Improving Math and Science Scores in Middle School

Program Evaluation Improving mathematicssematics and scientific discipline pips in Middle indoctrinate TABLE OF CONTENTS Page Needs Assessment 3 Program Theory 10 system of logic copy 20 Conceptualization & Operationalization of Program Outcomes 24 Assessment of Program bear upon 25 References 28 NEEDS ASSESSMENT mathematics and Science ar two subjects which most students at either take aim approach with trepidation and intense dislike, however, nearly(prenominal) subjects ar integral to cognitive thinking.Not just go away these subjects provide skills that al mortified for cooperate students think to a greater extent clearly, bargonly students go out be pedantically in(predicate) end-to-end their tutor c argoner, enjoy wider c atomic number 18er choices and earn more m unmatchabley by and by graduation. in that locationfore, turn outing a real foundation in these subjects is integral to futurity academic and cargoner success. However, studying these subjects in nerve center nurture meter is even more difficult. Studies stool instaln that the transition for a student from simple-minded aimtime to set naturalise is academically and psychologically difficult. consort to Maurice Elias in an article entitled, Middle civilise Transition ItsHarder Than You hold, m whatever former mere(a) civilise students are non well prepared for the demands of middle g mode. They assume explicit instruction, coaching, and support with regard to organizing time and resources for homework doing to work that is more challenging and requires more lather understanding and addressing the varying expectations of instructors in variant subject areas and accomplishing such basic t conveys as taking notes and taking tests (Elias, 2001). Unfortunately, this selfsame(prenominal) sentiment resonates today with the crude York City Public naturalise system, specifically, middle schools located in low income areas.The parvenue York City P ublic civilize System is struggling with mathematics exertion in the ordains beyond elementary school. Over 30% of the citys elementary and middle school students score at the lowest level of the introduce mathematics test and only 34% of all students twirl that test. The mathematics problem seems connected to the third major trend in the data, the low performance of middle and junior high schools in the city. In two maths and English Language Arts, the citys middle and junior high schools seem to be the weakest link in the system (Domanico, 2002).Recently, the math state rack up were released further underscoring the middle school math problem that exists. Results showed that composition 75. 3% of students at the elementary level passed success in full only 38. 9% of grade eight students passed (Andreatta, 2006, 11). As such, the intent of this study, found on the aforementioned information, is to evaluate and make recommendations with regard to middle school students in a particular school who thrust been struggling with both subjects. This study go forth focus on a middle school, IS 166- George Gershwin Schoollocated in East cutting York.The decision to choose IS 166 was dependent on a a few(prenominal) factors among which accommodated the fact that the district within which it is located is considered a virtual educational dead regularise by a polite Report drafted by the Manhattan Institute for Policy investigate (Domanico, 2002). Additionally, after reviewing the New York City Department of Educations websitewhich provides an overwhelming standard of information on every habitual school in the city as well as their progress over recent years in the core subjectsit was found that of the schools within the 19th School regulateprimarily East New York, IS 166 is one of the worst perform schools.The schools vile academic performance is further exacerbated by the outstanding grades displayed by an other school in the 19th School Distric t such as IS 409East New York Family Academy and outside of the district another school MS 114, located in District 2 (Manhattan), whose grades superseded the citys level as well as the states level. The graphs below illustrate how IS 166 performed poorly in the last 2 years on the state Math and Science exams comparatively to other schools, specifically IS 409 in the same district as well other schools in other districts.The last two graphs impart show the difference with a higher perform school such as IS 409 and therefore leave confirm why this study is going to be turn outed. IS 166- George Gershwin School Math and Science Grades Source New York Department of Education (Division of Assessment and answerablenessSchool Report Cards 2005). Definition of the levels on which the gain ground for both subjects are based Level 4These students exceed the standards and are moving toward high performance on the Regents examination.Level 3These students meet the standards and, with g o on steady growth, should pass the Regents examination. Level 2These students need extra help to meet the standards and pass the Regents examination. Level 1These students suffer serious academic deficiencies. Source New York Department of Education (Division of Assessment and AccountabilitySchool Report Cards 2005). The aforementioned graphs showed how poorly IS 166 has performed in the last two years in both Math and Science. In Math, the number of students playacting at Levels 3 and 4 has decreased from 22. % in 2004 and 17. 