Magnet Schools: Pulaski County Interdistrict Magnet School Program Evaluation

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Pulashi Count, lntsrdistriGt Magnet SGh.ool Program Ealuation PursU6 Ths Posail,ilitiss ! AN EVALUATION OF THE PULASKI COUNTY INTERDISTRICT MAGNET SCHOOL PROGRAM Prepared For The Magnet Review Committee Conducted by Office of Educational Research & Services Arkansas State University September, 1990 Donald E. Wright, Director Virginia A. Rhodes, Office Manager INTRODUCTION TABLE OF CONTENTS Introduction Data Collection Instrument Development for Parent Survey Standardized Test Data Results of Parent Survey Population Demographics survey Data Analysis Procedures category Comparisons Statist~cal Analysis Results of Standardized Test Minimum Performance Test (MPT) Grade 3 Grade 6 Grade 8 Metropolitan Achievement Test (MAT-6) Grade 4 Grade 7 Grade 10 Summary Statements Appendix A Appendix B Appendix C OCT 2 0 \992 O I. e o, De~ grei:1 1 3 3 7 8 8 17 18 18 33 54 55 55 62 79 95 95 102 110 117 120 123 136 INTRODUCTION The Magnet Review Committee (MRC), after intense study of the first evaluation report, decided to continue collecting data on some aspects of that report and to expand the data collection to other criteria. The recommendations of the external evaluator provided guidance for the committee in this decision-making process. The results of the first report revealed some concerns existed in the categorical areas of transportation, recruitment of students and parent and community involvement. Additionally, the committee wanted to explore the use of standardized achievement test scores to provide evaluative data regarding the magnet schools. Therefore, the external evaluator was requested to submit a continuing proposal to conduct the second phase of the evaluation of the Interdistrict Magnet School Program. Project Objectives The following objectives were constructed to guide the evaluator in conducting the project: 1. To develop an instrument for data collection that will re-examine the attitudes/opinions of all parents of magnet school students. The instrument will focus on those items from the 1988 data collection instrument where fifteen percent or more of the parents disagreed with the positively stated item. 2. To obtain 1989 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. 1 3. To utilize appropriate evaluation techniques and strategies in the analysis of data and the correct interpretation of results. 4. To file a written report that will enable the Magnet Review Committee to utilize as evidence when changes in the magnet school program are considered. Methodology The following procedural activities were conducted in completing the study: 1. Data from the 1988 survey were reviewed by the research team and six questions were identified as having a 15 percent disagreement response. These six questions were from the categories of Philosophy, Policy and Practice (one question)
Resource Allocation (one question)
and Parent and Community Involvement (four questions). The research team developed a new data collection instrument to proportionally reflect these categories. 2. Data was requested from the Little Rock School District and the State Department of Education for the appropriate standardized test data. 3. The data were analyzed by both descriptive and inferential statistics. The PC microcomputer, the PFS data base, and the SYSTAT statistical package were used in the data analysis. 2 DATA COLLECTION Instrument Development for the Parent survey The evaluation team critically assessed each item of the 1988 survey that received a 15 percent disagreement response. The consensus of the team was that it would take several questions to truly examine the expressed concern of the parents. The team was also aware that the MRC had implemented changes that were predicted to have a favorable impact on the parent responses. The first item analyzed was from the Philosophy, Policy and Practice category and was as follows: "The recruitment procedures provided me with enough information to make a choice about enrolling my child in a magnet school." - Fifteen percent of the parents disagreed with this statement. This disagreement ratio lead the team to construct three questions regarding recruitment to further investigate the parents' concern. These items were as follows: 10. All of my questions about magnet schools were answered before I selected this school for my child. 13. The expectations of the students were made clear before I selected this magnet school. 20. The expectations of the parents were made clear before I selected this magnet school. The second item analyzed was from the category of Resource Allocation and read as follows: "Transportation to this school is satisfactory for my child." Fifteen percent of the parents recorded a disagree response for this item. As before, this ratio of disagreement 3 responses prompted the team to develop four new questions focusing on the transportation issue. These questions were as follows: 7. The bus is generally on time at the bus stops. 16. The amount of time my child spends on the bus is satisfactory with me. 18. Bus drivers are competent, courteous and have control of the students on the bus. 21. I was properly informed about bus schedules, bus stop locations, and expected student conduct on the bus. Four questions with more than 15 percent of the parents recording a disagreement response came from the category Parent and Community Involvement. These items and the respective percent of disagreement were as follows: "I am actively involved in this school." (26 percent). "Members of the community (other than students' parents) are actively involved in this school." (32 percent). "The community is aware of this school's magnet theme." (20 percent). "I receive information about activities at my child's magnet school in plenty of time to attend." (21 percent). As would be expected, the Magnet Review Committee expressed considerable concern regarding the parent responses to questions regarding Parent and Community Involvement. The evaluation team responded by developing ten new questions for the survey form regarding this component. Those questions were as follows: 4 6. I attend school programs and activities on a regular basis. 8. The media (Newspapers-Radio-TV) provide adequate coverage of the activities and programs in the magnet schools. 9. The school actively encourages parent involvement. 11. My responsibilities (at home or work) prevent me from being active in my child's school at this time. 12. Various members of the Little Rock, North Little Rock, and Pulaski County communities are involved with the magnet schools as guest speakers, providing classroom display materials or providing special equipment. 14. I know about the activities and programs at the other magnet schools. - 15. I feel free to discuss concerns of the school during parent/teacher organization meetings. 17. My child's school is making a sincere effort to keep the parents and community at-large informed of the school's purpose and program. 19. Community sponsored organizations and civic centers (i.e. museums, art centers, music centers) are active as hosts for magnet school class visits. 22. It is easy to obtain information about the magnet school program. After reviewing these ten statements, it was of interest to the team and the MRC to determine just how do parents get information about their child's school activities. Thus, the need for the last survey question was created. 5 "I receive most of my information about the activities at my child's school: A. from school notices sent home. B. from talking with my child. c. from announcements in newspapers, on radio, or T.V. D. from talking with other parents." Following team consensus on the individual items and the total package of items, the survey form was submitted to the MRC for review and revision. The MRC approved the survey items and format with minor suggestions. These items were incorporated into the final draft of the evaluation instrument. Security of the data is always a major concern to an evaluator. Attention was given to ensure that the survey data was not compromised in any manner. The Director and office staff of the MRC mailed a survey form directly to all parents of magnet school students, K-12. This mailing included instructions and a stamped addressed envelope for returning the completed form to the MRC office. At set intervals the MRC office forwarded all returned responses in the sealed envelopes to the Office of Educational Research. These large packages were usually transported by a commercial bus line. The building principals assisted with the parent survey by encouraging parents via the school newsletter and parent meetings to complete and return the survey form. The office manager of the Office of Educational Research received and inspected each package from the MRC office. This process included coding the population group, numbering each survey form, checking for incompleted forms, 6 and verifying the integrity of the security process. All data entry and data analysis were conducted by the staff of the Office of Educational Research. Proper caution, concern and reconciliation were exercised during data entry and data analysis. Standardized Test Data All standardized test data for the magnet school students were obtained from the Little Rock School District. Although several delays did occur in obtaining these results, the Little Rock School District personnel were cooperative in complying with the request. The comparative group was the state average. This information was obtained from the Arkansas State Department of Education. The department personnel were extremely helpful and cooperative in complying with the request. 7 RESULTS OF PARENT SURVEY The evaluation team coded the survey responses to provide two types of information. Demographic information from the parents was coded for sorting of the survey items other than by school to provide a clear picture of the parent opinions. Additionally, the items were coded numerically for statistical purposes. Population Demographics Population data on the records of the MRC indicated there were 3412 parents of magnet school students in grades K-12. There were 2047 usuable survey forms returned by the parents. Only fifteenparents indicated they had two or more students in the magnet school program. The data for these parents were recorded only once and allocated to the first - school/grade listed on the returned form. Although several parents did not answer all questions, only a small number (19) of the survey forms were determined to be unusable because of incorrect markings on the instrument. These adjusted figures computed to a return rate of 60 percent. This is judged by the evaluator to be an excellent return rate for this type survey. The following graphs presents a profile of the parents responding to the survey. The data reveals that 23.6 percent of the parents responding have students attending Booker Elementary School. The other schools and the respective percent of parents responding were as follows: Carver, 8 17.34 percent
Gibbs, 13.24 percent
Williams, 19.69 percent
Mann, 17.05 percent
and Parkview, 9.09 percent. SUMMARY OF RESPONSES IMGtET SCHOOL PARENTS PEHCEHT sos.---------------------, BICR o.'R 008 WMS WH PICV PERCENT Cl= IDT,6l,. BY ~00.. The race of the parents responding was black, 47.48 percent
white, 50.51 percent
all other 1.71 percent. Only six parents (.29 percent of the total) elected to not respond to this question. SLMAARV a= RESPONSES WtSET SCHOOL PARENTS PBUNI' eos---------------------, IUOC 'MtTE OTlER PEFa:NT RESPODNG B'f RAO: 9 The total race distribution by school was also presented. These data reveal that for the total 972 black parents, 24 - percent had students at Booker
20 percent had students at Williams
and the school with the smallest number of black parents was Parkview with 10 percent. The 1034 white parents were distributed similarly with 22.6 percent at Booker
19.5 percent at Williams
and 8.2 percent at Parkview. There were 35 parents of the other race that responded to the survey. Gibbs and Mann had the highest percent of these parents with 25.7 percent. SWMARY OF RESJ>C5ES MAGtETSQiOOLPHElTS SOSPBaNT~:::::::::.:---------------7 BIOi 01A OBS Y6III WM R<V PEFO:NT ~ TOTAL RK:E BY SCH0CX. a...oc-012 E:a WK1'0IM rz3 onER35 The within school race distribution revealed that Booker parents were about evenly divided
Parkview had more black 10 parents responding
whereas, Carver, Gibbs, Williams and Mann - had more white parents responding. Sl.MAARY OF RESPONSES MAGtET SCHOOL PJ1'FENTS PERCENT eos.---------------------, ~ ~ aos 20S -OS M-l!Ol7 Ell<R C\11 GBS WMS l,W,I ACY AKE ClSTRIBUTIOO BY SCHOa. euac E'::a YffTE cm ontER The parents were asked to identify their residence as to the district in which they lived. These responses revealed that 1388 (67.81 percent) of the parents lived in Little Rock, 429 (20.96 percent) in Pulaski County district and 213 (10.41 percent) lived in North Little Rock school district. Additional sorting revealed that 22 percent of the Little Rock parents have students at Booker, whereas, 30 percent of the North Little Rock parents have students at Booker. Likewise, 23 percent of Little Rock parents have students at Williams, but, only 10.8 percent of North Little Rock parents have students at Williams. The greater proportion of Pulaski 11 County parents have students at Booker (25.41 percent), Carver (24.71 percent), and Mann (21.45 percent). SUMMARY OF RESPONSES MAGNET SCHOOL PNENTS PERCENT -40S.---------------------, 20S BtGI Ot'A OBS WMS t.lAN PKV asrncr RES1CENCE sv sa-KX:t.. - UTT\.E ROOC- ~ NQ. UTTU! ROOC-2'19 C:
J PU.,'8111 <D.HTYlt- e<M7 A fourth disaggregation of the data revealed that 51. 55 percent of Carver parents lived in the Little Rock district, 29.86 percent lived in the Pulaski County district and 17.18 percent lived in the North Little Rock district. Plnsll PARENT DISTRBJTION MAGNET SCHOOL PARENTS 100....------------------- QO 80 80 74 BICA CIN <JBlll8 WMIS I.WM PKVW Resident llstrlct llstrlblilon Bv Scrod - Uttta !bcx-&18 ~ ~ Oa.-4211 CD N. Uttll Aadt~ ...,~ 12 When the data were analyzed with the two variables of race - and resident district the results revealed that 71.3 ~ercent of the black parent respondents lived in the Little Rock district. Sixty-four percent of the white parents responding lived in Little Rock and 74.29 percent of the other race parents lived in Little Rock. SUMMARY OF RESPONSES MASETSQtOOLPNENTS PERCEfT 100Sr---------------------, DOS sos ~ 110'& l50S 40S sos 20'& BUOC41'2 ~ 01HEJk'8 AKE ClSTR&JTlOO rN OOTRICT - lJtM Aadl m ~ Qull:y CJ N. Ullle FIDdl Additional analysis revealed that by race the Little Rock parent respondents were evenly split black to white
