Womb to Tomb Anita Hoge 1995 299pgs EDU

7/27/2019 Womb to Tomb Anita Hoge 1995 299pgs EDU

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f f

E~ucation e a l t h / L a b o r

A1vITA HOGE

I1


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A Q u e s t i o n a n d A n s w e r F o r m a t / P r e s e n t i n g D o c u m e n t s a s E v i d e n c e

G i v e s n e w d e f i n i t i o n f o r f a m i l y H i g h l i g h t s h o w g o v e r n m e n t w i l l u s e t h e s c h o o l s t o c r e a t e h u m a n c a p i t a l Focuses on why OBE was needed to identify individuals for tracking purposes Exposes the use of technology to monitor, track, and remediate chil dren toward politicalc o r r e c t n e s s Focuses on the electronic portfolio which will include entire medical histories as well asp s y c h o l o g i c a l d o s s i e r s Relates the "players" in the telecommunications business merging da ta between education,hospitals, employers, and emergency management systems Presents the link to National Health Care reform -m edicaid for a l l n o t m e e t i n g O B Eo u t c o m e s A ligns cradle to grave plans in com m unity b ased health care centers that used to b eneighborhood schools

To Order w ith Visa, Maste rCard, AMEX or Discover, Call 1-800-886-8852

$1 5 . 9 5 + $ 3 .00 shipping & handling, S e n d C h e c k O r M o n e y T o :

SRSA, In c . 1 4 3 P a s s a g e W a y , E a s l e y , S C 2 9 6 4 2

ANITA HOGE DOCUMENTS . . .THE SCHOOL OF TOMORROW" W o m b t o T o m b "

A N e w M a n ag e d E c on o my

A " P R E S CR I P T I O N F O R A M E R I C A "

LINKING EDUCATIO N AND NATIO NAL HEALTH CARE

R E F O R M T O T H E N E W WO R K F O R C E O F T H E F U T UR E .


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WOMB TO TOMB"THE MANAGED ECONOMY"

TABLE O F CONTENTS

I . H o w w i l l t h e g o v e r n m e n t m e a s u r e t h e a t t i t u d e s a n d v a l u e s o f i t s

c i t i z e n s ? T h e p o i n t o f o r i g i n a t i o n . . . P e n n s y l v a n i aa g e 1I I . C a l i f o r n i a u s e s P e n n s y l v a n i a G o a l s a s a b l u e p r i n t . .

. A p l a n n e d s o c i e t y

t h r o u g h m a n a g e m e n t b y o b j e c t i v e sa g e 1 8I I I . O r e g o n u s e s P e n n s y l v a n i a a s s e s s m e n t f r a m e w o r k sa g e 2 4IV . W h y i s t h e g o v e r n m e n t c o l l e c t i n g p e r s o n a l a n d s e n s i t i v e i n f o r m a t i o n o ni t s c i t i z e n s ?a g e 3 2V H o w w i l l t h e g l o b a l w o r k f o r c e b e a c h i e v e d ?a g e 4 3VI . H o w w i l l d a t a b e r e p o r t e d ?a g e 4 9VI . H o w d o e s t e c h n o l o g y f i t i n t o t h i s n a t i o n a l a g e n d a ?a g e 6 0VIII . H o w w i l l p e r s o n a l d e v e l o p m e n t o f i n d i v i d u a l c h i l d r e n b e c h a n g e d b ycomputer?a g e 8 6IX . M u s t e v e r y c h i l d b e p l a c e d o n t h e c o m p u t e r a n d b eidentified?a g e 9 4X W h e n d i d t h i s t e c h n o l o g y o f t r a c k i n g i n d i v i d u a l s

b e g i n ?a g e 1 0 4XI . H o w w i l l t h e g o v e r n m e n t m o n i t o r a n d t r a c k i n d i v i d u a l s t o s e e i f t h e ya r e m e e t i n g t h e n a t i o n a l g o a l s ?a g e 1 1 5XI I . W h i c h s t a t e s a r e i n t h e f o r e f r o n t o f i m p l e m e n t i n g t h e E X P R E S S( e l e c t r o n i c p o r t f o l i o s ) ?a g e 1 3 1


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T a b l e o f C o n t e n t s c o n t .

