.. 0 g 1.000 900 800 700 600 500 400 300 200 100 0 PARENT DATA: CHILD ATTENDS SAME SCHOOL NO RESPONSES - 2ND YR SAME SCH A question included in demographics of teachers is "How ~uch experience do the teachers have"? The profile data reveals ~~at the teachers in the magnet schools ~ave cons:jera~:e experience with a slight ~ajoricy (119 or 51.7%) ~av:~g over a:even years of teaching experience. TEACHER DATA: TEACHING EXPERIENCE 200 180 (.J) 0::: 160 , ............................. , .................................................................................... , .............. . l:Jc.J 140 u 120 <I: lJ.J I- 100 LL 80 0 ........................................................... . 60 40 20 0 0-5 G-11 11+ YEARS - YEARS EXPERIENCE 22 1000 900 ,(J-') 800 z: 700 w 600 ,::-:i (.f) 500 u.. 400 0 300 Cl z: 200 STUDENT DATA: TIME ON BUS 68+ MINUTES - TIME SPENT ON BUS . .... .. .... . - ,_ --- J ._, _ . c - _nan attempt co facilitate the ir.:erprecac~on and/ ~r description of the results of the study, several add~t~G~a: quest~cns were asked of the parents. The subseq~enc responses allowed the evaluat~cn team co descr~~e t~e parer.: par:~:~pants as :ol-ows: The ~ajor~:y of the ~arents 57.6%) are between 31 and 40 years old
the mothers cf :r.e magnet school students have an education level beyond ~~gh scjool and the largest group of mothers (640 or 40.7% o: those responding co this item) have a college degree
the father's educational level, as reported by the 1219 respondents co the item, is beyond high school and c~e 23 PARENT DATA: AGE 1000 900 .(/-) 800 z: 700 u.J a::: 600 <I: il.. 500 LJ... a 400 a 300 z: 200 100 0 <20 - AGE OF PARENT PARENT DATA: MOTHER'S EDUC 700 630 U) 560 ,- z: 490 u.J a::: 420 <C Cl.. 350 LJ... 280 a a 210 z: 140 70 0 HS GED >HS COL LEUEL OF EDUCATION - MOTHER' S EDU LEVEL 24 PARENT DATA: FATHER'S ~~UC 700 630 U) 560 t:
: 490 G:j a::: 428 <I: Cl.. 350 1..1... 0 280 0 210 :z: 140 70 0 <HS HS GE >HS LEUEL OF - FATHER'S EDU LEVEL PARENT DATA: RESPONDENT ID. 1400 1260 U) 1120 >z-: 980 ~ 840 <i: a. 700 u.. 0 560 0 420 :z: 280 140 0 MOTHER FATHER GUARD BOTH RESPONDENTS - WHO COMPLETED FORM PARENT DATA: CHOICE OF SCHOOLS 1500 13:50 " "'''' ' ''''' ' '''"''''''''''''''''''' ' '''''''''''''''''' U) 1200 .................................................... . >z-: 1050 "''"''''''''' I.U a::: 900 <i: a. 750 " u.. 600 0 ........................... , 0 450 :z: 300 ............................................................................................................. 1:50 ................. .............. ........................... ............. ... ...................... ............. 0 2ND 3RD 4TH CHOICES - CHOICE OF PARENT 25 ",.' r - .... ~ ---,.-\l . ..1 !. .:::, _.,:
:::rough ::::-.e use o:: s~rvey .:.:-.str.1..':'.encs see~i:-.
res
:o::ses :c carefully construcced i:ems relaci::g specific~::1 :c eac~ variable. A di::erenc number of questionnaire i:ems, relat.:.::g co t~e key variables, was developed :or eacn :
)Opulac.:.c:: group. ':'~is desi,
:-. .,,
as to acco.:::..'11cdace :::::r ::--.e differences in che group's k::owledge, involvement, and interesc. Data Processing Each respondent was asked to reacc to the questionnaire wi:h a sincere actitude using the following scale: SD Strongly Disagree with the s:acement D --- Disagree with che statemenc A --- Agree with the scacemenc SA Strongly Agree wich che scatement To begin the staciscical analysis, it was necessary to assign numerical values to the categories of responses (i.e. SD=l, 0=2, A=3, SA=4) on che questionnaire and similar type nu.-noer va~ues for che demographic variables (school, grade, sex, race, etc.). In a few cases a respondenc neglecced to respond co a particular statement. If this omission occurred four or more times, the quescionnaire was labeled as incomplete
however, if omission occurred less than :our :imes che q~estionnaire was accepced as complete. T~e 26 ass.:.c
::ed .::. ::~::-.er :.::=.l value o : ze:r::, J) . After ::-.e evaluatc..on team recel.'/ed -\.,e ~"c c::- _ __ ,,. ~ 0 ,. one i~dividua_ was respo~sible for p~ac:.~g a~ icent:.:::..::ation number on each form as i:. ar:::-:. '1ed. 2 . Demog:::-aphic data was coded as well as t~e ca:.egcr:.es of responses to the questionnaire items. values were placed in the right hand ~argl.n of a~~ questionnaires to facilitate the transfer of nu.'1\bers to coding forms and for veri:ication of accuracy o: :.~e coding procedure. 3. Two research assistants were selected and tra:..ned to enter all data on the mainframe computer. T~ese were :.he most skilled keyboard operators on the team. 4. Verif:..cation of data entry occurred at :.hree sepa:::-a:.e stages of the recording process and one time after :.~e data was entered on the computer. Analvsis Procedures The initial stage of data analysis was descriptc..ve i~ :or~. cumulative summary information provided frequency distri~ut:..ons, graphs, and a measure of central tendency (mode) on each demographic variable and questionnac..re 1:.em. After examining the distribution of variables (via frequency distributions), cross-tabulation contingency tables were computed to investigate the relationships a~ong the 27 7~e scac~st~cal analys~s a~ t~e data in the numbers within eac~ of the population groups ' ~.e. :20 teache:rs, :676 parents, 2201 st-.:dem:s), pracc:.cally as.su:::-ed a highly signi~icant dif~erence would be found when t~e c~i-square statistical test ~as appl:.ed. Yet, ~c :.s :reccg~~=ed as one of t~e better tests ta use with frequency repo:rced data. ~~e:re is no question as to the validity of the statistically significant differences, for indeed the:re were differences found. It is tte obviously missing "practical significant difference" that caused the evaluation team to further investigate the identified differences. ~hese additional analyses were conducted utilizing the demographic var:.ables to sub-divide the population into a managea0~e size. These additional computations, although requi:::-i~g considerable work-hours, permit the evaluation team to :remain confident in the interpretation of the data. 28 )--~C:r"r -- ..... .., ----:--.....,---=~ seven ~ey variables. (See Appendix :':). ':':-.e s
::
ec:..::ic q
est.:.2:-.::aire :..::ems by number and scaterner::::: ::2r eac:: 1ar:..ab:e and eacn populat:..cn is presented prior tJ c~e graph.:.c displayi::g tje response. T~e ~ey variables are preser.ced belO'l'I. P~ILCSO?~Y. ?OLICY, AND PRACT:CE person~el policies. 13 . : am acquainted with the program goals and object:..ves for this magnet school. 18. I am familiar with the information in the staff handbook. 32. I a~ familiar with the student recruit~ent procedures for chis school. STUDENT :~E~S: 8. I know and understand the rules that govern this school. 14. I chose to attend this school because of my i~terest in its magnet theme. 17. I am familiar with the information in the student/parent handbook. PARENT ITEMS: 10. I know and understand the rules that govern this school. 17. I am acquainted with what this school is trying to accomplish. 29 21. a mac
