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Transcript of Final Evaluation 8435
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EXECUTIVE SUMMARY
The purpose of this study is to evaluate the funded program objectives of the Upward Bound
Math/Science Southeastern Regional Institute at Morehouse College. The main objective of the
Upward Bound Math/Science Southeastern Regional Institute is to design a program that will
prepare 9th, 10th, and 11th grade students to undertake a program in science, technology,
engineering and mathematics that reside in the southeastern region and attend one of the target
high schools. This evaluation is intended to provide information to the Federal TRIO Program
division of the U.S. Department of Education regarding program objective measures for future
funding decisions. The funded program objectives are:
(a)Funding Number:The project will serve 60 students each program year.(b)Student Distribution: The project will have a distribution of two-thirds (2/3) of the
participants will be classified as first-generation AND low-income, while one-third (1/3)
of the participants will be classified as first-generation OR low-income.
(c)Academic Improvement on Standardized Test: 85% of all UBMS participants, who atthe time of entrance into the project had an expected high school graduation date during
each school year will have achieved at the proficient level during high school on state
assessments in reading, language arts, and math.
(d)Postsecondary Enrollment: 80% of all UBMS participants, who at the time of entranceinto the project had an expected graduation date during the school year, will enroll in a
program of postsecondary education by the fall term immediately following the expected
graduation date from high school.
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(e) PostsecondaryPersistence: 80% of all UBMS participants who enrolled in a programof postsecondary education during the fall term immediately following high school
graduation will be enrolled for the fall term of the second academic year.
Program data detailing student eligibility, standardized test scores, student retention, and high
school graduation was collected from the programs student files. Postsecondary enrollment and
persistence information was collected via the National Student Clearinghouse, an online database
of post-secondary enrollment within the United States. Access to the National Student
Clearinghouse will be provided by the Program Manager to the evaluators. Evaluations findings
concluded the following:
y Funding Number: The project served 60 students in the 2009-2010 academicyear. This objective was MET successfully by the project.
y Student Distribution: 53 out of 60 (88%) were classified as First-GenerationCollege Student AND Low-Income, while 7 out of 60 (12%) were classified as
Low Income only. This objective was MET AND EXCEEDED by the project.
y Academic Improvement on Standardized Test: 24 out of 24 students (100%)achieved proficiently on state assessments. This object was MET AND
EXCEEDED by the project.
y Postsecondary Enrollment: 35 out of the 39 (90%) students enrolled in aprogram of postsecondary education by the fall term immediately following the
expected graduation date from high school. This objective was MET AND
EXCEEDED by the project.
y PostsecondaryPersistence: 23 students were classified as seniors in 2007-2008and enrolled in enrolled in a program of postsecondary education during the fall
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term immediately following high school graduation. 20 out of those 23 (87%)
enrolled in a program of post-secondary education for the fall term of the second
academic year. This objective was MET AND EXCEEDED by the project.
The following arerecommendations from theevaluators to thestakeholders:
y The U.S. Department of Education must increase the amount of money provided tothe program to allow for more students to be impacted by the program services.
y Students who cannot be found in the National Student Clearinghouse database andfax in a signed declaration of enrollment should be verified by the program. Each
student signs an authorization to release enrollment information and transcripts
through the completion of a post-secondary program of study. The program should
utilize this authorization to obtain actual enrollment verification from the specified
school by the student.
The Morehouse College Upward Bound Math/Science Southeastern Regional Institute has
satisfactorily met, and in some cases exceeded, the funded objectives of the program. The
funding of this program should continue, and hopefully increase, for the 2011-2012 academic
year.
