Magnet Schools: Pulaski County Interdistrict Magnet School Program Evaluation

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Pulashi County In ts:rdis t.riGt Magnst SGhool E11aluation 1992-1993 APR 7 1994 Office of Desegregation Monitoring AR!v\NSAS S-00-E UNIVERSITY EDUCAI'IONAL RESEARCH AND SERVICES PULASKI COUNTY INTERDISTRICT MAGNET SCHOOL EVALUATION Prepared for The Magnet Review committee conducted by Educational Research & services Arkansas state University November 15, 1993 Project staff Gerald B. Dickinson, Director Consultants Mitch Holifield Dianne Prince Kent Layton Ron Towery J.M. Mason Fredda Carroll Dan Cline Virginia Rhodes, Administrative Assistant Graduate Assistants Michelle Vest Vicky Braman Becky Gibson Sherry Hardin TABLE OF CONTENTS Introduction student Achievement A. B. C. Minimum Performance Tests Stanford Achievement Tests American College Tests Desegregation A. B. Sociograms Site Visits student & Staff Movement and Perceptions A. B. c. Student & Staff Movement Patterns ............ . Satisfaction Surveys .................... . Comparison to Typical School Populations Summative Evaluation Appendix 1 3 3 47 91 93 95 124 130 130 147 149 159 162 PULASKI COUNTY INTERDISTRICT MAGNET SCHOOLS EVALUATION September 10, 1993 Evaluation Report Format This evaluation report is designed to provide a logical and sequential accounting of the attainment of evaluation project objectives, assessment activities and evaluation reports. A formative evaluation for each of the objectives is provided in separate sections to facilitate a measure of success in achievement or completion of the magnet school's expected outcomes. Section titles correspond to Expected Outcomes (listed below 1-5) as identified in the evaluation proposal. Principle evaluation objectives are retained in each of the project years to provide a continuous measure of magnet school accomplishments. Where appropriate, comparisons and contrasts are provided. Other expected outcomes may vary from one project year to another based on the contribution of each component toward assurances that magnet school objectives are successfully achieved. Some evaluation activities may be eliminated as data provided during subsequent evaluations provided a degree of confidence about the attainment of the specific objectives. Additional evaluation objectives may be added as the Magnet Review Committee seeks new or different data regarding the magnet school programs. 1. Student Achievement -- To obtain and analyze 1992-93 standardized test scores of the following tests for the appropriate grade groups: A. Minimum Performance Tests (MPT) Grades 3-6-8 B. Stanford Achievement Tests, 8th edition (SAT 8) Grades 4-7-10 C. American College Test (ACT) Grade 12 2. Desegregation -- To develop procedures and instrumentation for data collection regarding the contribution of the magnet schools toward the "desegregation" goal of the project: A. What are the social interactions between and within the disaggregated groups by race and sex. Is there evidence of student isolation and solidarity? 1 B. Is there evidence of stereotyping, graffiti and name calling? C. What are the interactions of administrators, staff and students, and between teachers and students? 3. Perceptions of the Magnet School -- To develop procedures to determine the reflections of parents, students and teachers on the magnet schools: A. What are the student and staff movement patterns for the Pulaski County Interdistrict Magnet Schools? B. What are the perceptions of parents, students and staff toward the magnet school as measured by the AASA School Satisfaction Survey? C. How do magnet school parents, students and staff compare to typical school populations? 4. Analysis and Interpretation -- To utilize appropriate evaluation techniques and strategies in the analysis of data and correct interpretation of results. This section pertains to procedures and is relevant to other sections. There is no evaluation component that corresponds to this section since it is relevant to the other evaluation components. s. summative Evaluation -- Each section of the evaluation (sections 1-3) is formative in that it becomes a part of the summative evaluation (section 4). A. The Sununative Evaluation section will draw together data from each of the component sections to generalize conclusions and convey statements about the magnet school programs as a whole. B. When appropriate, comparison and contrasts with previous evaluations will be presented. 2 SECTION I Student Achievement PULASKI COUNTY INTERDISTRICT MAGNET SCHOOL EVALUATION Formative Evaluation: student Achievement BACKGROUND The purpose of this formative evaluation is to gain insight into the assessment of objectives in Expected Outcomes Number 1, {A, Band C) listed below. To obtain the standardized test scores for the following tests for the appropriate grade groups and to analyze and assess magnet school student performance. A. Minimum Performance Tests {MPT) Grades 3-6-8 B. Stanford Achievement Tests, 8th edition {SAT 8) {The ADE changed from the MAT 6 to the SAT 8 for the 1991-92 school year). C. American College Test {ACT) Grade 12 METHODOLOGY Following the proper communications, data were received from the LRSD and the state Department of Education {ADE). Data were then disaggregated by school, grade, race and sex. Data relative to Minimum Performance Tests {MPT) were available for the past five school years (1989-1993). These are presented to provide insight into trends, changes and continued student achievement. Data from the Stanford 8 {SAT) were not available in equivalent forms for the past five years because of the state mandated change in achievement tests for the 1991-92 school year. Previous test results {MAT 6) were provided as mean scores. The test currently in use {SAT 8) provides results in percentiles. Comparisons of data resulting from conversions of scores on the MAT 6 {means) to SAT 8 scores {percentiles) is not recommended by the evaluator. The evaluator also urges caution in drawing conclusions based on such conversions. FINDINGS Minimum Performance Tests (MPT) Arkansas Minimum Performance Test {MPT) data were received from the Little Rock School District. Test data were disaggregated by school, grade, race and sex. The only scores provided for the MPT, administered in grades three, six and eight, were the percent passing. Percent passing measures do not lend themselves to statistical manipulation and comparisons may not be accurate or useful when using percent passing scores. 3 Percent passing data disaggregated by school, grade, race and sex are presented in both table and graphic form. A section for comparing magnet schools in grades three and six is provided. For grade three, reading and math percent passing rates are presented. For grades six and eight the percent passing rates are provided for reading, mathematics, language arts, science and social science. Arkansas Statute 6-15-412 states, "It is the policy of this state that at least eighty-five percent (85%) of the students in each school and school district at each grade level at which competency tests are administered should score at or above the level or performance established for mastery of basic skills." Throughout this document, this minimum Arkansas Department of Education (ADE) requirement for all Arkansas schools is compared to magnet school percent passing results. Further, the ADE proposes that the MPT results may be used by schools to identify areas of student strengths and weaknesses upon which to base academic and instructional programming decisions. Test data provided by the ADE are for the 1991-92 school year. Data for the LRSD are for the 1991- 92 and 1992-93 school years. Grade Three There were 28,996 third grade students who took the MPT reading subtest. More than ninety-three percent (93.8%) received a passing score or higher on the reading subtest. The percent passing the reading subtest was slightly higher than the percent for students passing for the previous year. State-wide there were 488 schools (88.7% of the total schools) with eighty-five percent (85%) of their third grade students achieving a passing score. There were 28,767 third grade students who took the MPT math subtest. More than ninety percent (90%) received a passing score or higher on the math subtest. The percent passing was higher than the percent passing the previous year (92.2% in 1991 to 93.1% passing in 1992). There were 477 schools (86.7% of the total schools) with eighty-five percent (85%) of their third grade students passing the MPT math subtest. The percent passing for third grade students in each of the Pulaski County Interdistrict Magnet Schools is compared to the percent passing for third grade students state-wide. Tables are presented to show the percent passing for both reading and math subtests. Graphs are also presented for quick visual comparisons of how third graders at each of the magnet schools performed in comparison with third graders state-wide for both the reading and math subtests. A final comparison of percent passing for all third grade magnet school students is compared to the percent passing for all third grade students tested state-wide. 4 Booker Elementary School The passing rate for third grade students at Booker Elementary was above the ADE mandated eighty-five percent (85%) passing rate. Ninety-one percent (91%) of the third graders passed the reading subtest while eighty-seven percent (87%) passed the math subtest. The percent passing both the reading and math subtest was slightly below the percent passing for the previous year. Further disaggregation of the results by race and sex are presented in Table 1 below. Table 1 Booker Elementary - Third Grade Reading and Math Percent Passing by Race and sex N=78 Students Reading Mathematics By Race\Sex % Pass % Pass State: All Students 192 94 93 Booker: All Students '93 91 87 Black Males 90 70 Black Females 83 92 White Males 100 100 White Females 100 94 *Others (2) 50 50 * Total of all students in the "Other" race category These scores are not presented by gender The passing rate for all students at Booker was slightly lower than for students state-wide. Black females were only slightly under the ADE mandated eighty-five percent (85%) pass rate at eighty-three percent (83%). Only seventy percent (70%) of the black males passed the math subtest. The objective of eighty-five percent passing for third grade students at Booker Elementary was achieved. Graph 1 presents the percent passing for third-grade students at Booker Elementary compared to the percent passing for third-grade students state-wide on the reading subtest. Graph 2 shows the percent passing the math subtests compared to the state-wide percent passing. State wide data are not disaggregated by race\sex. See graphs on the following pages. 5 Booker Elementary Third Grade Percent Passing by Race/Sex State All Stdns Bl Male Bl Female W Male W Female Others(2) READING Booker Elementary Third Grade Percent Passing by Race/Sex 80 +-' C .~.. 60 Q) a.. 40 20 0 State All Stdns Bl Male Bl Female W Male W Female Others(2) MATH Carver Elementary School The percent of students passing at Carver Elementary on both the reading and math subtests was well above the ADE mandated eighty-five percent {85%) pass rate. Eighty-eight third grade students were tested at Carver Elementary with eightyfour students {95%) passing the subtest for reading and eighty-six students {98%) passing the subtest for math. All student sub-groups, except for black females on the reading subtest, when disaggregated by race and sex were above the state-wide percent passing for both reading and math subtests. All student sub-groups percent passing rates were well above the ADE mandated eighty-five percent {85%) passing rate. MPT results disaggregated by race and sex are shown in Table 2 below and the graphs on the following pages. Carver students By Race\Sex Table 2 Elementary - Third Grade Percent Passing by Race N:88 Reading % Pass State: All students '92 Carver: All Students 1 93 Black Males 94 95 96 Black Females 87 White Males White Females *Others {O) 100 100 Reading and Math and sex Mathematics % Pass 93 98 96 96 100 94 * Total of all students in the "Other" race category These scores are not presented by gender The objective for Carver Elementary School third grade students was achieved. The graphs on the following pages present a comparison of the percent passing for Carver Elementary third grade students compared to the state-wide percent passing the MPT for both reading and math subtests. 8 Carver Elementary Third Grade +-' C Percent Passing by Race/Sex 120-----------------------~ 100 80 ~ 60 lo... Q) a.. 40 20 0 0 State All Stdns Bl Male Bl Female W Male W Female Others(0) MATH CaNer Elementary Third Grade -C Percent Passing by Race/Sex 120----.---------------------------~ 100 80 .~... 60 (l) a.. 40 20 0 0 State All Stdns Bl Male Bl Female W Male W Female Others(0) MATH Gibbs Elementary School Forty-one third grade students at Gibbs Elementary School took the MPT. Thirty-nine students (95%) passed both the reading and math subtests. Only black females when disaggregated by race and sex failed to achieve the ADE mandated eighty-five percent (85%) pass rate. Data for the MPT reading and math subtests are presented in Table 3 below. Table 3 Gibbs Elementary - Third Grade Reading and Math Percent Passing by Race and Sex N:88 Students Reading Mathematics By Race\Sex % Pass % Pass State: All Students 192 94 93 Gibbs: All Students 193 95 95 Black Males 100 100 Black Females 83 83 White Males 100 100 White Females 100 100 *Others (0) 0 0 * Total of all students in the "Other" race category These scores are not presented by gender Only black females at eighty-three percent (83%) passing were below the state required eighty-five percent (85%) passing rate. The objective was met for Gibbs Elementary School for all students and for all subgroups except black females. See graphs on the following pages. 11 +-' C Gibbs Elementary Third Grade Percent Passing by Race/Sex 120~---------------------------, 80 ,~_ 60 Q) a.. 40 20 0 0 State All Stdns Bl Male Bl Female W Male W Female Others(0) READING +-' C Gibbs Elementary Third Grade Percent Passing by Race/Sex 120~---------------------------, 80 .~... 60 (1) a.. 40 20 0 0 State All Stdns Bl Male Bl Female W Male W Female Others(0) MATH Williams Elementary School Sixty-four third grade students took the MPT reading and math subtests at Williams Elementary School. Ninety-eight percent (98%, or 63 or 64) passed the reading subtest. Ninety-five percent (95%, or 61 of 64) had passing scores on the math subtest. Table 4 below shows the percent passing for Williams Elementary third graders disaggregated by race and sex and compared with state-wide percent passing results. Table 4 Williams Elementary - Third Grade Reading and Math Percent Passing by Race and Sex N=64 Students Reading Mathematics By Race\Sex % Pass % Pass State: All Students 1 92 94 93 Williams: All Students 193 98 95 Black Males 95 90 Black Females 100 93 White Males 100 100 White Females 100 100 *Others (2) 100 100 * Total of all students in the "Other" race category These scores are not presented by gender The percent passing rates for all Williams Elementary third grade student groups met or exceeded state passing rates. The graphs on the following pages show the comparisons of percent passing for third-grade students at Williams Elementary School to the percent passing for third-grade students state-wide for both the reading and math subtests. 