ne:::: sc:-:ccl. speci:ic ~agnet :ocus. The responses to the above statements deter~i~e teachers. parents. and students have a knowledge and procedures t:-:at are utilized to i~plemen:::: ::::~e polic~es. and the thrust of the magnet focus of the school. The accompanying graphic displays the distribution of the responses and the magnitude of agreement/disagreement a~ong the three populations for the variable Philosophy, ?olicy, and Practice. 30 (fj w ()) z: 0 CL (Jj w Ct:: LL 0 ..... z: w u Ct:: w CL 60 50 40 30 20 10 COMPOSITE RESPONSES: PHILOSOPH'r', SD D A TEACHERS PAREt"~TS RATINGS OF AGREEt1ENT E] STUDENTS ET AL. SA - .:::. - -= - ...... ' - - - .~ acc:.vely involved i:1 :tis sctool. ::. 3. =:1.:c:r::-,a::.on c.bout t:-.e magnet school p:rogra.-:'. __ ,
:.-::.e .:..y disseminated i:1 cte community. :.3. :r:emt:e!:"s o::: :te cc:nrr,un1.ty (other t:-.an pa!:"en:s ) c ::te:1 ::--.e .:..p with sc~ool programs and activities. PARENT :'.::'E:'1S: 11. I a~ actl.vely involved in this school. School personnel are cooperative when deal:.~g ~:.:t ~e. Members of the community (other than student:s' pa!:"er.:s ) ~re act~vely involved i~ this school. 26. ~he community is aware of this school's magnet p:rog:ra~. 31. I want ~Y child to attend a magnet school r.ext year. 36. I would encourage other parents to send their ctild:ren to a magnet school. 40. I receive information about activities at my child's magnet school in plenty of ti~e to attend. 43. I feel at ease working with people of other rc.ces school-related activities. Responses to the above statements reflect the attitude o f :eachers, parents, and st~dents toward the public being 32 ,....-----. ..... ----- - .... ...... -- -...... --~!'-"-.::.!.::, :cespo:-::
es ::-.~ee 33 _,,..,.. ~,... ..... -::: - -==--- ,.... ....... ,.....' ~ - .. -- ... ::"'-~--.-- '--'-'"'-' C0~1POSITE RESPONSES: PARENT /COtv1M IMUOLU 70.-------------------. (I) w 60 ................................................................................................................................. . (J) -r. i- 0 (L (I) w er: LL 0 rz: w u ~ w 0... 50 ............................................................................ .. 40 ............................................................................. . 3 0 .-.:.-.:.-.:.-. : ...... ........ . 2 0 :::::::: 10 ............................. . ..... ....... .... . ............................... . 0 ~t/0 SD D A SA RATINGS OF AGREEtv1EMT TEACHERS lliJ STUDENTS 0 PARE~1TS STUCENT CU~CCM2 T2AC~ER I~EMS: ~ Studencs exhibit a posicive accicude c~ward sc~ool under che magnec program. 37. This school gives studencs a unique educational experience. 39. Students do not j eopardize cheir success in reg~:ar curriculum classes by participating in magnet cjeme classes or activities. STUDENT ITEMS: 13. I enjoy being a scudent in this school. 21. I am able to work well in a classroom made up of different races. 23. Most students of different races get along well with each other at this school. 26. I would like to attend a magnet school next year and would also encourage my friends to attend. 28. I have time to participate in magnet theme classes and/or activities. 31. Participating in magnet theme classes or activit~es does not hurt my grades. PARENT ITEMS: 16. My child has a positive attitude toward school. 20. My child usually understands the work he or she is doing. 25. My child functions well in a racially-integrated classroom. 34. My child has ample opportunity to participate in classes and/or activities that reflect the magnet theme. 35 42. The magnet theme does not interfere witr. my child's success in learning the basic skills. The responses to the above statements reflect the opinions of the teachers, parents, and students regarding the school promot~ng a positive attitude in students toward school, other races, and the educational progress being made. ~he following graphic displays the distribution of responses and the magnitude of agreement/disagreement among the three populations for the variable Student Outcome. 36 (I) w (J) z: 0 CL (J) w (}: LL 0 J: z: w u Q: w CL COtv1POSITE RESPONSES: STUDEtf T OUTCOME 60 50 40 I I 3 0 -............................................................................. . 20 10 e I I I SO D A TEACHERS PARENTS RATINGS OF AGREEMENT STUDENTS SA rf""'" l ~2SOURC2 AL~CCATION support ~Y ir.structional efforts. :6. The participating school districts are supportive c ~ :he magnet program at this school. : 7. :n-service programs are available i:i rr.y school '"'h.:.c:: relate directly to the theme and purpose of this magnet school. 24. Security arrangements in this school provide adequate safety for students and personnel. 28. My classes are of an appropriate size to accomplish the specific goals of this magnet school. 34. The facilities are adequate for the accomplishment of this school's goals and objectives. STUDENT ITEMS: 10. Teachers use many kinds of materials that deal with different racial groups. 15. My classes are the right size for special theme activities. 22. This school is a safe place to be. 32. The school building is satisfactory for all classes. PARENT ITEMS: 12. Transportation to this school is satisfactory for my child. 27. Security arrangements in this school provide safety for students and personnel. 38 37. : think this school's materials, equip~ent, and perscnnel are equal to or better than t~at cf ~ost area sc~ools. The responses to the above statements reflec: :he feelir.g of tte :eachers, parents, and st~dents regardir.g the fac_~i:ies, materials, teacher/pupil ratio, securi:y arrangements and transportation services and the adequacy of support tJ ensure a sound educational program in this school. The following graphic displays the distribution of the responses and the amplitude of agreement/disagreement among the three populations for the variable Resource Allocation. 39 (J) L1J (j) z: 0 a.. (Jj L1J O::'. LL 0 1- :z: L1J u ~ L1J (L COMPOSITE RESPONSES: RESOURCE ALLOCATIO~~ 60 50 40 I 30 20 10 _.. ............................. . SD D A TEACHERS PARENTS RATINGS OF AGREEtv1ENT ......... STUDENTS SA ob]ec:c.:..'1es ~-= thls scr:co.:... 9. :!'::..s --.-.h.....,,.....,i ~"------ ru~ong staf: ~embers and students. 15. There is pcs2.:.:..ve, dynamic, and i:movat.:..