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INTRODUCTION
Stemming from the Higher Education Act of 1965, The Federal TRIO Programs are
designed to provide equal opportunity educational access to first-generation, low income
students. Starting as 3 programs, the program has grown to over 7 federally funded programs,
with an appropriation of 858.7 million dollars. In 1990, the Upward Bound Math/Science
program was added to the Federal TRIO Programs. This program has a overall objective of
increasing the number of high school students attending college within the Science, Technology,
Engineering, Mathematics (STEM) programs of study. Due to the current economic conditions,
funding for federal grants are being cut when objectives are not satisfactorily met. The purpose
of this study is to evaluate the funded program objectives of the Upward Bound Math/Science
Southeastern Regional Institute at Morehouse College. This evaluation is intended to provide
information to the Federal TRIO Program office program objective information for future
funding decisions. The audiences for this evaluation report are the Federal TRIO Programs, the
Executive Cabinet of Morehouse College, the Executive Director of Federal TRIO Programs at
Morehouse College, and the Upward Bound Math/Science Southeastern Regional Institute
program staff. This report will include a description of the Upward Bound Math/Science
Southeastern Regional Institute, an overview of the Evaluation Plan and Procedures, Evaluation
Results, Conclusions and Recommendations, and Appendicies.
FOCUS OF THE EVALUATION
Established in 1990, The Upward Bound Math/Science Southeastern Regional Institute is
a federally funded program through a grant from the U.S. Department of Education. The
program is designed to provide 60 first generation, low-income students an intensive six-week
summer curriculum to students currently enrolled in high school throughout the Southeastern
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Region of the United States. This program assists students to develop critical thinking, scientific,
analytical skills, and effective expressions. Students are given the opportunity to work in various
science laboratories and get hands-on computer experience. Students are exposed to a variety of
science, math and engineering careers. While in attendance, students experience innovative
instructional methodologies. Further, students are provided with the opportunity to interact with
their peers from different regions of the state, which in turn, fosters an environment of diversity
and friendship. Students take classes in Mathematics, Technical Writing, Research Sciences, and
a Foreign Language. Students will also spend a significant amount of time working in small
groups on a research project. Students will spend time in the field, laboratory, library, and at the
computer lab. At the conclusion of the program, students will have completed the final project,
prepared a group presentation, and written a manuscript for their research journal. The overall
goal of the program is to ensure that low-income first generation students successfully
matriculate the secondary school arena and gain entry and enrollment into a post-secondary
institution.
The main objective of the Upward Bound Math/Science Southeastern Regional Institute
is to design a program that will prepare 9th, 10th, and 11th grade students to undertake a
program in science, technology, engineering and mathematics that reside in the southeastern
region and attend one of the target high schools. The evaluation will focus on program
objectives, by which the grant was funded.
FUNDED PROGRAM OBJECTIVES
(f) Funding Number:The project will serve 60 students each program year.
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(g)Student Distribution: The project will have a distribution of two-thirds (2/3) of theparticipants will be classified as first-generation AND low-income, while one-third (1/3)
of the participants will be classified as first-generation OR low-income.
(h)Academic Improvement on Standardized Test: 85% of all UBMS participants, who atthe time of entrance into the project had an expected high school graduation date during
each school year will have achieved at the proficient level during high school on state
assessments in reading, language arts, and math.
(i) Postsecondary Enrollment: 80% of all UBMS participants, who at the time of entranceinto the project had an expected graduation date during the school year, will enroll in a
program of postsecondary education by the fall term immediately following the expected
graduation date from high school.
(j) PostsecondaryPersistence: 80% of all UBMS participants who enrolled in a programof postsecondary education during the fall term immediately following high school
graduation will be enrolled for the fall term of the second academic year.
BRIEF OVERVIEW OF THE EVALUATION PLAN AND PROCEDURES
To evaluate the objectives of the Morehouse College Upward Bound Math/Science Southeastern
Regional Institute, information detailing student eligibility, standardized test scores, student
retention, and high school graduation was collected from the programs student files.