14 80 +-' C .~... 60 Q) a.. 40 20 0 Williams Elem Third Grade Percent Passing by Race/Sex State All Stdns Bl Male Bl Female W Male W Female Others(2) READING Williams Elem Third Grade Percent Passing by Race/Sex 80 +-' C ~ 60 '- Q) a.. 40 20 0 State All Stdns Bl Male Bl Female W Male W Female Others(2) MATH All Magnets -- Third Grade -- By Race\ Sex Table 5 below presents the percent passing for all magnet school third grade black males. Magnet Table 5 Third Grade Reading\ Math Black Males -- Percent Passing N=75 Reading No. No. No. Math No. School Tested Pass % Pass Tested Pass % Pass Booker 20 18 90 % 20 14 70 % Carver 24 23 96 % 24 23 96 % Gibbs 10 10 100 % 10 10 100 % Williams 21 20 95 % 21 19 99 % All: 75 71 95% 75 66 88 % Third-grade black males exceeded the ADE mandated eighty-five percent (85%} pass rates on both the reading and math subtests. All subgroups achieved and exceeded the eightyfive percent (85%) pass rate on the reading subtest. Only one sub-group, black males at Booker Elementary failed to attain the mandated eighty-five percent (85%) pass rate on the math subtest. Table 6 presents MPT test data for all magnet school third grade black females. Magnet Table 6 Third Grade Reading\ Math Black Females -- Percent Passing N=73 Reading Math No. No. No. No. School Tested Pass % Pass Tested Pass % Pass Booker 24 20 83 % 24 22 92 % Carver 23 20 87 % 23 22 96 % Gibbs 12 10 83 % 12 10 83 % Williams 14 14 100 % 14 13 93 % All: 73 64 88% 73 67 92 % Eighty-eight percent (88%, or 64 of 73) magnet school black third grade students passed the reading subtest. Ninety-two 17 percent (92%, or 67 of 73) of the magnet school third grade black females passed the math subtest. Black females at Gibbs were slightly below the eighty-five percent ADE mandated pass rate on both the reading and math subtests as were black females at Booker on the reading subtest. Table 7 below presents the MPT data for all third grade white male students. Magnet Table 7 Third Grade Reading\ Math White Males -- Percent Passing N:57 Reading No. No. No. Math No. School Tested Pass % Pass Tested Pass % Pass Booker 14 14 100 % 14 11 100 Carver 21 21 100 % 21 21 100 Gibbs 11 11 100 % 11 11 100 Williams 11 11 100 % 11 11 100 All: 57 57 100 % 57 57 100 One-hundred percent (100%, or 57 of 57) third grade magnet white males passed the MPT on both the reading and math subtests. Table 8 below shows the percent passing for white female magnet school third grade students. Magnet Table 8 Third Grade Reading\ Math White Females -- Percent Passing N=61 Reading Math No. No. No. No. % % % % % School Tested Pass % Pass Tested Pass % Pass Booker 18 18 100 % 18 17 94 % Carver 20 20 100 % 20 20 100 % Gibbs 7 7 100 % 7 7 100 % Williams 16 16 100 % 16 16 100 % All: 61 61 100 % 61 60 98 % 18 All third grade white females passed both the MPT reading and math subtests. Only one third grade white female student at Booker Elementary did not pass the math subtest. All Magnets -- Third Grade All students Table 9 below shows the MPT results for all Pulaski County Interdistrict Magnet School third grade students. Magnet Table 9 Third Grade Reading\ Math Third Grade -- Percent Passing N:271 Reading No. No. No. Math No. School Tested Pass % Pass Tested Pass % Pass Booker 78 71 91 % 78 68 87 Carver 88 84 95 % 88 86 98 Gibbs 41 39 95 % 41 39 95 Williams 64 63 98 % 64 61 95 All: 271 257 95 % 271 254 94 All Pulaski County Interdistrict Magnet Schools met and exceeded the ADE mandated eighty-five percent (85%) pass rate for the Minimum Performance Tests. % % % % % Third grade students in Pulaski County Interdistrict Magnet Schools had higher pass rates than third grade students state-wide. 19 Grade Six State-wide there were 29,590 sixth grade students who took the Minimum Performance Tests (MPT) in reading, math, language arts, science and social studies. More than ninetyfive percent (95.1%) passed the MPT subtest for reading. Ninety-two percent (92.3%) passed the math subtest. Almost eighty-eight percent (87.6%) of the students passed the subtest for language arts. Nearly eighty-nine percent (88.7%) passed the science subtest and eighty-four percent (84.1%) passed the subtest for social studies. About ninety-four percent (93.8%), or 455 of the schools state-wide had 85 percent (85%) or higher of their students passing the reading subtest. Only 412, or about eighty-five percent (84.9%), of the state's schools achieved the ADE mandated eighty-five percent (85%) pass rate on the math subtest. Only sixty-seven percent (67.0%) of the schools achieved the eighty-five percent (85%) student pass rate for the language arts subtest. Almost seventy-two percent (71.8%) of the state's schools had student pass rates of eighty-five percent (85%) on the science subtest and only about fifty-eight percent (57.9%) of the schools achieved the eighty-five percent (85%) student pass rate for the social studies subtest. The percent passing for sixth grade students in each of the Pulaski County Interdistrict Magnet Schools is compared to the percent passing for sixth grade students state-wide. Minimum Performance Test data are from the 1992 Spring administration. Tables and graphs are presented for visual comparisons. A final comparison of percent passing for all magnet school sixth grade students is compared to the percent passing for all sixth grade students state-wide disaggregated by race and sex. 20 Booker Elementary Magnet School The percent passing of sixth grade students disaggregated by race and sex is compared to the percent passing for all students state-wide on each the MPT subtests. Table 10 below depicts test data for Booker Elementary sixth grade students. Table 10 Booker Elementary Sixth Grade Reading\Math\Language Arts\Science\Social studies Percent Passing by Race\ sex N:89 Students Read Math Lang Sci SocStd By Race\Sex % Pass % Pass % Pass % Pass % Pass State: All students 95 % 92 % 87 % 88 % 84 % Booker: All students 96 % 84 % 83 % 90 % 87 % Black Males 89 % 68 % 71 % 82 % 75 % Black Females 95 % 86 % 90 % 86 % 86 % White Males 100 % 88 % 96 % 100 % 94 % White Females 100 % 100 % 95 % 95 % 95 % *Others (2) 100 % 100 % 100 % 100 % 100 % *Total for all students in the "Other" race category These scores are not reported by gender. All sixth grade students at Booker, except for black males, were above the ADE mandated eighty-five percent (85%) on all the subtests. Black males fell below the eighty-five percent (85%) pass rate on all subtests except reading. The graph on the following page presents data for a visual comparison of the percent passing for all groups at Booker Elementary compared to the percent passing for all students state-wide. 21 Booker Elementary Sixth Grade ...... C Percent Passing - All Students 120~---------------------------, 100 -+--------< 80 -I--- ~ 60 -+-- i... (]) a.. 40 -+-- 20 Legend State Booker Reading Math Language Science Soc Stud carver Elementary Magnet School The percent passing of sixth grade students disaggregated by race and sex is compared to the percent passing for all students state-wide on each the MPT subtests. The ADE mandated eighty-five percent (85%) pass rate was achieved by the sixth grade students on all the MPT subtests except language arts. When disaggregated by race and sex black males did not achieve the eighty-five percent (85%) pass rate on the language arts and the social studies subtest. Black females did not achieve the eighty-five percent (85%) pass rate on the language arts and science subtests. Data are presented in Table 11 and the graph on the following page. Table 11 carver Elementary sixth Grade Reading\Math\Language Arts\Science\Social Studies Percent Passing by Race\ sex N=92 Students Read Math Lang Sci SocStd By Race\Sex % Pass % Pass % Pass % Pass State: All students 95 % 92 % 87 % 88 % Carver: All Students 99 % 97 % 84 % 90 % Black Males 94 % 88 % 63 % 88 % Black Females 100 % 100 % 75 % 78 % White Males 100 % 97 % 97 % 100 % White Females 100 % 100 % 100 % 100 % *Others (4) 100 % 100 % 100 % 100 % *Total for all students in the "Other" race category These scores are not reported by gender. 23 % Pass 84 % 92 % 81 % 88 % 100 % 100 % 100 % Carver Elementary Sixth Grade Percent Passing by Race/Sex 120-.-------------------------~ 1 0 0 -+---------I 80 -+-- ..... C ~ 60 ---- '-- Q) a.. 40 ---- 20 Legend State Carver 0 Reading Math Language Science Soc Stud Gibbs Elementary Magnet School The percent passing of sixth grade students at Gibbs Elementary School disaggregated by race and sex is compared to the percent passing for all students state-wide on each of the MPT subtests. See Table 12 below and the graph on the following page. Table 12 Gibbs Elementary Sixth Grade Reading\Math\Language Arts\Science\Social studies Percent Passing by Race\ sex N:65 Students Read Math Lang Sci SocStd By Race\Sex % Pass % Pass % Pass % Pass State: All Students 95 % 92 % 87 % 88 % Gibbs: All Students 94 % 94 % 80 % 74 % Black Males 100 % 100 % 64 % 64 % Black Females 87 % 87 % 64 % 48 % White Males 100 % 100 % 93 % 100 % White Females 93 % 93 % 87 % 93 % *Others (2) 100 % 100 % 100 % 100 % *Total for all students in the "Other" race category These scores are not reported by gender. % Pass 84 % 91 % 100 % 78 % 100 % 93 % 100 % Sixth grade students at Gibbs Elementary achieved the eightyfive percent (85%) pass rate on the MPT reading, math and social studies subtests. They were below the eighty-five percent (85%) pass rate on both the language arts and science subtests. Black males and black females were below the eighty-five percent (85%) pass rate on the language arts and science subtests. 25 Gibbs Elementary Sixth Grade Percent Passing - All Students 120~-----------------------~ 100 -1---------l 80 -+--- +-' C ~ 60 -t-------< Q) Cl. 40 --+--- 20 Legend State Gibbs 0 Reading Math Language Science Soc Stud Williams Elementary Magnet School The percent passing of sixth grade students at Williams Elementary Schools disaggregated by race and sex is compared to the percent passing for all students state-wide on each of the MPT subtests. See Table 13 below and the graph on the following page. Table 13 Williams Elementary sixth Grade Reading\Math\Language Arts\Science\Social studies Percent Passing by Race\ sex N=89 Students Read Math Lang Sci SocStd By Race\Sex % Pass % Pass % Pass % Pass % Pass State: All students 95 % 92 % 87 % 88 % 84 Williams: All Students 98 % 98 % 90 % 96 % 90 Black Males 90 % 90 % 81 % 86 % 81 Black Females 100 % 100 % 85 % 96 % 89 White Males 100 % 100 % 100 % 100 % 93 White Females 100 % 100 % 96 % 100 % 96 *Others (1) 100 % 100 % 100 % 100 % 100 *Total for all students in the "Other" race category These scores are not reported by gender. The percent of sixth grade students at Williams Elementary School was above the ADE mandated eighty-five percent (85%) pass rate on all the MPT subtests. All student groups exceeded the eighty-five percent (85%) pass rate on all subtests except black males. Black males were below the eighty-five percent (85%) pass rate only for the language arts and social studies subtests, each with an eighty-one percent (81%) pass rate. 27 % % % % % % % ..... C Williams Elem Sixth Grade Percent Passing - All Students 120~------------------------~ 80 -+--- ~ 60 -+-----, Q) 0.. 40 -+--~ 20 Legend State Williams 0 --'---~---"--___J Reading Math Language Science Soc Stud Grade Six -- Disaggregation by Race\Sex The tables and graphs that follow present the Pulaski County Interdistrict Magnet School sixth grade pass rates disaggregated by race and sex. State passing rates used for comparison are from 1992 test data. By reviewing the percent passing of students in each of the magnet schools in the district on the individual subtests, it is possible to identify specific areas of strengths and weaknesses. This information may provide insight regarding the instructional strategies and programming which warrant attention. Black Males Table 14 below and the graph on the following page present the MPT percent passing rates for all magnet school sixth grade black males. Black males achieved the eighty-five percent (85%) pass rate only on the MPT subtest for reading. Their percent passing rates on the math subtest (83%), science subtest and social studies subtest was near the eighty-five percent (85%) passing rate. Table 14 Grade 6 -- Percent Passing -- Black Males Reading\Math\Language Arts\Science\Social studies N:76 No. No. Percent State Subtest Tested Pass Pass % Pass Reading 76 70 92 95 Math 76 63 83 92 Language Arts 76 54 71 87 Science 76 62 82 88 Social studies 76 62 82 84 29 Grade Six Percent Passing - Black Males 120~--------------------------- 1 00 ---1-----f 80 --+----, +-' C Q) e 50 _.__Q) 0.. 40 -+-- 20 Legend State All Magnets 0 --'----~-------'- Reading Math Language Science Soc Stud Black Females Table 15 below and the graph on the following page present the MPT percent passing rates for all magnet school sixth grade black females. Black females achieved the eighty-five percent {85%) pass rate on the MPT subtests for reading and math. Their percent passing rates on the social studies subtest (84%) and language arts subtest (81%) were near the state mandated eighty-five percent (85%) pass rate. Magnet school black females equaled or achieved higher than the state-wide percent passing on three of the subtests. Table 15 Grade 6 -- Percent Passing -- Black Females Reading\Math\Language Arts\Science\Social studies N=103 No. No. Percent State Subtest Tested Pass Pass % Pass Reading 103 99 96 95 Math 103 97 94 92 Language Arts 103 83 81 87 Science 103 78 78 88 Social Studies 103 86 84 84 31 Grade Six Percent Passing - Black Females 120~--------------------------~ 1 00 -I-------< 80 -!----- ~ C Q) ~ 60 -!----a> a.. 40 --- 20 Legend State All Magnet o~-----~ Reading Math Language Science Soc Stud White Malas Table 16 below and the graph on the following page present the MPT percent passing rates for all of the magnet school sixth grade white males. White males achieved the eightyfive percent (85%) pass rate on all of the MPT subtests. Magnet school white males achieved higher than the state-wide percent passing on all of the MPT subtests. Tabla 16 Grade 6 -- Percent Passing -- White Males Reading\Math\Languaga Arts\Science\Social studies N:76 No. No. Percent State Subtest Tested Pass Pass % Pass Reading 76 76 100 95 Math 76 73 96 92 Language Arts 76 70 92 87 Science 76 76 100 88 Social Studies 76 74 97 84 33 Grade Six Percent Passing - White Males 120-.