e i:1str..1::::.:.::::
-
a.l. leadership in this school. 20. I would like to teach in this school next year. 25. The teachers in this school are fair in dealing wich students. 29. There is no racial tension among the staff. 35. Communication systems are open and ongoing between administrators, staff, students, and parents. 41. Teachers in this school have high expectat.:..ons for their students. STUDENT ITEMS: ~l. People in my school are friendly. 19. The principal in this school is fair. 27. There are no racial problems between the students and people who work here. 29. The teachers in this school expect students to do their best. 33. The teachers in this school are fair. PARENT ITEMS: 13. Personnel in this school are friendly. 19. There is an energetic and creative leadership in this school. 41 is f.::.ir working w:.th and
iarerlts. s t:t:.den ::s. J2. T~ere is no racial tension between t~e sta:f a~d parents. 38. Teachers in t:h~s school have high expectat:.cns f~r t~eir students. The respcnses to the above statements reflect ::he feelings of teachers, parents, and students regarding the school having a positive cl~mate for learning characterized by posit:.ve interpersonal relations, the lack of racial tension, and high expectations :or students. The following graphic displays the distribution of responses and the magnitude of agreement/disagreement among the three populations for the variable Staffing and Leadership. 42 (J) w (j) z: 0 CL (J) w 0:: LL 0 .,_ z: w u 0.: w 11. 70 60 50 40 30 20 10 COMPOSITE RESPONSES: STAFF & LEADERSHIP SD D A TEACHERS PARENTS RATINGS OF AGREEtv1EMT EJ STUDENTS .................... T2ACH~R :~2~S: :o. : have ~~~e co plan lessons, work with ~Y st~dencs, chec~ t~eir work, and provide feedback. 22. : have adequate access to resource personnel co promote the ~agnet t~eme in this school. 26. Curriculum committees study the interrelationsh~p o: t~e regular curriculum and the magnet theme. 31. Magnet theme classes do not interfere with the basic curriculum. 36. Classroom procedures in this school support the dign~ty of all racial groups. STUDENT ITEMS: 12. My teachers check my work and tell me how I am dong. 16. I am learning something connected with the magnet theme in most of my classes. 24. My teachers explain things clearly, and I know what they expect me to do. 30. Members of all races have places of importance in my books and classroom activities. PARENT ITEMS: 14. My child's teachers check assigned work and let my child know how he or she is doing. 29. My child's teachers explain things clearly and let my child know that is expected. 39. The materials and procedures in my child's classes support the dignity of all racial groups. 44 :::::e s::::oo agreemenc/d~sagreemenc among che chree popu:acio::s :c~ :::::e variable Inscrucc~on. 45 (J) w (Jj z: 0 CL (J) w er: LL 0 1- z: w u ~ w 0.. 60 50 40 30 20 10 COtv1POSITE RESPONSES: IMSTRUCTION SD D A TEACHERS PAREr1TS RATINGS OF AGREEtv1ENT [ill STUDENTS ?ROGRA~ TEACHER I~~MS: 2l. ~his school ~rovides a strong educational :oundat~o~ in the basic skills. 27. ~here are enough different courses offered in the magnet theme. 30. Students have ample oppor:unity to participate i~ classes and/or activities that reflect the magnet theme. 33. There are enough different academic courses in this school. 38. The Magnet Review Committee is supportive of the program at this school. 40. I feel that the magnet program helps students to function effectively in a racially-integrated classroom. STUDENT ITEMS: 20. This school provides a strong background in all the basic skills. 25. There are enough different courses offered in the magnet theme. PARENT ITEMS: 15. The magnet program in this school meets my expectations. 24. This school provides a strong educational foundation in the basic skills. 30. There are enough different courses offered in the magnet theme. 33. My child has ample opportunity to participate in classes and/or activities that reflect the magnet theme. 47 The responses to the above statements reflects the feelings of the teachers, parents and students that the ir.structional ~rogram has sufficient depth and breadth to provide a strong foundation in the basic skills while adequately addressing the identified magnet theme and teaching students to function effectively in a racially-integrated classroom. The following graphic displays the distribution of the responses and the amplitude of agreement/disagreement among the three populations for the variable Educational Programs. 48 (() w (() z: 0 0... (0 w Ii: LL 0 ~ z: w u IL w Q_ 60 50 40 30 20 10 COtvlPOSITE RESPONSES: PROGRAM SD D A RATINGS OF AGREEtv1EMT TEACHERS PARENTS E:J STUDENTS statistical Analvsis In order to analyze and interpret the data, the statistical technique "chi-square" was utilized. This technique was selected because of its power in analyzing frequency data result~ng from questionnaire responses. Because of the extremely large number of responses, the evaluation team anticipated large chi-square values signaling highly significant differences. Following the statistical analysis via computer program, this anticipation became reality. According to Robert L. Winkler and William L. Hays in Statistics: Probability, Inference and Decision, Second Edition 1975, Holt, Rinehart and Winston, New York, pages 832-33, "If the sample size is very large, as it should be for the best application for the (chi-square) test, virtually any 'degree' of two statistical relationships between attributes will show up as a significant result. The test detects virtually any departure from strict independence between the attributes for these large sample sizes". Winkler and Hays contend that with large enough sample sizes, chances were good for statistical significant difference on almost any two qualitative attributes via the chi-square test. To compensate for the inflation of significance due to large sample sizes, further analysis was conducted to measure the strength of the association between the attributes in question. This lead the evaluation team to apply the Pearson Contingency coefficient to the computed chi-square va1.ues in order to measure the strength of association among the population groups and their ratings on the key variables. 50 -:'he range of "strengt:h of associat:ion" is from a low of 0.00 to a high of 1.00 with marginal associat:ion accept:ed at 0.20. ~he following matrix illust:rat:es the computat:~ons for both the chi-square test of independence and Pearson's Cont:ingency Coefficient: for each of the seven key variables: PEARSON CHI-SQUARE KEY VARIABLE CONTINGENCY VALUE COEFFICIENT Resources 182.37 .209 Inscruct:ion 108.043 .163 Student Outcome 168.72 .1570 Community Involvement 320.42 .276 Staff & Leadership 184.886 .210 Philosophy/Policy/Practice 98.12 .155 Educational Program 68.76 .130 Required value for significance df=6
chi-square=22.457 P<.001 Suggested value for Contingency Coefficient strengt:h of association
C=.20 51 :r.e very high c~l-square values i~ply a hi
hly signi:icant. di::erence among t.he t.hree populat:l:ir:s :o:::- each and every
arlable JUSt: as was expect.ed. :his would seem t.8 ir:dicat.e tr.a~ teac~ers, students, and parents would race the items dif:erent: on the key variable being measu:::-ed i.e. when a respondent. belongs t:o a part.icular populat:ion it is predictable as t:o how that. person would rat:e that. key variable. However, when t:he cont.ingency coefficient. is applied to the chi-square values and consideration is given tot.he large size samples the probability of predictlng t:~at a part.icular memner of a population group would rat.e t.~e variable as "Strongly Agree" or any other oft.he rat.lng values, the chance of success is approximat:ely one in five or 20%. (Note: ut.ilizing this analysis, Resource Allocat.ion. Community Involvement and Staff & Leadership were significant.). What became apparent. to the evaluation t.eam was that. differences did exist