whereas, 13 both Pulaski County and North Little Rock had a higher proportion of white parents responding. SUYMRY CF RESPONSES MAGtET SCHOOL PAfEN"TS PERCEHT ~.--------------------, llOS ~ ~ ~ 50'5 -40'& SO'S 20'S -OS ~ IUOC 'M-tTE OTlJI DSTRICf OOTRIEUTIOO BY RACE -Ut11a--- ~~~ c:JN.U-~ ... SA/EV An area that is always of interest to the MRC is the parents responding that had children attending a magnet school for a second year. Data from the surveys revealed that for all students 73 percent of those that attended last year were from the Little Rock district, whereas, 58 percent of those that did not attend last year were also from Little Rock. SlMAARY OF RESPONSES PERCEHT UJI&.---------------------, 7ft YES HO ATTENEl LA'>T YEAR aSTR BY OSTRICf - UTTl A00C ~ PU...4l6IQ <XllfTY C:J N. UTTl.E ROCJ( ... III.IMY 14 When each district was analyzed the results revealed that 70 percent of the Little Rock parents had students attending a magnet school for the second year. Also noted was that over 50 percent of the Pulaski County and North Little Rock parents had students attending a magnet school for the second year. SUMMARY OF RESPONSES Maglet School Parada 10PE0HC'8SfT .,.::
_------------------, GOS PU.MIQ 00. UT1l ROCJ( N. urn. ROOIC asTRICf OSTR BY ATTENCED L>ST YEAR ves ~NO When data was disaggregated by school, the results were that the elementary school parents were largely parents with students attending a magnet school for the second year. The 15 secondary school parents were about evenly split between new students to the program and students returning for a second year. SUM\1ARY CF RESPONSES Mavlet School Parel,ts PEflCENT ICO'S.-------------------- IIOS ~ 70'& IIOll ~ ~ ~ 20S vs OS IJ<R o.'A <.- Me .... PKYW ATT8CED UiS( YEAR ClSTR 8f SOfOCt. -VE& r::aNO When race was coupled with the attended last year variable, it was found that a significantly higher proportion of black parent respondents had students in the second year of the magnet program than the white parents. The percentages were 69 percent to 62 percent respectively. SlMMRY a= RESPONSES 1P0EHC0ENT- -------------------, 110 BUOC-4'72 ~ ona,ea AKE ClSTR 8V ATTeOED LA.ST YEAR - RT9CB) ~ 00 NCf R'1BO ~ ....0 Dllla 16 - When the individual schools were added to these variables, the data revealed that of the parents responding a higher percentage of black parents had students in a magnet school for a second year than the white parents. The only reversal of this was Gibbs Elementary School with a larger percentage of white parents reporting attended last year. The secondary schools of Mann and Parkview were evenly split. SlM\1ARY OF RESPONSES MagJlet School Parents t20
....:PERCENT=-:..::.=.:...: ______________- -, 100 BO survey Data 80 48 EUO< 'VBS WHITE Yfll AKE B'f AJTEr,IE) LAST YEAR B'f SQ-100.. - 80CICBI ~ ~ Cl OIBI -~ Each respondent was asked to react to the survey items with a sincere attitude using the following scale: T if you think the statement is true GT i:f you think the statement is generally true GF i:f you think the statement is generally false F if you think the statement is false To begin the statistical analysis, it was necessary to assign numerical values to the categories of responses (i.e.' T=l, GT=2, GF=3, F=4) on the survey form. 17 Analysis Procedures The initial stage of the data analysis was descriptive in form. Cumulative summary information provided frequency distributions and graphs on each demographic variable and survey item. After examining the distribution of responses for each survey item via each variable, cross-tabulation contingency tables were completed to investigate the relationships among the items and the demographic information. The non-parametric chi-square test of significance was utilized to determine if the variables were statistically independent. Category Comparison This section of the report focused on the composite responses of the population for each of the survey categories. The three categories of survey items were Recruitment, Transportation and Parent and Community Involvement. The data in the accompanying graph illustrates that the parents as a population rated the survey items overall quite high (i.e., 1.789 on a scale of l=High or true to 4=Low or false.) This value revealed the summary rating for all items to be better than generally true. The three category areas fared almost as well. The area of recruitment had the highest agreement with community involvement the lowest. However, all ratings were better than generally true. The specific survey items for each category were also presented in graphic form. The category, item and survey form numbers are presented prior to the graphic displaying the responses to categories as follows: 18 Recruitment: 10. All of my questions about magnet schools were answered before I selected this school for my child. 13. The expectations of the students were made clear before I selected this magnet school. 20. The expectations of the parents were made clear before I selected this magnet school. Transportation: 7. The bus is generally on time at the bus stops. 16. The amount of time my child spends on the bus is satisfactory with me. 18. Bus drivers are competent, courteous and have control of the students on the bus. 21. I was properly informed about bus schedules, bus stop locations, and expected student conduct on the bus. Parent~ Community Involvement: 6. I attend school programs and activities on a regular basis. 8. The media (Newspapers-Radio-TV) provide adequate coverage of the activities and programs in the magnet schools. 9. The school actively encourages parent involvement. 11. My responsibilities (at home or work) prevent me from being active in my child's school at this time. 12. Various members of the Little Rock, North Little Rock, and Pulaski County communities are involved with the magnet schools as guest speakers, providing classroom display materials or providing special equipment. 19 14. I know about the activities and programs at the other magnet schools. 15. I feel free to discuss concerns of the school during parent/teacher organization meetings. 17. My child's school is making a sincere effort to keep the parents and community at-large informed of the school's purpose and program. 19. community sponsored organizations and civic centers (i.e., museums, art centers, music centers) are active as hosts for magnet school class visits. 22. It is easy to obtain information about the magnet school program. 2A 2.2 2.0 u 1.4 \2 ~ OF RESPONSES WQETSCHOOLPNl:NTS RAlNJ \110111 TOW. ~ IE<JUT\ENT CD,,M IN\Q.V. SlJM?f ~IES -MJWERRlNO The total distribution of responses for each item is presented in Appendix A. 20 Recruitment Category Swnmary - The parents of the magnet school students were very positive in their responses regarding recruitment of students. The parents were quite sure that most, if not all, questions were answered before they selected a school for their child. This was especially so for parents with children attending a magnet school for the first time. Generally, all parents felt that they were clear about the expectations for students of a particular magnet school. This value appeared to be a result of increased effort by the MRC to familiarize parents of students new to the magnet schools of the expectations. Yet, the parents of white students were not as positive as other parents, and the parents of North Little Rock students were less satisfied regarding information about expectations - for students than were other parents. The expectations for parents of magnet school students appears to be quite clear to all parents. SLMMRY CF RESPONSES MacJiet School Para1l8 ,.
..:ARNI..:.
....::_ _______________ , \76 \IIIM 2 011rEDCRt aJEBT10N 10 aencN a.oncN 20 Aecnitrrent Q.Jestkre - AIEJWJE RAIN) 21 SLMAARY a= RESPONSES Mcvlet School Paet,ls Pwoa1t 70Sr---------------------. DOS Tna Oan.True OlnFaN FalN ~ a.a Reatitment Questions - CHO ~ 0-11 tZJ CHO Transportation Category Summary The parents of the magnet school students were overall quite positive in their responses regarding transportation of the students. The black parents tended to disagree more that "the bus is generally on time at the bus stops," whereas, the white parents tended to disagree more that "the amount of time my child spends on the bus is satisfactory with me." The bus drivers were viewed by parents to generally be "competent, courteous, and in control of the students on the bus." The parents in Pulaski County were very positive in their reactions as were the parents of most elementary students. The parent of a secondary student sometimes recorded a negative response. The parents of black students that were pleased were very pleased, but the ones that were unhappy were quite unhappy. Information about "bus schedules, bus stop locations and expected student conduct on the bus" could be better disseminated. Several parents, especially black Little Rock parents, reported dissatisfaction with the information they had received. 22 SUMMARY OF RESPONSES MagJlet School Parents RATING 4.-------------------- 3 2 0 CAlEQCRY 0-7 o- Q-IB ~ TRANSPOUAllON OLESTI~ - AIEJWERRlNO SUMMARY OF RESPONSES MagJ)et School Parents Pwoa1t 10S------------------- l50S sos 1hia Oln.Tna OaF-. F-. ~ Oda Trmspatalial Q.Jestions - CH ~ O- mJ 0-19 - 0-2' 111811tlHOQ Community Involvement Summary The parents of magnet school students submitted responses that indicate a continual need for efforts by the MRC and the magnet school administrators to improve this area. Although parents as a population attend magnet school programs and 23 activities, some voids still exist. Parents of students new to the magnet school family
parents of Parkview High School
black parents especially of grades 7, 8 and 10
and parents residing in the county district do not attend at the same ratio as other parents. Some parents, especially black parents of students at Booker, Mann and Parkview do not feel that the media provides adequate coverage of the school programs and activities. But, generally, the parents of black children feel significantly stronger than the other parents that the school activity encourages parent involvement and they can discuss their concerns during school meetings. These black parents, however, confess that their responsibilities at home and/or at work prevent them from being active in their child's school. There is no more than a 50-50 chance that parents know what is occurring at the other magnet schools. SlJIMARY OF RESPONSES MacJJet School Para,ts Pwod 70Sr--------------------, Tna Gan.True Olr\Faaa ,=... ~ Olla Camulity ll"l'tOl\rent Questions o-e ~ o-e d o-o o-n ~ 0-12 24 SUMMARY OF RESPONSES MagJlet School Parents RAl1N(3 .. .------------------~ 3 2.547 001:0CA't o-. o-. o-o o-n 0-12 c:nM...t,IITY INVCt..ve.ENT QlESTIONS -MRMRR1NO - The parents reported that the communities of Little Rock, North Little Rock, and Pulaski county are involved with the magnet schools as guest speakers and providing materials and special equipment. Parents with students that were in the magnet schools previously reported that community organizations and civic centers were active as hosts for magnet school class visits. Elementary grades one and two, and secondary grades eleven and twelve apparently do not make use of this resource as often as the other grades. The parents, especially black parents with students in the magnet schools last year, felt strongly that information about magnet schools is available. 25 SUMMARY a= RESPONSES Mcvlet School Parents 11Plro0a1I '5.-------------------. Tn e.n.Tna e.n.Faea "-- .-..,U D11111 Camulity lr?.oMlrrent Questions - 0-M ~ 0-15 c.:J 0-17 - 0-9 = ~ ~ a= RESPONSES Mac,letSchoolPaalla R-IJ1N-Q ---------------~ s 2 0 2. .. 0IIJE80R'f 0-14 0-15 0-17 o- 0-a cnu.NTY INVCl.ve.ENT Cl.STIONS -MJWERRNJ 26 In addition to the distribution of the total parent responses, it was decided to present the categorical responses by school. These graphics are presented in the following pages. The parents of Booker Elementary students reported an overall average of 1.828. This average compared to the highest rating of 1.736 for the transportation category and a low rating of 1.908 for the parent and community involvement category. This view is that the items were better than generally true. SUMMARY OF RESPONSES Mag,et School Parents ~RATIN~C3 -------------------, 2.2 2.0 1.8 \8 1. \2 1.0 0.8 o.e O. 0.2 0.0 ~ AEaUTl,ENT OCl,U.HTY INY. TOW. ~NERIGES - BOOICEI 1ll80 27 The parents of Carver Elementary students reported a somewhat higher average for the total instrument (1.731.) The best Carver rating was for the category of recruitment (1.546) and the lowest rating of 1.851 for parent and community involvement. As with Booker, the Carver parent ratings signal a better than generally true observation by the respondents. 2A ,... t2 1.0 a.a 0.11 QA 0.2 0..0 SUMMARY OF RESPONSES Mcviet School Parents RA11N0 nwe>CJrW1ClH RE<JU1\ENT CD,MHTY IHY. 1CTM. CATEGORYNER.AGES - QllfWER 1IIIIO 28 The parents of Gibbs Elementary students reported very similar responses to all areas. The averages ranged from 1.638 for the transportation category to 1.786 for the parent and community involvement category. The overall average for Gibbs' parents was 1 . 682. SUM\1ARY OF RESPONSES Mculet School Para1ls ' RATNJ 2A 2.2 2.() 1.8 \II \A \2 \0 o.a 0.11 TIWG'OIWlON REffil.11\ENT cx::w.aNTY INY. 10TM. CATEGORY NERIG:S -GIBBS1Gll8 29 - The parents of students attending Williams magnet school responded in a very positive manner. A very high rating of 1.483 was noted for the recruitment category and a very positive overall rating of 1.677. As with the other elementary schools, the parents of Williams students rated the parent and community involvement as the lowest category. u 2.2 2.0 1.8 \ti 1A \2 \,() 0,8 a.a o. 0.2 SUWMRY OF RESPONSES Mac,let School Paents IWN3 \8138 0.0 TRNG'CRW10N RE<JUl\ENT 00,U.HTY INV. lOrM. CATEGORVNER.6GES - M.1.W,11 111119 HlMlER - 40IS 30 - The parents of the junior high (students of Mann magnet school) responded with averages closer to the generally true rating. The overall average was 1.935, the recruitment category 1.767, the transportation category 1.861, and parent and community involvement 2.038. 2.4 2.2 2.0 \.8 \II 1.4 \2 \.0 0.8 0.11 QA 0.2 0.0 SUMMARY CF RESPONSES Mac,let School Parents RA1N3 2.cm ~ REOIUT\EHT CO&&HTY INY. 10W. ~NEFW3ES ..... 111118 31 - The parents of students at Parkview high school had very similar responses to the parents of the junior high students. These were very close to the generally true level. The strongest rating average was the recruitment category and, as was now expected, the category of parent and community involvement was the highest numerical value which meant the poorest response. 0.4 0.2 0.0 SlM'AARY OF RESPONSES M