------------------------------~ 80 ----~ ~ C .~... 60 --+--- Q) a.. 40 __,_______ 20 Legend State All Magnet 0 _,___ _ ~----'-- Reading Math Language Science Soc Stud White Females Table 17 below and the graph on the following page present the MPT percent passing rates for all of the magnet school sixth grade white females. White females achieved the eighty-five percent (85%) pass rate on all of the MPT subtests. Magnet school white females bettered the statewide percent passing on all of the MPT subtests. Table 17 Grade 6 -- Percent Passing -- White Females Reading\Math\Language Arts\Science\Social studies N=71 No. No. Percent state Subtest Tested Pass Pass % Pass Reading 71 70 99 95 Math 71 70 99 92 Language Arts 71 67 94 87 Science 71 70 99 88 Social Studies 71 70 99 84 35 +-' C: Grade Six Percent Passing - White Females 120~--------------------------~ 1 00 -1-------f 80 -+--- ~ 60 -+-- w 0.. 40 -+---- 20 Legend State All Magnet Reading Math Language Science Soc Stud Grade six -- All Magnets The table and graph that follows depicts the percent passing for all of the sixth grade magnet school students compared to the state-wide percent passing. Table 18 All Magnets -- Sixth Grade Reading\Math\Language Arts\Science\Social studies Percent Passing by School N=335 Magnet Read Math Lang Sci SocStd School % Pass % Pass % Pass % Pass % Pass State : All Students 95 % 92 % 87 % 88 % 84 % Magnets : All students 97% 93 % 85 % 88 % 90% Booker : All Students 96 % 84 % 83 % 90 % 87 % Carver : All Students 99 % 97 % 84 % 90 % 92 % Gibbs : All Students 94 % 94 % 80 % 74 % 91 % Williams: All Students 98 % 98 % 90 % 96 % 90 % The sixth grade students met or exceeded the eighty-five Percent (85%) passing rate when all of the Pulaski County Interdistrict Magnet School students were compared to all of the students state-wide. When comparing all of the magnet school students with all of the students state-wide, the magnet school students were above the state-wide percentage Passing rates on all subtests except math. Each magnet school met or exceeded the eighty-five percent (85%) passing rate on the reading and math subtests. Only Williams Elementary was above the eighty-five percent (85%) Passing rate for all of the subtests. Magnet school students at Carver Elementary were below the eighty-five percent (85%) Passing rate on the language arts subtest only. Booker Magnet School students were below the eighty-five percent (85%) pass rate on the math and language arts subtests. Gibbs magnet school students were below the eighty-five Percent (85%) passing rate on the language arts and science subtests. 37 Legend State All Magnets Booker D CaNer Gibbs Williams Grade Six Percent Passing - All Magnets 120--------------------------, 80 +-' C Q) ~ 60 Q) a.. 40 20 0 Reading Math Language Science Soc Stud Grade Eight State-wide more than 27,000 eighth grade students took the Minimum Performance Test (MPT). The percent passing for Horace Mann Junior High magnet school students is compared to the percent passing state-wide in the tables and graphs that follow. State-wide data are based on the 1992 administration of the MPT. Table 19 below and graph 18 on the following page show the percent passing for Mann students compared to the percent passing state-wide. state-wide data were not disaggregated by race and sex. Any regular education students who did not pass the total test by receiving a combined score of 4204 was required to retake the tests for those subject areas he\she did not pass. State-wide more than ninety-five percent (95%) of the eighth grade students achieved a passing score. After three administrations of the MPT, ninety-one percent (91%), or 234 of 256 eighth grade students at Mann Junior High School achieved a passing score of 4202 or higher. Table 19 Mann Junior High --Eight Grade Reading\Math\Language Arts\Science\Social Studies Percent Passing by Race\ sex N:256 Students Read Math Lang Sci SocStd By Race\Sex % Pass % Pass % Pass % Pass % Pass State: All students 95 % 95 % 93 % 88 % 82 % Mann: All students 91 % 86 % 90 % 68 % 73 % Black Males 87 % 82 % 78 % 52 % 60 % Black Females 87 % 78 % 94 % 46 % 56 % White Males 98 % 96 % 92 % 94 % 92 % White Females 97 % 93 % 97 % 87 % 90 % *Others(?) 88 % 88 % 88 % 88 % 88 % * Total for all students in the "Other" race category. These scores were not reported by gender. 39 Mann Jr. High - Grade Eight Percent Passing 80 +-' C Q) ,(_.) 60 Q) a.. Legend 40 State Mann B Males 20 B Females W Males W Females 0 Others(?) Reading Math Language Science Soc Stud All Magnets - Five Year Summary The following sections presents data for magnet school students for the past five years {1989-1993). Grade Three During the past five school years magnet school third grade students have passing rates from a low of 90 percent {1990) to a high of 97 percent {1989) on the reading subtest for the MPT. The five year average percent passing is 93.43 percent. In mathematics the pass rate for magnet school third grade students ranges from a low of 92 percent {1990) to a high of 98 percent {1989). The five year average pass rate is 94.59 percent. The graph that follows reflects the percent passing for third grade magnet school students for the five year period (1989- 1993) for reading and mathematics. 41 Third Grade - All Students MPT Percent Passing ADE Pass Rate = 85% 100 I~ 90 80 70 60 50 1989 ............... ---- Reading ~ ------- 1990 Legend -+-- Math --- - ----- 1991 --- ADE Pass Rate -- .... ,. .. 1992 ::::11 . . 1993 Grade six During the five year period (1989-1993) sixth grade magnet school students had the following average pass rates on the MPT. Reading Mathematics: Lang Arts Science Soc Studies: 98 percent 97 percent 89 percent 86 percent 90 percent 43 Sixth Grade - All Students MPT Percent Passing ADE Pass Rate = 85% 100 -. 11:: - 90 ~~ 80 70 60 50 1989 -a- Reading -a- Lang Arts ----- i----- ~ ~ . .----- .... ~ ~ 1990 Legend -+- Math ---M-- Science -- -- r---.._ ---i--- ,-- .J L - ---- ~ ~ ~ ~ -- ---~ ~ .r 1991 1992 --- ADE Pass Rate -+- Soc Stud ............. -- I - ~~.. 1993 Grade Eight Grade eight magnet school students had the following average pass rates on the MPT subtests. Reading Mathematics: Lang Arts Science Soc Studies: 94 percent 90 percent 93 percent 75 percent 80 percent 45 Eighth Grade - All Students MPT Percent Passing ADE Pass Rate = 85% 50 +------'----+--------'-----+-----'----+-------'----------1 1989 --- Reading --- Lang Arts 1990 Legend --+- Math --- Science 1991 1992 1993 ---- ADE Pass Rate --- Soc Stud Stanford Achievement Tests (SAT 8) The Arkansas student Assessment Program is mandated for all public schools. Act 89 of the 1st Extraordinary Session of 1983 required that a standardized norm-referenced test be administered to measure the achievement of groups of children. The Stanford Achievement Test (SAT 8) was administered to approximately 89,000 students in Grades 4, 7 and 10 during the 1991-92 school year and approximately 92,000 students in grades 4,7, and 10 during the 1992-93 school year. Test results are presented in national percentiles, which show relationship of the average scores of Arkansas students to scores obtained by the national sample when the test was normed in 1991. Results are presented for grades 4, 7 and 10. State data were provided by the Arkansas Department of Education. Data were provided as state percentile ranks for all (total) students, black students and white students for grades 4, 7 and 10. District and site data for Pulaski County Interdistrict Magnet Schools were provided by the Little Rock School District Planning, Research and Evaluation Office. Data are Provided for all (total) students, black students, white students and other students by school site. Data were not disaggregated by sex. Data analysis will include: * Magnet school percentiles by grade for all students to state and national percentiles. * Magnet school percentiles by grade for all students to district (Pulaski County, North Little Rock and Little Public Schools). * Magnet school percentiles by site: - by race (black and white) - by magnet school - by grades (4,7,10) This report notes that test result data are presented in the form of percentiles. Percentiles are raw score transformations that are set up so that each score indicates the percentage of scores that fall below it. The national ~ean for the SAT 8 is a percentile of fifty (50), that is the point above which half of the national sample scored. Percentiles that are above fifty(> 50) are above the ~ational average and scores that are below fifty (< 50) are elow the national average. The state percentile rank for all students in Arkansas by grade are presented on the following page. 47 Table 21 state of Arkansas Percentile Ranks (all students) Grades 4, 7 and 10 Grade # of Read Math Lang Sci Soc Basic stud Stud Battery 4 31,348 49 59 54 59 59 54 7 32,644 48 50 49 57 52 49 10 27,840 53 47 53 56 51 52 FINDINGS The SAT 8 was administered to all fourth (4th), seventh (7th) and tenth (10th) grade students in the Pulaski County Interdistrict Magnet Schools. The tables that follow present ~he test results data by grade and by school for all students in the magnet schools compared to state and national test results data. Test results data are disaggregated by race. State reports did not disaggregate data by sex. Data are disaggregated for all students, black students and White students. All students are compared to the state average and the national average (50) for all students. S~udents are compared by race to the state average for their like-type groups across the state and to the national average Grade 4 Booker Elementary Magnet School Table 2 on the following page presents SAT 8 test data for Booker Elementary Magnet School - grade four. The table is constructed to provide a comparison of the performance of Booker fourth grade students to students across the state and across the nation. All Booker fourth grade students performed better that all students state-wide and only slightly lower than the national average on the reading subtest. Black students performed considerably higher than black students state-wide. White students performed higher than other white students both across the state and across the nation. On the math, language, science and social science subtests a11 Booker students performed above the national average and 0 nly slightly below the state average for all students. Black students performed better than other black students across the state on all the subtests. 48 On the basic battery all Booker students performed above the national average and slightly below the state average for all students. Black students performed better than other black students state-wide. White students performed higher than other white students both state-wide and across the nation. Table 22 Comparison of Booker Magnet School Averages to state and National Averages Test Total Reading Total Math Total Lang Total Sci Total Soc Sci Basic Battery Grade Four -- All students -- By Race(B,W) N = 85 Booker State National Diff Average Average Average State All 49.6 49 50 + Black 42.0 29 50 + White 57.6 56 50 + All 55.0 59 50 - Black 49.9 45 50 + White 59.8 63 50 - All 51.7 54 50 - Black 46.1 37 50 + White 57.2 60 50 - All 51.4 59 50 - Black 42.1 39 50 + White 61.1 65 50 - All 55.6 59 50 - Black 50.1 39 50 + White 61.9 65 50 - All 52.1 54 50 - Black 45.3 36 50 + White 59.5 59 50 + 49 (+,-) Nat -- + + - + + - + + - + + + + + - + Booker Elementary Fourth Grade Reading SAT 8 100 9 0 8 0 7 0 6 0 - .. National Average = 50% s ... 4 3o . -~ 2 0 0 0 Black Legend -----~ ~ -a- Booker -+- State -+- Nat Avg -----~ ~ .., v- White All Booker Elementary Fourth Grade Math SAT 8 100 90 8 0 7 0 6 0 ----=::::::: -- National Average = 50% s .... ... 4 0 3 0 2 0 0 0 Black White All Legend -II- Booker -+--- State ---+-- Nat Avg Booker Elementary Fourth Grade Lang SAT 8 100 9 0 8 0 7 0 6 0 - National Average= 50% s --------- ----- 4 0 ----- ..--- 3 0 2 0 0 0 Black White All Legend -a- Booker -+- State -+- Nat Avg Booker Elementary Fourth Grade Science SAT 8 100 9 0 8 0 7 0 6 0 ~ - - - - National Average = 50% s ~ - - - ... ~ ... ,, 4 :::::----- 3 0 2 0 0 0 Black White All Legend -a- Booker --+-- State -+- Nat Avg Booker Elementary Fourth Grade Soc Sci SAT 8 00 90 80 70 National Average = 50% 60 i.---- ~- -- ----- .-l,...,,--"" .. ..... ~ r 40_ ~ "" 30 20 10 0 Black White All Legend -a- Booker -+- State ~ Nat Avg Booker Elementary Fourth Grade Basic Bat SAT 8 100 9 0 8 0 7 0 6 0 --- ---- National Average= 50% s - ... Ii,. ----------- ...... --- ... ---- 4 0- ----- ~ 3 0 2 0 0 0 Black White All Legend -If- Booker -+- State -+- Nat Avg carver Elementary Magnet School Carver Elementary School (all) fourth grade students scored higher than the state and national average for all students on each the subtests and the basic battery. Table 23 depicts test data for Carver Elementary fourth grade students. Black students performed better than other black students in the state on every subtest and better than all students nation-wide on all subtests except reading. White students performed better than other white students state-wide and all students nation-wide on all subtests and the complete battery. Table 23 Comparison of carver Magnet School Averages to state and National Averages Test Total Reading Total Math Total Lang Total Sci - Total Soc Sci Basic Battery Grade Four -- All Students -- By Race(B,W) N = 85 Carver State National Diff Average Average Average State All 58.1 49 50 + Black 46.7 29 50 + White 71.1 56 50 + All 63.9 59 50 + Black 56.5 45 50 + White 71. 0 63 50 + All 63.0 54 50 + Black 53.3 37 50 + White 73.7 60 50 + All 66.5 59 50 + Black 55.2 39 50 + White 78.8 65 50 + All 66.6 59 50 + Black 55.5 39 50 + White 79.2 65 50 + All 62.3 54 50 + Black 52.3 36 50 + White 73.0 59 50 + 56 (+I-) Nat + - + + + + + + + + + + + + + + + + Carver Elementary Fourth Grade Reading SAT 8 100 90 8 0 7 0 - 6 0 - ... ... National Average= 50% s __.,,,- ... ,. __.,,,- ... ,. .., ... 4 .,,,.- ,,.,..,.-- 0 __.,,,- 3 (l ~ 11111 "" 2 0 0 0 Black White All Legend Carver -+- State -+-- Nat Avg Carver Elementary Fourth Grade Math SAT 8 100 9 0 8 0 7 0 - - - - 6 0 .-,,,,,- ----- - - National Average = 50% s - ---- ... - ----- "' 4 0 3 0 2 0 0 0 Black White All Legend Carver -+- State --+-- Nat Avg Carver Elementary Fourth Grade Lang SAT 8 100 90 80 70 - 60 - ~ National Average = 50% ----- - .... ~ .. ~ ... ------- ... 40 ----- ..-- 30 20 10 0 Black White All Legend Carver -+- State -+- Nat Avg Carver Elementary Fourth Grade Science SAT 8 100 90 80 70 60 ------ ------ ~ ~ National Average = 50% --... --,,.,.,.,,,..- .. ..... ... __,,.,.,.,,,..- ... 4" ----- " - - 30 20 10 0 Black White All Legend Carver -+- State --+-- Nat Avg Carver Elementary Fourth Grade Soc Sci SAT 8 100 90 80 70 60 ----- ------ -... National Average = 50% c:.n. ..... _,,., _.,,,,.,.--- ..... ... .. ------ ... ... 