however, the strengt.h of associat.ion in most. instances was negligible due to the rnajorit.y of responses being skewed toward the positive (agree and strongly agree) end of the scale. The chi-square technique report.ed significant. differences because a far greater number of each populat.ion group rated the key variables as agree and strongly agree than was statistically expected. Likewise. far fewer members rated the key variables as disagree and strongly disagree than was st.atistically expect.ed. (However, the evaluation team, understanding the parameters of the magnet school program study and the characteristics of the 52 con:iient o: t~e interpretat~on ) . ~rovided suf:ic~ent evidence ~o indicate that :~e Key variables required further analysis. ~hese addi:~onal analyses consisted of using the demographic variables to deter~ine ~= sub-groups of t~e population would prov~ie evidence for further interpretation. The analysis involved separating each population's response by key variable and demographic components. The chi-square technique was utilized to determine if the factors of the demographic component responded differently to the key variable. :or example, did the teachers from the six schools respond differently to the key variables? The team was particularly interested in the key variables Community Involvement, Staff and Leadership, and Resource Allocation, but, decided to conduct the analysis on all the variables. The computed chisquare value was compared to the required value for significance at P<.05 level and the statistical analysis summary is presented for each population group. Initially for each population, joint frequency distributions were computed for each key variable by demographic descriptors to identify significant differences. With each of the seven variables successively held constant, demographic descriptors which were identified as significant were then compared with the other significant demographic descriptors. Chi-square tests were computed to pinpoint these areas of significance. 53 si~gle demographic descriptor or the i~teract~cn of t~o sJch descr~ptcrs wo~ld have minimal speci~ic i~pact on the p~rpose of the study, elected to present consensus statements regarding each key variable rather than address each significant difference. The intent of these additional statistical analyses was to provide further insight i~to the parameters of the key variajles and to assure the reader o : the depth of the search for relevant information. The summary of statistical analyses for each key variab~e by demographic descriptor for the teacher population is presented below: PHILOSOPHY STUDENT ET AL. OUTCOME SCHOOL NSD so SEX NSD NSD RACE NSD NSD TEACHING EXPERIENCE NSD NSD TEACH SAME SCHOOL NSD NSD STATISTIC.AL ANALYSIS SUMMARY KEY VARI.ABLES BY DEMOGRAPHICS TEACHER PARENT/ STAFF/ RESOURCE COMMUNITY LEADERSHIP ALLOCATION INVOLVE.ME.NT NSD NSD NSD NSD NSD NSD NSD NSD NSD NSD so NSD NSD so NSD NSD: NON-SIGNIFICANT DIFFERENCE so: SIGNIFICANT DIFFERENCE INSTRUCTION NSD NSD NSD NSD so There were no significant differences for the demographic descriptors for the variables Philosophy, Policy and Practice
Staff and Leadership
Parent and Community PROGRAM NSD NSD NSD NSD NSD Involvement
or Educational Program. The consensus of the evaluation team regarding the remaining key variables and the 54 scudenc Oucccrae: ~he difference becween schools on c~1s ~ey variable is che magnitude o : agreement ~1th the variable statements. Eighty-~1ne percent of the teachers agreed and/o r strongly agreed with the statements :er this variable. Resource Allocation: ~he differences found fer th~s variable were with the amount of teaching Instruction: experience, and were teachers assigned to the same school as last year? ~he dif:erence for each demographic descriptor was small and between the agree and strongly agree values. The analysis revealed that teachers with the most experience that were assigned in the same school as last year strongly agreed with the statements in the key variable ~esource Allocation. The difference found for this variable was the strength of agreement by the teachers for the descriptor "assigned to same school as last year?" The teachers that were assigned to the same school last year tended to strongly agree with the statements contained in the variable Instruction. 55 ~~e s~r
1.mary o f stat~scical anal yses : o r e ach ~ey va ri ~t l e by demographic descriptor for tje student populatic~ i s presented below: S7ATIST:CAL ANALYS I S SU~ARY !<E:Y VARIABLES 3Y J EMOGR.APH I CS S7UDENT PARENT / I I I PHILOSOPHY STUDENT STAFF / RESOURCE COMMUNITY I NSTRUC7:ON P~OGRAM ST AL. OUTCOME LEADERSHIP ALLOCATION INVOLVEMENT ! i aI STRICT NSD NSD l .3CHOOL s o NSD I GAADE I s o so SEX I so so RACE NSD NSD ATTEND SAME SCHOOL so NSO BUS so HSD NSD: NON-SIGNIFICANT DIFFERENCE s o: SIGNIFICANT DIFFERENCE NSD so so NSD so so NSO NSD so I NSD NSD I s o I s o NSD so s
:i NSD NSD NSD NSD NSD NSD NSO NSO so NSO so so The significant differences for the student population for s o s ::i s o NSD NSD so NSO tje demographic descriptors were found for key variables of Philosophy, Policy and Practice
Student Outcome
Staff and Leadership
Parent and community Involvement
Instruction and Educational Programs. The consensus of the evaluation team regarding these key variables and the significant demographi c descriptors are presented below: Philosophy et.al.: The significant differences for the descriptors were found between the agree and strongly agree values. Students of both sexes that were near to the magnet 56 I I chirty minutes tended to strongly agree with the statements assoc~ated w~=h =~e variable more than other students. :his was true fer all grades and ~or al_ schools. S~udent Outc8~e: S~gnificantly more females than ma~es responded strongly agree to the statenents in this variable. Males tended to agree with the statements, but, some males disagreed and strongly disagreed. ~he ratio of percepticns were generally t~e same for all grades. Staff and Leadership: The great majority of students view the staff and leadership of the magnet schools in the high positive value of the scale. However, differences do exist. Several students in grades 5, 7, 8, and 12 at Booker, Mann and Parkview schools tended to respond in the low agree-disagree area. More black students, especially black females, that are attending tr.e same school as last year tended to respond in the low agree-disagree range. However, students of all races in all grades that are new to the magnet schools tended to respond in the strongly agree area. Resource Allocation: An inspection of the analyses for resource allocation failed to provide one 57 percepc~cn cf C~-s var~ab:e covered :~e enc~re scale c f ~al ues
yec, :~e di::erenc~ate bet~een :~ese di::ere~ce s. ?arent and Co~~u~ity ~~volvement: The parent and cc
..
:iun~:y involvement was another c f t~e key variables ~hat students ~eld dif:er~ng perceptions. The typical secondary st~dent responded to this variable in the : ow agree-disagree area, whereas. elemen:ary students responded in the agree-stror.gly agree area. The secondary students from the Little Rock district responded a :ittle more severely than the students from the other districts, yet, transportation or grade of student had little impact. Realistically, the secondary studencs responded as expected regarding parental involvement with their schools. Instruction: Another of the key variables where students held differing perceptions. There were several differences among the scnools and between the grades. The elementary students, especially, at Booker had higher perceptions
whereas, secondary students particularly grades 7 and 10 responded with larger ratings. The students that cid not 58 ac:end a ~agnet schccl :~s:
ear, generally responded in tte agree-s:rongly was minimal and non-dif:erer.tiating Detween grades and/or schools. Educatio~al Programs: The significant differences provided by the demographic descrl~tcrs regarding this key variable was basica:ly the magnit~de of the agreement with tte variable statements. The identified differences was evenly spread out among all schools, all grades and all districts. The accumulation of this difference is what computed to be a significant difference. The only noticeable dif:erence was that the students returning to Booker, Williams, and Parkview, and the new students at Carver, Gibbs, and Mann tended to respond in the strongly agree area. 59 ':'::e s:....:...--:-.:nar1 of sr.ac.ist.:..cal analyses fer each key ' ariable by demographic descriptor for the parent population is presented below: STATISTICAL ANALYSIS SUMMARY KEY VARIABLES BY DEMOGRAPHICS PARENT PARENT/ PHILOSOPHY STUDENT! STAFF/ I RESOURCE COMMUNITY INSTRUC7:JNIPROGRAJ'I! ET AL. OUTCOME , LElillERSHIP ALLOCATION INVOLVEMENT ~.ACE NSD NSD SCHOOL NSD NSD GRADE NSD NSD AGE so so DISTRICT NSO NSD MOTHER'S EDUCATION so NSD FATHER'S EDUCATION NSD NSD CHOICE NSD so RESPONDENT NSD so ATTEND SAME SCHOOL NSD NSD NSD: NON-SIGNIFICANT DIFFERENCE SD: SIGNIFICANT DIFFERENCE SD so NSD NSD so so so so NSD NSD NSD NSD I SD I NS