XIII . It ' s not just for children?a g e 1 4 2XIV. H o w w i l l t h e h e a l t h a n d h u m a n s e r v i c e s b e i n t e g r a t e d i n t o t h e s c h o o l sf o r " o n e s t o p s h o p p i n g " ?a g e 1 4 5XV. W h o w i l l b e e l i g i b l e f o r t h e n e w n a t i o n a l h e a l t h c a r e r e f o r m f u n d e dt h r o u g h M ED ICAI D?a g e 1 6 2XVI. H o w w i l l t h e n e w " P r e s c r i p t i o n f o r A m e r i c a " w o r k i n t h e s c h o o l a st h e n e w n a t i o n a l h e a l t h c a r e r e f o r m ?a g e 2 0 1X V I I . H o w w i l l t h e f a m i l y b e t a r g e t e d t o w a r d t h e g o v e r n m e n tg o a l s ?a g e 2 1 1


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WOMBT OTOMBT H E . . .NEWMANAGEDECONOMY?E D UCA T I O N -

H E ALT H-

LABOR


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D e d i c a t i o n s

I w ould like to take a special part of this presentation to acknowledge the

great patriots who are at the front lines doing battle continuou sly for our

f r e e d o m .

A m o n g t h e m o s t i m p o r t a nt p e o p l e , I w o u l d l i k e t o r e c o g n i z e C h a r l o t t e I s e r b y t

as not only my closest and best mentor, but as a dear friend . S h e h a s n e v e r

given up hope to fight for the Constitution and our freedom that was given to

u s b y o u r F o u n d i n g F a t h e r s . C h a r lo t t e ha d t a rg e t ed f r o m t he v e r y b e gi n n in g

t h e p l a n f o r t h e N e w W o r l d O r d e r . C h a r l o t t e , i n d e e d , i s m y m o s t w i s e a n d

t r u s t e d c o u n s e l o r .

T h e o t h e r " g r e a t " t h a t I w o u l d l i k e t o r e c o g ni z e i s B e t t e L e w i s , t h e p a t r i o t

f r o m M i c h i g a n w h o a l w a y s h a s t h e r i g h t d o c u m e n t , a l w a y s a t t h e r i g ht t i m e .

I t i s B e t t e t h a t h a d m a d e m e r e a l i z e t h e i m p o r t a n c e o f l e t t i n g t he p u b l i c

k n o w a b o u t t h e g r e a t w e a l t h o f i n f o r m a t i o n t h a t w e h a v e g a t h e r e d , a n d

p r o d d e d m e t o f i n i s h i d e a s t h a t n e e d e d t o b e c o m p l e t e d . T h a n k y o u f o r y o u r

c o n f i d e n c e a n d w o n d e r f u l g u i d a n c e .

T h e r e a r e h u n d r e d s o f o t h e r s . . . i n m a n y o t h e r s t a t e s . A l l p a t r i o t s . A l l

working together to keep this country free .

T h e p a r e n t s i n P e n n s y l v a n i a a r e d e d i c a t e d a n d w i l l i n g t o d o a n y t h i n g t h e y

c a n d o t o k e e p t h e i n f o r m a t i o n f l o w i n g . T h i s i s a t r i b u t e t o a g r e a t a n d

m i g h t y p e o p l ea r e n t s a n d c i t i z e n s o f P e n n s y l v a ni a .


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I N T R O DUCT I O N

I HAVE CO MPILED THE F OLLOWING BO OK TO GIVE YO U A GLIMPSE

INTO O UR FUTURE-THE " PLANNED" SOCIETY . WE A R E M O V I NGRAPIDLY INTO A NEW WORLD ORDE R . AMER ICAN CITIZENS ARE

B E I NG B O M B A R D E D F R O M A LL S I D E S A ND T H E B LUE P R I N T I S

BE GINNING TO TAKE SHAPE FROM T HIS MAZE OF CONFUSION .

