DOCUMENT RESUMEED 320 448FL 018 659AUTHORBerney Tomi D Alvarez Ros - PDF document

1 DOCUMENT RESUMEED 320 448FL 018 659AUTHO
DOCUMENT RESUMEED 320 448FL 018 659AUTHORBerney, Tomi D.; Alvarez, RosalynTITLEComputers in Bilinaual Education: Project CIBE.Evaluation Section Report. OREA Reports.INSTITUTIONNew York City Board of Education, Brooklyn, NY.Office of Research, Evaluation, and Assessment.SPONS AGENCYDepartment of Education, Washington, DC.PUB DATEApr 90GRANTG008425060-88NOTE27p.PUB TYPEReports - Evaluative/Feasibility (142)EDRS PRICEMF01/PCO2 Plus Postage.DESCRIPTORS*Bilingual Education Programs; Computer Literacy;Curriculum Development; *English (Second Language);Evaluation Methods; Federal Programs; High Schools;*Limited English Speaking; Native LanguageInz,truction; Parent Participation; *ProgramEvaluation; *Second Language Learning; SpanishSpeaking; Staff DevelopmentIDENTIFIERSContent Area Teaching; Language Assessment Battery;*Project CIBE NYABSTRACTThis project provided 360 students at South BronxHigh School (New York) with instruction

2 in English as a SecondLanguage (ESL); N
in English as a SecondLanguage (ESL); Native Language Arts (NLA); the bilingual contentarea subjects of mathematics, science, and social studies; andcomputer literacy. The goal of the project was to provideinstructional and support services to Spanish-speaking students oflimited English proficiency (LEP). The project met its ESL objectivesthat students would show significant gains on the Language AssessmentBattery (LAB), and that at least 70 percent of participating studentswould pass their ESL and ESL reading courses each semester. One oftwo NLA objectives was met as well as objectives for parentalinvolvement and staff and curriculum development. Students met theobjective of making significant gains in the computer literacy testboth semesters. Lack of data prevented OREA from determining whetherthe project had met its second NLA objective. The project failed tomeet its content area subject objective. (GLR)**** ***********

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*******************************************************Reproductions suppliea by EDRS are the best that can be madefrom the original document.**********It*********A**********************1%*************************** EVALUATION SECTION'John E. Schoener, Chief AdministratorApril 1990EVALUATION SECTION REPORTCOMPUTERS IN BILINGUAL EDUCATION(PROJECT CIBE)Grant Number G008425060-881988-89Prepared byThe Multicultural/Bilingual Education Evaluation UnitTomi Deutsch Berney, Evaluation ManagerRosalyn Alvarez, Evaluation ConsultantNew York City Board of EducationOffice of Research, Evaluation, and AssessmentRobert Tobias, Director3-a!!! a'.11, NEW YORK CITY BOARD OF EDUCATIONRobert F. Wagner, Jr.PresidentIrene H. Impel fizzedVice PresidentGwendolyn C. BakerAma Ha V. BetanzosStephen R. FranseJames F. ReganEdward L SadowskyMembersJoseph A FernandezChancellorit is me policy of the New York City Boora of Eaucanon not ro discriminateon th

4 e oasis of race color cref d. religion.
e oasis of race color cref d. religion. nohonoiage norloic000ng condition. marital stOtus. sexual onantotion or sex in itseaucationdi programs. ocftymes. and emooymentpolices as reouireo by low Any person who betheyes le or vie hos beendiscriminated against snovid contact his or her localEauai Opportunty Coordinator Inquiries regarding conorarce withappropriatemay also be directed to Mercedes ANestled Director Office of Equal Opportunity 110 Lrvingistc:, Street, Room 601, BrookNew York 11201. or to the Director, Officefor Gull Rights. United States Department of Educalla 26Federal laza. RoomNew York. New York 1027S1 /1 /904 COMPUTERS IN BILINGUAL EDUCATIONPROJECT CIBE1988-89SUMMARYProject CIBE was fully implemented.During the 1988-89 school year, project studentsreceived instructionin English as a Second Language, Native LanguageArts,content area subjects, and computerliteracy.Theproject also offered staff development,curri