5% in 2005. The number of students tested for Level 3 was only 60 and for Level 4 only 3 of 361 total students. The remaining students, as displayed on the right hand side of the graph, are assuage at a Level 1 which as noted by the to a higher place explanation means that they are in grave need of assistance. Therefore, for the purposes of the study, the target population ordain be specify as in need students. Although there has been a slight emerge nce in Science, the results are still less than desirable when compared with other schools in the district and the City.As seen in the graph, only 14% of the students passed at Levels 3 and 4 in 2004 and by 2005, only 18% were able to pass at the same levels. Therefore, if IS 166 continues on this trajectory, it allow for continue to be labeled an underperforming school that graduates below average students incapable of performing the basic tasks in both subjects. The goal of the evaluation study is to thoroughly review the problems that exist and hopefully get the school to achieve grades similar to IS 409-East New York Family Academy sometime in the near future as is reflected in the following graphs.IS 409- East New York Family Academy Math and Science Grades Source New York Department of Education (Division of Assessment and AccountabilitySchool Report Cards 2005). As noted in the supra graphs, IS 409 is performing extremely well at Levels 3 and 4 and has outperformed schools i n both math and light in the district (which is truly exceptional disposed the neighborhood and its history) as well as other City schools. Very few students if any are far below the standard in both subjects.Moreover, as noted before, other schools such as MS 114 and IS 289 located in District 2 have maintained exceptional hit over the two year close. For 2004 and 2005, MS 114 scored 88% and 81% consecutively in Math and 97% and 91% in Science. IS 289 besides scored high grades-for both years in Math, the school displayed 83% and 73% when compared to other schools in the district and city and in Science, they scored 87% and 82%. Other schools in other districts from Queens and Staten Island have withal demonstrated unwavering scads.This makes designing a weapons platform even more of a priority in light of the above referenced comparisons. The study allow not focus on the students at all levels in the middle schools only if specifically, the ordinal grade students desti ned for high school who have yet to grasp the undeniable skills call for to succeed and have been the center of test score analysis over the years. These eighth grade students lead be approximately 14 years old but dep death on factors such as repeating a grade or special needs, the age whitethorn vary from 14-16 years old.As noted before, they leave behind be identified as in need students and the study get out drive to identify the worst performing students by looking not only at grades but mayhap contributing factors such as income, special needs, and possible crime involvement. The usefulness of Math and Science scores is a gargantuan task which requires a major overall of the school at all levels, however, to mystify the following function are needed and they are but not hold to ?Offering reproduction sessions for the math and science teachers.The difference between not only IS 409 and other schools in District 2 is that the teachers have more experience, education, and are less likely to be absent more than average. The training sessions allow be implemented on weekends or outside(prenominal) whichever is more convenient for the teachers and will be through with(p) prior to building an outside class for the students. The training sessions will allow teachers from higher performing schools an opportunity to tell their techniques for achieving higher grades. Offering a separate informative session for the Principal, Maria Ortega, so that she is more wise(p) on what is needed to succeed in both areas. In most cases, the promontory of a school has a general predilection of what is needed in most subject areas, however, if the principal is more winding, informed, and fully comprehends the nuances of the subject matter, and thus she will be able to make better choices in hiring and understanding the doctrine of the curriculum. This is an idea which originated out of reading the case of MS 114 in District 2 which showcases a principal that has not only taught but has written Math books for kidskinren.Also, in IS 289, the principal k straights each student on an individual foothold and is fully acquainted with their needs. ?Offering additional services for minorren that may range from an after-school political platform to extending course of action hours to offering classes on the weekend. angiotensin converting enzyme of the schools in District 2 actually has classes that last at to the lowest degree 50 minutes giving students a better opportunity to absorb the material thereby performing better in exams. ?Offering political weapons platforms that will incorporate the parents as well. Perhaps this will be in conjunction with the after-school design.As noted, most of the students in this district are from low income families and peradventure some of the parents are in low paying jobs or living on welfare. The parents understructure take reinforcement of the broadcast by refreshing themselves with the basic concepts of each subject so that they may assist their shaverren and perhaps help themselves. PROGRAM THEORY In order to address the dire academic situation at IS 166-George Gershwin School, and before implementing an after-school program, it is important to address the issue at the higher levels which means analyzing