"SOUND BYTE BO OK 2"" WILL WALK YOU THRO UGH THAT M AZE

BE TWEEN EDUCATION AND HEALTH CARE AND LEAD YOU INTO THE

"NEW MANAGED ECONOMY" . I H A V E T H E M A P T O G E T Y O UTHROUGH THAT MAZE, AS THE SCHOOL OF TOMO RRO W IS USHERE D

I N .

THE PIECES WILL BEGIN TO F IT TO GETHER . BO OK 2 WILL OPEN

T H A T " D O O R O F U N D E R S T AN D I NG " T O L E A R N WHA T H A S B E E N

PLANNED, FO R YOU, YOUR CHILDREN . . . AND OUR COUNTRY .

TO USE THIS "SOUND BYTE B OO K", YOU MUST READ THE LEADI NG

PAGES AND THEN R EAD THE FO LLOWING MARKED ARRO WS ON THE

D O CU M E N T S O R U N D E R L I N E S . THI S IS A QUICK WAY TO M OVE

LEGISLATOR S OR INDIVI DUALS "BIT B Y BIT" B UILDING A CASE UPON

EVIDENCE THAT I HAVE PRESENTED .

OF COURSE, YOU SHOULD READ THE ENTIRE DOCUMENT FOR DE PTH

AND UND ER S TAND ING .

REME MBER , YOUR LEGISLATOR O R OTHE RS MAY ONLY GIVE YOU

HALF AN HOUR OF THEI R TIME FO R YOU TO PRESENT YOUR CASE .

KNOW THE INFO RMATIO N AND "SOUND BYTE" THE M TO THE END .

MAKE A CLEAR AND CRISP PRESENTATI ON . KNOW EXACT LY WHICH

SENTENCES YOU WANT TO COMMUNICATE OR EXPLAIN .

WHEN POSSIB LE FE ATURE KEY ISSUES . . . STATES RIGHTS, LOCAL

CO NTR O L, PR I VACY I N DATA BANKS, PAR ENTS' RIGHTS,

PSYCHOLOGICAL TESTING, AND MONE Y .

GOOD LUCK


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T H E B E GI N N I N G :

Q u e s t i o n :How W i l l The GovernmentMeasure The Attitudes AndValues Of Its Citizens?

Answer :Pennsylvania Experiments OnC h i l d r e n Wi t h T h e B l e s s i n g O f

F e d e r a l F u n d s .

1 . 10 QUALIT Y GO ALS

E S T A B L I SH E D

2 . THE E QA TESTS ME ASURE S

QUALIT Y GOA LS

3 . O THER STATES USE

P E N N SY LV A N I A


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ED 109 1 9 9

AUTHORTITLIINSTITUTION

IDENTIFIEPS

ABSTRACT

R u s s e l l , Polar. F .

Gett i n g i n s i d e t h e E QA I n v e n t o r y : Grad e 1 1 .

P enn s y l v a n i a Sta t e D e p t . o f I d u c a t i o n , H ar r i s b u : o ,

B u r e a u o f P la n n i n g a n d . Evaluation .

75

70p .

hr -S006 RC-$3 .32 PLUS POST AGEAdjustment (to Envi_ronment) ; Basic Skills ;

C o n f i d e n t i a l i t y ; Creativ ity ; *Edu c a t i o n a l As s e s s m e n t ;

EducationalO b j e c t i v e s;T thi c i l V al u e s ; Grade 11 ;f t e a i t n ; Eeasureme nt Techniques ; Scoring : Seco n d a r y

E d u c a t i o n ; Self Esteem : *State Programs ; State

Surveys ; Student att itudes ; T esting ; Test

R e l i a b i l i t y ; Tests : Test ValidityE d u c a t i o n a l Q ual i t y As s e s s m e n t ; Pennsylvan ia

DOCUMENT RE SUME

T h e S ec o n d a r y F o r m o f t h e E d u c a t i o n a l Q ual i t y .