vlet School Parents AAlN3 TIWCSPCRW1CJN RE<JUn.EHT OCMW.HTY INY. 10fM. ~NERAGES -PNIIC'o1EW'll80 - The responses for each item by school is presented in Appendix B. 32 Statistical Analysis 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 resulting from survey responses. Because of the extremely large number of parent responses the evaluation team anticipated large Chi-Square values signaling highly significant differences for the comparison of the demographic values. The same technique was used in the Phase I (1988) evaluation and a complete rationale was presented in that report, therefore, it will not be repeated in this report. Likewise, the team applied the Pearson Contingency Coefficient to the Chi-Square values in order to measure the strength of association among the demographic variables and the ratings on the separate survey items. The range of "strength of association" is from a low of 0.00 to a high of 1.00 with a marginal association accepted at 0.20. For an item to be significant for a particular demographic variable it must be significant by Chi-Square computation and meet the criteria of strength of association according to the Pearson Contingency Coefficient. The evaluation team, recognizing that the significance of a single demographic descriptor may have specific meaning and impact to the MRC, elected to present consensus statements regarding each survey item rather than address only the significant difference. Additionally, a graphic of the responses by school is presented in this section. 33 Q6 Q7 Q8 Q9 QlO Qll Ql2 Ql3 Ql4 Ql5 Ql6 Ql7 Ql8 Ql9 Q20 Q21 Q22 Q23 Race NS NS s s NS s s NS NS NS NS NS NS NS NS NS NS NS STATISTICAL ANALYSIS SUMMARY Item by Demographic Magnet School Parent District School Grade NS S* s s s NS NS NS NS NS NS s NS NS NS s NS NS NS NS s NS NS NS NS NS NS NS NS s NS -. NS NS NS s s NS NS s NS s s NS s s NS NS NS NS NS NS NS s s ALY NS NS NS NS NS NS NS NS NS NS NS NS NS NS NS NS NS s * This item and this demographic descriptor meet the criteria of the Chi-Square and the Pearson Contingency Coefficient for significant differences. s = Significant Difference NS= Non-Significant Difference 34 Question #6. I attend school programs and activities on a regular basis. SUMMARY OF RESPONSES MAGNET SCHOOL PARENTS PERCENT 80$r---------------------------, TRUE GEN. TRUE GEN. FALSE RESPONSES BY SCHOOL - TOTAL g BOOKER rnilIJ WILLIAMS O MANN N 2047 QUESTION e J::::::::::::j CA.AVER - PARKVIEW FALSE - GIBBS The responses appear to be true or generally true for the vast majority. However, the parents of the "new" students reported they did not attend as regularly as the parents of "old" students. As the graph illustrates, the parents of the secondary schools attend programs and activities on a much less regular basis. Parents of black children were less regular in attendance as were parents of children in grades 7, 8, and 10. Parents in the Little Rock district were more in agreement with this item than parents living in the Pulaski county district. 35 Question #7. The bus is generally on time at the bus stops. SUMMARY OF RESPONSES MAGNET SCHOOL PARENTS PERCENT 80$------------------------- TRUE GEN. TRUE GEN. FALSE RESPONSES SY SCHOOL - TOTAL a BOOKER [mil) WILLIAMS O MANN N2047 QUESTION 7 r::::::::i:j CARVER - PAAKVIEW - GIBBS The responses reveal the parents of Gibbs Students feel very comfortable with this transportation item. The other school's parents responses were very similar. Other analyzes indicate that parents of black students rated the item somewhat lower than whites
parents of Pulaski county students rated the item higher
and no other marked differences were found for this item. 36 Question #8. The media (Newspapers-Radio-TV) provide adequate coverage of the activities and programs in the magnet schools. SUMMARY OF RESPONSES MAGNET SCHOOL PARENTS PERCENT eo~.....--------------------------. 30~ ,o, 0~ TRUE GEN, TRUE GEN, FALSE FALSE RESPONSES BY SCHOOL - TOTAL B BOOKER mmJ WILLIAMS O MANN CZ] CARVER - GI BBS - PARKVIEW N2047 QUESTION 8 As illustrated by the graph, the parents are still not totally satisfied with the media coverage. The parents of black students responded in the extreme categories of true and false
whereas, the parents of white students responded more in the general categories. Otherwise, the district of residence, the school attended, the grade of the student or if it was a second year student had no effect on the parent response. 37 Question #9. The school actively encourages parent involvement. SUMMARY OF RESPONSES MAGNET SCHOOL PARENTS PERCENT 100$ ..---------------------------, 80$ 40$ 20$ TRUE - TOTAL mmJ WILLIAMS N2047 QUESTION Q GEN. TRUE GEN. FALSE RESPONSES BY SQHOOL - BOOKER D MANN J::::::::::::) CARVER - PARKVIEW FALSE - GIBBS The data in the graph illustrates that by school this item received very positive responses. As one would expect the secondary schools, according to the parents, encourage parent involvement less than the elementary schools. The demographic separations occurred for the grades where K-6 was even more positive than expected, for race when black parents were more positive than statistically expected and for attended last year where first year parents were somewhat disappointed with the school's effort. The resident district - had no impact on the parents' responses for this item. 38 Question #10. All my questions about magnet schools were answered before I selected this magnet school for my child. SUMMARY OF RESPONSES MAGNET SCHOOL PARENTS PERCENT eo~,--------------------------, 30~ ,o~ 0~ TRUE - TOTAL GEN. TRUE GEN. FALSE RESPONSES BY SCHOOL - BOOKER ffimJ WILLIAMS O MANN N2047 QUESTION 10 f:::::::::::j CARVER - PARKYIEW FALSE - GIBBS As evidenced by the responses reported in the graph, this statement received a very positive reaction. There were no differences when disaggregated by the demographic variables. This is understandable when the responses are this positive. 39 Question #11. My responsibilities (at home or work) prevent - me from being active in my child's school at this time. SUMMARY OF RESPONSES MAGNET SCHOOL PARENTS PERCENT ~o~.-------------------------..... 301 20, TRUE GEN. TRUE GEN. FALSE RESPONSES BY SCHOOL - TOTAL ~ BOOKER mIIIJ WILLIAMS O MANN N2047 QUESTION 11 1::::::::::::j Cb,RVER - F'ARKVIEW FALSE - GIBBS This is an item where the evaluator was seeking a negative type response. This type item has a dual purpose: (1) to solicit an opinion from the parent and (2) to check if the parent was indeed reading the statement or just marking the item in a positive manner. The responses satisfied the evaluator in both instances. The parents, especially black parents and parents that reside in the Pulaski county district do work and, often in their opinion, prevents them from being active in their child's school activities. The parents of students in the second year of a magnet school also expressed this opinion. Otherwise, as the graph shows, the responses were divided throughout the response options. 40 Question #12. Varios members of the Little Rock, North Little Rock and Pulaski county communities are involved with the magnet schools as guest speakers, providing classroom display materials or providing special equipment. SUMMARY OF RESPONSES MAGNET SCHOOL PARENTS PERCENT eo~-------------------------~ 40t. Ot. TRUE GEN, TRUE GEN. FALSE FALSE RESPONSES BY SCHOOL - TOTAL B BOOKER IIiIIIJ WILLIAMS O MANN !:::::::::::] CARVER - GI BBS - AA.RKVIEW N:2047 QUESTION 12 As the data in the graph illustrates, the by school responses were as expected, i.e. the parents of elementary students were more positive regarding this item than were the parents of secondary students. Parents in general do not view this area as a high positive aspect of the magnet schools. Parents of black students were much more positive than parents of white students and parents of students in grades 3, 5 and 6 were more positive than other grades. Otherwise, no real differences from the expected reaction. 41 Question #13. The expectations of the s.tudents were made - clear before I selected this magnet school. SUMMARY OF RESPONSES MAGNET SCHOOL PARENTS PERCENT eo~,--------------------------, 20i Oi TRUE GEN. TRUE GEN. FALSE FALSE RESPONSES BY SCHOOL - TOTAL - BOOKER CZ] QA.FIVER - GIBBS mmJ WILLIAMS O MANN - FARKVIEW N2047 QUESTION 13 The data for the responses to this item reveal a very high positive response. There were no differences among the parents for any of the demographic variables. The most obvious change was that parents with second-year students were somewhat negative to this item, but parents of firstyear students were very positive. 42 Question #14. I know about the activities and programs at the other magnet schools. SUMMARY OF RESPONSES MAGNET SCHOOL PARENTS PERCENT ~01,--------------------------, 301 201 1055 055 TAUE CEN. TAUE CEN. FALSE RESPONSES BY SCHOOL - TOTAL - BOOKER mmJ WILLIAMS O MANN N2047 QUESTION 14 CZJ CARVER - FARKVIEW FALSE - CIBBS The distribution of the parent responses were very similar regardless of the demographic variable investigated. However, the distribution caused some concern as it represents a parent response of a lack of knowledge regarding activities and programs at other schools. 43 Question #15. I feel free to discuss concerns of the school - during parent/teacher organization meetings. SUMMARY OF RESPONSES MAGNET SCHOOL PARENTS PERCENT 80$-------------------------, 60$ 40$ TAUE GEN. TAUE GEN. FALSE RESPONSES BY SCHOOL - TOTAL B BOOKER mmJ WILLIAMS O MANN N2047 QUESTION 1e CZJ CARVER - PARKVIEW FALSE - GIBBS This distribution -reveals a high degree of acceptance among the parents for this statement. The "this statement is true" respondents represents all parents, but especially parents of black students, and parents of students in grades K, 1, 3, and 6. The very high responses made it difficult to find any differences for the other demographic variables. 44 Question #16. The amount of time my child spends on the bus is satisfactory with me. SUMMARY OF RESPONSES MAGNET SCHOOL PARENTS PERCENT ~0$.--------------------------. TRUE GEN. TRUE GEN. FALSE RESPONSES SY SCHOOL - TOTAL g BOOKER milIJ WILLIAMS O MANN N2047 QUESTION 1e J::::::::::::j QA.RYER - PARKVIEW FALSE - (31888 These data reveal that the majority of parents are satisfied with the "time" component of the transportation category. There is some dissatisfaction, as expected, but not attributable to a particular demographic variable. Regardless of the variable investigated the distribution was approximately the same. 45 Question #17. My child's school is making a serious effort to keep the parents and community at-large informed of the school's purpose and program. SUMMARY OF RESPONSES MAGNET SCHOOL PARENTS PERCENT so~...-------------------------. 40~ 20$ 0'1 TRUE GEN. TRUE GEN. FALSE RESPONSES BY SCHOOL - TOTAL - BOOKER mmJ WILLIAMS O MANN N2047 QUESTION 17 IE]] CARVER - PAAKYIEW FALSE - GIBBS The data presented in this graph illustrates that the parents, as a school group, responded favorably to this item. The parents of black children were very positive in their responses, as were the parents of students in grades K, 3, 4, and 5. The parents of students in grades 7, 8, 9, and 10, although positive, were less positive than the lower grade students' parents. The resident district and the years attended had little to no impact on the responses. 46 Question #18. Bus drivers are competent, courteous and have control of the students on the bus. SUMMARY OF RESPONSES MAGNET SCHOOL PARENTS PERCENT eo~,-------------------------- TRUE CEN. TRUE CEN. FALSE RESPONSES BY SCHOOL - TOTAL ~ BOOKER rnmJ WILLIAMS O MANN N2047 QUESTION 18 IZ3 CARVER - PARKVIEW FALSE - GIBBS These responses of the parents reveal some dissatisfaction in this area. The distribution was general for the demographic of school and years attended. However, the responses were somewhat different than expected for race (parents of black students were extreme in responses), district (Pulaski County parents rated higher than expected), and grade (lower grades were significantly higher and upper grades significantly lower than expected.) 47 Question #19. Community sponsored organizations and civic - centers (i.e. museums, art centers, music centers) are active as hosts for magnet school class visits. - SUMMARY OF RESPONSES MAGNET SCHOOL PARENTS PERCENT so~,-------------------------~ I . TRUE (3EN. TRUE GEN. FALSE FALSE RESPONSES BY SCHOOL - TOTAL - BOOKEFI c::J OA-AVEFI - GI BBS mmJ WILLIAMS O MANN - PAFIKVIEW N2047 QUESTION 1Q The distribution of parent responses by school were in the true and generally true category. Parents of students at Booker and Williams were higher than expected. The same is true for the parents of students in gradesK, 3, 4, 5, 6 and 8