doctrine techniques and more importantly, principal participation.At the Center for Civic Innovation Luncheon featuring premier Joel Klein held on Thursday, October 5th at the Harvard Club, Chancellor Klein began his speech with an analogy of the leaky roof and the squeaky floor. He give tongue to that there was a school located in uptown Harlem that had a leaky roof and a squeaky floor. One day a repair man came to repair the floor and the custodian stated that the floor burn downnot be vexed prior to the roof being fixed to which the repairman replied Thats not my concern, I am just here for the floor. The Chancellor began his speech with that story to un derscore the problems with the NYC Education system.He means that everyone wants to fix the underlying problems without addressing the issues at the surface. The Chancellors story may be applied to the case of IS 166 and any other school in need of improvement. Many observers and parents are often led to believe that their children are primarily the problem in achieving higher scores and possibly that their children lack the intellect to truly dismember or process the information given to them. However, it is just as important for the heads of the respective schools to be conscious of what is needed to improve these scores and the principal is just the person to check up on this.Therefore, before implementing a program, we have recommended that Principal Maria Ortega participate in a briefing session lasting approximately one calendar month in the summertimeright after the end of the school year and before the hiring pacify bugger offsfor at least 4 hours a day, three days a we ek. According to reports of comprehensive school reforms in Chicago and Louisiana, the schools academic success was primarily attributed to the principals in charge and the contributions they made throughout the reforms.In one report, it stated that extremely operationive schools communicated expectations for teachers. The principal was active in working to improve teacher skills ineffective teachers were let go. Moreover, the principals played an important role in quartette areas a) selection and replacement of teachers b) schoolroom monitoring and feedback c) support for improvement of individual teachers and d) allocating and protecting academic time (Good et al, 2005, 2207). Therefore, implementing a program or briefing session solely for Principal Ortega would help her improve in all these areas.Principals, under Chancellor Kleins tenure, have been given more empowerment opportunities and have more responsibilities to ensure the success of their schools. IS 166 has been ca tegorised as a Title I School In Need of Improvement (SINI) under the No Child Left Behind coiffe (NCLB) and as such, Principal Ortega has to work harder than ever to improve the english, math, and science scoressubjects that are integral to a students academic success. The program we have suggested will illustrate to Principal Ortega that math, in particular, cannot be taught in the traditional manner, that is, using rote.In fact, the National Council of Teachers of Mathematics (NCTM) advocates the development of an inquiry-based mathematics tradition. Students taught using this tradition are promote to explore, develop conjectures, prove, and problem solve (Manswell Butty, 2001, 20). Students are best able to absorb the material in not only math and science but other subjects if the teachers are able to present it in an interesting manner that entails connections to the outside world. Principal Ortega should overly be familiarized with the requirements for the exams and then kno w exactly how the staff should approach student preparation.She should as well as ensure that with respect to math, she adheres to the recommendations Lyle V. Jones reiterated in his article entitled Achievement Trends in Math and Science in which it was stated ? Only teachers who like mathematics should teach mathematics ? The chief objective of school mathematics should be to instill confidence ? Mathematics teaching must be based on both present-day(a) mathematics and modern pedagogy (Jones, 1988, 333). After completion of this program, and hopefully with a better understanding of what is needed to improve the scores at IS 166, the next step would be to address the teaching staff.As noted, the methodological analysis apply is integral to ensuring that the students comprehend, absorb, and break the information being disseminated. If they fail to process the information then they will ultimately perform poorly in the state exams and possibly continue to do so throughout high sc hool. We recommend prior to the let downning of the academic year, and the implementation of the after-school program, that teachers, specifically, the math teachers enroll in a summer install similar to one reported in an article entitled, Toward a Constructivist position The advert of a Math Teacher InService Program on Students.The reason being is that the teaching of math more so than science requires certain techniques that are far from the traditional methods that most teachers employ. The summer institute in the report offered participating teachers intensive two-week summer institutes and hebdomadal classroom follow-up during one academic year. Moreover, they received an opportunity to reexamine their ideas some the teaching and information of mathematics.During the summer institutes, these teachers experienced mathematics classes in which they were encouraged to construct solutions and ideas and to communicate them to a group. They