Ass e s s m e n t ( EQA) I n v e n t o r y i s d e s i g n e d f o r 1 1 t h g r a d e s t u d e n t s i nC o m m o n w e a l t h public s c h o o l s . T e s t s c a l e s a r e d e s i g n e d t o m e a s u r e s o m ef a c e t o f s t a t e q u a l i t y a s s e s s m e n t g o a l s . Alo n g w i t h b a s i c s k i l l s , t h e

v a r i o u s i n s t r u m e n t s e x a m i n e : (1) social and h ealth h abits, (2)f e e l i n g s t o w a r d s e l f a n d o t h e r s , (3) v a l u e p l a c e d o n l e a r n i n g a n d

h u m a n a c c o m p l i s h m e n t , (4) in t e r e s t i n c r e a t i v e a c t i v i t i e s , ( 5)m e t h o d s o f c o p i n g w i t h f r u s t r a t i o n , a n d ( 6) a t t i t u d e s t o w a r d w o r k a n dc a r e e r p l a n n i n g . E x t e n s i v e i n v e s t i g a t i o n c o n c e r n i n g t h e c o n s i s t e n c yo f s t u d e n t r e s p o n s e s w i t h i n e a c h s c a l e a n d t h e s t a b i l i t y o f s t u d e n tr es po ns es to th e s c a l e s o v e r t i m e . has been conducted . T o t a l s c a l e s

y i e l d e d , h i g h i n t e r n a l c o n s i s t e n c y r e l i a b i l i t y w h i l e s h o r t e r s u b s c a l e sw e r e w e a k . Str o n g c o r r e s p o n d e n c e b e t w e e n r a t i n g s m a d e b y t e a c h e r s a n ds t u d e n t s c o r e s w a s d e m o n s t r a t e d f o r s e v e n o f t h e a t t i t u d e s c a l e s . The

u n i t o f a n a l y s i s o f a l l d a t a r e c e i v e d f r o m t h e E QA w a s t h e s c h o o l .T h e i n v e n t o r y p r o v i d e d i n f o r m a t i o n o n : (1) student-body standi ng on

e a c h c o m p o s i t e g o a l t e s t r e l a t i v e t o a s t a t e w i d e r e f e r e n c e g r o u p , ( 2)

st u d e n t- b o d y s t a n d i n g r e l a t i v e t o g r o u p s s i m i l a r i n h o m e a n d s c h o o le n v i r o n m e n t s , a n d (3) pr o p o r t i o n o f s t u d e n t- b o d y w h o d e m o n s t r a t e dm i n i m u m p o s i t i v e a t t i t u d e s . (Author /BJG)

P a g e 2

TH 004 654

*******e**********e****** * **.*****eee***a*********e*****e*********e * D o c u m e n t s a cqui r e d b y E R I C i n c l u d e *an y i n f o r r a l c r p u h l i cLed m a t e r i a l s n o t a v a i l a b l e . f r o m o t h e r s o u r c e s . E R I C s a k e s t i - c r y e f f o r t ~'

t o o b t a i n t h e b e s t c o p y a v a i l a b l e . n e v e r t h e l e s s , i t c c s o f u a r g i n a l

r e p r o d u c i b i l i t y a r e o f t e n e n c o u n t e r e d a n d t h i s a f f e c t s : tL Gu : . 2 . S t y

o f t h e m i c r o f i c h e La d h a r d c o p y r e p r o d u c t i o n s E P I C c o k e s a v a i l a b l e v i a t h e E PI C D o c um e n t Re p r o du c t i on Se r v i ce ( ED I : S ) . L D R S i n o t

r e s p o n s i b l e f o r t h e qua l i t y o f t h e o r i g i n a l d o c u m e n t . R e p r o d u c t i o n s

s u p p l i e d b y EDPS ar e t h e b e s t t h & t c a n b e m a d e f r o m t h e o r i g i n a l .*i********ee****e***********ee**e**es*e**a** * ***ee*****e*SSSr+*****(tS*


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GOAL V . C i t i z e n s h i pQuality education should he lp . every child acquire the habits and attitudes associated with

r e s p o n s i b l e e i t i z e n h l p .