whereas, the parents of students in grades 1, 2, 11 and 12 were somewhat lower than expected. The other demographic variables were about as expected. 48 Question #20. The expectations of the parents were made clear before I selected this magnet school. SUMMARY OF RESPONSES MAGNET SCHOOL PARENTS PERCENT so~-------------------------. TRUE CEN. TRUE CEN. FALSE RESPONSES BY SCHOOL - TOTAL a BOOKER mmJ WILLIAMS O MANN N2047 QUESTION 20 EE] CAAVEA - PAAKVIEW FALSE - CIBBS The distribution of parent responses by school were higher than expected for all schools. This distribution of high positive responses was also true for the demographic variable of race, district and years attended. The variation of responses for grades K, 7, and 8 created a less than expected significant value. 49 Question #21. I was properly infomed about bus schedules, bus stop locations and expected student conduct on the bus. SUMMARY OF RESPONSES MAGNET SCHOOL PARENTS PERCENT so~---------------------------, 40\1 TAUE GEN. TAUE GEN. FALSE FALSE RESPONSES BY SCHOOL - TOTAL B BOOKER mm:J WILLIAMS O MANN j::::::::::::j CARVER - GI BBS - PARKVIEW N2047 QUESTION 21 The parent responses to item number 21 reveal a very high (True) reaction to this statement. There were no significant differences found between expected and actual responses for any of the five demographic variables. All sub-groups of - parents responded very similar to the total group responses. so Question 1t1L It is easy to obtain information about the magnet school program. SUMMARY OF RESPONSES MAGNET SCHOOL PARENTS PERCENT so~-------------------------, 20'1 O'I TRUE GEN. TRUE GEN. FALSE RESPO~SES BY SCHOOL - TOTAL - BOOKER Emil WILLIAMS O MANN N2047 QUESTION 22 CE] C\RVER - PARKVIEW FALSE - GIBBS The parents of magnet school students responded very positive to this question. The great majority of responses were in the response areas ot true or generally true. This same distribution was present for all parent sub-groups. There was no significance but it was noted that Mann parents were not quite so positive, that parents of students attending for the first year were not quite so positive, that parents of black children were more positive than white parents, and very little impact by district or grade on the parent responses. 51 Question #23. I receive most of my infomation about the activities at my child's school: (please circle one) This was a different type item in-so-far that it asked for a different type response. The selection of responses were: A. from school notices sent home B. from talking with my child c. from announcements in newspapers, on radio or TV D. from talking with other parents The data is presented in two graphs with the first illustrating the total parent response and the second the response by school. SUMMARY OF RESPONSES MAGNET SCHOOL PARENTS PERCENT so~.--------------------------, 70~ 60~ 00~ SCHOOL NOTIOES CHILO MEDIA OTHER ~ENTS PARENT RECEIVES INFORMATION - PARENT RESPONSES 52 SUMMARY OF RESPONSES MAGNET SCHOOL PARENTS PERCENT 100~ ,--------------------------~ QO% 60% 70~ 80~ ~Oi 40$ 30$ 20$ 10$ Oi SCHOOL - TOTAL mm) WILLIAMS N2047 QUESTION 23 CHILO MEDIA PARENTS RESPONSES BY SCHOOL - BOOKER D MANN c::J CARVER - GI BBS - PARKVIEW . Where do parents get their information about their child's magnet school? The responses confirmed the expectations inso- far as elementary students take notices home, whereas junior high and high school students do not
and students new to the magnet school talk with their parents about their experiences, whereas, students that attended the same school last year simply bring home notices. Additionally, the white parents get more information from school notices brought home, whereas, the black parents tend to talk about school happenings with their children. A surprising few responses from the parents indicated that their information source was the media or other parents. 53 RESULTS OF STANDARDIZED TEST DATA The results of the standardized test data was received from the Little Rock School District. The demographics provided for disaggregating the data were school, grade, sex and race for the students tested. The only scores provided were the PERCENTILE RANK for the Metropolitan Achievement Test (MAT-6) and PERCENT PASSING for the Minimum Performance Test (MPT). The Arkansas State Department of Education provided the state averages with like demographics for the MPT, but, could only provide state grade level averages for the MAT-6. These data prohibited the evaluator from making statistical comparisons as statistics are not accurate when using percentile scores. In fact, percentile averages are not accurate. The MRC must use professional judgment and caution in reacting to the results as presented in this report. However, in consultation with the MRC it was decided that the evaluator would present the percentile averages and present passing in graphic form and the MRC would accept the responsibility for proper interpretation. This decision was made in view of the fact that after requesting the test data for a nine-month period, this was the best data to be received. The evaluator had requested the scaled score for each student for both the MPT and the MAT~6 which would have permitted a statistical analysis. 54 Minimum Performance Test (MPT) Results The results of the magnet school students' performance on the - MPT and the state performance is presented in the accompanying graphs. The reader is reminded the data are presented as the percentage number of students that passed the exam. Gradel Reading There were 31,793 total third grade students state-wide that took the MPT in reading. There were 29,769 third grade students (94 percent) that received a passing score or higher on the reading test. The magnet school third grade students were part of the total. When the magnet school students were sorted by school the results revealed that 76 of the 81 students (94 percent) of the students at Booker
66 of the 67 students (98 percent) at Carver
44 of 45 students (98 - percent) at Gibbs
and 82 of the 83 students (99 percent) at Williams had scores at or better than the minimum passing score. Further disaggregation of the scores included grouping by sex and by race . The data shows that 95 percent of the total females in the state, grade 3, passed the state's MPT in reading. This 95 percent passing was equaled by Booker magnet school and was bettered by Gibbs (96 percent), Carver (1 00 percent) and Williams (100 percent) . The male population for the state was reported to have a 72 percent pass rate. This is compared to a 92 percent at Booker, 96 percent at Williams, 97 percent at Carver and 100 percent at Gibbs. 55 (.J1 O'I MINIMUM .PERFORMANCE TEST GRADE 3 READING PERCENT PASSING 110 ,--------------------------, 100 90 80 70 60 50 40 30 20 10 0 TOTAL FEMALE MALE BLACK AVERAGES OF MAGNET SCHOOLS - BOOKER ~ CARVER !:Ittl GIBBS m WILLIAMS 1989 DATA BY SEX: BY RACE WHITE E~.:::3 ST,,A JE The black student group had a pass rate for grade 3 reading of 85 percent
whereas, Booker black students recorded an 88 percent pass rate, Carver black students a 97 percent pass rate and both Gibbs and Williams a 100 percent pass rate. The white student group had a pass rate of 96 percent statewide for grade 3 reading. The magnet school group of white students recorded pass rates of Booker 100 percent, carver 100 percent, Gibbs 97 percent and Williams 97 percent. Further disaggregation of the grade 3 reading results revealed that the black females at Carver, Gibbs and Williams had a 100 percent pass rate
the black males at both Gibbs and Williams had a 100 percent pass rate
the white female.s at Booker, Carver and Williams had a 100 percent pass rate
and the white males at Booker, Carver and Gibbs had 100 percent pass rate. When the systat statistical computer program was used to compute differences between percent proportions, no significance was found between the state percent passing rate and any of the magnet schools percent passing rate. However, a significant difference was found between the black students state-wide and magnet school black students at Carver, Gibbs and Williams. No significant difference was found for the other variables._ 57 U1 co MINIMUM PERFORMANCE-TEST GRADE 3 READING PERCENT PASSING 110 ,...------------------------. 100 90 80 70 60 50 40 30 20 10 0 BLACK FEMALE BLACK MALE WHITE FEMALE WHITE MALE AVERAGES OF MAGNET SCHOOLS Ill BOOKER ~ CARVER [3IT] GIBBS Ill WILLIAMS 1989 DATA BY RICE/SEX Gradel Math The percentage of students taking and passing the grade 3 mathematics section of the MPT was similar to the reading percentages. Ninety-five percent (30,089 of 31,787) of the third graders state-wide received a passing score on this section of the MPT. When the four elementary magnet schools were disaggregated the results revealed that Booker had a pass rate of 96 percent, Carver a pass rate of 100 percent and Gibbs and Williams a pass rate of 98 percent. The state passing rate for female third graders was also 95 percent
whereas for the magnet schools for the like group it was 98 percent for Booker
100 percent for Carver
96 pertent for Gibbs and 98 percent for Williams. The male passing rate for all third grade students was 97 percent. Both Carver and Gibbs had 100 percent of the students passing the math section of the MPT and Booker and Williams were very close to that percent. State-wide the black students had a pass rate of 88 percent for mathematics at the grade three level. Every magnet school had a higher pass rate with Carver, Gibbs and Williams at 100 percent and Booker with a 93 percent pass rate. The white students, for the state, had a pass rate of 97 percent with Booker, Ca~ver and Gibbs reporting an equal or better pass rate. Williams had a competitive 95 percent. Further sorting of the magnet schools third grade class revealed that the black females and black males at Carver, Gibbs and Williams had a 100 percent pass rate
whereas, the - white females at Booker and Carver and the white males at Booker, Carver and Gibbs had a 100 percent pass rate. 59 MINIMUM PERFORMANCE .. TEST GRADE 3 MATH PERCENT PASSI NG 110 .------------------------, 100 90 80 70 60 50 40 30 20 10 0 TOTAL FEMALE MALE BLACK WHITE AVERAG.ES OF MAGNET SCHOOLS .. BOOKER ~ CARVER l:?\d GIBBS - WILLIAMS ~ STATE 1989 DATA BY SEX: BY RICE MINIMUM PERFORMANCE TEST ' GRADE 3 MATH PERCENT PASSING 110 ..-------------------------. 100 90 80 70 60 50 40 30 20 10 0 BLACK FEMALE BLACK MALE WHITE FEMALE WHITE MALE AVERAGES OF MAGNET SCHOOLS Ill BOOKER ~ CARVER l -f? I GIBBS .. WILLIAMS 1989 DATA BY RICE/SEX The statistical analysis program systat yielded no significant differences between proportions of passing for - the state rate and the rate for any of the magnet schools. The significant differences did occur in relation to mathematics performance at Carver and Willia.ms where the magnet black students had a significantly higher percent passing rate than the state rate. Grade Q Reading The percent passing for the state-wide sixth grade population was 94 (27,425 of 29,330). All four magnet schools exceeded this percent with Booker with 97 percent, Carver with 99 percent, Gibbs with 100 percent and Willia.ms with 99 percent passing. When the group was disaggreated by sex the females, statewide recorded a percent passing rate of 95. Likewise, the female population of the magnet schools had a percent passing rate as follows: Booker 99 percent
Carver 100 percent
Gibbs 100 percent and Williams 97 percent. The total male population had a percent passing rate of 92. The like group in the magnet schools recorded a percent passing rate as follows: Williams and Gibbs 100 percent
Carver 97 percent and Booker 95 percent. The sorting by race revealed that the black population had a state-wide passing rate of 84 percent. The magnet school black students performed at a passing rate of 100 percent for both Williams and Gibbs
97 percent for carver and 95 percent for Booker. The white population state-wide recorded a percent passing rate of 96. The results for the magnet schools revealed that both Gibbs and Carver had a 100 percent 62 O'I w MINIMUM PERFORMANCE TEST GRADE 6 READING PERCENT PASSING 110 .-----------------------, 100 90 80 70 60 50 40 30 20 10 0 TOTAL FEMALE MALE BLACK WHITE AVERAGES OF MAGNET SCHOOLS - BOOKER ~ CARVER LtI=I GIBBS - WILLIAMS I STATE 1989 DATA BY SEX: BY RICE passing
Booker a 99 percent passing and Williams a 97 percent passing. Further disaggregation was possible for the magnet schools. This presented data for the race and sex combined. The black females of the magnet school population recorded percent passing as follows: Carver, Gibbs and Williams 100 percent
Booker 97 percent. The white female group had the following percent passing rate: Booker, Carver and Gibbs 100 percent
Williams 92 percent. As stated previously, both Williams and Gibbs had 100 percent passing fo~ both black and white males
whereas, Booker had 92 percent passing for black males and 97 percent passing for white males. Carver reported a passing rate for black males of 94 percent and 100 percent for white males. The statistical analysis of differences between two proportions did not yield a significant difference between the state's percent passing and any of the four magnet schools. The significant differences were found for the disaggregated variables and are listed as follows: The black students in all four magnet schools had a significantly higher proportion of students passing the MPT than did the state's black students as a population. Grade 6 Math Ninety-three percent of the sixth grade population state-wide performed at the minimum level required for passing. The magnet schools and the respective percent passing were as follows: Booker 97 percent (137 of 141)
Carver 100 percent (69 of 69)
Gibbs 100 percent (48 of 48)
and Williams 99 percent (66 of 67). 64 O'I u, MINIMUM PERFORMANCE TEST GRADE 6 READING PERCENT PASSING 110 .-------------------------. 100 90 80 70 60 50 40 30 20 10 0 BLACK FEMALE BLACK MALE WHITE FEMALE WHITE MALE AVERAGES OF MAGNET SCHOOLS .. BOOKER ~ CARVER t'<? I GIBBS 1111 WILLIAMS 1989 DATA BY Rf.CE/SEX O'I O'I MINIMUM PERFORMANCE TEST GRADE 6 MATH PERCENT PASSING 110 .--------~-------------------. 100 90 80 70 60 50 40 30 20 10 0 TOTAL FEMALE MALE BLACK WHITE AVERAGES OF MAGNET SCHOOLS - BOOKER ~ CARVER HF?) GIBBS - WILLIAMS STATE 1989 DATA BY SEX: BY R.ACE The breakout by sex revealed that 95 percent of the total females and 92 percent of the total males recorded a minimum passing score or higher on the MPT. The magnet schools and the percent passing rate for females and males respectively were as follows: Booker 99 percent and 95 percent
Carver 100 percent and 100 percent
Gibbs 100 percent and 100 percent
and Williams 100 percent and 97 percent. The group was then sorted to reveal the percent passing by race. The state-wide rate was 86 percent passing for blacks and 95 percent passing for whites. For the magnet schools the rate passing for black and white respectively were as follows: Booker 93 percent and 100 percent
Carver 100 percent and 100 percent
Gibbs 100 percent and 100 percent
and Williams 100 percent and 97 percent. Additional sorting provided data for sex by race for the four magnet schools. These data were as follows: Booker black females 97 percent passing, black males 88 percent passing, white females and white males 100 percent passing
carver black females, white females, black males, white males all 100 percent passing