J NSD so I so I NSD NSD NSD NSD NSD NSD so NSD NSD NSO NSO NSO NSD so so NSD NSD so so NSD NSD so NSD so NSD NSD NSD NSD NSD NSD NSD so NSD Significant difference were identified for six of the seven key variables for the parent population. Consensus statements for these six variables regarding the significant demographic descriptors are presented as follows: Philosophy et.al.: Any difference in the variable Philosophy, Policy and Practice can readily 60 I years of age with a tigher educa:~c~ :evei area. s:ucent Outcc~e: ~he parent popula:icn cons~stentl1 responded in the agree-str8~gly agree a rea. The mother generally completed :te questionnaire, was between Jl-4 0 years old child's assignment. The more :tese =~ree descriptors were congruent, the hiqter the probability the response was strongly agree with the statement. Staff and Leadership: Parents registered some identifiable differences in this variable area by demographic descriptor, but, this difference was in the magnitude of agreement. Black parents did not rate this variable quite as high as the other races rated it. The parents, all races, all schools, all districts, with both mother and father holding college degrees were more varied in their perception. Parents with less education tended to be in agreement with the statements regardless of race, home district, school attendir.g, or which choice they received. The 61 Resource Allocat:on: Over 90 percent of the parents ~eld perceptions in the agree-strongly agree area for this variable. If both parents held col~ege degrees. the responses :ended assig:-:.~ent t~ey received. ?arent and Co:nmun:t1 =~volvement: mhere is a strong relaticnship between parents educat:~n Instruct:on: :evel and parental involvement with t~e schools. The higher the educational :evel, especially the father, the more strongly in agreement they were with the variable statements. The more active parents were between 31-40 years of age and tended to have students attending Williams and Car er schools. The differences recorded for this variable definitely resulted from the magnitude of agreement with the statements. Over 85 percent of the parents' responses were in the agree-strongly agree area. 1tlhite parents that received their first c~o:ce in assignment whose child had not previously attended a magnet school held the h:ghest perception of this variable. 62 educat::.onal prograr:i was so pos:..::...'e ::-.a::. ::.~e s~ac:..sc:..cal analyses :a:..:ed :c :._je~c:..:y one sign:..ficanc d:..ffere~ce regardinq t:~e demographic descr:..pcors. 63 3asEd -=~ --~~ ..... ,...,... --- - ........... -------::,.::> _,_ ----==> Cor..riuc-:ee a:!:"e co:1s.:..st:er:i:: ,nch c::::-.:..t:e:?:".:..2. p:.::):...:..s::.ed as charac-:e:?:".:..st:.:..cs of a successfu~ ~agr:.ec School ?:!:"og::::-a~. 2. ':'he superv.:..so:?:"y or "overseer" :?:"ole of c::e i"!agr:.e-: ~e,1::.ew Corn.'T,.:..t:t:ee is consist:ent with the direcc.:..ons of :::--.e cour::. 3. ~he percept.:..ons of t:he chree relevant: ~agnec sc~cc: populac.:..or:.s, i.e. ceachers, students, 2.nd parer:::s are that t:hey understand and agree to the exis::.ence of ::he philosophy of the magnet cheme and the polic.:..es ar:d practices of the magnet school operacions . 4. The perceptions of the three relevant magnet: school populatior:.s, i.e . teachers, students, and parencs are that resource allocations are equitable and adequace for promoting the magnet school theme and ~ain::.ain.:..~g a safe, sound educational program. 5. The perceptions of the three relevant magnet school populations, i.e. teachers, students, and parents are that the staff and leadership of the magnet schools are energetic and creative in developing innovative educational programs, and fair and impartial in developing an educational climate conducive to social maturation and high expectations for student achieve~en::.. 6. The perceptions of the three relevant magnet school populat.:..ons, i.e. ceachers, students, and parencs are 64 -............ ~ ..... . . . ""' -----------, provides a strcng educational foundaticn l~ the aasl= skills, a.-:lple oppor:c.!nl :.y :or s:.uden
::s to par:lcl
:2.te , - t~e magnet :heme classes, and promotes socia: develcpmer:: in a racially-integrated environment. 8. ~he perceptlons of the three relevant ~agnec schoo: populations, i.e . teachers, students, and parents are that parents and community members are actively ir:vclved with the magnet schools. It appears that parents c: elemen:ary school students are more actlve:y involved and receive more information. 9. ~he perceptions of the three relevant nagnet sc~ocl populations, i.e . teachers, students, and parents are that the magnet school programs promote a positive student attitude toward school and c~e scr:ool cc:::.~~~l:y, coward all races and cultures, and coward excellence 1~ student performance. 10. ~he teachers with less teaching experience who are assigned to the magnet school for the first time are somewhat unsure of the interrelationship of the magnet theme curriculwn with the regular curriculum . 65 of t~e magnet :~eme are more suppor:~ve o: :~e sc~co: and t~e educational program than other students. the t~~ee populations within the six ~agnet schools. earned college degrees were more discri~~nato~y perception of the key variables. 66 -= .......... APPENDIX A Jr. :onald E. Wright, Ed.D. Univers_ty of Cenver Specialty Area: Research and Evaluation Experience: 1 years in public schools
~eacner & Administrator 18 years at Arkansas Stace Universi~y. Professor. Research and Evaluat~on/ Educational Administration Dr. William G. Chance, Ed.D. Oklahoma State University Specialty Area: Curriculum and Instruction Experience: :s years in public schools
Teacher & Administrator 23 years at Arkansas State University, Professor of Curriculum & Instruction, Department Chair Dr. Deborah L. Smith, Ed.D. Vanderbilt University Specialty Area: Research & Evaluation/Cognitive Development Experience: 1 year at Arkansas State University
Assistant Professor of Education 1 year as Coordinator of federally funded Outreach Program at Vanderbilt University 3 years as research assistant in Inscic te for Mental Retardation and Intellectual Development, John F. Kennedy Center, Vanderbilt University 3 years private school teaching experience Dr. Herman W. Strickland, Ed.D. Ball state University Specialty Area: Elementary Education/Cognates in Curr~culum & Instruction and Educational Administration Experience: 11 years in public schools
Teacher & Administrator 3 years Educational Director, Mississippi county Summer Headstart 16 years at Arkansas state University, Professor of Measurement & Evaluation, Director of Professional Education Programs 67 APPENDIX B ?urcose a: ~valuat~on: :eter:::1:-:e 1.:: se:ec:ed ~ey ~ariacles exis: a~a ~e
ree cf s ppor: :or sc~oo: :~e~e. r:. uestionnaire: A. Groups for data collection: 1 r'aculty: Al: sea:: :::e:-r..oers 2. Students: All grades 4-12 3. ?arencs: All parents :-12 Jata Collect~on: ?acul:y A. Jistrloute advanced ~nfor~ation 2.etter :o facul:1 . 3. Admi::.1.s ter :acul :y q'..!es t1or.:1aires
pre.::er c
rou:) admin.istrat.ion. C. Date for completion: D. Return procedures: :t _s recommended :~at :~e building principal have a faculty represenca:ive. or building secretary, collect :he completed for~s. place in large envelope, seal envelope and await the pick-up from a representative of the MRC. IV. Data Collection: Students A. Advise faculty of date and ti~e for questlcnna.1.re administration. (Prefer all students ln a scnool complete the instrument at the same tl~e.) B. Absentees: The teachers should keep enougn blank forms (and parent forms) so that eacn aDsen: student and his/her parent will have an opportun.1.:y to participate in the survey. It is suggested :hat these forms be professionally processed :~rougn c~e principal's office to the MRC. (Maybe a:low one week for all absentees to complete.) c. Student return procedures: The completed questionnaires from each classroom wil_ be returned to the princ.ipal's office in a large envelope. Keep these envelopes in the office unt.1._ picked up by a representative of the MRC. D. Date for completion: v. Data Collection: Parents The parent questionnaires with stamped. addressed, return envelopes will be mailed directly to the parents by the MRC. The parent questionnaires should be returned directly to the MRC, however. in the event some are returned to the teacher, with or without the envelope, please handle in a professional confidential manner and ~ail :o the MRC. 68
:. ?ri:::c.:.