GOAL RATIONALE. R e s p o n s i b l e c i t i z e n s h ip e m b o d i e s a n t t r c h m o r e c o m p l e x c o n c e p t t h a n c o m m o n l y

e x p r e s s e d i n l o v e o f c o u n t r y a n d p a r t i c i p a t i o n i n t h e d e m o c r a t i c p r o c e s s e s . V i e w e d i n i t s b r o a d e s t

s e n s e r e s ; , ~ n a ! ! 1 c i t ir e n i M p a t c c l w c t f o r l a w a n d p r o p e r a u t h o r i t y , a w i l l i n g n e s s t o a s s u m e

rsponsibility for our own actions and for those of the groups to which we belong . r e s p e c t f o r

t h e r i g h t s o f o t h e r % a n d o v e r a l l p e r s o n a l i n t e g r i t y .

S c h o o l s s h o u l d e n c o u r a g e p u p i l s t o a s s u m e r e s p o n s i b i l i t y f o r t h e i r a c t i o n s a s w e l l a s

t h e a c t i o n s o f t e tot . Opportunities should be provided for pupils to cooperate and work

toward group pals : u r t l t o d e m o n s t r a t e i n t e g r i t y i n d e a l i n g w i t h o t h e r s . P u p i l s s h o u l d b e g i v e n

the chansv i n t a k e t h e i n i t i a t i v e a n d a s s u m e l e a d e r s h i p f o r g r o u p a c t i o n , a s w e l l a s l e n d s u pp o r t

t o g r o u t s e f f o r t s a s f t a l l o w v r s .MEASUREMENT RATIONALE

T h e s n o r e s . c o d e s . l a w s a n d s o c i a l e x p e c t a t i o n s o f s o c i e t y p r o vi d e t h e r e f e r e n c e p o i n t s

P a r j u d g i n g w h i c h b e h a v i o r s r e f l e c t i es pa ti si bl e c i ti z e n sh i p a nd w h i c h in d i ca t e poor c i t i z e n s h i p .

A r e v i e w o f l i t e r a t u r e r e v e a l e d t h a t t h e National Assessment of Educational - P r o g r e s s d eveloped

n i n e g e n e r a l c i t i z e n s h i p o b j e c t i v e s . T h e c r i t e r i o n ( o r i n c l u s i o n o f a n y o n e o b j e c t i v e w a s I t s r e l a t i v e

importance to society as agreed upon by a committee of scholars and lay people .

T h e s e n a t i o n a l o b j e c t i v e s w e r e u s e d t o p r o v id e t he f r a me o f re f e r e nc e f o r v ~ h~ t w a s

t o b e m e a s u r e d . O b j e c t i v e s i n t h e ( a c t u a l d o m a i n s u c h a s ( a ) k n o w i n e s t r u c t u r e ofRo`vemmenta n d ( h ) u n d e r s t a n d in g p r o b l e m s o f i n t e r n a t i o n a l r e l a t i o n s w e r e n o t c o n s i d e r e d I n d e v e l o p in g t h e

s c a l e .

Arriving at a satisfactory definition of citi zenship was much less complicated than

a p p l y i n g t he d e f i n i t i o n t o t h e a s s es s m e n t o f s t u d e n t s' a t t i t u d e s a n d b e h a v i o r s . T h e d i s p l a y o f

r e s p o n s i b l e c i t i z e n s h i p b e h a v i o r s l i k e honesty o r i nt eg ri ty a r c m o s t o f t e n s i t u a t i o r . a l .

A p e n o n ' s d i s p l a y o f g o o d c i t i z e n s h i p b e h a v i o r t i n d e r o n e s e t o f m o t i v a t i n g c o n d i t i o n s

t e l l . u s little a b o ut th e w a y . h e o r s h e c a n h e e x p e c t e d t o act if those c o n d i t i o n s a r , . I t e r e d .

' 1 ' h c c o n t e x t .in wh ich th e b eh avior is clicited th erefore b e comes at least as imp oriar ii in d e t e r m i n i n g

t h e o u l r o r n e a % t h e tired i s P o s i t i o n o f t h e i n d i v i d u b l i n v o l v e d .