4n- ------- 30 20 10 0 Black White All Legend Carver --+- State -+-- Nat Avg Carver Elementary Fourth Grade Basic Bat SAT 8 100 9 0 8 0 7 0 6 0 ----- ~ National Average = 50% s ----- - ... (\ ...... ... ... ... - ~.., .,,,,-- 4 0- ----- ---- v-- 3 0 2 0 0 0 Black White All Legend Carver --+- State -+- Nat Avg Gibbs Elementary Magnet School Table 24 presents tests results data for fourth grade students at Gibbs Elementary Magnet School. Gibbs Elementary School {all) fourth grade students scored higher than the state and national average for all students on each the subtests and the basic battery. Table 4 on the following page depicts test data for Gibbs Elementary fourth grade students. Black students performed better than other black students in the state on every subtest and better than all students nation-wide on all subtests except reading. They performed only slightly lower than the national average on the reading subtest {49.5 Gibbs - to - 50 nation-wide). White students performed better than other white students state-wide and all students nation-wide on all subtests and the complete battery. Table 24 Comparison of Gibbs Magnet School Averages to state and National Averages Test Total Reading Total Math - Total Lang - Total Sci - Total Soc Sci --Basic Battery ,__ Grade Four -- All students -- By Race(B,W) N = 42 Gibbs State National Diff Average Average Average State All 58.9 49 50 + Black 49.5 29 50 + White 71.4 56 50 + All 70.2 59 50 + Black 63.4 45 50 + White 80.1 63 50 + All 59.4 54 50 + Black 53.3 37 50 + White 67.4 60 50 + All 65.6 59 50 + Black 56.0 39 50 + White 78.1 65 50 + All 67.3 59 50 + Black 59.3 39 50 + White 78.1 65 50 + All 64.0 54 50 + Black 55.9 36 50 + White 75.0 59 50 + 63 { +, -) Nat + - + + + + + + + + + + + + + + + + Gibbs Elementary Fourth Grade Reading SAT 8 10 0 9 0 8 0 7 0 ,___..- 6 0 ---- ~ ... - -------- ----- National Average = 50% s ---- ~ .. ~ ... -... 4 ~ V" 0 ~ 3 n ~ -- .. 2 0 0 0 Black White All Legend ---- Gibbs -+- State -+- Nat Avg Gibbs Elementary Fourth Grade Math SAT 8 10 0 9 0 8 0 ~ -- - 7 --i---- ---- 0 ------ 6 ----- ---- - - - ~ National Average = 50% s (\ ... ----- ---- 4 0 3 0 2 0 0 0 Black White All Legend --- Gibbs -+- State --+-- Nat Avg Gibbs Elementary Fourth Grade Lang SAT 8 100 9 0 8 0 7 0 6 0 ----- ---------- National Average = 50% s ----- -... ------ ... 4 0 ----- V 3 0 2 0 0 0 Black White All Legend --- Gibbs -+- State ---+- Nat Avg Gibbs Elementary Fourth Grade Science SAT 8 100 90 8 0 ==-=== 7 ----- ---i--....._ 0 --~ 60 ---- ~ ------ -... National Average= 50% s --i--- ..... . ... ,. ~ 4 o. ~ - 3 0 2 0 0 0 Black White All Legend -II- Gibbs -+- State ~ Nat Avg Gibbs Elementary Fourth Grade Soc Sci SAT 8 100 9 0 8 0 ==-==== 7 ------- ------- 0 ------- ::::1111 6 ------- ~ ~ ~ ~ National Average = 50% s ('\ ..... _,.. ~ ... ... "I,, ~ "I ,, 4 n ~ -- ... 3 0 2 0 0 0 Black White All Legend --- Gibbs -+- State ~ Nat Avg Gibbs Elementary Fourth Grade Basic Bat SAT 8 10 0 9 0 8 0 7 ~ 0 ----- ------ 6 0 ----- ---- National Average = 50% s ~ - - ... ..... ... .,,,.--- ... ---- 4 0 ~ -~ 3 0 2 0 0 0 Black White All Legend -II- Gibbs -+- State --+-- Nat Avg Williams Elementary Magnet School Williams Elementary Magnet School students performed better than students state-wide and nation-wide on all subtests on the basic battery. Test results data are presented in Table 25. Black students performed higher than other black students and white students performed better than other white students on every subtest and the basic battery both in the state and across the nation. Table 25 Comparison of Williams Magnet School Averages to state and National Averages Test Total Reading Total Math Total Lang Total Sci Total Soc Sci - Basic Battery ,__ Grade Four -- All students -- By Race(B,W) N = 68 Williams State National Diff Average Average Average State All 60.4 49 50 + Black 52.0 29 50 + White 71.3 56 50 + All 73.5 59 50 + Black 70.2 45 50 + White 77.6 63 50 + All 67.8 54 50 + Black 62.9 37 50 + White 73.8 60 50 + All 65.3 59 50 + Black 61.1 39 50 + White 70.7 65 50 + All 70.1 59 50 + Black 64.5 39 50 + White 77.2 65 50 + All 67.4 54 50 + Black 61.2 36 50 + White 75.3 59 50 + 70 (+,-) Nat + + + + + + + + + + + + + + + + + + Williams Elementary Fourth Grade Reading SAT 8 100 9 8 7 6 National Average = 50% s 4 3 2 0 0 0 0 0 o ... - 0 0 0 Black ----- ~ ~ Legend _.. __,- -a- Williams -+- State --+-- Nat Avg ----- ----- ~ - - ~ ~ ... V'" White -.... All Williams Elementary Fourth Grade Math SAT 8 100 9 0 8 0 7 6 0 ------ ---- - ~ National Average = 50% 5 - ---- .. ... ------ 4 0 3 0 2 0 0 0 Black White All Legend --- Will iams -+- State ~ NatAvg Williams Elementary Fourth Grade Lang SAT 8 10 0 90 8 0 7 0 ----- =======II 6 ---- National Average = 50% s ------ -... - _____ .... 4 0 ------ ...-- 3 0 2 0 0 0 Black White All Legend -II- Williams -+- State ~ Nat Avg Williams Elementary Fourth Grade Science SAT 8 00 90 80 70 6 - ~ ~ - - National Average = 50% ::
.- ~ .. ~ l.----"'""" ~ ___,- ~ 40_ __,- ... 30 20 10 0 Black White All Legend -a- Williams -+- State ----+- Nat Avg Williams Elementary Fourth Grade Soc Sci SAT 8 100 90 80 ~ ~ 70 ---- 60 ------- ------- -, - National Average= 50% "" ....... --l,...,--""'" ,. ' ~ ' 4n ~ -- ... 30 20 10 0 Black White All Legend -II- Williams -+- State -+- Nat Avg Williams Elementary Fourth Grade Basic Bat SAT 8 100 90 80 ------ 70 ----- 6 ----- National Average = 50% ----- - ~ ::..,.- .11111 .. ... .. .., -------- 40 ----- Ill ~ 30 20 10 0 Black White All Legend -a- Williams -+- State -+- Nat Avg Grade seven Mann Junior High School Mann Junior High Students, both black and white, and as a group performed higher than the state averages for like groups. Black students were only slightly lower than the nation-wide average (all students) on each of the subtests and the basic battery. White students were above the nation-wide average (all students) and the state-wide average for white students on all subtests and the basic battery. Test results data for Mann Junior High students are presented in Table 26 below. Table 26 Comparison of Mann Magnet Jr. High Averages to state and National Averages Test Total Reading Total Math - Total Lang - Total Sci - Total Soc Sci -Basic Battery -- Grade seven -- All students -- By Race(B,W) N = 277 Mann State National Diff Average Average Average State All 53.4 48 50 + Black 46.4 27 50 + White 63.1 56 50 + All 52.4 50 50 + Black 46.2 34 50 + White 64.2 55 50 + All 54.5 49 50 + Black 48.6 32 50 + White 62.8 54 50 + All 55.9 57 50 + Black 47.6 31 50 + White 67.0 66 50 + All 54.6 52 50 + Black 48.9 35 50 + White 62.3 58 50 + All 53.5 49 50 + Black 46.7 30 50 + White 62.9 55 50 + 77 (+, -) Nat + - + + - + + - + + - + + - + + - + Mann Junior High Seventh Grade Reading SAT 8 100 9 8 7 6 National Average = 50% 5 4 3 2 0 0 0 0 0 0 ~ ........ 0 0 0 Black Legend ----- ----- ~ ~.,.,,- ~ -a- Mann -+- State --+--- Nat Avg -- ~ ...... ~ White --r---_ All Mann Junior High Seventh Grade Math SAT 8 100 9 8 7 6 National Average = 50% 5 4 3 2 0 0 0 0 0 - 0 0 0 0 ... Black ------ ----- ----- Legend --- Mann -+- State -+--- Nat Avg ------ =====-======== ----- -----... " White ----- All Mann Junior High Seventh Grade Lang SAT 8 100 9 0 8 0 7 0 6 National Average= 50% 5 0 ----- ----- II ~ ---- - ,... 4 ------- 0 ------- 3 o .-- 2 0 0 0 Black White All Legend -a-- Mann --+- State ~ Nat Avg Mann Junior High Seventh Grade Science SAT 8 10 0 9 0 8 0 7 0 60 National Average= 50% s 4 3 2 0 (:J'! 0 0 0 V Black ~ ,/ _/ Legend ~ ,/ --L-- ~ ~ ... /"" ' White --- Mann -+- State -+-- Nat Avg All Mann Junior High Seventh Grade Soc Sci SAT 8 100 90 80 70 60 ----- ~ - _,..- National Average= 50% ----- ---- ..... ------ 40 ---- ----- 30 20 10 0 Black White All Legend ----- Mann ---+- State ~ Nat Avg Mann Junior High Seventh Grade Basic Bat SAT 8 100 90 80 70 60 ----- - ---- National Average= 50% ----- ~ ~ ~ i..------ 40 ~ 3n ~ 20 10 0 Black White All Legend -9- Mann -+- State -+- Nat Avg Grade 10 Parkview High School Parkview tenth graders (all students) performed better than other tenth grade students nation-wide on all the subtests and on the basic battery. Black students performed better than other black students across the state while white students performed better than white students across the state. Black students performed higher than the national average on the basic battery and the language subtests and were only slightly below the national average on the reading, math, science and social science subtests. Test results data for Parkview tenth grade students are Presented in Table 27 below. Table 27 Comparison of Parkview High School Averages to state and National Averages Test ~ Total Reading - Total Math -Total Lang -Total Sci .._ Total Soc Sci -Basic Battery "'"-- Grade Ten -- All students -- By Race(B,W) N = 270 Parkview State National Diff Average Average Average state All 55.9 53 50 + Black 49.7 30 50 + White 66.3 59 50 + All 51.1 47 50 + Black 47.4 31 50 + White 56.6 52 50 + All 56.7 53 50 + Black 52.1 35 50 + White 64.4 59 50 + All 53.4 56 50 + Black 46.9 30 50 + White 64.3 63 50 + All 52.6 51 50 + Black 47.6 32 50 + White 61.2 56 50 + All 55.8 52 50 + Black 50.8 33 50 + White 64.1 58 50 + 84 (+,-) Nat + - + + - + + + + + - + + - + + + + Parkview High School Tenth Grade Reading SAT 8 100 9 0 8 0 7 0 6 National Average = 50% s 0 ------ ------ ------ ~ ------ ~ ~ ~ ... ... 4 0 ~ ~ 3 - ~ 2 0 0 0 Black White All Legend --- Parkview -+- State ~ Nat Avg Parkview High School Tenth Grade Math SAT 8 100 90 80 70 National Average = 50% 60 4 II ----- ... ,.. -,- 40 ~ ~ ----- 3(}'!! v--- 20 10 0 Black White All Legend -a-- Parkview --+-- State -+- Nat Avg Parkview High School Tenth Grade Lang SAT 8 100 90 80 70 60 National Average = 50% 5~ 40 -------- 30 20 10 0 Black Legend ----- ----- - -II- Parkview -+- State -+- Nat Avg - ~ ~ -------- ... ..---- White ::II -:l ~ ... All Parkview High School Tenth Grade Science SAT 8 100 90 8 0 7 0 6 ~ 0 ------ ~ - National Average= 50% s ------ ~ .,.V .., 4 0 ./' ~ 3 (\ ./' 2 0 0 0 Black White All Legend -II- Parkview -+- State ---+-- Nat Avg Parkview High School Tenth Grade Soc Sci SAT 8 100 90 8 0 7 0 6 0 ----- - ~ National Average= 50% s ----- ---- ---- ~ 4 0 ---- --- 3 o V 2 0 0 0 Black White All Legend --- Parkview -+- State ---+-- Nat Avg Parkview High School Tenth Grade Basic Bat SAT 8 100 90 80 70 National Average= 50% ========It:::: 60 ---~ - - ~ ::::II ~ -- ~ ' "'I 40 ------- ------- ..... 30 20 10 0 Black White All Legend _. Parkview --f-- State --+- Nat Avg American College Test The ACT was administered to the Parkview seniors who registered to take the test. Since the ACT assessment is designed for those students who plan to attend college, the focus is on the students who completed the recommended college preparation courses. Students were disaggregated into two groups: 1. students who were completing the core curriculum and, 2. students who were completing less than the core curriculum. The 1993 student data file is based on all students who graduated in the Spring of 1993, and who took the ACT assessment test during their junior or senior year in high school. State norms are based on all 1993 ACT-tested graduates in the sate of Arkansas. National norms are based on all ACT-tested graduates in 1993. The following scores represent the composite scores of P~rkview students, Arkansas students and students nationwide: ACT Composite Scores Parkview 20.3 Arkansas 20.1 National 20.7 Parkview seniors scored above the state average ACT scores ~nd slightly below the national average ACT scores. Table 25 d7low shows the composite scores for Parkview students lsaggreagted by ethnic group. Table 20 Parkveiw Mean ACT scores --By Ethnic Group N=188 Ethnic Group -- Core Less than Total Core Group Afro-Am\Black (106) 19.3 16.9 18.3 Am Ind\Alsk Ntv (1) 17.0 17.0 Cauc Am\White (76) 23.4 22.1 22.8 Mex Am\Chicano ( 1) 19.0 19.0 Asian Am\Pac Is ( 3) 20.3 20.3 P Rican\Hispan (1) 25.0 25.0 91 Conclusions * All Pulaksi County Interdistrict Schools met or exceeded the ADE mandated eighty-five percent {85%) pass rate for third grade students on the Minimum Performance Test. * Third grade students in Pulaski County Interdistrict Magnet Schools has higher pass rates than third grade state-wide on the Minimum Performance Test. * Fourth grade magnet school students (all) performed above state levels for all students on the Stanford Achievement Test. * Black fourth grade magnet school students performed above the state average for black students and generally above the national average for all students on the Stanford Achievement Test. * White fourth grade magnet school students performed higher than other fourth grade students in the state and across the nation on the Stanford Achievement Test. * All Pulaski County Interdistrict Schools sixth grade students met or exceeded the eighty-five percent (85%) pass rate on the reading and math subtests of the Minimum Performance Test. * Junior High School magnet school students performed higher than their counterparts in the state and as a group above the national average on the Stanford Achievement Test (Grade 7). * Mann Junior High Magnet School students exceeded the eighty-five percent pass rate for the Minimum Performance Test after three administrations of the test. * * Senior High magnet school students performed higher than the state average for like groups across the state and as a group above the national average on the Stanford Achievement Test (Grade 10). Average American College Test scores for Parkview seniors are above the average ACT scores for the state and only Slightly below the national average. 92 SECTION II Desegregation POLASKI COUNTY INTERDISTRICT MAGNET SCHOOLS EVALUATION Formative Evaluation: Desegregation BACKGROUND The purpose of this formative evaluation is to gain insight into the assessment of the objectives in Expected Outcomes, #2, (A & B), listed below. To develop procedures and instrumentation for data collection regarding the contribution of the magnet schools toward the "complete desegregation" goal of the project. A. What is the social interaction between and within the disaggregated groups by race, sex, and socioeconomic status? Additional variables of solidarity and isolation will be studied for students, staff and parents. B. What are the reflections of the academic and professional interaction between the building administrators and the teaching staff during staff meetings, between teachers and students during class interactions, and between the building administrative staff, teachers and students during school related activities? Are there evidences of stereotyping by students i.e., graffiti and name calling? METHODOLOGY After notification by the MRC of acceptance of the evaluation ~roposal the research team began to develop and review lnstruments and procedures to collect data for objective #3. !0ciometric techniques used for prior evaluation activities ere used for the 1992-93 evaluation project. Previous ~Valuations have provided a research foundation relative to ~e "~ppropriateness" and usefulness of sociograms ant1fying students' relationships.