5 culumdevelopment, and parental involveme
culumdevelopment, and parental involvement activities.Project CIBE met its objectives in English as aSecond;language, computer literacy, staff development,curriculum development and parental involvement.Itmet one of its two objectives forNative LanguageArts.It failed to meet its content area objectives.Computers in Bilingual Education (Project CIBE)completedits fifth and final year.An Elementary and Secondary EducationAct (E.S.E.A.) Title VII-funded program,Project CIBE's goal wasto provide instructional and supportservices to Spanish-speaking students of limited English proficiency (LEPstudents).The program served 360 students at South BronxHigh School,aiming to increase English language ability andacademic andvocational skills through a program of computereducation.Participating students received instruction inEnglish as aSecond Language (E.S.L.); Native Language Arts(N.L.A.); thebilingual content area subjects of mathema

6 tics,science, andsocial studies; and com
tics,science, andsocial studies; and computer literacy.The Language AssessmentBattery (LAB) determined program eligibility.The project met its E.S.L. objectives thatstudents wouldshow significant gains on the Language AssessmentBattery (LAB)and that at least 70 percent ofparticipating students wouldpass their E.S.L. and E.S.L.reading courses each semester.Project CIBE also met the objective that over 70percent of thestudents would pass their N.L.A. courses.Students met theobjective of making significant gains in the computerliteracytest both semesters.Lack of data prevented OREA fromdetermining whether the project had met its second N.L.A.objective, that students would complete the three-yearN.L.A.sequence and would pass the Regentsexamination.Project CIBEfailed to meet its content area subject objective, asless than70 percent of the students passedtheir courses in mathematics,science, or social studies (except forscience d

7 uring the fallsemester). The project pro
uring the fallsemester). The project provided staff developmentactivities.Theproject developed or identified twocomputer instruction units.Project CIBE met its objectives in staffand curriculumdevelopment.The bilingual Parent AdvisoryCommittee (PAC) mettwice during the year, thus the projectachieved its objectivefor parental involvement.ii TABLE OF CONTENTSPAGEI.INTRODUCTION1History of Program1Setting1Participating Students1Staff2Delivery of Services2Report Format4II.EVALUATION METHODOLOGY5Evaluation Questions5Process/Implementation5Outcome5Evaluation Procedures6Sample6Instruments6Data Collection6Data Analysis6Limitations7III.EVALUATION FINDINGS:IMPLEMENTATION8Student Placement and Programming8Instructional Activities8English as a Second Language8Native Language Arts9Content Area Subjects9Computer Literacy10Non-Instructional Activities10Staff Development10Curriculum Development11Parental Involvement11IV.EVALUATION FINDINGS:

8 OUTCOMES12English as a Second Language12
OUTCOMES12English as a Second Language12Native Language Arts12Content Area Subjects15Computer Literacy15V.CONCLUSIONS187 LIST OF TABLESPAGETABLE1.Number of Students by Age and Grade3TABLE2.Pretest/Posttest N.C.E. Differences on theLanguage Assessment Battery, by Grade13TABLE3.Passing Rates in E:S.L. Courses14TABLE4.Passing Rates in Content Area Subject Courses17iv8 T. TNTRODICTTONThis report documents the Office of Research, Evaluation,and Assessment's (OREA's) evaluation of the Elementary andSecondary Education Act (E.S.E.A.) Title VII-funded program,Computers in Bilingual Education (Project CIBE) in its fifth andfinal year of funding.The project provided instructional andsupport services to 360 students of limited English proficiency(LEP students).HISTORY OF THE PROGRAMA complete history of Project CIBE and a description of itsearlier programming and outcomes can be found in the 1937-88 andearlier final evaluation reports