analyzed student understandings as revealed in interviews and they planned lessons which reflected their evolving ideas approximately mathematics learning and teaching (Simon and Schifter, 1993, 331). Teachers need to plan their lessons in such a manner as to engage the students so that they may effectively communicate their thoughts or problems with a particular issue.In fact, after completion of the summer institute, and after the teachers began using their newfound techniques, the results were noteworthy and ranged from students stating that its fun to work math problems to Id rather do math than any other kind of homework to I like to explain how I solved a problem(Simon and Schifter, 1993, 333). Therefore, using the above referenced example, the summer institute that we propose for the math teachers will last approximately three weeks in the summer and it would begin approximately mid-August prior to the beginning of the academic year.This program would be mandated by the principal and would include oldtimer staff members as well new ones brought on board. some other factor that teachers have to take into rumination is the population they cater to during the academic year. IS 166 lives of predominantly black and Hispanic students residing in East New York and its touch environs, thereby, making them not only an in need group in terms of grades but an at risk group in terms of their backgrounds and predisposition to engage in illicit activities.Many believe teaching techniques are generic and if they are employed in one school then they may be applicable in another. However, studies have shown that minority children in low income neighborhoods require a different set of techniques employed. According to Manswell Butty, African-American children have further been identified as favoring four learning styles a) person-centered, b) affective, c) expressive, and stool oriented (Butty, 2001, 23).Therefore, teachers need to use laboratory or group exercises, discussion sessions, or instruc tional uses of medicament and the visual and dramatic arts, especially when those pedagogical techniques promote Black students greater academic involvement, interest, and performances (Butty, 2001, 23). However, this is not a generalization implying that all minority children respond to this technique but most will probably respond positively. Therefore, teachers must be made aware of the group of children that they are dealing with and ensure that they employ the above referenced techniques to garner success.In fact, there are Learning through Teaching in an after-school(prenominal) Pedagogical Laboratories (L-TAPL) in California and New Jersey, which not only offer a program for elementary students but also serves as a practice-rich professional development for urban teachers. The program aims to improve the action of urban students and the competence of their teachers (Foster et al, 2005, 28). According to the Foster article, numerous studies, policies, and programs have addre ssed the persistent problem of underachievement among poor urban students and its array of possible causes.The NCLB links teacher quality to improved student achievement, especially among low-income urban children of color. Consequently, improving teacher quality has become one of the hallmarks of current reform efforts (Foster et al, 2005, 28). These laboratories groom future urban teachers to deal with students similar to the target population at IS 166. And as such, as an alternative to our summer institute, the teachers are free to enroll in the program offered by this lab in New Jersey.Therefore, taking into pecker the above referenced studies, improving teacher quality is of utmost importance when taking into consideration the improvement of math and science scores. All of the above has brought us to the most important element of the study establishing an after-school program. Establishing an After-school Program-Resources Funding Under the NCLB Act, Title I schools, such as IS 166 that are listed as Schools In Need of Improvement, have failed to reach student achievement targets that have been set for every school.This means the school has failed to meet state proficiency level for all students in English Language Arts, Mathematics, Science and/or high schools graduation rate. Schools falling in the above referenced category may be worthy for Supplemental Educational Services (SES). SES include free after-school/weekend remedial help or tutoring services. The SES provision offers suppliers an opportunity to offer low-income children, who may be struggling in school, extra academic help and individual instruction.Through SES, innovative leaders and educators can start a new tutoring program or expand an existing one to serve more students (New York City Department of Education). However, instead of using an SES providerwhich in some cases the DOE will offer contracts of over a million dollars to provide services to various schoolswe will request addit ional funding that would have been used to acquire an SES provider to establish the after-school program by ourselves with the assistance of The After-school Corporation (TASC).TASC is renowned for establishing successful after-school programs and have no contract with the DOE and thus, are not labeled SES Providers. In addition to wanting to establish a program using solely school staff, it is important to note, that there have been several complaints about SES providers and most are being investigated either by the Special Commissioner of Investigation for the New York City School