als' Assisc.ar.ce: A. ~ac.erials needed: ... . Nwnber of faculc.y advanced i,.for:naci.Qr-. :..e:.:.ers equal :.c c.:-.e :::c:..7-ber o:: ::ac'..11 :.1 ::le!!'.bers :::.. ~s c.en. >lumber of fa.c:'..11 ty ques t:..:.or.naires equal :.:-.e r:wnner of faculi:y memoers plus :.er:. Number of sc."J.::ienc. quest:.:..::nr.aires equal :..:: s c.udenc. memners::.:.p
)lus :.wen:.y. 4. ~en :arge manila envelo~es and :.wenc.y s:.~=
ed , addressed, recur:: envelc~es. 8. ?rocedures: 1. Cause faculty advance in:crmat:.:.on le:.c.er :.0 be disc.ribuc.ed ac. earliesc. opporc.~nity. 2. ?rovide a forum or equal opport~r.ic.y whereby each faculty member may receive a quesc.ionnaire, respond c.o it and file for return wic.hout fear of violac.ion of anonymity. 3. Sec. a dace and ti~e and i:::form teachers t~at this time is designac.ed to adminisc.er c.~e sc.udenc. quesc.ionnaires. The student quesc..:.onnaires will be disc.r~buc.ed to c.~e teacher or teacher's classroom. C. Collecc.ing rec.urns: 1. The principal's office is the central collecc.ion poinc. for c.he complec.ed facult1 and sc.udenc. quesc.ionnaires. 2. All data muse. be collecc.ed and housed in such a manner c.hac. professional inc.egrity will be exemplified. 3. Work cooperac.ively with all faculty and sc.udenc.s c.o obtain comolec.ed questionnaires from each and every one if they were unaole to comply on c.he set date and/or time. D. Forwarding Responses to MRC: 1. Inform the MRC of dates for picking up completed: A. Faculty Questionnaires 8. Studenc. Quesc.ionnaires 2. Inform c.he MRC of dace for picking up additional complec.ed quesc.ionnaires from absenc.ees. 69 APPENDIX C : 8L .... E::= : c =: 1...:C
.. TION :)FF'CE :)F EDUCA71CNAL
::::
sEA
:
c --1 3,. SE::
VICES "' 0 EGX 940 STATE UNIVE"SiTY A
:1KAN SAS - : ~6iC9~0 -Ei...E?rONE o0' 972 ~2 - ,C ' ,ES3CPO -:1 ~.e :V!agr:e:. ?.. e,11.e1r1 -::: :r.. rn:..:.:.2e l..S cc:-:d1,.
.c:.:..::
-:::e :.:--.. ::. :.:.,=._ evaluatio:-. ::::.: ::-.e !:'.2.gnet
roqram .:..:::. your sc::col c!:.o .,e :-.eea 1our assis:a::ce. =n order :o ga.:..:: a fu_l ~::ders:2.::c.:..::g o: eacn program. we are seeKing t~e opinions o: a:l s:ar.: mew~ers, scucents (grade 4 and up), and parents. ~te process ttac we have selected to obca.:..n ::hese opinions _s wi::t anonymous responses to a quesc.:..onnaire. process t~at we need your help. ::t lS wit:1 :::-. .:..s Will you p:ease assist us with the following items: 1. Your pri::~ipal will distribute a questionnaire for a:l facul::, to complete. Wil_ you please complete t ~e quesc.:..onnaire candidly and objec::.:..vely, and recur:: as directed by your pr.:..nc.:..pal. ?lease respond to a_: _:ems. ~ On a dace and :::.me selected by your pr.:..nc.:..pal, Ni:: Jou please nave your students in grades 4 t~rougn :2 :.:..:: out the questionnaires in class. ~ake sure ctey ~::ders::and that there are no "right" or "wrong" answers. ?lease provide any help needed with reading. ?lease place :::e completed questionnaires in the same large envelope i n which you received them, seal it and return i: to the princ.:..pal's office. Please imoress che s::uden:s wit::. :~e impor::ance of answer.:..ng all ques c.:..cns. (Please :-:eep enougn forms for aosencees and retur:: these t o t::e princ.:..pal's office for return to the MRC. ) J. en t~e same date that the students comple:e t~eir quest.:..onnaires, will you please remind :~e students co have their parents answer all questions. 70 II envelope from your pr~~c~pal, and
~:=eec wic~ =~e ::.ai.:...:..::-.g process. Your princi~al wi.:...:.. =~rtner explain any procedures you~= r.=: =~.:...:..y unders=and and infor::l you of cje daces and =1=es :=r complecinq, colleccing, and d.:..sseminacing a.:...:.. =~e quesc~onna1res. ?lease return any unused ==r~s wi=h =~e completed ones. :: you need additional for::.s, er.velcpes. ecc., please c~ecK with your principal. 1::-.:luence or. c:e school progra~
:~erefore, obcainir.g obJecc~~e responses :=8~ each memoer o: all :jree groups is cr1t~cal :or quali=y recommenaac1ons . ~he evaluacion team has caken every precaution co conduce a bias-free scudy, please assis= ~s wich C~lS ef:orc. Sincerely, Donald E. Wright, Director Of:ice of Educacional Researc~ & Serv1ces Arkansas Scace University 71 APPENDIX D ~ROM : RE : DATE : lv1agnet Review Committee 22nd and Poolar r. o. Box 687 :---.:onh L1ttle Rock, Arkansas 72115 E'otem:ial .::l.pplicants ':t'DJ1 1 .'1agnet Review Commi ttee1r~ M Ql Researcn and Evaluation Subcommittee Request :or Proposal to Develop an Evaluation Instrument ~overnber 10, 1987 The Magnet Review Committee (MRC) is pleased to announce the availability of funds to implement Phase I of t~e Pulaski County Interdistrict Magnet School Program Evaluation ProJect. This will entail: l. meeti~g and conferring with representntives from the Magnet Review Committee, 2. development of an approved instrument, 3. training selected personnel on administration of the instrument, 4. analysis and interpretation of data, 5. a written report. Items l., 2., and 3. should be completed on or before February 1, 1988. Completion dates for activities 4. and 5. will be determined by the Magnet Review Research/Evaluation Subcommittee and the grantee, but should be completed ~o later than May 1, 1988. The overall purpose of the evaluation project is to evaluate all magnet schools: to determine i: key variables are in place and to what degree, - to provide information to internal and external constituencies about the potential impact of the variables upon the operation of the magnet schools, 72 - to ?rov1de l~~or~at10~ to t~e mag~et school s:a~~ a~d t~e dlstrl=: ~~= l~provement. ~o achieve the 1n1tial goals and objectives of this evaluation proJect, t~e applicant ~ust demonstrate t~e ability to develop an instrument to evaluate the mag~et schools to determine i: the following key variables exist and to what degree they are supportive of t~e school t~eme: l. ?hilosophy, Policy, Practices 2. Parent and Community Involvement 3. Resource Allocation 4. Staffi~g and Leadership 5. Instruct1.on 6. Program 7. Student Outcomes. AVAILAaILITY OF FUNDS The maximum available amount of $3,500 will be funded for this proJect. The funds will be awarded in two installments. The first installment will be given at the mid poi~t of the project, and the second installment will be given at completion of the project. APPLICATION CONTENT The application should contain the following information: 1. assurances 2. expected outcomes 3. methodology 4 . quality of personnel 5. references 6. budget summary. 73 ~ach ap?li=ation will be reviewed by the Maanet Review Researc:1 : E':aluac.. on Subcommi t-:ee. ?inal se lect:.on a nd noti~:.cat:. o n will b e co~plete 1 on o r about De ce~ber 8 , 1 ?8 7. APPLICATIO~ DE~DLINE i\pplications must be postmarked by December l, 198 7. Applications received in the mail and post~arked after December l, 1987 will not be considered for fundinq. Applications hand-delivered must be delivered by 4:30 p.m. on December 1, 1987. An original application and three (3) c opies should be :nailed to: Donna Grady Creer Magnet Review Committee P. O. Box 687 North Little Rock, AR 72115 or hand-delivered to: Donna Grady Creer Magnet Review Committee 22nd and Poplar North Little Rock School District Administration Annex Room 105 North Little Rock, AR 72115 Questions regarding the application should be directed to Donna Grady Creer at 758-3545. ,\1agnet Revieiv Co1n1nittee ::2nd and Poplar P o. Box 087 :'forth Little Rock. Arkansas 7:115 CONTRACTUAL AGREEMENT between the Magnet Review Committee and the Office of Educational Research and Services, College of Education, ~rkansas State university. ~he Office of Educational Research and Services, College of Education, Arkansas State University agrees to prov1ae services as outlined in the proposal submitted Decer.~er l, 1987. ~he Maanet Review Committee agrees to compensate the above office up to $3,500 for services rendered. These services should be accomplished on or about May 15, 1988. Dr. Donald Wright, Di~or Office of Educational Research and Services College of Education Arkansas State University &j'/ Lta, onna Grady Creer, E~ut1ve ~agnet Review Comm1tt"ee ~~/ Marcra Harding, Chairp'son Magnet Review Co::unittee Martha Nelsen, Director Pulaski County Educational Cooperative 75 APPENDIX E ::::::?,.::c:-:-:
!'IS ~eaa eacn -~ ~~e scatements very carefu::1, ~nd -ji-~-~ tcw ~uc~
ou agree er t~sagree with each scate~en~ ~s~~g c~e ~=::owing scale: SA if you Strongly Agree A if you Agree D if you Disagree SD i: you Strong~y Disagree PLEASE ?LlT AN ( X) IN THE COLUMN OF YOUR C~OICE SA I A I o !so 1~101 6. I support the identified instruct~ onal goals and objectives of this school. 7. Parents are act~vely involved and .-----.----,.-----.------. make constructive suggestions for 12 1326 1133166 I this school. .__ ________ ._ _ _..__~ __ __,_ 8. ~his scnool has clearly stated, writ~en student and personnel policies. 9. There is a strong sense of belonging in this school among staff ~embers and students. 10. I have time to plan lessons, work 1 1 1 I with my students, check their60 8757 18 ja work, and provide feedback. '-----~----......_ _ __, 11 . I have a variety of multicultural teaching materials to support my instructional efforts. 12. students exhibit a positive attitude toward school under the magnet program. 76 io :--23-2 I
~:, .~. I _::,._ J ~J . 'f,. Ir'\ I .., -..I 1 - ~ . - a_.r'!l c.,......~-c. ~ ---~~ "r:_ :.r.. :: :-. e p::::-og::::-a'TI c
8a. __ s a ~.~ o:::: ect::..