9 .SETTINGSouth Bronx High School is in on
.SETTINGSouth Bronx High School is in one of New York City's mosteconomically depressed communities.Area residents are mostlyfrom Puerto Rico and the Dominican Republic.The population isone of great mobility.PARTICIPATING STUDENTSProject CIBE students came from the area around South BronxHigh School.All participating students were members of low-income families and were eligible for the school's free lunchprogram.Many were from single-parent families and had to workafter school to supplement the family income.Often they hadchild-care responsibilities.9 rThe educational backgrounds of thestudents varied.Somehad been comparatively welleducated in their native countries,others had minimal schooling.Very few, however, were illiteratein their native language.The largest number of programstudents were in the ninthgrade (see Table 1).Fifty -seven percent of the students wereover-age for their gradeplacements.STAFFA project directo

10 r and twoparaprofessionals staffed Proje
r and twoparaprofessionals staffed ProjectCIBE.All three were fluent in Spanish.The project directorheld a master's degree.One paraprofessiondl had a B.A.,and theother was in the process of obtaining one.The paraprofessionalsassisted with computer instruction.In addition to heradministrative duties, the project directorreviewed andevaluated the software programs used forEnglish as a SecondLanguage (E.S.L.), Native Language Arts(N.L.A.), and content-area instruction.DELIVERY OF SERVICESStudents received instruction in E.S.L.;N.L.A.; computerliteracy; and the content area subjects ofmathematics, science,and social studies taught bilingually.The project also offeredstaff and curriculum development andactivities for parentalinvolvement.210 TABLE 1Number of Program Students by Age and Grade.AgeGrade 9Grade 10Grade 11Grade 12TOTAL131114201211535191551649371197174014298318262i201681963241520212211TOTAL17896851360Program-WideOver-A

11 ge StudentsNumber12238440204Percent68.53
ge StudentsNumber12238440204Percent68.539.651.8056.7As of June 1989.The majority of Project CIBE students were inthe ninth grade.More than half of participating students wereover-age for their grade.3 REPORT FORMATThis report is organized as follows:Chapter II presentsthe evaluation methodology;Chapter I:I describes the programactivities and reports on the achievement of theimplementationobjectives;Chapter IV offers an analysis of the studentoutcomedata; and Chapter V gives conclusions based upon theresults ofthe evaluation.412IIMMIIIIIIIIIM1111mMil! II. EVALUATICN METHODOLOGY7EVALUATION OjESTIONSThe evaluation assessed two major areas:programimplementation and outcomes.Zvaluation questions included thefollowing:Process/ImplementationDid the program select students for programparticipation according to specific criteria?Have the instructional activities for developingEnglish language proficiency been implemented asproposed?

12 Have the instructional activities for de
Have the instructional activities for developing nativelanguage proficiency been implemented as proposed?Did project staff receive training at workshops,conferences, and college courses?OutcomeDid the project develop or identify two compute,instructional units in E.S.L., N.L.A., bilingualmathematics, science, or social studies?How many meetings did the bilingual Parent AdvisoryCommittee hold during the year?What was the average Normal Curve Equivalent (N.C.E.)gain on the Language Assessment Battery (LAB)?What percentage of the program students passed theirE.S.L. courses?What percentage of the program students passed theirN.L.A. courses?What percentage of program students passed theircourses in mathematics, science, andsocial studieseach semester?Did program students show significant gains in computerliteracy?513 EVALUATION PROCEDURESSampleAn OREA field consultant visited the program site, observedtwo classes, and interviewe

13 d the program director and the schoolpri
d the program director and the schoolprincipal.OREA provided student data forms for allparticipating students.The project returned 360 completedforms.InstrumentsOREA developed interview and observation schedules for theuse Jf the field consultant and a project director questionnaire.Project personnel used OREA-developed data retrieval forms toreport student demographic and achievement data.Data CollectionThe consultant interviewed school and program staff andobserved classes during March and April.OREA gave the rrojactdirector questionnaire and student data forms to the projectdirectors in January and in April and collected them at the endof February and June.Data AnalysisOREA used the Language Assessment Battery to assessimprovement in English proficiency.Project CIBE students weretested at grade level each spring.Students' raw scores wereconverted f.o Normal Curve Equivalent (N.C.E.) scores, which havematiple advantages o