Gibbs black females, black males, white females, white males all 100 percent passing
and Williams white males 94 percent passing and all others, white females, black females and black males 100 percent passing. The statistical analysis of the difference between proportions yielded a significant difference between Carver's percent passing in math and the state's percent passing in math. Further analysis revealed the black students at Carver, Gibbs and Williams had a significantly higher percent passing rate than did the state as a population. 67 Grade Language Arts The language arts section of the MPT .appeared to be more difficult for the students. The percent passing for the total state was 88 percent. The magnet school students also found this test somewhat more difficult. Ninety-four percent of the Booker sixth graders met or exceeded the required minimum score
whereas, 93 percent of Carver students
83 percent of Gibbs students and 96 percent of Williams students entered a minimum or better score. When disaggregated by sex the state-wide percent passing for females was 91 percent and for males 85 percent. The percent passing for magnet schools for females and males respectively was as follows: Booker 98 percent and 90 percent
Carver 94 percent and 92 percent
Gibbs 88 percent and 78 percent
and - Williams 97 percent and 94 percent. The ''by race" breakout for the state was 76 percent of the black students and 92 percent of the white students recorded a score that met or exceeded .the state requirements. The magnet schools and the percent passing for black students and white students respectively were as follows: Booker 90 percent and 97 percent
Carver 88 percent and 97 percent
Gibbs 63 percent and 96 percent
and Williams 97 percent and 93 percent. Further sorting by combining race and sex revealed percent passing for the magnet schools for black females, black males, white females and white males. The specific values for the magnet school and the disaggregate group are as - follows: Booker black females 94 percent, black males 85 percent, white females 100 percent, and white males 94 69 -.J 0 MINIMUM PERFORMANCE TEST .. GRADE 6 LANGUAGE ARTS PERCENT PASSING 110 ..-------------------------, 100 90 80 70 60 50 40 30 20 10 0 TOTAL FFMALE MALE BLACK ' WHITE AVERAGES OF MAGNET SCHOOLS .. BOOKER ~ CARVER l/thl GIBBS - WILLIAMS STATE 1989 DATA BY SEX: BY R/tCE -..J ...... MINIMUM PERFORMANCE-TEST ' GRADE 6 LANGUAGE ARTS 110 P_ER_CE_NT _PAS_SIN_G _______________ __, 100 90 80 70 60 50 40 30 20 10 0 BLACK FEMALE BLACK MALE WHITE FEMALE WHITE MALE AVERAGES OF MAGNET SCHOOLS .. BOOKER ~ CARVER l>tfl GIBBS .. WILLIAMS 1989 DATA BY RfiCE/SEX percent passing
Carver black females 94 percent, black males 81 percent, white females 93 percent and white males 100 - percent passing
Gibbs black females 78 percent, black males 50 percent, white females 93 percent and white males 100 percent passing
Williams black females 100 percent, black males 92 percent, white females 92 percent and white males 94 percent passing. The statistical analysis of the difference between two proportions yielded a significant difference between both Booker and Williams when comparing percent passing rates with the state's passing rate. In additional analysis it was noted that the females at Booker and black students at Booker and Williams recorded a significantly higher percent passing rate than did the state as a population. Grade Science The state distribution of scores for grade six on the science component of the MPT revealed that 25,631 of the 29,326 students that took the test (87 percent) received a score equal to or greater than that required to pass the test. When the magnet school students were disaggregated from the total the sub-group scores revealed that 125 of 141 (89 percent) of the students at Booker magnet met or exceeded these same requirements and 61 of 69 students (88 percent) at Carver met or exceeded these requirements. Other magnet schools at Gibbs 40 of 48 (83 percent) and Williams 54 of 67 (81 percent) also met or exceeded these requirements. When the total scores were sorted by sex the results revealed that the state passing rate for females was 86 percent and for males was 89 percent. The magnet school and the respective passing rates for females and males respectively 72 -..J w MINIMUM PERFORMANCE- TEST GRADE 6 SCIENCE PERCENT PASSING 110 .------------ ------------, 100 90 80 70 60 50 40 30 20 10 0 TOTAL FEMALE MALE BLACK WHITE AVERAGES OF MAGNET SCHOOLS - BOOKER ~ CARVER [ ftJ GIBBS - WILLIAMS ~ STATE 1989 DATA BY SEX: BY RICE were as follows: Booker 90 percent and 87 percent
carver 84 percent and 92 percent
Gibbs 84 percent and 82 percent
and - Williams 71 percent and 91 percent. When sub-grouped by race the state's percent passing rate was 69 percent for the black population and 93 percent for the white population. The results for the magnet schools black students revealed that Booker (80 percent) and carver (88 percent) exceeded the state percent passing
whereas, Gibbs (68 percent) and Williams (69 percent) were approximately the same as the state's percent passing. The results for the magnet schools white students revealed that Booker (95 percent) was higher than the state percent passing, Carver-. (89 percent) was lower than the state percent passing and Gibbs and Williams were equal to the state percent passing for grade 6 science. Additional disaggregation of the magnet school results for race and sex provided data that shows Carver's black females (94 percent) out performed the other magnets black females on percent passing the MPT. Williams' black males (85 percent passing) was the best of the magnets for that sub-group and Booker's white females group (96 percent) led all magnet elementary schools for that sub-group. The white male subgroup was all quite high with Carver and Gibbs both at 100 percent passing, and Booker and Williams both at 94 percent passing. The statistical analysis of the difference between two proportions failed to identify any significant differences between the state passing rate and the individual magnet school population. The state's total female students had a 74 -.J (.J1 MINIMUM PERFORMANCE TEST GRADE 6 SCIENCE PERCENT PASSING 110 .-------------------------, 100 90 80 70 60 50 40 30 20 10 0 BLACK FEMALE BLACK MALE WHITE FEMALE WHITE MALE AVERAGES OF MAGNET SCHOOLS Ill BOOKER ~ CARVER FL:Z7:Ti::JI GIBBS 1111 WILLIAMS 1989 DATA BY RICE/SEX significantly higher percent passing rate than the percent passing at Williams magnet. The black students at Carver had a significantly higher passing rate in science than the state's black students. Grade Social Studies The percent passing rate for grade 6 social studies statewide was 87 percent. The magnet schools all exceeded the state percent with Booker 94 percent passing, Williams 93 percent passing, Carver 90 percent passing and Gibbs with 88 percent passing. When subdivided by sex the state percent passing rate was 87 percent for females and 86 percent for males. The magnet . school and the percent passing for females and males respectively were as follows: Booker 95 percent and 92 percent
Carver 88 percent and 92 percent
Gibbs 88 percent and 87 percent
and Williams 94 percent and 91 percent. The groups disaggregated by race yielded a percent passing rate for the state's black students of 68 percent and for the state's white students of 92 percent. For the magnet schools the school and the percent passing rate for black students and white students respectively were as follows: Booker 86 percent and 99 percent
Carver 88 percent and 92 percent
Gibbs 74 percent and 96 percent
and Williams 94 percent and 90 percent. Additional sorting for the magnet schools yielded results for race and sex. The black females that scored the highest percent passing rate was Williams (96 percent passing) - closely followed by Carver (94 percent passing). 76 --.J --.J e . MINIMUM PERFORMANCE TEST GRADE 6 SOCIAL STUDIES PERCENT PASSING 110 .------------------------. 100 90 80 70 60 50 40 30 20 10 0 TOTAL FEMALE MALE BLACK WHITE AVERAGES OF MAGNET SCHOOLS - BOOKER ~ CARVER h':tJ GIBBS - WILLIAMS STATE 1989 DATA BY SEX: BY RICE -.J co MINIMUM PERFORMANCE TEST GRADE 6 SOCIAL STUDIES PERCENT PASSI NG 110 ,---------------------------, 100 90 80 70 60 50 40 30 20 10 0 BLACK FEMALE BLACK MALE WHITE FEMALE WHITE MALE AVERAGES OF MAGNET SCHOOLS .. BOOKER ~ CARVER l\'? I GIBBS 11111 WILLIAMS 1989 DATA BY RICE/SEX The pace setter for the black male sub-group was clearly Williams with a 92 percent passing rate. The best school for - the white females was Booker with 98 percent passing, however, both Gibbs (93 percent) and Williams (92 percent) had over 90 percent passing. The white male was the most consistent performers in all magnet schools in social studies i.e., Booker 100 percent, Carver 100 percent, Gibbs 100 percent and Williams 88 percent passing. The statistical analysis of the difference between two proportions found no significant difference between the magnet students' percent passing rate in social studies and the state population performance. Additional analysis did yield a significant difference between Williams and the state population regarding black student's percent passing rates. Grade~ Reading The percent passing rate for the state population of eighth graders was 96 percent. The magnet school Mann recorded the exact same percent. The population for the state was 28,727 students and for Mann was 269 students. The percent passing for Mann grade 8 females was two percentage points more than the state passing rate, i.e., 99- 97. The males at Mann had a 93 percent passing, whereas, the state percent passing rate was 95 percent. When disaggregated by race the results revealed that the state's black students had a 90 percent passing rate and Mann's black students recorded a 94 percent passing rate. The state's white students performed at a 98 percent passing rate and the Mann white students performed at a 98 percent passing rate. 79 co 0 MINIMUM PERFORMANCE_ TEST .. GRADE 8 READING PERCENT PASSI NG 110 ,-------------------------, 100 90 80 70 60 50 40 30 20 10 0 TOTAL FEMALE MALE BLACK MAGNET SCHOOLS 1111 HORACE MANN STATE AVERAGE 1989 DATA BY SEX: BY RICE WHITE 00 I--' MINIMUM PERFORMANCE TEST GRADE 8 READING PERCENT PASSING 110 ,------------------------------, 100 90 80 70 60 50 40 30 20 10 0'--- BLACK FEMALE BLACK MALE WHITE FEMALE WHITE MALE MAGNET SCHOOLS Ill HORACE MANN ~ STATE AVERAGE 1989 DATA BY RICE/SEX Additional sorting by sex and race revealed that Mann's magnet school students recorded a higher percentage pass rate than did the overall state population of eighth grade students. The sub-group and the percent passing for Mann and the state total respectively were as follows: Black females 98 percent, 92 percent
black males 89 percent, 87 percent
white females 100 percent, 98 percent
and white males 98 percent, 97 percent. The statistical analysis of the differences between two proportions revealed no significant differences existed between the 8th grade population at Mann magnet school and the state as an eighth grade unit. This was also true i.e., no significant difference for any of the disaggregated subgroups. Grade~ Math The state percent passing rate for grade eight mathematics was reported at 97 percent. The Mann magnet school reported a percent passing rate of 96 percent. When disaggregated by sex and race the percent passing varied very little. The female rate for the state was 97 percent passing and the same percent (97 percent) passing was recorded for Mann magnet. The males recorded a state rate of 96 percent pass~ng and Mann recorded a 94 percent passing. The by race sorting revealed that both the state and Mann recorded 98 percent passing rate for the white students. The black students performed at a 94 percent passing rate at Mann and the state reported a 93 percent passing rate. 82 (X) w MINIMUM PERFORMANCE -TEST GRADE 8 MATH PERCENT PASSI NG 110 ~-----------------------, 100 90 80 70 60 50 40 30 20 10 0 TOTAL FEMALE MALE BLACK MAGNET SCHOOLS 1111 HORACE MANN ~ STATE AVERAGE 1989 DATA BY SEX: BY RJICE WHITE 00 ~ MINIMUM PERFORMANCE TEST GRADE 8 MATH PEnCENT PASSING 110 ,----------------------------, 100 90 80 70 60 50 40 30 20 10 o~- BLACK FEMALE BLACK MALE WHITE FEMALE WHITE MALE MAGNET SCHOOLS .. HORACE MANN ~ STATE AVERAGE 1989 DATA BY R/0:/SEX Further analysis of the disaggregated data was conducted for the combination of race and sex. The black females performed at a 94 percent passing rate at the state level and a 96 percent passing rate at Mann junior high. The black males recorded a 90 percent passing rate at Mann magnet and a 92 percent passing rate at the state level. The white females and the white males performed at about identical rates. The sub-group and the percent passing for Mann magnet and the state respectively were white females 98 percent, 98 percent and white males 98 percent, 97 percent. The statistical analysis of differences between proportions failed to provide a significant difference for any group or sub-group. Grade~ Language Arts The state percent passing rate for the grade 8 language arts section of the MPT was 92 percent. The percent passing for Mann magnet was also 92 percent. When the two groups were sorted by sex and race the results varied very little. The female population recorded the same percent passing (97) for both groups. The male population for the state recorded a percent passing of 96 and the Mann magnet school males recorded a 94 percent passing. The group and the percent passing for black students and white students respectively were as follows: Mann 99, 87 an" d state 94, 87. Further disaggregation of the data provided results for sex by race for both the state and for Mann magnet school. The sub-group and the percent passing for the state and Mann respectively were as follows: black females 92, 93
black males 63, 81
white females 97, 100