Page 4


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To assess citizenship, a bchavior rv(erenced model incorporating elements related to

, t h e r s y e h o l o t i c a l n o t i o n o f t h re s h ol d i s us ed . I n r e f s r c R s r t o t , th ! :

set of conditions necessary to bring about the desirable responses . ' I h t i s - b y v a r y i n g t h e s i t u a t i o n

a n d in t ro d u ci n g co n di t io n s of r e w a r d a n d p u n i s h m e n t w e a r e a b l e t o d e t e r m i n e t h e c u t o f f l e v e l s

at which the student will display p o s i t i v e b e h a v i o r . I n t h i s w a y I t i s p o s s i b l e t o a s s e s s n o t only

the students' predisposition to behave in a m a n n e r c o n s i s t e n t w i t h r e s p o n s i b l e c i t i z e n s h i p b u t

also to provide some measure of the intensity of that predisposition . a c r o s s a w i d e s p e c t r u m o f

s i t u a t i o n s .

GENERAL SCALE DESCRIPTI ON*

F i f t y - s e v e n i t e m s m e a s u r e w i l l i n g n e s s t o e x h i b i t g o o d c i t i z e n s h i p i n m a n y s o c i a l % i t t i ; , t i n e s

under a variety of motivating conditions . S o c i a l c o n t e x t s a r e r a v e n b y 1 9 s i t u a t i o n s . c a c t i p o s i n g

a problem and suggesting an action predefined as F o o d o r p o o r c i t i z e n s h i p . E a c h s t o r y h a s t h r e e

items which list positive or negative consequences resulting from the action . S t u d e n t a r e a s k e d

to decide whether to take the action for each conseq uence .

Sample situation (pride II) : There is a secret club at school called the Midnight

A r t i s t s . They go out late at night and paint funny

s a y i n g s a n t i p i c t u r e s o n b u i l d i n g s . A student is asked

to join the club . I n t h i s s i t u a t i o n . I would JOIN TIIF :

C LU B w h e n I k n e w . . . .

Ye s Maylx No

I . M y b e s t f r i e n d a s k e d m e

t o j o i n . Y M N' Most of the popular students

were in the club . Y M1 . M y p a r e n t s w o u l d g r n i r r i d

me if they found out I

joined . Y M

Sample item set :

Pt'TT \TV OASThe items within the scale are grouped to yield three sub scale scores in addition to

a t o t a l s c o r e .

Subscale 1 : Concern for the welfare and dignity of others c o n t a i n s 1 8 i t e m s ( i t e m s e t s f r o m

f i v e s i t u a t i o n s ) d e s i g n e d t o m e a s u r e c o n c e r n f o r t h e f e e l i n g s o f o t h e r s , w i l l i n g n e s s

to protest unjust treatment of others, and the tendency to accept new people

into a group . ALco measured is the degree of restraint from leasing or dcpading

cith ers .

S u t x c a l e, .

R c s l r c r t for law and authority h a s 2 1 i t e m s m e a s u r i n g t h e w i l l i n g n e s s t o r e p o r t

l a w .brcaking of others . o b e y a u t h o r i t i e s ( l u r i n g e m e r g e n c i e s a n d p r e v e n t c l a s s r o o m

disruptions . A l s o a s s e s s e d i s t h e d e g r e e o f r e s t r a i n t f r o m v i o l e n t a c t i o n s t h a t c o u l d

h a r m o t h e r s o r d a m a g e p r o p e r t y .

* No l a n F . R u s s e l l f r o m t h e D i v i s i o n o f E d u c a t i o n a l Q u a l i t y A s s e s s m e n t i s t h e a u t h o r o f t h e

citi z e n s h ip scale .

Page 5

Suhscale 1 : I ' c v s a nal resp onsi b i lity and integrit , ) ' h a s 1 8 i t e m s w h i c h t a p t h e w t l l i n r n c . c t o h o n o r, p e l f - m a d eommitments to i n d i v i d u a l s or rmur+s ar t he w il li ng ne ss i n t ak er e s p o n s i b i l i t y f o r o n e ' s o w n m i s t a k e s a n t i i n r e p o r t m i s t a k e s m a d e i n o n e ' s f a v o r .