Postsecondary enrollment and persistence information was collected via the National Student
Clearinghouse, an online database of post-secondary enrollment within the United States. Access
to the National Student Clearinghouse will be provided by the Program Manager to the
evaluators. The program is mandated to undergo a yearly evaluation and prior approval was
obtained from the U.S. Department of Education and the Executive Cabinet of Morehouse
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College to utilize the current evaluators. A meeting was held between the Program Officer from
the USDOE, Provost of Academic Affairs of Morehouse College, Executive TRIO Director of
Morehouse College, Program Manager, Program Assistant to review the federal regulations,
evaluation plan, procedures, timeline and format of evaluation report. The following is the plan
for evaluating each mandatory objective:
(a)Funding Number: Program will provide official 2009-2010 program roster and will provide student files which show current application and acceptance documentations.
Evaluators will cross reference student files, approved student applications, official 2009-
2010 program roster, and program database to determine if the program served 60
students within the 2009-2010 fiscal year. A spreadsheet containing each students start
date and end date with a calculation to determine the length of time students received
program services. Students with 10 calendar days or more length of received services
days will be calculated to determine the number of students served in the fiscal year.
(Appendix A)
(b)Student Distribution: Evaluator will examine student files, which will be provided bythe program staff, for evaluation of information source. Evaluators will reference
program application for responses to parent/guardian educational background to
determine first generation eligibility. Evaluators will reference income verification
documentation and cross reference income statement with federal guidelines to determine
income eligibility. A spreadsheet containing each students eligibility status will be
supplied. Students who are considered first generation and low income will be classified
as both. Students who only meet one criteria will be classified by the satisfied criteria
(FG or LI). Students who are classified as both will be divided by the total number of
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students served to determine percentage of classified both students. Students who are
classified as either FG or LI will be combined and divided by the total number of students
served to determine percentage of FG, LI classified students. (Appendix B)
(c)Academic Improvement on Standardized Test:Evaluator will examine student files,which will be provided by the program staff, for evaluation of information source.
Evaluators will check student transcripts and state assessment reports to see if students
received a proficient or passing score on state assessment examinations. These
assessments will be in Math, Science, Reading, and Graduation Exams, where applicable.
A spreadsheet containing each students' state assessment achievement will be supplied.
Students who have passed the state assessment will be classified with a F. Students who
have failed the state assessment will be classified with a F. Students who have not taken
a state assessment exam will be classified with NT. Students who are classified as P will
be divided by the total number of eligible students served to determine percentage of
eligible students who have achieved proficiently on state assessment test. (Appendix C)
(a)Postsecondary Enrollment: Evaluator will examine student files, which will be provided by the program staff, for evaluation of information source. In addition, post-
secondary enrollment will be verified through the National Student Clearinghouse.
Evaluators will check the graduation status of all students who are classified as seniors
within the 2009-2010 program year. Evaluators will check the post-secondary enrollment
status of all students who are classified as seniors within the 2009-2010 fiscal year
through the National Student Clearinghouse. A spreadsheet containing each student who
is classified as a senior graduation and post-secondary enrollment status will be supplied.
Students who graduated in 4 years from high school will be classified with a Y. Students
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who enrolled in a post-secondary program of study the fall term immediately following
graduation will be classified with an E. Students who did not enroll in a program of study
the fall term immediately following graduation will be classified with an N/E. Students
who did not graduate in 4 years from high school will be classified with an N. Students
who are classified as G and E will be divided by the total number of senior classified
students served to determine percentage of classified seniors who graduated from high
school in the appropriate number of years and immediately enroll in a post-secondary
program of study. (Appendix D)
(d)Postsecondary Persistence: Evaluators will utilize National Student Clearinghouse to
verify post-secondary enrollment for fall term of the second academic year. Evaluators
will check the postsecondary enrollment status of all students who were classified as
seniors in the 2007-2008 fiscal year and enrolled in a program of study at a post-
secondary institution during the fall term immediately following their high school
graduation. Evaluators will verify that the student enrolled in a post-secondary program
of study for the fall term of the second year. A spreadsheet containing each student, who
during the 2007-2008 fiscal year are classified as seniors and enrolled in post-secondary
program of study immediately following graduation will be supplied. Students who are
enrolled in a post-secondary program of study during the immediate fall term of the
second year will be classified as S. Students who did not enrolled in a post-secondary
program of study during the immediate fall term of the second year will be classified as
NS. Students who are classified as S will be divided by the total number of students who
during the 2007-2008 fiscal year are classified as seniors and enrolled in post-secondary
program of study immediately following graduation to determine percentage of students,
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who during the 2007-2008 fiscal year were classified as seniors and enrolled in post-
secondary program of study immediately following graduation, who are enrolled in a
post-secondary program of study during the immediate fall term of the second year.