es : c :- :.~.:. s I :.J 2 19 : 12 ,J , - ::-:agr.ec .:c.::.:::c _. ~4. -- ~ece2.. / e ac:::..
e support: =.nd co- c~e:r=.1:.:..::-:--. ::-:::::n rho pa~e!!t:S o::: :-r'.y 162 I :_4
_ , i~ i.... .... - s :.-~cer. t. .s . :.. s. -:'::ere :. 3 pcs:..:::..le, C:1:-..a11ic, C!!d 2...:1novac.1../e .:.r:s ~r:..:c :.:.~:--.. al .:...eader- 199 II - "" 5 2 "1' ' 2 sr:.:..p :. :1 ::~.:..s sc:1001. :6. ':'!"le part:.::::.. pa c:..::g sc::ool d.:..strict:s are _ t.
ppor t:.
e o ::: t::e f'.1.agnet
):CO- !29 I :. :4 164 I:. 3 I :..o I grarri. at: ::.::1.s school. :.. 7. ::1-serv::.ce programs a:-e available . ..., -
:'.'f sc:wol. .-1nicr. rela::e c:.:-ec ::.:... y 17 3 :..:9 IL 3 4 ::o ~~e c::eme and purpose of 1::-ll S magnet: school. :..s. - - =..'Tl fa..111.1.:.2.r Witt the i.::for:::iat1.cn j:os I LJ 3 2 14 in che scaff handbook. 19. ~embe:-s of t!:.e communicy (other t:han parents) are actively 138 1-23 163 12 14 involved in this scnool. i:.48 j67 Is I I 20. -- would like to teach in th.:..s 1: / 9 school r.ext year. 21. 'I'his school provides a strong edu-cat:.. onal foundation in t:~e basic 1134 js7 3 13 ' J s lnlls. 22. I have adequate access to resource personnel to promote the magnet jsJ 1120 J21 14 12 theme in this school. 23. :nformation about the magnet school program is widely dis- 165 23 137 J2 13 seminated in the community. 24. Security arrangements in this school provide adequate safety 184 21 J 19 14 12 for the students and personnel. 25. The teachers in this school are 1101 1119 14 13 13 fair in dealing with students. 77 -::-33-3 28 . 29. 30 . ~~~e~~e~==~~~s~i~ o: ~~e regular .:::"-- ,... ,,_ .. ~ a:1d t~e ::.agr.e:: c:--.eme. ~~ere are er..:::ugh d~::erer.t cc~rses o::: :::2rea -
:.:-.e mag:.e
: ::.:-.eme. ~Y classes are of an appropr~ate size co accc~plish ::.::e speci:~c goals o: t~e magnet: sc~col. ~here ~s ~o racial :ension amor.g cte staf:::. Students ~ave a~ple opportunity co parc~cipate ~r. classes and/or act~~~t~es
:~at reflect the ::-.agr.e t: ::.::eme . In II .- u' '4 j120 1100 la 31. ~agnet :~eme classes do noc ~ncer- jo6 1125 130 fere wit~ the basic curr~culum. 32. I a,~ familiar with the student recru~t:~ent procedures for this school. 33. T~ere are enough different academic courses in this school. I .:::- I ~ I 'J I" I J JS I I
. I jo 12 j3 34. The facil~c~es are adequace for .---------.------,---, the acccmplishement of chis js1 1122 148 18 I- school's goals and objectives. ._ _____ _._ _____ ____ 35. Communication systems are open and ~--~-----,---......,...-----, ongoing between administrators, j83 j 110 129 is j 3 staff, scudents, and parents. ._ _____ _._ ______ ___, 36. Classroom procedures in this school support the dignity of all racial groups. 37. This school gives students a unique educational experience. 38. The Magnet Review Committee is supportive of the program at this school. 78 41. ~~asses by p~rc~=~pac~~~ ~n ~agnec :~eme c:asses er ac:~~~=~es. : :ee: :~ac :ne ~agr.ec prograr.i. ~elps s~~Ce~cs :~ :~~c~~~~ e::ec~~ vely ~n a rac~a::1-in:egraced c.:..assr::::::::,m . ~eacr.ers ~n :~~s scnoo: ~ave h~gh expec:acions :or c~eir s:~dencs. 79 s: l ~': / 'J I' j 93 122 I lOO I :. :.s I 3 Studenc ?crm: S-88 ~eac eacn c: c~e scatemencs ~ery care:~l:y, a~d '-~-~=-~ ~=w ~~c~ you agree or disagree wich eacn s:ace~e~: ~s.:.~g =~e ::ol.:.owing scale: Ylark Ccl'...:. .1. 1.n SA A i D i SD : you Strongly Agree you Agree you Disagree f you Strongly Disagree ?LEASE ?UT AN ( X) IN THE COLUMN OF YOUR C~OIC2 I STUDENTS SA A 8. : know and understand the rules 1832 /1222j109 /21 / 17 that govern this school. 9. My parents are actively involved 1314 1911 1765 j201/10 in this school. ::.o. ~eachers ~se many kinds of mater-, ials that deal with different 410 1848 1575 j298j70 rac.:.al groups. . . __ ?eople in my school are friendly. 1486 112561285 j156j -8 _2_ My teachers check my work and 1678 /1025,369 j116j13 tell me how I am doing. . . 13. I enJoy being a student in this 1874 /964 j207 i139j17 school. . . . 14. I chose to attend this school because of my interest in its magnet theme. 15. My classes are the right size for special theme activit.:.es. 80 1744 1754 1467 j223113 j527 j1146,J87 1116125 j S-58-2 SA I '"'- -~ _ ~~ ~e~r~~~: SO~e:~~~
C8~necc- ~-----------ad wi=~ =~e ~agr:ec =~e~e ~~ mos: JsJ4 i::391,- - :J : !:? o :: -::-.y c2.3.SSeS. cicn ::..~ c~e s=~den=
parent !"landbccK. :s. ~emners of t~e cc:-:',mur.::..cy (other than parents) o fcen telp with school ~rcgra.'Tls ar:d ac::::..nt::..es . :9. T~e pr::..nc::..pal ~n this school is fair. 2 l. ~h~s sc ~col provides a s::rcng bacKgrouno 1~ a.:...:.. =~e basic skil2.s. : am able co work well i~ a classroom made p of di=terent r:.ces. 22. This sctool ~s a safe place to be. 14 30 !ass joo7 1711 1975 I !273 17 61 I ~ o I ..., - - J ~ -"'%. !11921859 192 ls58 I L301340 ll ~-----
,-,'::.,:
1 ..,J :~ :4 128 156 I-:" '-V I lo :s 1:.48125 23. Most students of different races ~-----r---,----~ get along well with each other 1675 l ::42 !261 1- 7 J26 I at th::..s school. 24. ~Y teachers explai~ things clear- !: ly, and I know wnat ttey expect js 99 - 84 j387 1-88123 me to do. L--____ __
__ _____ _J 25. There are enough different courses offered in the magnet 1791 1934 13:8 l:2sl33 I school. 26. : would l~ke to attend a magnet school next year and would also 19 36 1685 127s j2 s9 j45 encourage my friends to attend. 27. There are no racial problems be-tween the students and people 1560 19 62 14 69 I:. 74 I 36 who work here. 81 .3-38-3 SA I ~ I J i ~J 1 ~ 1 1 _.,_ = :::ave :.:..::-.e ::::
::::arr.:..::::..