District or the Office of Special Investigation and in the best interest of the target population, we have decided to forego those providers.Therefore, the funding used from SES will be used to offer per session range for the teachers participating in the program as well as pay for the consultant from TASC. The funding will also be used to acquire additional supplies such as the KidzMath program which i s highly popular and is used around the country to get students interested in math and to improve scores. Funding will also be used to secure additional bus transportation from the Office of Pupil raptus as well as food and refreshments for the children.staveing and Facilities The program will be housed in the school diversion room and so there will be no need to rent a expertness to do so. The program will be supervised by the TASC consultant who will earlier be someone from the lodge who is familiar with the target population and can easily relate to their situation. The principal and abetter _or_ abettor principal will take turns observing the classes and ensuring that the teachers and participants are abiding by the rules.The teachers will be eighth grade math and science teachers who deal with the target population on a daily basis and who are familiar with the problems they are experiencing. Additionally, the teachers will be assisted by high school students who are wel l versed in the subject areas, who have been recruited from neighboring high schools and would like to add an after-school tutoring action at law to their resume. Therefore, these students will not be paid but will use the after-school program as a learning experience.Participants The students participating in the program will be chosen based on their past academic performance in grades six and seven and failure to show any signs of improvement. To reiterate, this program is geared specifically for eighth grade students, ages 14-16 years old, and will begin a month into the beginning of the academic year towards the end of September early October after the students and teachers have settled in the new semester.Letters will be sent to the parents at the beginning of the academic year notifying them of their childs progress and advising them that the program is mandatory if they are to improve and move on to high school (the letters will be followed up by phone calls). While the sch ool has no resort hotel if a student fails to attend even though it has been marked mandatory, offering a voluntary program normally encourages those that are really not in need of it to participate and those that do need it usually dont.The parents will be informed of the structure of the program and the fact that transportation will be provided so that their children will be taken home safely after the program. In fact, parents who may not be working full time or at all will be encouraged to observe or participate in another session that will help them to understand what their child needs to improve. The session, which will last as long as the tutoring session, will more than likely be conducted by the assistant principal or a math/science staff member and will give the parent an opportunity to be truly acquainted with the activities being conducted.This program may also be helpful to them as well as some of these parents lack the basic educational skills that are necessary to ob tain a job. Activities and Schedule Based on successful programs in Arkansas, the after-school program we will establish will mirror these successful programs and therefore, the program will entail classes of one and a half hours each day, Monday through Thursday between the hours of 3pm and 430pm. Mondays and Wednesdays will be dedicated to math and Tuesdays and Thursdays will be dedicated to science.The sessions will be divided into 40 minute stays during which the first hitch will be dedicated to the teacher illustrating the subject material and the second period will be dedicated to the students participating in groups and working together to complete the work presented in the first period. The students will get a ten-minute break during which they will receive refreshments. In the Camden School District in Arkansas, school officials credited the success of the after-school programs to the schools being released from the Adequate Yearly Progress (AYP) status under the NCLB Act (Arkansas Advocates for Children & Families, 2006).Throughout the course of the program, teachers will be encouraged not to utilize the same material or techniques used on a daily basis. The teachers will be reminded that the program is geared towards individuals who have a negative attitude toward the subjects which may be as a result of not only failure to comprehend the material but also the teachers emphasis on traditional methods. Therefore, the program will forego any emphasis on memorization, computation, and equation and will focus on clay sculpture and real world problem solving. Engaging in group work, especially in math, has proven to be successful and will be the focus of the program.According to Jones, group work differs from cooperative learning in its lesser emphasis on the teacher as instructor and its greater dependence on students teaching other students. Moreover, cooperative learning procedures as dependent first on instruction by the teacher, then on practice engaged in actively by members of an established student team (often of four team members), has evidence that supports the efficacy of the approach to elevate not only achievement but also self-esteem, interpersonal