(Appendix E)
PRESENTATION OF EVALUATION RESULTS
The following are the results of the evaluation pertaining to each funded objective.
(a)Funding Number:The project will serve 60 students each program year.The official program roster contained 60 student names. Each student had a file containing
signed application by the student and parent attesting to accurate and truthful information
displayed on the application, income verification, transcript, and 2 recommendations (Counselor
and Teacher). All 60 students had a calendar start date of June 18, 2010. 52 had no calendar end
date, indicating their continued participation in the program, while 8 students had a calendar end
date of July 6, 2010. These students were dismissed from the program for behavior problems. All
students received program services for at least 10 calendar days, per federal regulations. Thus,
the project served 60 students in 2009-2010.
(b)Student Distribution: The project will have at least a distribution of two-thirds (2/3) ofthe participants will be classified as first-generation AND low-income, while one-third
(1/3) of the participants will be classified as first-generation OR low-income.
The projects student application contains the following question: Is either parent a graduate of a
4-year college or university? This question is utilized to determine first-generation status for
each student. Of the 60 students, 53 of the student applications contained an answer of NO
indicating they are first generation college students. Each student application contained family
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income verification, including copy of filed 1040, W-2 form, check stub, or governmental
assistance letter. The taxable family income is then compared to the federal low-income family
guideline (Appendix F). Governmental assistance is automatically considered low-income. All
60 students were classified as low-income. Of the 60 students, 53 out of 60 (88%) students are
classified as first-generation AND low income, while 7 (12%) were classified as low-income
only.
(c)Academic Improvement on Standardized Test: 85% of all UBMS participants, who atthe time of entrance into the project had an expected high school graduation date during
each school year will have achieved at the proficient level during high school on state
assessments in reading, language arts, and math.
Students who were classified as seniors within the 2009-2010 academic year were isolated by the
evaluators, totaling 39 students. State assessments are qualified as either state graduation tests or
end of course tests (EOCT).Final results are captured on the students high school transcripts,
which is part of the student file. Review of their transcripts revealed that 31 of the 39 students
took and achieved at proficient level on state graduation tests. The remaining 8 students took and
achieved at proficient level on end of course tests. Thus 39 out of 39 students achieved at a
proficient level during high school on state assessments in reading, language arts, and math.
(d)Postsecondary Enrollment: 80% of all UBMS participants, who at the time of entrance
into the project had an expected graduation date during the school year, will enroll in a
program of postsecondary education by the fall term immediately following the expected
graduation date from high school.
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39 students had an expected graduation date during the 2009-2010 academic year. 39 out of 39
successfully graduated from high school based on high school transcripts and high school
counselor official letters to project staff. According to the National Student Clearinghouse, 35
out of 39 (90%) senior classified students successfully enrolled in a program of postsecondary
education in the fall term of the 2010-2011 academic year (immediately following the expected
graduation date from high school).
(e)PostsecondaryPersistence: 80% of all UBMS participants who enrolled in a program of postsecondary education during the fall term immediately following high school
graduation will be enrolled for the fall term of the second academic year.
23 students were classified as seniors during the 2007-2008 academic year, completed their first
year in post-secondary education. According to National Student Clearinghouse, 20 out of those
23 (87%) students who enrolled in a program of postsecondary education during the fall term
immediately following high school graduation will be enrolled for the fall term of the second
academic year.