and white males 91, 98. 85 00 en MINIMUM PERFORMANCE TEST GRADE 8 LANGUAGE ARTS PERCENT PASSING 110 .---------------------, 100 90 80 70 60 50 40 30 20 10 0 TOTAL FEMALE MALE BLACK MAGNET SCHOOLS .. HORACE MANN STATE AVERAGE 1989 DATA BY SEX: BY Rf.CE WHITE (X) -..J MINIMUM PERFORMANCE TEST GRADE 8 LANGUAGE ARTS PERCENT PASSING 110 .--------------- ------, 100 90 80 70 60 50 40 30 20 10 o~ BLACK FEMALE BLACK MALE WHITE FEMALE WHITE MALE MAGNET SCHOOLS .. HORACE MANN ~ STATE AVERAGE 1989 DATA BY RICE/SEX The statistical analysis for difference between two proportions was applied to the data for grade 8 language arts. The only comparison that yielded a significant difference was for the white students where Mann magnet students had a significantly higher percent passing than the state's white students as a population. Grade~ Science The state population for grade 8 in the science area test of the MPT had a percent passing rate of 88 percent. The total Mann eighth grade performed at the 78 percent level. When disaggregated by sex and by race the results yielded data for females, males, black race and white race. The . analysis revealed that the females percent passing for the state group was 85 and was 77 for the Mann females. The state's male population had a passing rate of 91 percent, whereas, Mann's male population performed at a 77 percent passing rate. The breakouts of the present passing by race and group were as follows: Mann magnet black 66 percent passing, white 95 percent passing
state population of black students 72 percent passing
white students 93 percent passing. Additional sorting yielded the following results for both the state subgroup and the magnet subgroup: black female, state percent passing 69, Mann percent passing 67
white female, state percent passing 90, Mann percent passing 93
black male, state percent passing 75, Mann percent passing 66
white male, state percent passing 95, Mann percent passing 98. 88 00 \D MINIMUM PERFORMANCE TEST GRADE 8 SCIENCE PERCENT PASSI NG 110~-------------------. 100 90 80 70 60 50 40 30 20 10 0 TOTAL FEM.ALE MALE BLACK MAGNET SCHOOLS .. HORACE MANN STATE AVERAGE 1989 DATA BY SEX: BY Rf.CE WHITE \0 0 MINIMUM PERFORMANCE TEST GRADE 8 SCIENCE PERCENT PASSI NG 110 .------------------------, 100 90 80 70 60 50 40 30 20 10 o~- BLACK FEMALE BLACK MALE WHITE FEMALE WHITE MALE MAGNET SCHOOLS 111111 HORACE MANN ~ STATE AVERAGE 1989 DATA BY RICE/SEX The statistical analysis yielded significant differences for several group comparisons. The state's eighth graders, the state's male population, and the state's female population had a significantly higher percent passing rate than Mann magnet school. Further analysis of the disaggregated scores failed to yield more significant differences. Grade~ Social Studies The percent passing for the state's eighth graders in the social studies area was 89 percent. The Mann magnet school recorded an 81 percent passing rate. The total groups were disaggregated by sex and by race. The results were as follows when sorting by sex: females, state rate 88 perceht passing, Mann 81 percent passing
males, state rate 91 percent passing, Mann 80 percent passing. The 4 percent passing rate for the breakouts by race were as follows: black race, state 82, Mann 72
white race, state 92, Mann 93. Further sorting yielded subgroups of sex by race. The results for the black females were that the state had an 81 percent passing rate and Mann magnet had a 76 percent passing rate. Also, the black males had a state-wide passing rate of 82 percent and Mann magnet had a passing rate of 68 percent. The state's white females performed at a passing rate of 90 percent which was almost equal to Mann's white females rate of 89 percent. The white males at Mann magnet performed at a rate of passing of 98 percent while the state's percent passing for the like group was 93. 91 I.O N MINIMUM PERFORMANCE TEST ' GRADE 8 SOCIAL STUDIES PERCENT PASSI NG 110 ....------------------------, 100 90 80 70 60 50 40 30 20 10 0 TOTAL FEMALE MALE BLACK MAGNET SCHOOLS - HORACE MANN STATE AVERAGE 1989 DAfA BY SEX: BY RICE WHITE I.D w MINIMUM PERFORMANCE TEST GRADE 8 SOCIAL STUDIES PERCENT PASSING 110~-------------------~ 100 90 80 70 60 50 40 30 20 10 0 ----- BLACK FEMALE BLACK MALE WHITE FEMALE WHITE MALE MAGNET SCHOOLS 1111 HORACE MANN ~ STATE AVERAGE 1989 DATA BY RICE/SEX The statistical analysis yielded several significant differences between the two groups. The state group of eighth graders out-performed the Mann magnet group on the total and with both sexes. Additionally, the black race as a group and the black males as a group out-performed the Mann magnet groups of like students. 94 Metropolitan Achievement Test (MAT-6) The Metropolitan Achievement Test (MAT-6) 1989 scores for the - magnet schools were used for this report. It is of significance, once more, to remind the reader that these scores are reported in percentile rank (PR) scores for the students and for the school. The summary of averages computed for the disaggregated groups are averages of percentile ranks and do not have statistical significance. These graphics are only for information to the Magnet Review Committee and the magnet school administration. Grade 1 MAT-6 Composite The composite scores for the grade 4 of the magnet schools and for the state area population are presented here. The data, also presented in graphs, reveal that an average of - percentile ranks on the MAT-6 places the magnet schools on an approximate equal with the state percentile rank (PR). The state's PR for reading 62 and the magnet schools average PR was 61. This continued to be displayed when the other test components were graphed. The test content and the state's PR and the magnet school's average PR respectively were presented as follows: Mathematics, state PR=70, magnet school a . erage PR=72
Language Arts, state PR=66, magnet school average PR=67
the basic battery of reading, mathematics and language arts, state's PR=67, magnet school average PR=68
science, state PR=68, magnet school average PR=67
and social studies, state PR=68, magnet school average PR=70. Further sorting of the four magnet elementary schools population allowed for more data presentations. For example, the group population MAT-6 PR's were sorted and averaged by 95 I.O O'\ 80 70 60 50 40 30 20 10 0 PERCENTILE RD MAT-6 SUMMARY , GRADE 4 MA LA BB SC MAT -6 SUB-TESTS - MAGNET AVERAGE ~ STATE AVERAGE 1989 QA5S NER.AGE ss sex the results appear as follows: reading, female PR=64, male PR=57
math, female PR=74, male PR=71
language arts female PR=72, male PR=63
basic battery, female PR=71, male PR=65
science, female PR=67, male PR=68
and social studies, female PR=72, male PR=69. Additional sorting allowed the data for the magnet schools to be viewed by race. This disaggregation revealed that the white students had a considerably higher average PR than did the black students, i.e., for reading, white PR=72, black PR=SO and for science, white PR=78, black PR=57. It was of interest to the evaluator that, however fragile the data, the smallest difference in average PR's between the races were in language arts. When the swnmary PR's were grouped by both sex and race for grade four of the four elementary schools, the results appeared somewhat the same. The females' average PR for content, white and black respectively were as follows: reading, white PR=76, black PR=54
mathematics, white PR=84, black PR=65
language arts, white PR=77, black PR=66
basic battery, white PR=81, black PR=61
science, white PR=80, black PR=SS
and social studies, white PR=83, black PR=61. Similar results were illustrated when the black and white males were compared. The highest PR averages for the black males were in the content areas of math, science and social studies
whereas, the highest average PR's for white males, also, were math, science and social studies. 97 I.O 00 PERCENTILE MAT-6 SUMMARY GRADE 4 100 ,--------------------------. 80 60 40 20 0 RD MA LA BB SC ss MAT -6 SUB-TESTS Ill FEMALE ~ MALE 1989 M/rGNET SCHOOLS BY S X I.O I.O PERCENTILE MAT-6 SUMMARY GRADE 4 100 ~-----------------------, 80 60 40 20 0 RD MA 1989 Mt-GNET SCHOOLS BY RICE LA BB MAT -6 SUB-TESTS .. WHITE ~ BLACK SC ss I-' 0 0 MAT -6 SUMMARY GRADE 4: FEMALE BY RACE PERCENTILE 100 .-------------------------, 80 60 40 20 0 RD MA LA BB SC ss MAT -6 SUB-TESTS Ill WHITE FEMALE ~ BLACK FEMALE 1989 DATA ALL Mf.GNET SCHOOLS I-' 0 I-' MAT -6 SUMMARY .. GRADE 4: MALE BY RACE PERCENTILE 100 r----------------------, 80 60 40 20 0 RD MA LA BB SC ss MAT -6 SUB-TESTS .. WHITE MALE ~ BLACK MALE 1989 DATA ALL MPGNET Sa-tOOLS Grade i MAT-6, QY School The total percentile rank for each of the magnet schools in the content areas will be presented in graphic form for better understanding by the reader. The total reading PR for Carver and Gibbs was 61 with Williams the highest total reading PR=72 and Booker the lowest at PR=SO. The reader must bear in mind that percentile rank, by definition, means that this percent of scores on a national norm were equal to, or less, than the score attained by this particular group. The data in the graphic reveals .that Williams magnet continued to be the pace setter for the other content areas and Booker, al~hough consistently scoring higher than 50 percent of the schools nation-wide, revealed the lowest PR except in social studies. Additional graphs are presented in Appendix c. These graphs present by school illustrations of data for the disaggregated groups. Grade 1 MAT-6 The data for grade 7 were obtained from Horace Mann Junior High School. The composite average for Mann magnet school and the state composite for the state's seventh grade appears very close. The largest difference between the PR's was in reading (Mann's PR=60, state's PR=SS) and in language arts (Mann's PR=67, state's PR=62). The highest PR for Mann was in language arts, whereas, the highest PR for the state as a group was in science. The only content area where the state's PR was higher than the magnet school was mathematics. It should be noted that the majority of PR's for the state and for Mann were about the PR=60. 102 ...... 0 (.
J MAT-6 SUMMARY PERCENTILE 80 70 60 50 40 30 20 10 0 RD MA - BOOKER 1989 CLASS AVERAGE GRADE 4 LA 88 MAT -6 SUB-TESTS r~ITIT1 CARVER ~ GIBBS SC ss ~ WILLIAMS I-' 0 ~ PERCENTILE 80 70 60 50 40 30 20 10 0 RD 1009 U..ASS NERN3E MAT -6 SUMMARY GRADE 7 MA LA BB SC MAT -6 SUB- TESTS Ill MAGNET AVERAGE ~ STATE AVERAGE ss When the data were sorted by race, the PR's revealed a similar condition as existed in the elementary schools. The white students consistently scored higher than the black students within the magnet school. These data revealed that the largest differences in average PR's were reading and mathematics. The highest PR for the black students was in the language arts content area and the lowest was in the area of math. The white students scored higher, as a group, in science and they also recorded their lowest PR in mathematics. When the data were disaggregated by sex, the PR's were somewhat different than for the elementary schools. With the exception of language arts the males' average PR was higher than their female counterparts. The highest male PR was in science (PR=70) and the highest female PR was in language arts (PR=69). The lowest average PR for both was in mathematics. When both race and sex was used for sorting the results revealed that the white females had consistently higher average PR's than did the black females. However, the highest average PR for both female groups was language arts and the lowest for both groups was mathematics. For the male population, the ~hite males had the highest average PR for each content area. In contrast with the females, the white males' highest PR was in science, but, like the females, the black males' highest PR was in language arts. The lowest PR for the black males was, again, like the females, in mathematics. The lowest PR for the white males was in language arts. 105 ..... 0 O'I PERCENTILE MAT -6 SUMMARY GRADE 7 100 ~------------------------ 80 60 40 20 0 RD MA 1989 Mf.GN T SCHOOLS BY RICE LA BB MAT -6 SUB-TESTS Ill WHITE ~ BLACK SC ss I-' 0 --.J PERCENTILE MAT-6 SUMMARY GRADE 7 100 .---------------------------------, 80 60 40 20 0 RD MA 1989 MAGNET SCHOOLS BY SEX LA BB MAT -6 SUB-TESTS - FEMALE ~ MALE SC ss f--' 0 (X) MAT -6 SUMMARY GRADE 7: FEMALE BY RACE PERCENTILE 100 .------------------------, 80 60 40 20 0 RD MA LA BB SC MAT -6 SUB-TESTS .. WHITE FEMALE ~ BLACK FEMALE 1989 DATA ALL MI-GNET SCHOOLS ss f--' 0 I.O MAT -6 SUMMARY GRADE 7: MALE BY RACE PERCENTILE 100 ~---------------------. 80 60 40 20 0 RD MA LA BB SC ss MAT -6 SUB-TESTS Ill WHITE MALE ~ BLACK MALE 1989 DATA ALL M.AGNET SCHOOLS Grade lQ MAT-6 The data for the sophomore class at Parkview High school was - collected for the study. The magnet school students' performance when compared to the state average, was close to the 50th percentile rank in all content areas. The content area of the highest PR for both the magnet school (PR=58) and the state (PR=61) was language arts. The content area with the lowest PR for Parkview sophomores was math (PR=47) and for the state sophomores was reading (PR=Sl). The data was sorted by race for additional analysis. These results reveal that the white group of sophomores averaged between PR=56 (mathematics) and PR=64 (language arts). Likewise, the black group of sophomores averaged between PR=40 (social studies) and PR=54 (language arts). The greatest difference between the groups' performance was in - social studies where the white race group had a PR=61 and the black race group had a PR=40. Additional sorting by sex produced a much closer comparison. The male group of sophomores had a high PR average of 56 in science and a low PR average of 48 in mathematics. The female group of sophomores had a high PR average of 60 in language arts and a low PR average of 46 in mathematics. The largest difference in the PR's was in the content area of science, i.e., male PR=56, female PR=47. When sorted by race and sex the data revealed that the white females and black females had highest PR's in the content area of language arts. The lowest PR for the white female group was in mathematics (PR=57), whereas, the lowest PR for the black female group was social studies (PR-38). 110 ..... ..... ..... 80 70 60 50 40 30 20 10 0 PERCENTILE RD MAT -6 SUMMARY GRADE 10 MA LA 88 SC MAT -6 SUB-TESTS I 19119 CLASS NERl'GE - MAGNET AVERAGE ~ STATE AVERAGE ss ...... ...... l'v PERCENTILE MAT-6 SUMMARY GRADE 10 100 ------------------------ 80 60 40 20 0 RD MA LA BB SC ss MAT -6 SUB-TESTS - WHITE ~ BLACK 1009 M/tGNET SQ-fOOLS BY RNA: PERCENTILE MAT-6 SUMMARY GRADE 10 100 .--------------------------, 80 60 40 20 0 RD MA LA BB SC ss MAT -6 SUB-TESTS 1111 FEMALE ~ MALE 1989 MAGNET SCHOOLS BY SEX MAT -6 SUMMARY .. GRADE 10: FEMALE BY RACE PERCENTILE 100------------------------. 80 60 40 20 0 RD MA LA 88 SC ss MAT-6 SUB-TESTS .. WHITE FEMALE ~ BLACK FEMALE 1989 DATA ALL M/tGNET SCHOOLS The black male group's highest average PR was in the content area of language arts (PR=52) and the wl:lite male group's - highest average PR was in science (PR=68). The lowest PR average for the black males and white males respectively was reading (PR=42) and mathematics (PR=54). 115 I-' I-' CTI MAT -6 SUMMARY GRADE 10: MALE BY RACE PERCENTILE 100 .----------------------. 80 60 40 20 0 RD MA LA BB SC ss MAT -6 SUB-TESTS Ill WHITE MALE ~ BLACK MALE 1989 DAf A ALL Mf.GN T SCHOOLS SUMMARY STATEMENT Based on the findings of the study and the insight gained from the evaluation team's interaction with other educators, the following statements appear valid. 1. The return rate of 60 percent on the parent survey is sufficient to warrant consideration of the responses. 2. There is no difference in the return rate of parents based on race or resident district. 3. The majority of parents responding had students attending a magnet school for the second year, especially parents of elementary students. 4. 5. A higher proportion of black students are attending a magnet school for the second year than students of other races. This was true by school except for Gibbs elementary. The efforts of the MRC regarding student recruitment have been rewarded. The parents are very positive of recruitment procedures. 6. Transportation as a category was acceptable to the parents