effectiveness and interracial harmony (Jones, 1988, 328).Therefore, the students will work together in groups over the period of the academic year and will be exposed to hands-on experiences, games, and projects. KidzMath should really be a inviolable stimulant and with the assistance of the teachers, the students should be motivated. Teachers will also be encouraged to maintain a weekly progress report which will ultimately be used to assess the programs progress.Another aspect of the program would entail having the Principal establishing stronger ties with the community and getting more community leaders involved by dropping by the after-school program to give advice and encouragement to the students. Students are not only stimulated by various activities that are out side of the norm of the regular classroom but are also stimulated by role models or individuals they deem to be successful from their part of the neighborhood.According to a report through with(p) on the Chicago School Reform, the schools that experienced major changes and improvements were led by principals who were strong veteran leaders with good relationships with their local school councils and the community (Hess, Jr. , 1999, 79). Additionally, incentives can also be offered for the students in the program which will encourage their continued participation and potential success and can range from visits to museums or amusement parks if they have showed slight improvements.While these children who performed poorly are from low income families, and a reduction in poverty rates might have a salutary effect on placardd school achievement, according to Lyle V. Jones, the influence of poverty on educational achievement may be ameliorated by introducing school-parent programs to im prove academic conditions in the home. After reviewing nearly 3,000 investigations of productive factors in learning concludes that such programs have an outstanding record of success in promoting achievement (Jones, 1988, 327). Explanation of Logic ModelInputs consist of the fundamental resourceshuman and capitalthat the program needs in order for it to achieve its goals. These resources consist of funding for per session rates for the teachers, payment for the TASC Consultant, supplies such as KidzMath, transportation, and refreshments. The most important resources needed are the children to whom the program is directed. Activities formerly the fundamental resources are in place, the schedule has been established and the techniques for teaching have been hold upon, then the after-school program will proceed as planned throughout the academic year.The sessions will be conducted four days a week, Mondays and Wednesdays, for math and Tuesdays and Thursdays for science lasting 1. 5 hrs each period. The sessions will entail a great deal of group work and collaboration along with potential visits from community leaders and role models. Outputs Upon implementation of the program, it is important to ascertain if the program is reaching its target population, if the services provided are being through in the manner discussed and if the population are benefiting or if they have any concerns those will be noted throughout the assessment.This will be done by conducting site visits, performing observations and conducting surveys. Outcomes If the program is successful in achieving its goals, then the immediate goals will see the students passing their in-class tests and ultimately the state examswhich has been the central issue with the school and the reason for the Title I status under the NCLB Act. The long-term goals include the participants of the program actually going on to high school and possibly even college. From that point onward, if students succeed in coll ege, they may even pursue challenging careers thereby improving their socio-economic status.The reason the logic diagram is done in a cyclical manner is to demonstrate that if the program is successful and the students do improve significantly, then the school may be eligible for the same amount or a higher amount of funding which they can use to increase their resources for the input form for the upcoming academic year. PROGRAM suffice Once the program has been implemented, it is important to ascertain if the services are in fact being delivered as planned and if the participants are learning with the teachers employing the new techniques as discussed.In order to do this, we will conduct an observational study as fashioned from the TASCs site visit procedures in addition to teacher and parental surveys to see if they have noted any differences in the children participating in the program. This assessment will be done halfway throughout the semester at approximately the end of Jan uary which will also admit with the first set of state exams (students also take these exams towards the end of the academic year-approximately June).The assessment will begin with a two-person team (my colleague and I) visiting the after-schools program for two days a week, for a total of two weeksone day for math and the other for science. The visit will include an interview with the principal and assistant principal (who, as noted before, would have taken turns monitoring the program). There will be 90 minute observations including the 10 minute break to see how the children are behaving and the teachers interaction with them accordingly. The assessment will look at three of the five primary factors as fashioned from TASCs rating on project activities round-directing relationship-building ?Staff use positive behavior management