14 ver other scoring methods.They arestanda
ver other scoring methods.They arestandard, normalized, and form an equal interval scale.614 ("Standard" indicates that the unit of measurement is a fractionof the standard deviation of the original distribution of rawscores; "normalized" refers to the fact that the scale isadjusted for the norm group so that its distribution has theshape of a normal distribution; and "equal interval scales" allowfor legitimate aggregation or averaging of scores.)Projectstudents' N.C.E.s indicated their standing in relation to thenational average of 50.To assess the significance of students' achievement inEnglish, OREA computed a correlated t-test on LAB N.C.E. scores.The t-test determined whether the difference between the pre- andposttest scores was significantly greater than would be expectedby chance variation alone.To insure representative achievement data, OREA includedonly those students who had been in the program for at least fivem

15 onths and had attended classes for at le
onths and had attended classes for at least 100 school days.OREA extrapolated to estimate full-year scores of late-arrivingand early-exiting students.LimitationsSince all LEP students are entitled to receive bilingual andE.S.L. services, OREA was unable to select an equivalent controlgroup.However, the use of two sets of data, as outlined above,served in lieu of a control group.715 III.EVALUATION FINDINGS: IMPLEMENTATIONProject CIBE provided E.S.L., N.L.A., content area, andcomputer instruction.It also provided staff and curriculumdevelopment as well as activities for parented involvement.STUDENT PLACEMENT AND PROGRAMMINGParticipants were eligible for Project CIBE as a result oftheir scores on the Language Assessment Battery (LAB).*Otherselection criteria included parental request, Chapter I guidancecounselor interviews, and the results of standardized tests otherthan the LAB and academic performance.All students wereenroll

16 ed for a minimum of one semester, and wh
ed for a minimum of one semester, and when they reached thetransitional E.S.L. level they were enrolled in at least onecontent area course in English.INSTRUCTIONAL ACTIVITIESEnglish as a Second LanguageStudents received intensive E.S.L. instruction for threeperiods per day.Beginning, intermediate, advanced, andtransitional levels classes were available.An OREA field consultant observed an advanced-level E.S.L.class.Using only English to communicate, students played a team*The Language Assessment Battery (LAB) was developed by the Boardof Education of the City of New York to measure the English-languaga proficiency of non-native speakers of English in orderto determine whether they can participate effectively in classestaught in English.Students scoring below the twenty-firstpercentile on the LAB are entitled to bilingual and E.S.L.services.816 1=noamm,version of a game similar to the television show "J.,.oparAy."Allstudents

17 actively participated.The teacher expla
actively participated.The teacher explained that thepurposes of this exercise were twofold:to prepare students forthe Regents Competency Test (R.C.T.) and to serve as a rehearsalfor a video they were planning to create.The teacher and theproject director indicated that the activity was also part of theproject's curriculum development activities, which stressedcreative ways of teaching.Computer-assisted instruction was available to assiststudents with E.S.L.Native Language ArtsProject CIBE students attended Native Language Arts (N.L.A.)classes according to their level of verbal and writtenproficiency.Project CIBE also offered two intermediate andthree advanced levels of N.L.A. Spanish.One of the intermediatelevels was business Spanish.Program students who completed the three-year N.L.A.sequence were expected to pass the New York State Regentsexarination in Spanish.Computer-assisted instruction wasavailable to assist student