however, there is still some concern about "student time on bus," "bus drivers" and "transportation information." 7. The parents of magnet school students indicate there is a continued need for efforts by the MRC and the magnet school administration to improve the area of parent and community involvement. 117 8. 9. Working parents, especially parents of black children, have a difficult time becoming involved in school activities. Elementary students take school notices home to parents and parents read them for information about school activities, whereas, secondary students tend to just "tell" their parents about school activities. 10. Parents of black students "talk with their child" about school more than parents of white students. 11. The black students in grade 3 will perform better on both sections (reading and math) of the Minimum Performance Test (MPT) than the state average passing rate. 12. The black students in grade 6 will perform better on the reading and math tests of the MPT than the state average passing rate, and perform as well or better in the areas of language arts, science and social studies. 13. The magnet schools' eighth grade students do not perform as well as the state average passing rate on the MPT content area tests of science and social studies. 14. Although the magnet school grade 4 students have a comparable composite percentile rank on the MAT-6 as the state popul~tion of grade 4 students, the black magnet school students do not perform as well as their white peers. 118 15. Although the magnet school's sev.enth grade students have a comparable composite percentile rank on the MAT-6 as the state population of seventh grade students, the black students of the magnet school do not perform as well as their white peers. 16. The state composite percentile rank for the MAT-6 was, although comparable, higher than the composite percentile rank for the grade 10 magnet students in all content areas. The white students will perform at a higher level than their black peers on this particular test. 17. The magnet school students perform better, as measured by the MPT and the MAT-6, in the content areas of reading and math
whereas, the weakest area is science. 18. The least difference in performance by the race variable was in the content area of language arts. 119 APPENDIX A 120 - - MAGNET SCHOOL PROGRAM EVALUATION Parent Form: p-89 Since your name or your child's name will not appear anywhere on this form, we ask that you please answer all questions openly and honestly. Information gathered from parents can and will make a difference. THANK YOU VERY MUCH FOR YOUR TIME AND COOPERATION Questions 1-5 ask for general information: 1. Child's School _ M_a_,g._n_e_t_S_ch_o_o_l_P_a_re_n_t_s_-_N_=_20_4_7_ 2. Child's Grade _ _ 3. Child's Race: Black __ _ White --- Other --- 4. Do you live in: Little Rock ____ _ North Little Rock ____ Pulaski County District ___ _ 5. Did your child attend this school last year? Yes __ _ No __ _ =================---------------------------------------=-------------- Directions: Read each of the statements very carefully and indicate your response to each one using the following scale: Mark Column T if you think the statement is TRUE GT if you think the statement is GENERALLY TRUE GF if you think the statement is GENERALLY FALSE F if you think the statement is FALSE PLEASE PUT AN (X) IN THE COLUMN OF YOUR CHOICE T GT GF F MO 6. I attend school programs and activities on a las 1 lss9 11641 155 I 1a] regular basis. 7. The bus is generally on time at the bus stops. 1731 I 796 I 123 I 102 I 2951 8. The media (Newspapers-Radio-TV) provide adequate coverage of the activities and 1275 Ina I 56812451 39 programs in the magnet schools. 9. The school actively encourages parent I 12061643 I u6 I s 1 I 11 involvement. 10. All of my questions about magnet schools were 1943 1797 116711331 7 answered before I selected this school for my child. 121 11. My responsibilities (at home or work) prevent me from being active in my child's school at this time. 12. Various members of the Little Rock, North Little Rock, and Pulaski County communities are involved with the magnet schools as guest speakers, providing classroom display materials or providing special equipment. 13. The expectations of the students were made clear before I selected this magnet school. 14. I know about the activities and programs at the other magnet schools. 15. I feel free to discuss concerns of the school during parent/teacher organization meetings. 16. The amount of time my child spends on the bus is satisfactory with me. 17. My child's school is making a sincere effort to keep the parents and community at-large informed of the school's purpose and program. 18. Bus drivers are competent, courteous and have control of the students on the bus. 19. Community sponsored organizations and civic centers (i.e. museums, art centers, music centers) are active as hosts for magnet school class visits. 20. The expectations of the parents were made clear before I selected this magnet school. 21. I was properly informed about bus schedules, bus stop locations, and expected student conduct on the bus. 22. It is easy to obtain information about the magnet school program. 23. I receive most of my information about the activities at my child's school: (please circle one) T GT GF F MO 1 3 70 1696 1444 I s 17 I 20 1 144319941318 Isa I 212 j 11129 1643 1163 I 89 I 23 I I 32ol 626lss7 ls16 I 2s I l10os I683I192 I 112 I ss I I 6s5l 6o7l166 l24s 13411 19661 8281148 173 132 I I 3741 8451278 121713331 I 92l I 8171161 58 I 90 I 111171 5921196 I 120 I 22 111941438 184 l115l216I 110251786 I 141 1 s 7 1 38 I A. from school notices sent home 1229 B. from talking with my child 539 c. from announcements in newspapers, on radio or TV 10 D. from talking with other parents 31 E. Missing Data 238 122 APPENDIX B 123 - - MAGNET SCHOOL PROGRAM EVALUATION Parent Form: p-89 Since your name or your child's name will not appear anywhere on this form, we ask that you please answer all questions openly and honestly. Information gathered from parents can and will make a difference. THANK YOU VERY MUCH FOR YOUR TIME AND COOPERATION Questions 1-5 ask for general information: 1. Child s School Booker Magnet N=483 2. Child's Grade _ _ 3. Child's Race: Black___ White _ _ Other --- 4. Do you live in: Little Rock ____ _ North Little Rock ____ Pulaski County District ___ _ 5. Did your child attend this school last year? Yes __ _ No __ _ Directions: Read each of the statements very carefully and indicate your response to each one using the following scale: Mark Column T if you think the statement is TRUE GT if you think the statement is GENERALLY TRUE GF if you think the statement is GENERALLY FALSE F if you think the statement is FALSE PLEASE PUT AN (X) IN THE COLUMN OF YOUR CHOICE T GT GF F MO 6. I attend school programs and activities on a 1173 223, 43 39 5 I regular basis. 7. The bus is generally on time at the bus stops. I 178 I 199 I 26 I 24 56 I 8. The media (Newspapers-Radio-TV) provide adequate coverage of the activities and ls9 1149168 I l I 198 9 programs in the magnet schools. 9. The school actively encourages parent l2s41l871 291 11! 2 l involvement. 10. All of my questions about magnet schools were 1200 1198 I 431 4 l I l answered before I selected this school for my child. 124 . 11. -12. 13. 14. 15. 16. 17. -18. 19. 20. 21. 22. 23. T GT GF My responsibilities (at home or work) prevent me from being active in my child's school at this time. Various members of the Little Rock, North Little Rock, and Pulaski County communities are involved with the magnet schools as guest speakers, providing classroom display materials or providing special equipment. The expectations of the students were made clear before I selected this magnet school. I know about the activities and programs at the other magnet schools. I feel free to discuss concerns of the school during parent/teacher organization meetings. The amount of time my child spends on the bus is satisfactory. with me. My child's school is making a sincere effort to keep the parents and community at-large informed of the school's purpose and program. Bus drivers are competent, courteous and have control of the students on the bus. community sponsored organizations and civic centers (i.e. museums, art centers, music centers) are active as hosts for magnet school class visits. The expectations of the parents were made clear before I selected this magnet school. I was properly informed about bus schedules, bus stop locations, and expected student conduct on the bus. It is easy to obtain information about the magnet school program. I receive most of my information about the activities at my child's school: {please circle one) I 119 I 241 I I 217 I 1791 185 I 152 I 12561 1541 1 182 1 1361 I 223 I 191 I I 105 I 185 I I 3271 118 I I 233I 1491 I 290 I 105 I I 224 I 1971 A. from school notices sent home 319 B. from talking with my child 110 c. from announcements in newspapers, on radio or TV D. from talking with other parents E. Missing Data 125 0 8 46 60 53 1161 42 35 40 77 161 58 30 34 F MO 21 I 42 l 25 9 1241 6 22 9 67 63 26 I 3 I 56 I 60 I 14 8 38 5 28 30 22 6 - - MAGNET SCHOOL PROGRAM EVALUATION Parent Form: p-89 Since your name or your child's name will not appear anywhere on this form, we ask that you please answer all questionsopenly and honestly. Information gathered from parents can and will make a difference. THANK YOU VERY MUCH FOR YOUR TIME AND COOPERATION Questions 1-5 ask for general information: 1. Child's School_ __c _a_r_v_e_r_Ma_g_n_e_t _N= _3_5_5_ ___ 2. Child's Grade- -- 3. Child's Race: Black. _ _ White. __ _ Other _ _ 4. Do you live in: Little Rock ____ _ North Little Rock ____ Pulaski County District ___ _ 5. Did your child attend this school last year? Yes __ _ No __ _ =================-=======-======-=====-================================ Directions: Read each of the statements very carefully and indicate your response to each one using the following scale: Mark column T if you think the statement is TRUE GT if you think the statement is GENERALLY TRUE GF if you think the statement is GENERALLY FALSE F if you think the statement is FALSE PLEASE PUT AN (X) IN THE COLUMN OF YOUR CHOICE T GT GF F MO 6. I attend school programs and activities on a I 141 I 150 j 31 l 30 3 regular basis. 7. The bus is generally on time at the bus stops. 1132 1144114 I 16 49 8. The media (Newspapers-Radio-TV) provide adequate coverage of the activities and I 55 1166195 133 6 programs in the magnet schools. 9. The school actively encourages parent I 241 l 96 l lo l 4 I 4 involvement. 10. All of my questions about magnet schools were 1184 !129\21 I 21 I 0 answered before I selected this school for my child. 126 I l l I I 11. My responsibilities (at home or work} prevent me from being active in my child's school at this time. 12. Various members of the Little Rock, North Little Rock, and Pulaski County communities are involved with the magnet schools as guest speakers, providing classroom display materials or providing special equipment. 13. The expectations of the students were made clear before I selected this magnet school. 14. I know about the activities and programs at the other magnet schools. 15. I feel free to discuss concerns of the school during parent/teacher organization meetings. 16. The amount of time my child spends on the bus is satisfactory with me. 17. 18. My child's school is making a sincere effort to keep the parents and community at-large informed of the school's purpose and program. Bus drivers are competent, courteous and have control of the students on the bus. 19. community sponsored organizations and civic centers (i.e. museums, art centers, music centers) are active as hosts for magnet school class visits. 20. The expectations of the parents were made clear before I selected this magnet school. 21. I was properly informed about bus schedules, bus stop locations, and expected student conduct on the bus. 22. It is easy to obtain information about the magnet school program. 23. I receive most of my information about the activities at my child's school: {please circle one) 75 T GT GF F MO 1361 69 173 2 74 1711 61 I 10 39 I I 219 I 101' 19 I 12 I 4 I 50 I 117 I 91 I n I 5 I 2051100I 30 I 12I 8 l111l10il41l 47I55I I 1s9I 127I 25 5 9 187 I 141I 46 30 I 51 1211157144 7 l26 I 230, 74 34 13 I 4 219 I 69 11 I 17 1 39 1 1951 1211 25 8 I 6 I A. from school notices sent home 229 B. from talking with my child 63 c. from announcements in newspapers, on radio or TV o D. from talking with other parents 6 E. Missing Data 57 127 MAGNET SCHOOL PROGRAM EVALUATION Parent Form: p-89 Since your name or your child's name will not appear anywhere on this form, we ask that you please answer all questions openly and honestly. Information gathered from parents can and will make a difference. THANK YOU VERY MUCH FOR YOUR TIME AND COOPERATION Questions 1-5 ask for general information: 1. Child's School- -G-ibb-s -N=-27- l -------- 3. Child's Race: Black___ White _ _ 4. Do you live in: Little Rock ____ _ 2. Child's Grade _ _ Other _ _ North Little Rock ____ Pulaski County District ___ _ 5. Did your child attend this school last year? Yes __ _ No __ _ ==================c============================================ ======= Directions: Read each of the statements very carefully and indicate your response to each one using the following scale: 6. 