techniques ?Staff show positive affect toward youth ?Staff attentively listen to and/or observe youth ?Staff encourage youth to share their ideas, opini ons, and concerns Staff strategies for skill-building and mastery ?Staff verbally recognize youths efforts and accomplishments ? Staff assist youth without taking control ?Staff ask youth to expand upon their answers and ideas ?Staff challenge youth to move beyond their current level of competency ? Staff plan for/ask youth to work together ?Staff employ two or more teaching strategies activity center and structure ?The activity is well organized ?The activity challenges students intellectually, creatively, and/or physically ? The activity requires analytical thinking The observers will rate each indicator on a scale from 1 to 5 where 1 meant that the indicator was not evident during the observation period and a 5 meant that the indicator was highly evident and consistent. These ratings will provide a systematic method for the observation team to quantify its observations of the factors that summate to the possible success of the program (TASC Catalog of Publication and Reports, 2 005, 3).The assessment will also ask teachers to register any changes they have observed in their students behavior throughout the program. This will be extracted from a weekly progress report that they were encouraged to write at the commencement of the program. This will give us an idea if the students have made any progress in the eyes of the educators. The last assessment will be done with the parents who will be asked their views of the program. The questions will include but not be limited to ?Is the program meeting your expectations? ?Do you see any noticeable changes in your childs progress? Does your child show any more interest in math or science? ?Do you purport you have benefited from observing or partaking in the informative sessions conducted by the principal or staff? ? are you satisfied with the transportation provided? These questions will receive ratings from 1-5 as noted above and will give us an overall idea of the process of the structure. We can use the resul ts of the assessment to facilitate mid-term improvements before the conclusion of the program. The results can also be used for future improvements should the after-school program enter its second academic year. conceptuality AND OPERATIONALIZATION OF PROGRAM OUTCOMES The goal of this study is to interpret the impact of an after-school program on improving the scores of low performing eighth grade students in IS 166. Therefore, the hypothesis is eighth grade Math and Science students who have performed below average in state exams are more than likely to improve their grades in both subjects after enrolling and completing the year long after-school program. In this case, the independent variable would be the after-school program and the dependent variable would be the overall improvement in grades.Independent versatile After-school Program The after-school program (in this project) may be conceptualized as any academic activity that takes place outside of the mandated school hours that is geared towards the improvement of a childs academic achievement in a specific subject area. It may be operationalized by examining the responses from the observations conducted in the assessment phase which were based on five primary factors ranging from staff-directing relationship building to staff strategies for skill-building and mastery to activity content and structure.Under each category there are various indicators which will be rated on a scale from 1 to 5 where 1 is meant that the indicator was not evident during the observation period and a 5 meant that the indicator was highly evident and consistent. Dependent Variable boilersuit Improvement in Grades Overall improvement in grades may be conceptualized as a notable or significant increase which may be anywhere from 15-20% in the in-class and state scores. The increase in scores would hopefully repeat into passing grades.Improvement in grades can be operationalized by examining both the in-class and state test s cores and comparing both to the previous years scores and as such, we can begin to measure some sort of success based on the increase in the scores. It should be noted that while the overall improvement in grades is the primary dependent variable on which the focus is placed, there are other variables that should be taken into account, however, due to the constraints of this paper, they will be mentioned briefly.They are but not limited to improvement in student attitudesthat is the effect the after-school program has had on their approach to the subjects. Do the students now have a positive attitude towards the subject after improving their ability to process and analyze the new information provided? Also, there is the parental support aspect which must be taken into consideration. Did the after-school program increase parental awareness, that is, making parents aware of what students need to excel in both subjects? Do parents now know how to assist or provide support for their chi ldren in these subject areas?Assessing Program ImpactStrategy In order to match if the after-school program had an effect on overall Math and Science scores, a randomized control-group pretest and posttest design will be conducted. (Please note that steps 1-3 would have been done prior to the implementation of the after-school program). The following steps will be followed in order to escape this test 1) Students will be selected from the eighth grade roster by random methods, specifically, arbitrarily choosing fond security numbers from the database. ) The students with social security numbers ending in even numbers will be assigned to the treatment group (X)the after-school program, while the students with social security numbers ending with odd numbers will be placed in the nontreatment group (Y). 