CONCLUSIONS AND RECOMMENDATIONS
Based on the evaluation of the program data from the Morehouse College Upward Bound
Math/Science Southeastern Regional Institute, this evaluation study concludes the following as it
pertains to the funded objectives:
(a)Funding Number:The project will serve 60 students each program year.
y The project served 60 students in the 2009-2010 academic year. Each student filecontained the appropriate admissions items and each student was administered
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project services for more than ten (10) calendar day. This objective was MET
successfully by the project.
(b)Student Distribution: The project will have a distribution of two-thirds (2/3) of theparticipants will be classified as first-generation AND low-income, while one-third (1/3)
of the participants will be classified as first-generation OR low-income.
y During the 2009-2010 academic year, the projects student distribution was 53 outof 60 (88%) were classified as First-Generation College Student AND Low-
Income, while 7 out of 60 (12%) were classified as Low Income only. Federal
regulations require that least 2/3 (67%) of the students be classified as First
Generation College Student AND Low-Income. The remaining students must be
classified as First Generation College Student OR Low-Income. This objective
was MET AND EXCEEDED by the project.
(c)Academic Improvement on Standardized Test: 85% of all UBMS participants, who atthe time of entrance into the project had an expected high school graduation date during
each school year will have achieved at the proficient level during high school on state
assessments in reading, language arts, and math.
y 24 of the students were classified as seniors and had an expected high schoolgraduation date during the 2009-2010 academic year. 16 of the students achieved
at a proficient level on the state high school graduation assessment. The
remaining 8 students achieved proficiently on state end of course assessment.
Thus, all students (100%) achieved proficiently on state assessments. This object
was MET AND EXCEEDED by the project.
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(d)Postsecondary Enrollment: 80% of all UBMS participants, who at the time of entranceinto the project had an expected graduation date during the school year, will enroll in a
program of postsecondary education by the fall term immediately following the expected
graduation date from high school.
y 39 students were classified as seniors and had an expected graduation date duringthe 2009-2010 academic year. 35 out of the 39 (90%) students enrolled in a
program of postsecondary education by the fall term immediately following the
expected graduation date from high school. This objective was MET AND
EXCEEDED by the project.
(e) PostsecondaryPersistence: 80% of all UBMS participants who enrolled in a programof postsecondary education during the fall term immediately following high school
graduation will be enrolled for the fall term of the second academic year.
y 23 students were classified as seniors in 2007-2008 and enrolled in enrolled in aprogram of postsecondary education during the fall term immediately following
high school graduation. 20 out of those 23 (87%) enrolled in a program of post-
secondary education for the fall term of the second academic year. This objective
was MET AND EXCEEDED by the project.
The Morehouse College Upward Bound Math/Science Southeastern Regional Institute met, and
often exceeded, all funded objectives. It is the recommendation of the evaluators that funding for
the project continues through the 2011-2012 academic year. Listed below are observations of the
findings by the evaluators based on the funded objective:
y Funding Number:Due to limited financial resources, the project will never be able to servemore than 60 students per year.
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y Student Distribution: The Federal Regulations are confusing as it relates to the criteriadistribution of the student population. The regulations were interpreted by the evaluators as
only 67% of the students were to meet the First Generation AND Low-Income criteria and
only 33% could be classified as First Generation OR Low-Income. After a discussion with
the Program Officer (Liaison between USDOE and project), It was made clear that the
program is funded to assist students who are First Generation AND Low-income. Thus, the
emphasis is placed on programs serving those that are classified as both. However, if there
were any students who were not classified as both, at a minimum, they must be classified as
either First Generation OR Low-Income. Also, it is important to note that the program does
an excellent job of calculating taxable income when the income verification submitted is not
the Federal 1040 form. The accountant for the Morehouse College Federal TRIO Programs
has devised a formula, which was approved by the USDOE, to calculate the taxable income
of a family when the W-2 or check stub is provided. This information is also found in the
student files in front of the income verification provided.
y Academic Improvement on Standardized Test: No observationy Postsecondary Enrollment: The program does an excellent job of documentation as it
pertains to Postsecondary Enrollment information from the National Student Clearinghouse.