~e sociogram was developed by the project staff to assess ( ~dent interaction relative to social classroom activities s~ 00sing students to sit by), academic activities (choosing (c~den~s to work with), and socialization on the playground a ~o~1ng students to play with). The sociograms were T~1n1stered in the fall of 1992 and the spring of 1993. act1~ ~eport presents the total results of the fall act~~n~stration of the sociogram. Only data from the spring da~ln1stration of the sociogram which reflect a change in a from the fall administration data are presented. 93 The Chi-Square Test for Independence was chosen to assess and evaluate the significance of student choice patterns. ChiSquare is the most appropriate statistical test for nominal data and is used to compare categorical data, for example, sociometric data. It tests for trends, group differences (independence) and in conjunction with other tests, for correlation. The .05 level of significance was chosen for this report (independence, that is, a statistical difference, was noted for groups with an inter-group probability of .05 or less). Contingency coefficients, which are similar to other correlation coefficients are also provided to provide a measure of the relationship. The PC computer utilizing the software package "Statistics With Finesse" was selected to analyze the data yielded by the sociograms. Site visits by an evaluation team were made to gather data relative to evaluation activities. The seven-member team consisted of professionals from Arkansas State University. Team members possessed competencies in specialty areas of elementary and early childhood education, secondary education, educational administration and program evaluation. The purpose of the site visits was to collect data relevant to the project activities. Each magnet school was visited by a team of two professionals. The project director visited all magnet school sites during the two days scheduled for the team visits. Visits lasted from 3 to 4 hours, and included observations of classroom and non-classroom activities. Forms were developed to record and codify data collected during the observation visits. Both quantitative and qualitative data were collected. A school satisfaction survey was conducted with a selected number of parents and students. The satisfaction survey was developed and validated by the National Association of Secondary School Principals (NASSP). The report provides information on the degree to which parents, students, and teachers are happy or satisfied with the situation in their schools. National standard scores are given for each category. Data are used to compare individual magnet schools and magnet schools to schools nation-wide. Data for the magnet schools Was provided to the ASU office of Educational Research and Services by the MRC office. 94 FINDINGS Sociograms A total of 916 sociograms were administered in the Pulaski County Interdistrict Magnet Schools during the fall of 1992. There were 881 students completing the sociograms in the spring of 1993. Black students accounted for approximately fifty-four percent (54%) of the students with white students accounting for the remaining forty-six (46%). Each sociogram identified three categories to assess student behaviors. The categories allowed students to express choice or preference in three areas of activity: social (sit with), academic (work with), and play (play with). Individuals were asked to indicate five students in their class they would choose to participate with in each of these activities. A copy of the sociogram is included in the appendix of this report. Variables of sex and race were the results of the sociograms. student choices listed for the three categories. "Statistics used to denote significance in independence and the .05 level disaggregated for analyzing Data analyses were based on opposite race in each of the with Finesse" software was determining variable was chosen. Sit With Each pupil chose five students in their classroom they would prefer to sit near. Statistical data for this sociogram category are provided in Tables 28-39 that follow. Disaggregated by Race--Black students compared to White Students There was a significant difference in the choice patterns of black students and white students in choosing students of the opposite race to sit with. For the fall, a Chi-Square of 13.0980 was computed which yielded a contingency coefficient of 0.1187 and a probability of 0.0225. Black students were more likely (19.5 %) to choose to sit by no white students than white students (11.2%) were to choose to sit by no black students. During the spring administration the percent of students choosing no students of the opposite race to sit with (blacks-16.4% and whites 6.5%) was lower, however, the choice Patterns for black and white students were still dependent upon race. Data for the fall administration and statistical analyses for both fall and spring are provided in Table 28 on the following page. 95 TABLE 28 Sociogram -- sit With Opposite Race Black students Compared to White Students N=916 Number of students of Opposite Race Chosen Race 0 1 2 3 4 5 Total Black 99 123 124 97 53 11 507 % 19.5 24.3 24.5 19.1 10.5 2.2 100.0 White 46 99 107 96 52 9 409 % 11.2 24.2 26.2 23.5 12.7 2.2 100.0 Total 145 222 231 193 105 20 916 % 15.8 24.2 25.2 21.1 11.5 2.2 100.0 Chi-Square Test of Independence Fall spring Number of Observations 916 881 Chi-Square 13.0980 23.0414 Contingency Coefficient 0.1187 0.1596 Degrees of Freedom 5 5 Probability 0.0225 0.0003 Disaggregated by sex -- Males compared to Females Sex of the student is a significant variable in the choice patterns of students choosing members of the opposite race to sit with. In the fall administration a Chi-Square of 15.1029 was computed producing a contingency coefficient of 0.1274 and a probability of 0.0099. Thirty-six percent {36%) of the males chose no more than one student of the opposite race to sit near while forty-four percent {44%) of the females chose not more than one student of the opposite race to sit near. In the spring administration the number of males choosing no more than one student of the opposite race to sit near fell to only twenty-six percent {26%) and the number of females choosing no more than one student of the opposite race to sit with fell to thirty-seven percent. Although still statistically significant after the spring administration, there appeared to be a trend toward the diminution of the gender bias. Data for the fall administration and statistical analyses data for the spring administration are shown in Table 29 on the following page. 96 TABLE 29 Sociogram -- sit With Opposite Race Male students compared to Female students N=916 Number of students of opposite Race Chosen Race 0 1 2 3 4 s Total Males 61 96 104 104 64 8 437 % 14.0 22.0 23.8 23.8 14.6 1.8 100.0 Females 84 126 127 89 41 12 479 % 17.5 26.3 26.5 18.6 8.6 2.5 100.0 Total 145 222 231 193 105 20 916 % 15.8 24.2 25.2 21.1 11.5 2.2 100.0 Chi-Square Test of Independence Fall Spring Number of Observations 916 881 Chi-Square 15.1023 14.6515 Contingency Coefficient 0.1274 0.1279 Degrees of Freedom 5 5 Probability 0.0099 0.0120 Black Males compared to Black Females Analysis of the fall data shows significant differences in the choice patterns of black students based on gender. Only thirty-eight percent {37.6%) of the black males chose one (1) or fewer students of the opposite race while forty-nine percent {48.9%) of the black females named no more than one (1) student of the opposite race. The computed Chi-Square was 12.9480 with a contingency coefficient of 0.1578 and a Probability of 0.0239. However, data analysis after the spring administration of the sociogram revealed that both black males and black females had a greater propensity to choose students of the opposite race to sit with. For the spring administration, choice Patterns were not dependent on sex (gender) when comparing black males and black females. A Chi-Square of 6.5883 was computed yielding a contingency coefficient of 0.1162 and a Probability of 0.2531. Tables 30 and 31 that follow presents the data for both the fall and spring administrations of the sociograms. 97 TABLE 30 Sociogram -- Sit With Opposite Race (Fall) Male Students Compared to Female Students (Black) N:507 Sex/ Number of students of Opposite Race Chosen Race 0 1 2 3 4 5 Total Black Males 41 46 61 50 31 2 231 % 17.7 19.9 26.4 21.6 13.4 0.9 100.0 Black Females 58 77 63 47 22 9 276 % 21.0 27.9 22.8 17.0 8.0 3.3 100.0 Total 99 123 124 97 53 11 507 % 19.5 24.3 24.5 19.1 10.5 2.2 100.0 Chi-square Test of Independence Number of Observations 507 Chi-square 12.984 Contingency Coefficient 0.1598 Degrees of Freedom 5 Probability 0.0239 As can be noted from the tables, both black males and black females chose more students of the opposite race to sit near during the spring administration. In the fall only fifty-six percent (56%) of the students chose at least two (2) students of the opposite race to sit with. In the spring sixty-three percent (63%) of the students chose at least two (2) students of the opposite race to sit with. 98 TABLE 31 Sociogram -- sit With opposite Race (Spring) Male Students Compared to Female Students (Black) N=507 sex/ Number of students of Opposite Race Chosen Race 0 1 2 3 4 5 Total Black Males 28 41 74 50 21 6 220 % 12.7 18.6 33.6 22.7 9.5 2.7 100.0 Black Females 51 55 80 52 20 3 261 % 19.5 21.1 30.8 19.9 7.7 1.1 100.0 Total 79 96 154 102 41 9 481 % 16.4 20.0 32.0 21.1 8.5 1.9 100.0 Chi-Square Test of Independence Number of Observations 481 Chi-Square 6.5883 Contingency Coefficient 0.1162 Degrees of Freedom 5 Probability 0.2531 Black Males Compared to White Males During the fall administration of the sociograms a racial bias existed when comparing black males and white males. Black males, at almost eighteen percent (17.7%), were more likely to choose no students of the opposite race than were white males at nearly ten percent (9.7%). A Chi-Square of 11.3348 was computed yielding a contingency coefficient of 0.1590 and a probability of 0.0451. During the spring administration the difference between the choice patterns of black males and white males was not dependent on race. A Chi-Square of 10.1417 was computed that Produced a contingency coefficient of 0.1530 and a Probability of 0.0713. During the spring administration more than seventy-three Percent (73.3%) of the males chose to sit with at least two (2) students of the opposite race, up from sixty-four percent (64%) of the students naming at least two (2) students of the opposite race to sit with during the fall administration. Tables 32 and 33 that follow depict the data from the fall and spring sociograms comparing black males and white males. 99 TABLE 32 Sociogram -- Sit With Opposite Race (Fall) Black Students compared to White students (Males) N:507 Sex/ Number of students of Opposite Race Chosen Race 0 1 2 3 4 s Black Males 41 46 61 50 31 2 % 17.7 19.9 26.4 21.6 13.4 0.9 White Males 20 50 43 54 33 6 % 9.7 24.3 20.9 26.2 16.0 2.9 Total 61 96 104 104 64 8 % 14.0 22.0 23.8 23.8 14.6 1.8 Chi-square Test of Independence Number of Observations 437 Chi-Square 11.3348 Contingency Coefficient 0.1590 Degrees of Freedom 5 Probability 0.0451 TABLE 33 sociogram -- Sit With Opposite Race (Spring) Black Students Compared to White students (Males) N=423 Total 231 100.0 206 100.0 437 100.0 Sex/ Number of students of Opposite Race Chosen Race 0 1 2 3 4 s Total Black Males 28 41 74 50 21 6 220 % 12.7 18.6 33.6 22.7 9.5 2.7 100.0 White Males 10 34 68 56 27 8 203 % 4.9 16.7 33.5 27.6 13.3 3.9 100.0 Total 38 75 142 106 48 14 423 % 14.0 22.0 23.8 23.8 14.6 1.8 100.0 Chi-square Test of Independence Number of Observations 423 Chi-square 10.1417 Contingency Coefficient 0.1530 Degrees of Freedom 5 Probability 0.0713 100 Black Males Compared to White Females No significant differences were noted in the choice patterns of black males and white females in their propensity to choose students of the opposite race to sit with. More than sixty percent (66.1) of the students chose to sit with 2 or fewer students of the opposite race. A Chi-Square of 5.5171 was computed that yielded a contingency coefficient of 0.1120 and a probability of 0.3561. No significant changes were noted in the choice patterns of students during the spring administration when comparing black males and white females. A Chi-Square of 3.9811, a contingency coefficient of 0.0972 and a probability of 0.5521 were computed. Table 34 below depicts the data for the fall administration of the sociogram and both fall and spring results of the analyses of the data. TABLE 34 Sociogram Sit With Opposite Race Black Male Students Compared to White Female students N:434 Number of students of Opposite Race Chosen Race 0 1 2 3 4 5 Total Black Males 41 46 61 50 31 2 231 % 17.7 19.9 26.4 21. 6 13.4 0.9 100.0 White Females 26 49 64 42 19 3 203 % 12.8 24.1 31. 5 20.7 9.4 1.5 100.0 Total 67 97 125 92 50 5 434 % 15.4 21.9 28.8 21.2 11. 5 2.2 100.0 Chi-Square Test of Independence Fall spring Number of Observations 434 417 Chi-square 5.5171 3.9811 Contingency Coefficient 0.1120 0.0092 Degrees of Freedom 5 5 Probability 0.3561 0.5521 101 Black Females compared to White Males There is a very distinct difference in choice patterns of choosing students of the opposite race to sit with when comparing black females and white males. Black females (21%) are more than twice as likely to choose not to sit by a student of the opposite race than white males (9.7%). During the spring administration the rate for choosing not to sit with students of the opposite race for black females was about twenty-percent (19.5%) and only about five percent {4.9%) for white males. Table 35 below depicts the data for the fall administration of the sociogram and both fall and spring statistical results of the analyses of the data. TABLE 35 Sociogram -- Sit With Opposite Race Black Female Students compared to White Male students N:482 Number of students of Opposite Race Chosen Race 0 1 2 3 4 5 Total Black Females 58 77 63 47 22 9 276 % 21. 0 27.9 22.8 17.0 8.0 3.3 100.0 White Males 20 50 43 54 33 6 206 % 9.7 24.3 20.9 26.2 16.0 2.9 100.0 Total 78 127 106 101 55 15 482 % 16.2 26.3 22.0 21.0 11.4 3.1 100.0 Chi-square Test of Independence Fall spring Number of Observations 482 464 Chi-Square 21. 6013 30.1702 Contingency Coefficient 0.2071 0.2471 Degrees of Freedom 5 5 Probability 0.0006 0.0001 Black Females compared to White Females During the fall administration of the sociograms there was no statistically significant difference in the choice patterns of black females and white females in choosing members of the opposite race to sit with. Yet it should be noted that the Chi-Square of 11.0527 produced a contingency coefficient of 102 0.1502 and a probability of .0799. The difference between these two groups was not significant at the .05 level. After the spring administration there was a statistical difference when comparing the two groups. The data analysis produced a Chi-Square of 12.4642, a contingency coefficient of 0.1628 and a probability of 0.0290. On the fall administration twenty-one percent (21%) of the black females and thirteen percent (13%) of the white females chose not to sit with any students of the opposite race. On the spring administration of the sociogram twenty percent (20%) of the black females and only eight percent (8%) of the white females chose no students of the opposite race to sit with. Data from the fall administration are presented in Table 36 below and the spring administration data are presented in Table 37 on the following page. TABLE 36 Sociogram -- Sit With Opposite Race (Fall) Black students compared to White Students (Females) N=479 Sex/ Number of Students of opposite Race Chosen Race 0 1 2 3 4 5 Total Black Females 58 77 63 47 22 6 273 % 21.2 28.2 23.1 17.2 8.1 2.2 100.0 White Females 26 49 64 42 19 3 203 % 12.8 24.1 31.5 20.7 9.4 1.5 100.0 Total 84 126 127 89 41 9 476 % 17.6 26.5 26.7 18.7 8.6 1.9 100.0 Chi-Square Test of Independence Number of Observations 476 Chi-square 11. 