3) An in-class test similar to that given at the state level will be administered to both groups to ascertain their scoresthe dependent variable. The scores will be added for both t he experimental and control group. 4) After totaling the scores, the experimental phase will begin. both(prenominal) groups will be exposed to the same conditions with the exception of the experimental group (X) who will have the experimental treatmentthe after-school program for the academic year. 5) After the experimental group has completed the after-school program, both groups will be evaluated again using an in-class test similar to the one given in the pre-testing period. Once again, the scores will be added for both the experimental and control group. 6) The scores between the pre-testing period and the post-testing period will be calculated to establish the difference. ) The difference in the scores will be compared to determine if the after-school program (the treatment) was associated with a change favoring the experimental group over the control groupwho did not participate in the after-school program. 8) A statistical test will be used to determine whether the differenc e in the scores is truly significantthat is, if the difference is large enough to reject the zip fastener hypothesis that the difference is simply a chance occurrence. According to Stephen Isaac in his book, Handbook in Research and Evaluation nternal validity gains strength with the randomized design because extraneous variables are controlled since they affect both groups equally (Isaac, 1971, 39). To elaborate, extraneous variables such as differential selection is controlled by random selection methods. Maturation and pre-testing do occur equally for all groups, differential mortality can be assessed for nonrandom patterns, and statistical reversal is controlled when extreme scorers from the same population are randomly assigned to groups (statistical regression will occur but it will occur equally with all groups) (Isaac, 1971, 39).The disadvantages to this design are to be found in the within-session variations during which time the experimental and control groups are test ed and treated separately. There may be differences in room conditions, personalities of teachers, or wording of instructions. According to Isaac, the students should be tested individually or in small groups, randomly assigning subjects, times, and places to experimental and control conditions. The effects of any unwanted situational factors are thus randomly distributed among the subgroups, allowing them to be ignored (Isaac, 1971, 39).Isaac further states that to control for within-session instrument differences, it is necessary also to assign mechanical instruments, teachers, observers and raters to sessionsor preferably to a single session. Ideally, if observers or judges are involved, they should remain unaware of which groups are being used for control or experimental purposes, since they may have subtle biases that could influence their observations. REFERENCES Andreatta, Dave. Math Concerns Are Adding Up New York Post, October 12, 2006 11Arkansas Advocates for Children & Fa milies (2006). After-school programs in Arkansas A solution whose time has come. miniature Rock, AR author Accessed on 10/29/2006 http//www. arkleg. state. ar. us/data/education/ Birmingham, Jennifer, Pechman, Ellen M. , Russell, Christina A. , and Monica Mielke. Shared Features of High-Performing outside Programs A follow-up to the TASC Evaluation TASC Catalog of Publications and Reports, November 2005. Accessed on 11/2/2006 Domanico, Raymond. State of the NYC Public Schools 2002 Civic Report-Manhattan Institute for Policy Research. March 2002, 26. Accessed on 10/16/2006 Elias, Maurice. Middle School Transition Its Harder Than You Think-Making The Transition to Middle School Successful Middle Matters, Winter 2001 1-2 Accessed on 10/19/2006 Foster, Michele, Lewis, Jeffrey and Laura Onafowora. preparedness Great Urban Teachers Educational Leadership, March 2005, (62) 6 28-32. Good, Thomas, L. , Legg Burross, Heidi, and Mary M. McCaslin. Comprehensive School Reform A Longitudinal Study of School Improvement in One State Teachers College Record, October 2005, (107) 10 2205-2226. Hess, Jr. , G. Alfred. correspondence Achievement (and other) changes under Chicago School Reform Educational Evaluation and Policy Analysis, Spring 1999, (21) 1 67-83. Isaac, Stephen (1971). Handbook in Research and Evaluation. San Diego EDITS Publishers Jones, Lyle V. Schooling in Mathematics and Science and What Can Be make to Improve Them Review of Research in Education, 1988-1989, (15) 307-341. Manswell Butty, Jo-Anne L. Teacher Instruction, Student Attitudes and Mathematics Performance among 10th and twelfth grade Black and Hispanic Students The Journal of Negro Education, Winter-Spring 2001, (70) ? 19-37. New York City Department of Education 2004-2005 one-year School Reports (Provided by the Division of Assessment and Accountability) Accessed on 10/14/2006 Simon, Martin A. , and Deborah Schifter. Toward a Constructivist Perspective The Impact of a Mathematics Teacher InSe rvice Program on Students Educational Studies in Mathematics, December 1993, (25) 4 331-340.