The program prints out the information provided by the National Student Clearinghouse and
places the information in each applicable students file. Those students who cannot be found
in National Student Clearing database are contacted by the program to determine fall status.
Students are then required to e-mail of fax a signed declaration as confirmation. This is
considered acceptable by the USDOE. The 4 students who did not enroll in a postsecondary
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program of study enrolled in the military. The USDOE does not count military enrollment in
as successful postsecondary entry.
y PostsecondaryPersistence: The same procedure for Postsecondary Enrollment verificationis utilized for Postsecondary Persistence.
The following arerecommendations from theevaluators to thestakeholders:
y The U.S. Department of Education must increase the amount of money provided tothe program to allow for more students to be impacted by the program services.
y Students who cannot be found in the National Student Clearinghouse database andfax in a signed declaration of enrollment should be verified by the program. Each
student signs an authorization to release enrollment information and transcripts
through the completion of a post-secondary program of study. The program should
utilize this authorization to obtain actual enrollment verification from the specified
school by the student.
In conclusion, the Morehouse College Upward Bound Math/Science Southeastern Regional
Institute has satisfactorily met, and in some cases exceeded, the funded objectives of the
program. The funding of this program should continue, and hopefully increase, for the 2011-
2012 academic year.
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(b)A spreadsheet containing each students start date and end date with a calculation todetermine the length of time students received program services. Students with 10
calendar days or more length of received services days will be calculated to determine the
number of students served in the fiscal year. (Appendix A)
(c)A spreadsheet containing each students eligibility status will be supplied. Students whoare considered first generation and low income will be classified as both. Students who
only meet one criteria will be classified by the satisfied criteria (FG or LI). Students who
are classified as both will be divided by the total number of students served to determine
percentage of classified both students. Students who are classified as either FG or LI will
be combined and divided by the total number of students served to determine percentage
of FG, LI classified students. (Appendix B)
(d)A spreadsheet containing each students state assessment achievement will be supplied.Students who have passed the state assessment will be classified with a P. Students who
have failed the state assessment will be classified with a F. Students who have not taken
a state assessment exam will be classified with NT. Students who are classified as P will
be divided by the total number of eligible students served to determine percentage of
eligible students who have achieved proficiently on state assessment test. (Appendix C)
(e)A spreadsheet containing each student who is classified as a senior graduation and post-secondary enrollment status will be supplied. Students who graduated in 4 years from
high school will be classified with a Y. Students who enrolled in a post-secondary
program of study the fall term immediately following graduation will be classified with
an E. Students who did not enroll in a program of study the fall term immediately
following graduation will be classified with an N/E. Students who did not graduate in 4
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years from high school will be classified with an N. Students who are classified as G and
E will be divided by the total number of senior classified students served to determine
percentage of classified seniors who graduated from high school in the appropriate
number of years and immediately enroll in a post-secondary program of study. (Appendix
D)
(f) . A spreadsheet containing each student, who during the 2007-2008 fiscal year areclassified as seniors and enrolled in post-secondary program of study immediately
following graduation will be supplied. Students who are enrolled in a post-secondary
program of study during the immediate fall term of the second year will be classified as
S. Students who did not enrolled in a post-secondary program of study during the
immediate fall term of the second year will be classified as NS. Students who are
classified as S will be divided by the total number of students who during the 2007-2008
fiscal year are classified as seniors and enrolled in post-secondary program of study
immediately following graduation to determine percentage of students, who during the
2007-2008 fiscal year were classified as seniors and enrolled in post-secondary program
of study immediately following graduation, who are enrolled in a post-secondary
program of study during the immediate fall term of the second year. (Appendix E)