0527 Contingency Coefficient 0.1502 Degrees of Freedom 5 Probability 0.0799 103 TABLE 37 Sociogram -- sit With opposite Race (Spring) Black students Compared to White students (Females) N=458 Sex/ Number of Students of Opposite Race Chosen Race 0 1 2 3 4 5 Total Black Females 51 55 80 52 20 3 261 % 19.5 21.1 30.7 19.9 7.7 2.0 100.0 White Females 16 47 64 49 17 4 197 % 8.1 23.9 32.5 24.9 8.6 2.0 100.0 Total 67 102 144 101 37 7 458 % 14.6 22.3 31.4 22.1 8.1 1.5 100.0 Chi-Square Test of Independence Number of Observations 458 Chi-Square 12.4642 Contingency Coefficient 0.1628 Degrees of Freedom 5 Probability 0.0290 White Males and White Females White males and white females were statistically different in student choice patterns during the fall administration. White females were more likely to name no students of the opposite race to sit with than were white males. The statistical analysis of the data produced a Chi-Square of 11.1620 which yielded a contingency coefficient of 0.1630 and a probability of 0.0483. Analysis of data from the spring administration of the sociogram revealed no statistical difference in choice Patterns when comparing white males and white females. Analysis of the data produced a Chi-Square of 7.5767, a contingency coefficient of 0.1363 and a probability of 0.1812. Tables 38 and 39 on the following page depict the analyses of data when comparing white males and white females. 104 TABLE 38 Sociogram -- Sit With Opposite Race (Fall) White Males compared to White to White Females N:409 sex/ Number of Students of opposite Race Chosen Race 0 1 2 3 4 5 White Males 20 50 43 54 33 6 % 9.7 24.3 20.9 16.0 16.0 2.9 White Females 26 49 64 42 19 3 % 12.8 24.1 31.5 20.7 9.4 1.5 Total 46 99 107 96 52 9 % 11.2 24.2 26.2 23.5 12.7 2.2 Chi-Square Test of Independence Number of Observations 409 Chi-Square 11. 1620 Contingency Coefficient 0.1630 Degrees of Freedom 5 Probability 0.0483 TABLE 39 sociogram -- Sit With opposite Race (Spring) White Males compared to White to White Females N:400 Total 206 100.0 203 100.0 409 100.0 Bex/ Number of Students of Opposite Race Chosen Race 0 1 2 3 4 5 Total White Males 10 34 68 56 27 8 203 % 4.9 16.7 33.5 27.6 13.3 3.9 100.0 White Females 16 47 64 49 17 4 197 % 8.1 23.9 32.5 24.9 8.6 2.0 100.0 Total 26 81 132 105 44 12 400 % 6.5 20.3 33.0 26.3 11.0 3.0 100.0 Chi-square Test of Independence Number of Observations 400 Chi-square 7.5767 Contingency Coefficient 0.1363 Degrees of Freedom 5 Probability 0.1812 105 Work With Each student was asked to choose five students with whom they would like to work. Tables 40-47 illustrate the data analysis for the sociogram section work with. Disaggregated by Race -- Black Race Compared to White Race The fall administration of the sociogram indicates race was a significant variable for students in choosing students of the opposite race to work with. More black students (12.8 percent) chose no students of the opposite race than white students (10.3 percent). Statistical analysis of the data produced a Chi-Square of 11.2974, a contingency coefficient of 0.1104 and a probability of 0.0458. Data analysis of the spring administration indicates that race remained a significant variable in student choice patterns when comparing black and white student responses on the work with portion of the sociograms. A Chi-Square of 15.047 was computed that produced a contingency coefficient of 0.1296 and a probability of 0.0102. Data for the fall administration and statistical analysis data for the spring administration are included in Table 40 below. TABLE 40 Sociogram -- Work With Opposite Race Black students compared to White students N:916 Numl:>er of students of Opposite Race Chosen Race 0 1 2 3 4 5 Total Black 65 97 143 128 56 18 507 % 12.8 19.1 28.2 25.2 11.0 3.6 100.0 White 42 107 120 89 45 6 409 % 10.3 26.2 29.3 21.8 11.0 1.5 100.0 Total 107 204 263 217 101 24 916 % 11.7 22.3 28.7 23.7 11.0 2.6 100.0 Chi-square Test of Independence Fall spring Number of Observations 916 881 Chi-Square 11.2974 15.0427 Contingency Coefficient 0.1104 0.1296 Degrees of Freedom 5 5 Probability 0.0458 0.0102 106 Disaggregated by sex -- Males compared to Females There was no significant difference in the choice of students of the opposite race to work with based on the variable sex. Males (89.3%) were just as likely as females (87.4%) to choose at least one student of the opposite race to work with. A Chi-Square of 7.2458 yielded a contingency coefficient of 0.0886 and a probability of 0.2030. No significant difference patterns were noted when comparing the fall and the spring administrations of the sociograms. Gender was not a significant variable in students naming students of the opposite race to work with when comparing males and females. Data comparing males and females are presented in Table 41 below. TABLE 41 sociogram -- work With Opposite Race Male Students Compared to Female students N=916 Number of Students of Opposite Race Chosen Race 0 1 2 3 4 5 Total Males 47 97 113 110 57 13 437 % 10.8 22.2 25.9 25.2 13.0 3.0 100.0 Females 60 107 150 107 44 11 479 % 12.5 22.3 31.3 22.3 9.2 2.3 100.0 Total 107 204 263 217 101 24 916 % 11.7 22.3 28.7 23.7 11.0 2.6 100.0 Chi-Square Test of Independence Fall Spring Number of Observations 916 881 Chi-square 7.2458 3.3427 Contingency Coefficient 0.0886 0.0615 Degrees of Freedom 5 5 Probability 0.2030 0.6473 Black Males compared to Black Females Black males and females demonstrated no significant difference in choosing students of the opposite race to work With. Statistical analysis of the data produced a Chi-Square of 2.5503, a contingency coefficient of 0.0707 and a Probability of 0.7689. No significant difference in choice patterns were noted during the spring administration of the sociograms when 107 comparing black males and black females. Data analysis resulted in the computation of a Chi-Square of 2.4091, a contingency coefficient of 0.0706 and a probability of o. 7901. Table 42 below presents data from the fall administration of the sociogram and statistical analysis of data from the spring administration. TABLE 42 Sociogram Work With Opposite Race Male Students compared to Female Students (Black) N:507 sex/ Number of students of Opposite Race Chosen Race 0 1 2 3 4 s Total Black Males 26 41 64 63 28 9 231 % 11.3 17.7 27.7 27.3 12.1 3.9 100.0 Black Females 39 56 79 65 28 9 276 % 14.1 20.3 28.6 23.6 10.1 3.3 100.0 Total 65 97 143 128 56 18 507 % 12.8 19.1 28.2 25.2 11.0 3.6 100.0 Chi-square Test of Independence Fall Spring Number of Observations 507 481 Chi-square 2.5503 2.4091 Contingency Coefficient 0.0707 0.0706 Degrees of Freedom 5 5 Probability 0.7689 0.7901 Black Males Compared to White Males Choosing students of the opposite race to work with was independent of race when comparing black males and white males. Although white males (89.9%) were more likely than black males (88.7%) to choose at least one member of the opposite race to work with, the difference is not significant at the .05 level. A computed Chi-Square of 7.7056 produced a contingency coefficient of 0.1316 and a probability of 0.1732. No statistical differences in student choice patterns were noted after the spring administration of the sociogram when comparing black males and white males. Data for the fall administration and fall and spring statistical analyses are Presented in table 43 below. 108 TABLE 43 sociogram -- Work With Opposite Race Black Students Compared to White students (Males) N:437 sex/ Number of students of opposite Race Chosen Race 0 1 2 3 4 5 Total Black Males 26 41 64 63 28 9 231 % 11.3 17.7 27.7 27.3 12.1 3.9 100.0 White Males 21 56 49 47 29 4 206 % 10.2 27.2 23.8 22.8 14.1 1.9 100.0 Total 47 97 113 110 57 13 437 % 10.8 22.2 25.9 25.2 13.0 3.0 100.0 Chi-square Test of Independence Fall Spring Number of Observations 437 423 Chi-square 7.7056 7.4270 Contingency Coefficient 0.1316 0.1314 Degrees of Freedom 5 5 Probability 0.1732 0.1908 Black Males Compared to White Females A significant difference exists when comparing black males to White females to the number of students of the opposite race chosen to work with. Only 10.3 percent of white females chose no students of the opposite race to work with, while 11.3 percent of black males chose no students of the opposite race to work with. A Chi-Square of 12.1532 yielded a contingency coefficient of 0.1650 and a probability of 0.0327. Very little change in student choice patterns were noted from analysis of the spring administration data when comparing black males and white females. A Chi-Square of 16.2812 was computed, yielding a contingency coefficient of 0.1938 and a Probability of 0.0061. Data from the fall administration of the sociograms and analyses of the data from the fall and spring administrations are presented in Table 44 on the following page. 109 TABLE 44 Sociogram -- work With Opposite Race Black Male students Compared to White Female students N=434 Sex/ Number of Students of Opposite Race Chosen Race 0 1 2 3 4 5 Total Black Males 26 41 64 63 28 9 231 % 11.3 17.7 27.7 27.3 12.1 3.9 100.0 White Females 21 51 71 42 16 2 203 % 10.3 25.1 35.0 20.7 7.9 1.0 100.0 Total 47 92 135 105 44 11 434 % 10.8 21.2 31.1 24.2 10.1 2.5 100.0 Chi-Square Test of Independence Fall spring Number of Observations 434 412 Chi-Square 12.1532 16.2812 Contingency Coefficient 0.1650 0.1938 Degrees of Freedom 5 5 Probability 0.0327 0.0061 Black Females Compared to White Males Although white males (89.8%) were more likely than black females (85.9%) to chose a classmate of the opposite race to Work with, there was no significant difference. A statistical analysis of the data produced a Chi-Square of 7.2517, a contingency coefficient of 0.1217 and a probability Of 0.2026. Analysis of the data from the spring administration of the sociogram produced similar results as the fall administration. Although white males were more likely to chose students of the opposite race to work with, no statistically significant difference could be noted. The data analysis of the spring administration produced a Chi-Square of 3.3300 which yielded a contingency coefficient of 0.0844 and a probability of 0.6493. Data are presented in Table 45 on the following page. 110 TABLE 45 Sociogram -- Work With Opposite Race Black Female students compared to White Male students N=482 sex/ Number of Students of Opposite Race Chosen Race 0 1 2 3 4 5 Total Black Females 39 56 79 65 28 9 276 % 14.1 20.3 28.6 23.6 10.1 3.3 100.0 White Males 21 56 49 47 29 4 206 % 10.2 27.2 23.8 22.8 14.1 1.9 100.0 Total 60 112 128 112 57 13 482 % 12.4 23.2 26.6 13.2 11.8 2.7 100.0 Chi-square Test of Independence Fall Spring Number of Observations 482 464 Chi-square 7.2517 3.3300 Contingency Coefficient 0.1217 0.0844 Degrees of Freedom 5 5 Probability 0.2026 0.6493 Black Females compared to White Females Choice of students of the opposite race to work with was independent of race in comparing black females to white females. A Chi-Square of 7.7871 yielded a contingency coefficient of 0.1265 and a probability of 0.1684. No statistically significant difference was noted from analysis of data from the spring administration of the sociogram. However, the probability for the race variable resulting in a significant measure (0.0666) approached the .05 level of significance resulting from the analysis of the data from the spring administration. Data from the fall administration of the sociogram and data analyses from the fall and spring administrations are Presented in Table 46 on the following page. 111 TABLE 46 Sociogram -- Work With Opposite Race Black Students Compared to White students (Females) N=479 Sex/ Number of students of opposite Race Chosen Race 0 1 2 3 4 5 Total Black Females 39 56 79 65 28 9 276 % 14.1 20.3 28.6 23.6 10.1 3.3 100.0 White Females 21 51 71 42 16 2 203 % 10.3 25.1 35.0 20.7 7.9 1.0 100.0 Total 60 107 150 107 44 11 479 % 12.5 22.3 31.3 22.3 9.2 2.3 100.0 Chi-Square Test of Independence Fall spring Number of Observations 479 458 Chi-Square 7.7871 10.3204 Contingency Coefficient 0.1263 0.1484 Degrees of Freedom 5 5 Probability 0.1684 0.0666 White Males Compared to White Females At the .05 level no significant differences exist for white males compared to white females. White males (89.8%) are only slightly more likely than white females {89.7%) to choose classmates of the opposite race to work with. Statistical analysis of the data yielded a Chi-Square of 89486, a contingency coefficient of 0.1463 and a probability Of 0, 1111. Nho ~hange in the level of significance was noted for student 7 1ce patterns when comparing white males and white females ln the spring administration of the sociogram. A Chi-Square ~f 3,8517 was computed producing a contingency coefficient of ,0977 and a probability of 0.5710. Data are presented in Table 47 on the following page. 112 TABLE 47 Sociogram -- work With Opposite Race Male Students Compared to Female Students (White) sex/ Number of students of Opposite Race Chosen Race 0 1 2 3 4 5 Total White Males 21 56 49 47 29 4 206 % 10.2 27.2 23.8 22.8 14.1 1.9 100.0 White Females 21 51 71 42 16 2 203 % 10.3 25.1 35.0 20.7 7.9 1.0 100.0 Total 42 107 120 89 45 6 409 % 10.3 26.2 29.3 21.8 11. 0 1. 5 100.0 Chi-square Test of Independence Fall Spring Number of Observations 409 400 Chi-Square 8.9486 3.8517 Contingency Coefficient 0.1463 0. 0977 Degrees of Freedom 5 5 Probability 0.1111 0.5710 113 Play With Students were asked to list five students of the opposite race they would choose to play with. Information from the analysis of the data is provided in Tables 48-55. Disaggregated by Race -- Black Race compared to White Race Student choice to play with a classmate of the opposite race was highly dependent on race. Nearly twice as many black students (24.5%) as white students (12.5%) chose not to play with classmates of the opposite race. A Chi-Square of 42.9302 yielded a contingency coefficient of 0.2116 and a probability of 0.0001. No change in student choices were revealed after the spring administration of the sociograms. Data analysis of the spring administration produced a Chi-square of 64.8128 which yielded a contingency coefficient of 0.2618 and a probability of o. 0001. Data for the fall administration and from the data analyses of fall and spring sociograms are presented in Table 48 below. Table 48 sociogram -- Play with opposite Race Black Students compared to White students N:916 Number of students of opposite Race Chosen Race 0 1 2 3 4 5 Total Black 124 145 131 60 31 16 507 % 24.5 28.6 25.8 11.8 6.1 3.2 100.0 White 51 109 99 89 52 9 409 % 12.5 26.7 24.2 21.8 12.7 2.2 100.0 Total 175 254 230 149 83 25 916 % 19.1 27.7 25.1 16.3 9.1 2.7 100.0 Chi-square Test of :Independence Fall Spring Number of Observations 916 881 Chi-Square 42.9302 64.8128 Contingency Coefficient 0.2116 0.2618 Degrees of Freedom 5 5 Probability 0.0001 0.0001 114 Disaggregated by sex -- Males Compared to Females In choosing to play with students of the opposite race, gender was a dependent variable when comparing males and females. Males, at nearly eighty-five percent (84.7%), were more likely than females, at seventy-eight percent (77.5%) percent, to play with a student of the opposite race. Analysis of the data from the fall administration of the sociograms produced a Chi-Square of 19.2243 yielding a contingency coefficient of 0.1434 and a probability of o. 0017. The same results can be seen from the spring administration of the sociograms. Female students are more likely to choose no students of the opposite race to play with. Analysis of the spring administration data produced a Chi-Square of 38.3384 yielding a contingency coefficient of 0.2042 and a probability of 0.0001. Data from the fall sociograms and analyses of fall and spring sociograms are presented in Table 49 below. Table 49 Sociogram -- Play with Opposite Race Male students compared to Female students N:916 Number of Students of Opposite Race Chosen Race 0 1 2 3 4 5 Total Males 67 107 118 86 47 12 437 15.3 24.5 27.0 19.7 10.8 2.7 100.0 Females 108 147 112 63 36 13 479 % 22.5 30.7 23.4 13.2 7.5 2.7 100.0 Total 175 254 230 149 83 25 916 % 19.1 27.7 25.1 16.3 9.1 2.7 100.0 Chi-square Test of :Independence Fall spring Number of Observations 916 881 Chi-Square 19.224. 