18 s.Content Area SubjectsMost of the conte
s.Content Area SubjectsMost of the content-area courses were available in thenative language.The more advanced the course, however, the moreEnglish was used in the classroom.The curricula used in bilingual content-area classes paralleled those used in themainstream classes.Computer-assisted instruction was available for the contentareas.Teachers received lists of available computer softwarerelevant to their subject areas.Staff also translated Englishsoftware instructions into Spanish and printed them for theatudents' use.Computer LiteracyBilingual computer literacy courses taught students how toprogram in BASIC and reinforced their mathematics skills.Thebilingual keyboarding/word processing classes familiarizedstudents with the use of the keyboard, word processing software,and business applications of the word processor.Project CIBEalso offered a computer program after school.In the computer literacy class observed by the f

19 ieldconsultant, the teacher directed stu
ieldconsultant, the teacher directed students to write a program witha flow chart that would determine if a triangle were isosceles,equilateral, or scalene.Students worked on a planned outputprogram that would classify triangles.The teacher used bothEnglish and Spanish and provided individual instruction.NON-INSTRUCTIONAL ACTIVITIESStaff DevelopmentTi-program objective for staff development was:All staff members will receive training in educationalaspects related to E.S.L., bilingual education, N.L.A.,and computer education through attendance at workshops,1018 conferences, and courses at institutions of highereducation.Staff members received instruction in E.S.L.techniques atfour workshops and at demonstration lessons andreadingconferences.In-school workshops covered such topics as languageteaching and R.C.T. preparation.Project CIBE met its staffdevelopment objective.Curriculum DevelopmentThe program objective for curricul

20 umdevelopment was:By the end of each pro
umdevelopment was:By the end of each project year, the resourceteacherwill have developed or identified two computerinstructional units in the following areas:E.S.L.,N.L.A,, and bilingual content area classes.The resource teachers and other staff membersreviewed,evaluated, and purchased software programs for E.S.L.,N.L.A.,and bilingual content area classes.They translated instructionsfor content area programs from English intoSpanish.Staffrevised and translated mainstream mathematics curricula.ProjectCIBE met its curriculum developmentobjective.Parental InvolvementThe program objective for parentalinvolvement was:The Bilingual Parent Advisory Committee willhold atleast two meetings per year.Meetings of the Parent Advisory Committee (PAC) tookplacein the fall and the spring to discuss progress reports,futureplans, and improving student achievement.Fifteen pa,entsattended.The project met its objective.1119 IV.EVALUATION FINDI

21 NGS:OUTCOMESProject CIBE proposed outcom
NGS:OUTCOMESProject CIBE proposed outcome objectivesin E.S.L., N.L.A.,content area subjects, and computerliteracy.Enalisb as a Second LanguageThe evaluation objectives forEnglish language developmentwere:As a resllt of participatingin the program, E.S.L.students will make statistically significantgains inEnglish language proficiency.At least 70 percent of tryc studentswill score at orabove the passing critericn of 65 in E.S.L.and E.S.L.reading each semester.Pretest and posttest N.C.E. scores wereavailable for 149students.In each grade and overall,participating studentsshowed statistically significant (p )gains.(See Table 2.)Project CIBE met its first E.S.L.objective.Over 71 percent of program studentspassed E.S.L.; over 72percent passed E.S.L. reading andwriting.(See Table 3.)Theproject met its second E.S.L. objective.Native Language Artswere:The evaluation objectives fornative language developmentAt least 70 percent of the

22 studentswill score at orabove 65, the p
studentswill score at orabove 65, the passing criterion, innative languagearts each semester.Students in the program will developand maintainreading and writing skills in Native LanguageArts asmeasured by the completion of a three-yearNativeLanguage Arts program and thepassing of a citywide orNew York State RegentsExamination in Spanish.1220 TABLE 2Pretest/Posttest N.C.E. Differences on theLanguage Assessment Battery, by GradeGradeNumber ofStudentsPretestPosttestDifferencetValueMeanS.D.MeanS.D.MeanS.D.97611.410.417.212.65.811.84.29*103611.89.217.911.56.17.54.92*113716.69.322.012.45.48.43.95*TOTAL14912.810.018.612.45.810.07.04**p Average N.C.E. scores showed a significant increasefrom pretest to posttest.21 TABLE 3Passing Rates in E.S.L. CoursesSubjectsFallNumber ofPercentStudentsPassingSpringNumber ofPercentNumber ofPercentStudentsPassingStudentsPassingE.S.L.18069.417372.835371.1E.S.L. Readingand Writing16675.914068.630672