::2-ce .:..:
7agnet :::eme ::: _2.sses a::d
~ r 1:.:4 :J i3:..9 1:.::-i i 2s I : 3. ~eac~ers :'.'.:..s sc~~ol ex
::ec: l 1::.83 I S:, I J4 1 :.a :cuce:::s :~ co c::e:..r =esc. 2J . ::emcers c :: al~ races ::ave p:aces of i~porc3nce in my bcoxs and 1767 j :.:26 j _34 163 / 61 I c2.assroom ac:.:..vit:.:..es. ~ 1. ?art:.:..cipac:.ng i :1 magnet: c:-.eme classes or acc:1. vi cies does nee 1864 1991 1224 j s7 13s :-iurt: "'Y grades. ~.., :'::e SC:'.OOl :::ic:ilding lS sat:.:..sfact- \458 19 53 1436 1274130 c ry ::o:::- =..:.1 classes. 3 3. '!'he t:eacr:.e:rs in t:his school are 1460 I :os7 I 386 12s8j40 fair. 34. Jid you understand all quest~ons of this quest:..onnaire? YES l724 NO 429 M/0 47 If NO, which quest:ion(s) did you -oi:: ~nderstanc? ~ight of ~he thirty-three quest:ions were listed. Ten of the 2201 st:udent:s surveyed did not: underscand one of the questions. 82 ~,-.~ ,,-...r,.T' ._. ,._ .... -..,v...J ~e ac eac~ o: :~e s:atements very carefully, and ~~dica:e now ~~en you agree or aisagree wi~h eacn statement. ~s1.ng :ne ~~.:..:..:r1i!":g sca.:.e: :1ark C.:::li.:...-nn SA i: you s:rcc~ly Agree A 1.: '/OU Agree J 1.: you Jisagree SD 1.: you Stro~gly Disagree ?LE.ASE ?U~ -~~ (X) :N T~S C8LUMN OF YOUR C~OIC2 I SA I A I D lsJ IM
oi :o. I know and understand the rules 1716 Jass 149 112 j14 I that govern t:iis school. 11. I am actively involved in this I 2n I 927 1365 165 142 I school. 12. Transportation to this school 1563 1836 I 138 1106133 is satisfactory for my child. I :J. ?ersonnel in this school are 1715 1817 1102 !29 ju I friendly. 14. ~y child's teachers check as- signed work and lets my child 1758 1753 j 116 127 12 2 know how he or she is doing. 15. !he magnet program in this 1699 1769 1141 145 122 school meets my expectations. 16. My child has a positive attitudejso2 1714 1110 135 J1 s I toward school. 17. I am acquainted with what this 1695 1876 ja1 i 14 I 10 I school is trying to accomplish. 18. School personnel are cooperativej763 1796 175 j28 114 I when dealing with me. 19. There is energetic and creative 1680 Jao2 1117 137 140 I leadership in this school. 83 I I SA ?-33-2 :::J. ~=~a_:y ~nders=an~s ~e ~ ~ s~e ~s Goi~g. = :: .. :n - =....,- :~ .-nt::-. :::e .:..:-.:::ir- :nar.:.cn ___ ::-.e s r.'"c.enr.1
:arenr. :--.anc..::::co.'<. - i - :1e!!lDers o:: ::-:e cc:r_-:-_ .: .:..r.y (ct.her :nan s:~c.enr.s' parenr.s) are ac- 1~90 IB44 1~32 j82 :~81 cively :.~vo:ved int.his scnool. ~~e pr.:..nc.:..~al is fair in working\618 \88 4 177 with sc~dent:s and parent:s. 1 1 ~ Jo I 6:.. 24 . This school provides a strong j 1 educat:ional ::oundacion for t:he781 1785 js1 I 15 I 14 basic sk.:..2._s. :5. ~Y child f~ncr.:.ons well in a racially-.:..nr.egrat:ed classroom. :6. ~he community is aware of t:his \360 1941 J2s 5 132 Jsa school's magnet: program. 27. 28. 29 . JO. Security arrangement:s in this ~--~----,.---~---~ school provide safety for 1344 !1019\114 144 19 5 students and personnel. The teachers in this school are \435 l1021j141 121 146 :ai::::- ... .i dealing with students. ~Y child's teachers explain ~--~--"""T""--~----, things c2.early and let: my cnild 1559 19 24 1144 j26 l2 J know wnat is expected. There are enough dif:erent ~--~--"""T""--~----, courses offered in the magnet 1576 1896 j1so !26 !2s theme. . . J __ I want my child to attend a magnet school next: year. 32. There is no racial tension be- \s60 1899 !112 120 \e s tween the staff and parents. - 33. ~Y child has ample opportunity to parcicipate in classes and/ 1627 j s96 \112 11 4 127 1 or activit.:..es that: reflect the magnet: theme. 84 SA I A I D I SJ l ~ / O! ?-:38-3 34. ~v c::i!d benef~:s ~r~:n :~e 2 5. 36. 37. :-::~l r.:. -e ::::::.:.2 er:.,12.~~r...rr.en t:
:::::-::::,vided ~Y :::is sc::col. ~~e recr~i:~ent procedures ~ro-vided ~e wich enougn i::~or~aci=:: 1492 : 97 I :_33 to make a c~oice aoout enro!:i::g~-----------my c~i!d in a magnet sc::col. : would encourage other parents to sena their cnildren to a :nagnet sc::ool. j sso 16,o In 27 I 27 : thir.k this school's materials. 1 equipment. and personnel are705 17 59 j 137 126 j 49 equal to or better than that of '-----'------....:.,_ ___ ___. most area scnools. 38. Teachers in this school have high expectations for their students. 1766 1779 Js2 1:.4 135 39. The materials and procedures in my child's classes support the js26 1929 j1os 127 ls6 dignity of all racial groups. I 40. I receive information about ac-tivities at my child's magnet 1492 1818 !257 ls1 l2s school in plenty of ti:ne to attend. 41. I enrolled my child in this 1789 1680 j 142 p school because of its specific j :9 136 magnet focus. 42. The magnet theme does not inter-I fere with my child's success in778 1809 147 j 1a !24 :earning the basic skills. 43. I feel at ease working with people of other races in 1794 !sos \3s I j_9 123 school-related activities. 85 I
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>Arkansas State University. College of Education</dcterms_creator>