38.3384 Contingency Coefficient 0.1434 0.2042 Degrees of Freedom 5 5 Probability 0.0017 0.0001 115 Black Males Compared to Black Females A significant difference existed for black males and females in choosing to play with students of the opposite race. Black males at eighty-one percent (81%) were more likely than black females at seventy-one percent (71%) to play with at least one (1) student of the opposite race. A statistical analysis of the data for the fall administration produced a Chi-Square of 15.2176, a contingency coefficient of 0.1707 and probability of 0.0095. Data from the spring administration of the sociograms revealed that black males were more likely at eighty-five percent (85%) to choose to play with a classmate of the opposite race than were black females at sixty-eight percent (68.2%). Data analysis of the spring administration of the sociograms produced a Chi-Square of 27.2841 which yielded a contingency coefficient of 0.2317 and a probability of 0. 0001. Data for the fall administration and analyses of data from both the spring and fall administrations are presented in Table 50 below. Table 50 Sociogram -- Play with Opposite Race Male Students Compared to Female students (Black) N=507 Number of students of Opposite Race Chosen Race 0 1 2 3 4 5 Total Black Males 44 59 74 33 13 8 231 % 19.0 25.5 32.0 14.3 5.6 3.5 100.0 Black Females 80 86 57 27 18 8 276 % 29.0 31.2 20.7 9.8 6.5 2.9 100.0 Total 124 145 131 60 31 16 507 % 24.5 28.6 25.8 11.8 6.1 3.2 100.0 Chi-square Test of Independence Fall Spring Number of Observations 507 481 Chi-Square 15.2176 27.2841 Contingency Coefficient 0.1707 0.2317 Degrees of Freedom 5 5 Probability 0.0095 0.0001 116 Black Males Compared to White Males When comparing black males and white males in choosing students of the opposite race to play with, race was a significant variable. Black males at eighty-one percent (81%) were less likely than white males at eighty-nine percent (88.8%) to play with students of the opposite race. Data analysis produced a Chi-Square of 29.3734 yielding a contingency coefficient of 0.2510 and a probability of o. 0001. No significant changes in choice patterns noted in the fall administration were revealed after the spring administration of the sociogram. A Chi-Square of 30.7618 was computed which produced a contingency coefficient of 0.2604 and a probability of 0.0001. Data from the fall administration and analyses of both fall and spring administrations are presented in Table 51 below. Tal>le 51 Sociogram -- Play with Opposite Race Black students Compared to White students (Males) N=437 Numl>er of students of Opposite Race Chosen Race 0 1 2 3 4 5 Total Black Males 44 59 74 33 13 8 231 % 19.0 25.5 32.0 14.3 5.6 3.5 100.0 White Males 23 48 44 53 34 4 206 % 11.2 11.2 21.4 25.7 16.5 1.9 100.0 Total 67 107 118 60 31 16 437 % 15.3 24.5 27.0 19.7 10.8 2.7 100.0 Chi-Square Test of Independence Fall spring Number of Observations 507 481 Chi-Square 29.3734 30.7618 Contingency Coefficient 0.2510 0.2604 Degrees of Freedom 5 5 Probability 0.0001 0.0001 117 Black Males compared to White Females There was no significant difference in the choice patterns of students when comparing black males and white females. However, white females at eighty-six percent (86.2%) were more likely to choose at least one student of the opposite race to play with than were black males at eighty-one percent (80.0%). A slight change was noted from the administration of the sociograms in the spring. Both groups, white females at ninety-one percent (91.1%) and black males at eighty-five percent (85%) were slightly more inclined to choose students of the opposite race to play with. Data from the fall administration and analyses for both the fall and spring administration of the sociograms are presented in Table 52 that follows. Table 52 Sociogram -- Play with Opposite Race Black Male students compared to White Females students N:434 Number of students of Opposite Race Chosen Race 0 1 2 3 4 5 Total Black Males 44 59 74 33 13 8 231 % 19.0 25.5 32.0 14.3 5.6 3.5 100.0 White Females 28 61 55 36 18 5 203 % 13.8 30.0 27.1 17.7 8.9 2.5 100.0 Total 72 120 129 69 31 13 434 % 16.6 27.6 29.7 15.9 7.1 3.0 100.0 Chi-square Test of :Independence Fall Spring Number of Observations 434 417 Chi-Square 6.2360 4.6025 Contingency Coefficient 0.1190 0.1045 Degrees of Freedom 5 5 Probability 0.2839 0.4663 Black Females compared to White Males There was a significant difference in choice patterns revealed when comparing black females and white males on the fall administration of the sociograms. White males at eighty-nine percent (88.8%) were more likely to choose at least one (1) student of the opposite race to play with than were black females at seventy-one (71%). Data analysis 118 ----------------- - --- produced a Chi-Square of 49.5792 yielding a contingency coefficient of 0.3054 and a probability of 0.0001. Analysis of data from the spring administration of the sociograms produced no significant changes from the fall administration. Data from the fall administration and analyses from the fall and spring administrations are presented in Table 53 below. Table 53 sociogram -- Play with Opposite Race Black Female students compared to White Males students N:482 Number of students of Opposite Race Chosen Race 0 1 2 3 4 5 Total Black Females 80 86 57 27 18 8 276 % 19.0 25.5 32.0 14.3 5.6 3.5 100.0 White Males 23 48 44 53 34 4 206 % 11.2 11.2 21.4 25.7 16.5 1.9 100.0 Total 103 134 101 80 52 12 482 % 21.4 27.8 21. 0 16.6 10.8 2.5 100.0 Chi-square Test of Independence Fall spring Number of Observations 482 464 Chi-Square 49.5792 81. 6820 Contingency Coefficient 0.3054 0.3869 Degrees of Freedom 5 5 Probability 0.0001 0.0001 Black Females compared to White Females Student choice patterns for naming students of the opposite race was dependent upon race when black females and white females were compared. White females, at eighty-seven percent (87.2%) were more likely to choose at least one (1) student of the opposite race than were black females at seventy-one percent (71.0%). No significant change was noted in the spring administration of the sociograms. Data for the fall administration of the sociogram and data analyses for both the fall and spring are presented in Table 54 on the following page. 119 Table 54 Sociogram -- Play with Opposite Race Black Students Compared to White students (Females) N:479 Number of students of opposite Race Chosen Race 0 1 2 3 4 5 Total Black Females 80 86 57 27 18 8 276 % 29.0 31.2 20.7 9.8 6.5 2.9 100.0 White Females 28 61 55 36 18 5 203 % 13.8 30.0 27.1 17.7 8.9 2.5 100.0 Total 108 147 112 63 36 13 479 % 22.5 30.7 23.4 13.2 7.5 2.7 100.0 Chi-square Test of :Independence Fall spring Number of Observations 479 458 Chi-Square 20.6570 40.7185 Contingency Coefficient 0.2033 0.2857 Degrees of Freedom 5 5 Probability 0.0009 0.0001 White Males compared to White Females A significant difference was noted in student choice patterns when comparing white males and white females. White males were much more likely to choose students of the opposite race to play with than were white females. Data from the spring administration revealed that white males, at ninety-six percent (95.6%), were much more likely to choose classmates of the opposite race to play with than were white females at ninety-two percent (92.1%). Data analysis of the spring administration produced a Chi-Square of 17.702 yielding a contingency coefficient of 0.2060 and a probability of 0.0033. Data from the fall administration of the sociogram and data analyses from the fall and spring administrations are presented in Table 55 on the following page. 120 Ta:ble 55 sociogram -- Play with opposite Race Male students compared to Female students (White) N:409 Num:ber of students of Opposite Race Chosen Race 0 1 2 3 4 5 Total White Males 23 48 44 53 34 4 206 % 11.2 23.3 21.4 25.7 16.5 1.9 100.0 White Females 28 61 55 36 18 5 203 % 13.8 30.0 27.1 17.7 8.9 2.5 100.0 Total 51 109 99 89 52 9 409 % 12.5 26.7 24.2 21. 8 12.7 2.2 100.0 Chi-square Test of Independence Fall Spring Number of Observations 409 400 Chi-Square 11. 5229 17.7201 Contingency Coefficient 0.1655 0.2060 Degrees of Freedom 5 5 Probability 0.0419 0.0033 121 CONCLUSIONS Sit With * White students were significantly more likely than black students to name classmates of the opposite race to sit with. * Males were significantly more likely than females to choose students of the opposite race to sit with. * A significant difference in black males and black females for naming students of the opposite race to sit with on the fall administration of the sociograms was not documented on the spring administration. * A significant difference in white males and black males in naming students of the opposite race to sit with in the fall administration of the sociograms was not documented in the spring administration. * A significant difference in black females and white females in naming students of the opposite race to sit with during the spring administration of the sociograms was not documented during the fall administration. * White males were more likely than white females to name students of the opposite race to sit with. Work With * Black students were significantly more likely than white students to name classmates of the opposite race to work with. * There were no significant differences in naming students of the opposite race to work with when comparing males and females. * White females were less likely than any other groups to name classmates of the opposite race to work with. Play With * White students were significantly more likely than black students to name students of the opposite race to play with. * Males were significantly more likely than females to name students of the opposite race to play with. 122 - ---~- ------ * Black females were significantly less likely than black males to name students of the opposite race to play with. * When comparing males, white males were significantly more likely than black males to name students of the opposite race to play with. * When comparing females, white females were significantly more likely than black females to name students of the opposite race to play with. * White males were significantly more likely than white females to name students of the opposite race to play with. over-all conclusions * Black student were more likely than white students to name students of the opposite race to work with. * White students were more likely to name students of the opposite race to sit near or play with. 123 Site Visits A team of eight professionals from Arkansas state University visited the Pulaski County Interdistrict Magnet Schools on May 11 and 12, 1993. The purpose of the visit was to gather data relative to objective "B" of the Evaluation Plan. Instruments were developed to gather and codify data from the site visits. A form was developed for collecting data concerning each site and for each classroom visit. Copies of the data collection instruments are included in the appendix of this report. Team members chosen had experience with program evaluation at other magnet schools. Instructions and procedures were provided for all team members prior to the team visit. The purpose for site visits was to collect first-hand data relative to student, staff and other site demographics. Totals presented for students and staff may vary from totals provided by district records because of changes that occur during the school year. The data presented in this report reflects demographics for the day(s) the site visits were made. Certified\Instructional staff Demographics relative to staffing patterns are presented in this section of the evaluation report. Data was collected by the evaluation team during site visits to the schools and represent data current for the day of the visit, which might account for differences, if any, from other district reports. Almost fifty-three percent (52.5%) of the magnet school certified staff were white females. Black females accounted for twenty-five percent (24.5%). All males accounted for twenty-one percent (21%) and all others, accounted for one percent (1.3%) of the total certified\instructional staff. Data for certified\instructional staff are presented in Table 56 on the following page. 124 Ta:ble 56 Magnet School certified\Instructional Staff By School -- Race -- Sex N:297 Magnet Black White Others All School M - % F - % M - % F - % M&F - % Booker 3 - 6 15 - 30 5 - 10 27 - 53 1 - 2 51 carver 0 - 0 13 - 30 1 - 2 29 - 66 1 - 2 44 Gibbs 1 - 5 8 - 40 2 - 10 9 - 45 0 - 0 20 Williams 1 - 3 8 - 23 0 - 0 26 - 74 0 - 0 34 Mann 13 - 17 13 - 17 19 - 25 30 - 40 0 - 0 76 Parkview 7 - 10 16 - 22 12 - 17 35 - 49 2 - 3 72 Total 25 - 8 73 - 25 39 - 13 156 - 53 4 - 1 297 Classified staff (Custodial -- Food Service -- Aides) Black females at forty-three percent (43.4%) account for the greatest portion of the classified staff. White females accounted for thirty percent (30.3%) with black males accounting for twenty-one percent (20.5). White males accounted for four percent (4%) and others, males and females accounted for two percent (2%). Data relative to classified staff are presented in Table 57 below. Magnet School M - Booker 3 - Carver 4 - Gibbs 2 - Williams 2 - Mann 7 - Parkview 7 - Total 25 - Ta:ble 57 Magnet School Classified Staff By School -- Race -- Sex N=122 Black White % F - % M - % F - % 15 12 - 60 0 - 0 5 - 25 29 7 - 50 0 - 0 3 - 21 14 8 - 57 0 - 0 3 - 21 11 10 - 53 2 - 11 5 - 26 39 6 - 33 2 - 11 2 - 11 19 10 - 27 1 - 3 19 - 51 21 53 - 43 5 - 4 37 - 30 125 Others All M&F - % 0 - 0 20 0 - 0 14 1 - 7 14 0 - 0 19 1 - 6 18 0 - 0 37 2 - 2 122 I Playground Observation The evaluation team recorded the following observations relative to student interaction during the site visit. The purpose of the observation was to assess the incidence, if any, of individual or group isolation based on race and\or sex. Playground observations were not deemed appropriate for Parkview High School. Free time (lunch time) observations are recorded in the next section. Observations relative to the following questions were recorded. Data for all elementary magnet schools and Mann Junior High School were combined for this report. Each item is listed with the number of responses () that were recorded. * Student play activities were: directed (O)
not directed (5) * If play was not directed students tended: to choose playmates without (3)
with (2) regard to race
to choose playmates without (O)
with (5) regard to gender. * There was (O)
was not (5) evidence of isolation or solidarity during playground activities. * students were (O)