23 .5Students achieved the passing criterio
.5Students achieved the passing criterion for E.S.L.Students achieved the passing criterion for E.S.L.reading and writng. In the fall semester, 87.9 percent of participating studentspassed their N.L.A. course; in the spring semester, 85.2 percentpassed.Project CIBE, therefore, met its first N.L.A. objective.Because the project did not provide appropriate data, OREA wasunable to determine whether it had achieved its second N.L.A.objective.Content Area SubiectsThe evaluation objective for content area subjects was:At least 70 percent of the students will score at orabove the passing criterion of 65 in bilingualmathematics, science, and social studies each semester.Over 70 percent of program students passed their sciencecourses.In other content area subjects, fewer than 70 percentpassed.(See Table 4.)Project CIBE failed to meet its contentarea subjects objective.Computer LiteracyAs a result of participating in the bilingual co

24 mputermathematics class, students will s
mputermathematics class, students will show significant gainsin computer literacy.The project designed a special test in this area.Of the 17students in the fall for whom both pre- and posttest scores wereavailable, the mean pretest score was 8.8 (s.d.=2.4) and meanposttest score 14.6 (s.d.= 3.5).OREA performed a t-test on thegain, 5.8 (s.d.=4.3), which showed significance at the 0.05level.In the spring, pre- and posttest scores were available for11 students.The mean pretest score was 10.3 (s.d.=3.5) and mean1523 posttest was 15.5 (s.d.=1.9).The t-test on the gain of 4.4 wassignificant (p)OREA also computed passing rates in teacher-made tests,which showed that 93.3 percent of the students in the fall and89.5 percent of the students in the spring achieved a passinggrade of 65 or more.The project achieved its objective ofsignificant gains in computer literacy.1624 TABLE 4Passing Rates in Content Area Subject CoursesSubjectsFal

25 lSpringNumber ofStudentsPercentPassingNu
lSpringNumber ofStudentsPercentPassingNumber ofPercentStudentsPassingMathematicsScienceSocial Studies22720723155.171.564.919159.217468.419658.2Over 70 percent of participating students met thepassing criterion in science only during the springsemester.Over half of the program students in both semesterspassed their content area courses.1725 araV.CONCLUSIONSProject CIBE completed its fifth and final year at SouthBronx High School.The program provided instruction in computeruse and classroom and computer-assisted instruction in E.S.L.,N.L.A., and content area subjects.Project CIBE met its E.S.L. objective that students wouldshow significant gains on the LAB from pretest to posttest. Italso met the objective that ,It least 70 percent of participatingstudents would pass their E.S.L. and E.S.L. reading courses eachsemester.The project met the objectives that over 70 percent ofthe students would pass their N.L.A.would show a signi

26 ficant increase incourses,computerof lac
ficant increase incourses,computerof lack of data, OREA was unable to determineand that studentsliteracy.Becausewhether the projectmet a second N.L.A. objective that students would complete thethree-year N.L.A. sequence and would pass the Regentsexamination.Project CIDE failed to meet its content areasubject objective, as less than 70 percent of the students passedtheir courses in mathematics or social studies; the projectachieved that goal only in science in the fall semester.By providing proposed staff development and accomplishingthe projected curriculum development, Project CIBE met itsobjectives in these two areas.The PAC met twice during theyear, allowing the project to achieve its objective for parentalinvolvement.Project CIBE was partially successful in accomplishing itsobjectives.In most cases, even if it failed to meet an1826 objective, it.ame very close to doing so.The project had apositive effect on the students