7. 8. 9. - 10. Mark Column T if you think the statement is TRUE GT if you think the statement is GENERALLY TRUE GF if you think the statement is GENERALLY FALSE F if you think the statement is FALSE PLEASE PUT AN (X) IN THE COLUMN OF YOUR CHOICE T GT GF F I attend school programs and activities on a regular basis. The bus is generally on time at the bus stops. The media (Newspapers-Radio-TV) provide adequate coverage of the activities and programs in the magnet schools. The school actively encourages parent involvement. All of my questions about magnet schools were answered before I selected this school for my child. 128 133I117 I 12 I 93 1 91 1 42 I 129 I 62 !201 1 62 1 6 l12s 1111 I 1s MO s 7 1 11 I 11. My responsibilities (at home or work) prevent me from being active in my child's school at this time. 12. Various members of the Little Rock, North Little Rock, and Pulaski County communities are involved with the magnet schools as guest speakers, providing classroom display materials or providing special equipment. 13. The expectations of the students were made clear before I selected this magnet school. 14. I know about the activities and programs at the other magnet schools. 15. I feel free to discuss concerns of the school during parent/teacher organization meetings. 16. The amount of time my child spends on the bus is satisfactory with me. 17. 18. My child's school is making a sincere effort to keep the parents and community at-large informed of the school's purpose and program. Bus drivers are competent, courteous and have control of the students on the bus. 19. Community sponsored organizations and civic centers (i.e. museums, art centers, music centers) are active as hosts for magnet school class visits. 20. The expectations of the parents were made clear before I selected this magnet school. 21. I was properly informed about bus schedules, bus stop locations, and expected student conduct on the bus. 22. It is easy to obtain information about the magnet school program. 23. I receive most of my information about the activities at my child's school: (please circle one) T GT GF F MO 1 38 1 89 67 75 2 162 1137 3 7 9 I 26 135 1001 25 11 0 150 109 I 70 39 J 153 91 13 10 4 78 78 17 28 170 1621 98 146 1 99 33 122 1 71 1 108 j 125 I 23 5 10 1451 8 71 2 7 9 3 1481 55 I 148, 95 A. from school notices sent home 195 B. from talking with my child 39 C. from announcements in newspapers, on radio or TV O D. from talking with other parents 1 E. Missing Data 36 129 MAGNET SCHOOL PROGRAM EVALUATION Parent Form: p-89 Since your name or your child's name will not appear anywhere on this form, we ask that you please answer all questionsopenly and honestly. Information gathered from parents can and will make a difference. THANK YOU VERY MUCH FOR YOUR TIME AND COOPERATION Questions 1-5 ask for general information: 1. Child's School _ W_i_l_l_i_a_m_s_M_a~g~n_e_t _ N_=_4_0_3 __ _ 2. Child's Grade --- 3. Child's Race: Black _ _ White _ _ Other _ _ 4. Do you live in: Little Rock ____ _ North Little Rock ____ Pulaski County District ___ _ 5. Did your child attend this school last year? Yes __ _ No --- ======================================================================= Directions: Read each of the statements very carefully and indicate your response to each one using the following scale: 6. Mark Column T if you think the statement is TRUE GT if you think the statement is GENERALLY TRUE GF if you think the statement is GENERALLY FALSE F if you think the statement is FALSE PLEASE PUT AN (X) IN THE COLUMN OF YOUR CHOICE T GT GF F I attend school programs and activities on a regular basis. I247 I 132 I 12 MO 7. 8. The bus is generally on time at the bus stops. The media (Newspapers-Radio-TV) provide adequate coverage of the activities and programs in the magnet schools. I 145 I 144 I 23 16 I 75 I 9. 10. The school actively encourages parent involvement. All of my questions about magnet schools were answered before I selected this school for my child. 130 51 l 195 I 114 I 38 I s I I 31 l 79 I 10 I I 208 I 140 I 321 20 I 3 I 11. My responsibilities (at home or work) prevent me from being active in my child's school at this time. 12. Various members of the Little Rock, North Little Rock, and Pulaski County communities are involved with the magnet schools as guest speakers, providing classroom display materials or providing special equipment. 13. The expectations of the students were made clear before I selected this magnet school. 14. I know about the activities and programs at the other magnet schools. 15. I feel free to discuss concerns of the school during parent/teacher organization meetings. 16. The amount of time my child spends on the bus is satisfactory with me. 17. My child's school is making a sincere effort to keep the parents and community at-large informed of the school's purpose and program. 18. Bus drivers are competent, courteous and have - control of the students on the bus. 19. Community sponsored organizations and civic centers (i.e. museums, art centers, music centers) are active as hosts for magnet school class visits. 20. The expectations of the parents were made clear before I selected this magnet school. 21. I was properly informed about bus schedules, bus stop locations, and expected student conduct on the bus. 22. It is easy to obtain information about the magnet school program. 23. I receive most of my information about the activities at my child's school: {please circle one) T GT GF F MO 63 116 I 101 !118 j J 100 I 211 1 so J 28s I 18 19 17 4 I 561 112 I 1381 92 5 11811132152 28 l142l122l2s 33 81 l229l1s4l12 4 4 1 64 I 1a9 I 4 s 23 8 2 11971167,22 5 12 I 214 I 99 13 13 4 1243187 I 10 9 54 I 224 I 1so I 18 6 5 A. from school notices sent home 327 B. from talking with my child 37 c. from announcements in newspapers, on radio or TV O D. from talking with other parents 3 E. Missing Data 36 131 - - MAGNET SCHOOL PROGRAM EVALUATION Parent Form: p-89 Since your name or your child's name will not appear anywhere on this form, we ask that you please answer all questions openly and honestly. Information gathered from parents can and will make a difference. THANK YOU VERY MUCH FOR YOUR TIME AND COOPERATION Questions 1-5 ask for general information: 1. Child s School Mann Magnet N=349 2. Child's Grade --- 3. Child's Race: Black___ White _ _ Other --- 4. Do you live in: Little Rock ------ North Little Rock ____ Pulaski County District ____ _ 5. Did your child attend this school last year? Yes __ _ No __ _ Directions: Read each of the statements very carefully and indicate your response to each one using the following scale: ,_ Mark Column T if you think the statement is TRUE GT if you think the statement is GENERALLY TRUE GF if you think the statement is GENERALLY FALSE F if you think the statement is FALSE PLEASE PUT AN (X) IN THE COLUMN OF YOUR CHOICE T GT GF F MO 6. I attend school programs and activities on a I 99 11661 41 I 40 3 I regular basis. 7. The bus is generally on time at the bus stops. I 139 I 1so I 26 l20 I 14 I 8. The media (Newspapers-Radio-TV) provide adequate coverage of the activities and . I 109146 I 37 I 150 I 7 programs in the magnet schools. 9. The school actively encourages parent l12s I 1421 s1l20 2 I involvement. 10. All of my questions about magnet schools were 11481 1431 33 23 2 I answered before I selected this school for my child. 132 T GT GF F MO 11. My responsibilities (at home or work) prevent me from being active in my child's school at this time. 162 I 113 I 83 84 7 12. Various members of the Little Rock, North Little Rock, and Pulaski County communities are involved with the magnet schools as guest speakers, providing classroom display materials or providing special equipment. 13. The expectations of the students were made clear before I selected this magnet school. 14. I know about the activities and programs at the other magnet schools. 15. I feel free to discuss concerns of the school during parent/teacher organization meetings. 16. The amount of time my child spends on the bus is satisfactory with me. 17. My child's school is making a sincere effort to keep the parents and community at-large informed of the school's purpose and program. 18. Bus drivers are competent, courteous and have control of the students on the bus. 19. community sponsored organizations and civic centers (i.e. museums, art centers, music centers) are active as hosts for magnet school class visits. 20. The expectations of the parents were made clear before I selected this magnet school. 21. I was properly informed about bus schedules, bus stop locations, and expected student conduct on the bus. 62 I 152 72 180 I l 13 I 36 52 I 93 I 98 1141 1129 I 37 1131 I 1201 30 1081 1591 46 52 1171 152 1161 1651 30 11561 1131 45 2061 85 113 111 I 52 I I l 5 s I 101 s 124 181 I 4 71 211 I 24 I 12 I I 51 I 231 1 16 I 22 I 31 I 4 I 29 I 16 22. It is easy to obtain information about the magnet school program. 1531 1421 32113 I 9 23. I receive most of my information about the activities at my child's school: (please circle one) A. from school notices sent home B. from talking with my child c. from announcements in newspapers, 124 163 on radio or TV 6 D. from talking with other parents 10 E. Missing Data 46 133 - MAGNET SCHOOL PROGRAM EVALUATION Parent Form: p-89 Since your name or your child's name will not appear anywhere on this form, we ask that you please answer all questions openly and honestly. Information gathered from parents can and will make a difference. THANK YOU VERY MUCH FOR YOUR TIME AND COOPERATION Questions 1-5 ask for general information: 1. Child's School __ P_a_r_k_v_i_ew_M_a_g_n_e_t _ N_=_l_8_6 _ 2. Child's Grade 3. Child's Race: Black _ _ White --- Other _ _ 4. Do you live in: Little Rock ____ _ --- North Little Rock ____ Pulaski County District ___ _ 5. Did your child attend this school last year? Yes __ _ No __ _ ===========-===---------------==---==================================== Directions: Read each of the statements very carefully and indicate your response to each one using the following scale: :.f~ Mark Colwnn T if you think the statement is TRUE GT if you think the statement is GENERALLY TRUE GF if you think the statement is GENERALLY FALSE F if you think the statement is FALSE PLEASE PUT AN (X) IN THE COLUMN OF YOUR CHOICE T GT GF F MO 6. I attend school programs and activities on a I 58 regular basis. 71 25 I 32 I 0 7. The bus is generally on time at the bus stops. I 44 68 141 16 I 44 I I 8. The media (Newspapers-Radio-TV) provide adequate coverage of the activities and I 31 I 82 I 391 33 I 1 I programs in the magnet schools. 9. The school actively encourages parent I 71 I nl 241 12 I 2 I involvement. - 10. All of my questions about magnet schools were I 75 76 I 20 I 15 I 0 I answered before I selected this school for my child. 134 11. My responsibilities (at home or work) prevent me from being active in my child's school at this time. 12. Various members of the Little Rock, North Little Rock, and Pulaski county communities are involved with the magnet schools as guest speakers, providing classroom display materials or providing special equipment. 13. The expectations of the students were made clear before I selected this magnet school. 14. I know about the activities and programs at the other magnet schools. 15. I feel free to discuss concerns of the school during parent/teacher organization meetings. 16. The amount of time my child spends on the bus is satisfactory with me. 17. 18. 19. My child's school is making a sincere effort to keep the parents and community at-large informed of the school's purpose and program. -~ \ Bus drivers are competent, courteous and have control of the students on the bus. ., ' Community sponsored organizations and civic centers (i.e. museums, art centers, music :enters) are active as hosts for magnet school class visits. 20. The expectations of the parents were made clear before I selected this magnet school. 21. I was properly informed about bus schedules, bus stop locations, and expected student conduct on the bus. 22. It is easy to obtain information about the magnet school program. 23. I receive most of my information about the activities at my child's school: (please circle one) T GT GF F MO I 48 1 48 40148 2 26 82 38 I 93 I 72 11 9 I 27 143 44168 I 69 I 77 18 I 16 I 41 I so 18 I ss I 99 21 11 I o I I 20 1 60 25 1 52 1 85 1 26 11 1 79 1 70 19 16 2 1 88 I 37 10 1 81 1 81 15 5 4 A. from school notices sent home 35 B. from talking with my child 127 c. from announcements in newspapers, on radio or TV 4 D. from talking with other parents E. Missing Data 135 3 17 APPENDIX C 136 ..... w -..J PERCENTILE MAT -6 SUMMARY MALE STUDENTS 100 ,------------------------, 80 60 40 20 0 RD - BOOKER Hmm~ MANN 1989 MAGNET SCHOOLS MA LA BB SC ss MAT -6 SUB-TESTS ~ CARVER h?/J GI BBS - WILLIAMS PARKVIEW ...... w (X) PERCENTILE MAT-6 SUMMARY FEMALE STUDENTS 100 .------------------------ 80 60 40 20 0 RD - BOOKER Hmm~ MANN 1989 MAGNET SCHOOLS MA LA BB SC ss MAT-6 SUB-TESTS ~ CARVER tt?d GI BBS 8 WILLIAMS 0 PARKVIEW ...... w \0 PERCENTILE MAGNET SCHOOL MAT -6 SCORES 100 .-------------------------. 90 80 70 60 50 40 30 20 10 0 RD - BOOKER nmrn~ MANN 1989 - BLACK MA LA BB SC ss MAT -6 SUB-TESTS ~ CARVER FtHJ GIBBS m WILLIAMS 0 PARKVIEW ...... ""' 0 PERCENTILE MAGNET SCHOOL MAT -6 SCORES 100 ,----------------------------, 90 80 70 60 50 40 30 20 10 0 RD - BOOKER llmlg~ MANN 1989 - WHITE MA LA BB SC ss MAT -6 SUB-TESTS ~ CARVER Mt=t :I GIBBS - WILLIAMS 0 PARKVIEW I-' ~ I-' MAT-6 SUMMARY BOOKER STUDENTS PERCENTILE 100 .--------------------. 80 60 40 20 0 RD MA LA 88 SC ss MAT -6 SUB-TESTS - FEMALE ~ MALE 1989 GRADE 4: BY SEX PERCENTILE MAT -6 SUMMARY CARVER STUDENTS 100 ..-------------------------. 80 60 40 20 0 RD MA LA BB SC ss MAT -6 SUB- TESTS .. FEMALE ~ MALE 1989 GRADE 4: BY SEX PERCENTILE MAT-6 SUMMARY GIBBS STUDENTS 100 ,------------------------, 80 60 40 20 0 RD MA LA BB SC ss MAT-6 SUB-TESTS ... FEMALE ~ MALE 1989 GRADE 4: BY SEX PERCENTILE MAT -6 SUMMARY WILLIAMS STUDENTS 100 .-----------------------, 80 60 40 20 0 RO MA LA BB SC ss MAT -6 SUB- TESTS Ill FEMALE ~ MALE 1989 GRAD '1: BY SEX
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>