were not (5) observed using racial slurs or inappropriate language during play time. Playground activity, although supervised, was not directed. Students tended to choose playmates on the basis of race about half the time and on the basis of gender most of the time. There was little or no evidence of isolation or solidarity during playground activities. No students were observed using racial slurs or inappropriate language. Lunchroom Observations The evaluation team observed students during lunch periods. The purpose of this observation was to assess relationships of students, teachers and staff during non-instructional, directed activity. Seven items were designed to provide consistent data collection procedures for the evaluation team. Each item is listed with the number of responses () for each of the items. * Seating arrangements for eating were based on: choice (4)
assignment (2) 126 * If seating arrangements were by choice the students tended to: choose seat mates without {3)
choose seat mates without (2)
with (3) regard to race. with (4) regard to gender. * Teachers remained {2)
did not remain (4) with students while the students were eating. * Teachers remained {2)
did not remain (4) with students while they (teachers) were eating. * There was (O)
was not (6) any visible distinction by race for students who ate free lunch or paid full price. * There was (O)
was not (6) any offensive or racial language or behavior observed during the lunch period. * There was (O)
was not (6) any racial graffiti observed in the halls, bathrooms or other places in the buildings. Most of the seating arrangements in the lunchrooms appeared to be by student choice. About half of the students' choices appeared to be based on race and about half also on gender. No conclusions could be drawn by the evaluator based on the data collected because of the diversity of the groups by size, grade and age. No distinction was apparent to observers relative to students who ate free lunch or paid full price. No offensive or racial language of behaviors were observed. No graffiti was observed on walls in the halls, bathrooms or other places. Classroom Visits Evaluation team members visited classrooms at each of the magnet schools. The magnet school staff was aware that team members would be present and were asked to proceed with class activities in a normal fashion. Team members were asked to be as unobtrusive as possible. Twenty-eight (28) classrooms were visited. Data gathered from the observations are presented and reflect demographics and the instructional practices in process while the observers were in the classrooms. Items were designed to gather data relative to evaluation objectives and the assessment of the manifestation of a coherent magnet theme in each of the classrooms as evidenced by student activities, instructional activities and physical facilities and equipment. 127 1. Classroom seating Arrangements: Assignment By race: By gender: Assigned Segregated Segregated (16) (5) (7) Unassigned (12) Integrated (22) Integrated (21) Other comments: In some classes, especially activity classes, there was evidence of segregation of students by both race and gender. Most seating arrangements were structured to accommodate particular classroom or instructional activities such as computer instruction, reading and other activities requiring specialized seating arrangements or furnishings. 2. Classroom space and equipment appear to be appropriate for the magnet theme, this particular class and class activities: Yes (23) No (5) 3. Class bulletin boards, displays, posters and banners reflect the magnet theme: Yes (23) No (5) 4. Non-text materials and other resources that support the magnet theme are available in the classroom: Yes (19) No (7) s. Presentations observed: Lecture (7) Student Presentation (4) Guided Practice (15) Independent Work (8) Test ( 1) 6. References to the magnet theme during instructional activities: Magnet theme was mentioned or instructional activity was directly related to the magnet theme in 18 of the 28 classes observed. 128 Conclusions * A majority of the certified staff (53%) are white females. Black females account for twenty-five percent (25%) of the certified staff. * Black females account for the largest portion of the classified staff (43%). White females account for thirtypercent (30%) of the classified staff. * Race appears to have an impact on students during about half of the non-directed activities. Gender tends to be the basis for many student choices. No empirical data was available to support this conclusion. * Students did not exhibit any inappropriate behavior nor use any offensive racial language. * Facilities were free of racial and ethnic graffiti. * Classroom space, instructional equipment and supplies, and materials were available to support the particular needs of the magnet theme. * Teachers were engaged in a wide variety of instructional strategies and activities. * Observation of student\teacher interactions were without regard to race or gender. * Teaching and other instructional activities generally reflect the existence of a coherent magnet theme. 129 SECTION III Student & Staff Movement and Perceptions ' 1 __ PULASKI COUNTY INTERDISTRICT MAGNET SCHOOL EVALUATION Formative Evaluation: Student and staff Movement and Perceptions BACKGROUND The purpose of this formative evaluation is to gain insight into the assessment of objectives in Expected Outcomes, Number 3, (A, B & C), listed below. To develop procedures to determine the reflections of parents, students and teachers on the magnet schools. A. What are the student and staff movement patterns for the Pulaski County Interdistrict Magnet Schools? B. What are the perceptions of parents, students and staff toward the magnet school as measured by the AASA School Satisfaction Survey? c. How do magnet school parents, students and staff compare to typical school populations? Student & Staff Movement To develop procedures and instrumentation for data collection regarding composition by number and race of magnet school students and staff. Since data relative to staff were collected by the evaluation team during site visits they are reported with other data in Section III of this evaluation report. This section will deal primarily with the number of students that are on the waiting list for each magnet school and from each of the separate districts. Magnet school enrollment is allocated among the three participating districts, Little Rock, North Little Rock and Pulaski County Special, by percentage of total enrollment in each district. The enrollment percentage allotments by district are as follows. (1992-93) Little Rock: 43 % (Elementary) 42 % (Secondary) North Little Rock 15 % (a maximum of 100 students may attend Parkview) Pulaski County Special 42 % (Elementary) 43 % (Secondary) Student racial allocations for the total enrollment for all the magnet schools is approximately 50-50 for minority and non-minority students. Additionally, a "shadow area" is 130 designated surrounding each magnet school from which twenty percent (20%) of the students must be assigned. METHODOLOGY Data were furnished to the evaluator by the Magnet Review Office. The reports for each district were submitted to the MRC office by appropriate district personnel. FINDINGS Staff Data relative to staffing patterns for both certified and classified staff are presented in Section III of this report. Findings and conclusions are also presented. No data was available on the movement of staff during the school year. The staff of the Pulaski County Interdistrict Magnet Schools are employees of the Little Rock School District. Recommendations for filling vacancies are made by each building principal and site committee. The personnel office of the Little Rock School District is responsible for contracting magnet school staff subject to approval of the Magnet Review Committee. The personnel office staff are aware of and sensitive to major laws affecting hiring practices including Equal Employment Opportunity, Affirmative Action and others. There have been no negative concerns or dissatisfactions expressed to the evaluation team members by magnet school staff. A sample of staff members completed the school satisfaction survey developed by the National Association of Secondary Principals and administered by the MRC staff during the 1992-93 school year. Magnet school staff satisfaction measures were slightly above national norms when compared with data provided by the national sample. A full interpretation of the school satisfaction results are provided in Section III of this evaluation report. Students Data relative to student movement were gathered by investigating student waiting lists for all magnet schools and the three Pulaski County districts. The waiting list data were disaggregated by district, magnet theme desired and race. Data was not disaggregated by sex. The Tables that follow reflect data provided to the evaluator. 131 I I I I Table 58 below and the graph on the following page present student data for Booker Elementary Magnet School. TABLE 58 Student Waiting Assignment Booker Elementary School District # Waiting # Waiting Black White North Little Rock 36 11 Little Rock 484 66 Pulaski County Special 34 17 Total all districts 554 94 132 # Waiting Total 47 550 51 648 Booker Elementary School Legend Blacks Whites Total Student Waiting Assignment ,._4QQ-1-------Q) .c E ::J Z3QQ-1-------- N. Little Rock Little Rock Pulaski County Total! All Dist Table 59 below and the graph on the following page present student data for Carver Elementary School. TABLE 59 student Waiting Assignment carver Elementary School District # Waiting # Waiting Black White North Little Rock 53 41 Little Rock 434 310 Pulaski County Special 9 24 Total all districts 496 375 134 # Waiting Total 94 744 33 871 Carver Elementary School Legend Blacks Whites Total ..... Q) ..Q E :::::, z Student Waiting Assignment N. Little Rock Little Rock Pulaski County Totall All Dist Table 60 below and the graph on the following page present student data for Gibbs Elementary School. TABLE 60 Student Waiting Assignment Gibbs Elementary School District # Waiting # Waiting Black White North Little Rock 6 0 Little Rock 496 158 Pulaski County Special 6 2 Total all districts 508 160 136 # Waiting Total 6 654 8 668 Gibbs Elementary School Legend Blacks Whites Total Student Waiting Assignment .._ 400--+-------a> ..0 E ::J z 300-+-------- N. Little Rock Little Rock Pulaski County Total! All Dist Data in Table 61 below and the graph that follows depicts student data for Williams Elementary Magnet School. TABLE 61 student Waiting Assignment Williams Elementary School District # Waiting # Waiting Black White North Little Rock 10 3 Little Rock 437 607 Pulaski County Special 5 12 Total all districts 452 612 138 # Waiting Total 13 1044 17 1064 Williams Elementary School Legend Blacks Whites Total Student Waiting Assignment ,.__ Q) ~ 600 -+----------' :::, z N. Little Rock Little Rock Pulaski County Totall All Dist .... Table 62 below and the graph that follows presents student data relative to Mann Junior High School. Data from the North Little rock District were not disaggregated by magnet theme. TABLE 62 student Waiting Assignment Mann Junior School District # Waiting # Waiting Black White North Little Rock 17 4 Little Rock - Arts 479 220 - Science 480 226 Pulaski County Special - Arts 19 1 - Science 12 31 Total all districts 1007 482 140 # Waiting Total 21 699 706 20 43 1489 l Legend Blacks Whites Total Mann Junior High Student Waiting Assignment ,_ (I) E aoo--------------------- :::s z N.L.R. LR Arts LR Sci Pul Arts Pul Sci Total All D Data in Table 63 below and the graph that follows depicts student data relative to Parkview High School. TABLE 63 student Waiting Assignment Parkview senior School District # Waiting # Waiting Black White North Little Rock 17 6 Little Rock - Arts 553 165 - Science 340 68 Pulaski County Special - Arts 12 4 - Science 3 9 Total all districts 925 252 142 # Waiting Total 23 718 408 16 12 1177 Parkview High School Student Waiting Assignment 1200---r-------------------------\ 800-+-------------------- .... Q) E 600 ---------4 ::, z 400 ---+----- Legend 200-+----- Blacks Whites Total N.L.R. LR Arts LR Sci Pul Arts Pul Sci Total All D Table 64 below and the graph on the following page shows the number of students from each district waiting assignment to magnet schools. TABLE 64 Students Waiting Assignment All Magnets District # Waiting # Waiting Black White North Little Rock 139 65 Little Rock 3703 1860 Pulaski County Special 100 100 Total all districts 3942 2025 # Waiting Total 204 5563 200 5967 Every Pulaski County Interdistrict Magnet School has a waiting list for both minority and non-minority students. Each of the three school districts has both minority and non-minority students on the waiting list for each of the magnet schools. 144 Legend Blacks Whites Total All Magnets Students Waiting Assignment 5000-+---------- ,_ Q) ~ 3000 -+-------- ::::, z 2000-+-------- 1000-+-------- N. Little Rock Little Rock Pulaski County Totall All Dist CONCLUSIONS * Although specific data were not available, there appears to be very little staff movement in the Pulaski County Interdistrict Magnet Schools. * All three school districts in Pulaski County have students on the waiting list for enrollment in magnet schools. * All magnet schools have both minority and non-minority students on enrollment waiting lists from all three districts in the county. 146 CONCLUSIONS * Although specific data were not available, there appears to be very little staff movement in the Pulaski County Interdistrict Magnet Schools. * All three school districts in Pulaski County have students on the waiting list for enrollment in magnet schools. * All magnet schools have both minority and non-minority students on enrollment waiting lists from all three districts in the county. 146 I School Satisfaction Surveys The NASSP Satisfaction Surveys were administered to a selected sample of Pulaski County Interdistrict School students, parents and teachers. The administration was conducted by and at the direction of the MRC staff and school administrators. A selected number of students, their parents and teachers from each of the elementary schools, Mann Junior High School and Parkview Senior High School were surveyed. Satisfaction is the personal, effective response of an individual to a specific situation or condition. In the model developed by the NASSP task force, teacher and parent satisfaction are input variables. student satisfaction is both a mediating variable and an outcome measure: it both influences success and corroborates it. Three instruments for measurement of satisfaction were developed by Neal Schmitt and Brian Laher at Michigan state University: (1) the NASSP student satisfaction Survey, (2) the NASSP Teacher Satisfaction Survey, and (3) the NASSP Parent Satisfaction survey. A copy of the surveys are included in the appendix of this report. student satisfaction survey This instrument provides data about student perceptions on eight subscales. * Teachers. Student satisfaction with the professional behavior of teachers. * Fellow Students. Student satisfaction with peer group relationships. * Schoolwork. Student satisfaction with the range of courses and the nature of classwork in the school. * student Activities. student satisfaction with the number and type of school-sponsored activities and with opportunities for student participation. * Student Discipline. student satisfaction with the degree to which the school is an orderly and safe environment. * Decision-Making Opportunities. student satisfaction with opportunities to provide input on decisions about curriculum, school events, etc. * School Buildings, Supplies and Upkeep. Student satisfaction with the quali
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<dcterms_creator>Arkanasas State University. Office of Educational Research and Services</dcterms_creator>