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N O RM -R E F E RE N CE D SC OR I NG

T h e f o l l o w i n g i t e m w e i g h t i n g s c h e m e i s u s e d f o r n o r m - r e f e r e n c e d s c o r i n g :

R e s p o n s e s a r c c o n s i d e r e d f a v o r a b l e w h e n t h e y r e f l e c t awillingness t o d i s p l a y _

citizenship behaviors-o r a n u n w i ll i n gn e s s t o u s e p oo r e i t i z t ns h l p b e h av i o r s . A s t u d e n t' s s o r t o n

a given scale (total or subscale ) i s t h e p e r c e n t a g e o f I t e m s t Q w h i c h a f a v o r a b l e r e s p o n s e w a s

given . For the citi zenship scale t h e s c o r i n g s c h e m e a p p l i e d t o t h e I t e m s i s :

5. P Go NV S

P a g e 6

R e s p o n s e O p t i o n s

B e havi or Di recti on Y et Maybe N o

P o s i t i v e C i t i z e n s h i p9 :E~ 0SL-D ( 1 ( 0 0

Negative Citi zenship - - c c 0 0 1

~CC ..CaRD~fJ fo


B e h a v i o r D i r e c t i on Y e t Maybe No

P o s i t i v e C i t i z e n s h i p2

1 0

Negative Citi zenship 0 1 2

C R IT E R I ON -R E F E R EN CE D S C O R I N G


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d . A p e r s o n i s i n a l a r g e c r o w d o f p e o p l e o n a s t r e e t c o r n e r . T h e y a r e p r o t e s t i n g a b o u t

something . S o m e p e o p l e p i c k u p r o c k s a n d s t a r t throwing them at windows . I n t h i s

s i t u a t io n I w o u l d A L SO T H R O W R O CK S w h e n 1 k n e w . . .

NoMaybeYe s-~

4 . T h e r e w a s n o c h a n c e o f g e t t i n g c a u g h tQQ5 . I a g r e e d w i t h w h a t t h e y w e r e p r o t e s t i n g a b o u tO6 . M y c l o s e s t f r i e n d d e c i d e d t o t h r o w r o c k sG

C . A g i r l w a n t s t o g o t o t h e j u n i o r p r o m w i t h a c e r t a i n b o y . A n o t h e r b o y c a l l s a w e e k

b e f o r e t h e p r o m a n d a s k s h e r t o g o . S h e a c c e p t s . L a t e r t h e b o y w h o m s h e r e a l l y w a n t e d

t o g o w i t h a s k s h e r t o g o . 1 1 1 w e r e th i s g i r l, I w o u l d B R E A K M Y D A T E W I T H T H E F I R S T

BOY when I thought . . . .

7 . T h e f i r s t boy p r o b a b l y c o u l d g e t a n o t h e r d a t e008 . 1 r e a l l y l i k e d t h e s e c o n d boye9 . M y f r i e n d s t h o u g h t I s h o u l d g o w i t h t h e s e c o n d boyE)OD . T h e r e i s a s e cr e t c l ub a t s c h o o l ca l l ed t h e M i d n i g ht A r t i st s . T h e y g o o u t l at e a t n i g hta n d p a i n t f u n n y s a y i n g s a n d p i c t u r e s o n b u i l d i n g s . A s t u de n t i s as k e d to j o i n t he c l u b .

In this s ituation I would JOIN THE CLUB when I knew . . .

1 0 . M y b e s t f r i e n d h a d a s k e d m e t o j o i n + Q1 1 . M o s t o f t h e p o p u l a r s t u d e n t s i n s c h o o l w e r e i n t h e c l u be1 2 . M y p a r e n t s w o u l d " g r o u n d " m e i f t h e y f o u n d o u t I j o i n e d0E . A s t u d e n t i s i n a c l a s s r o o m d u r i n g f r e e t i m e . H e s e e s a n o t h e r s t u d e n t p l a c i n g a l a r g ethumbtack on another student's desk . In this situ ation I would REMOVE THE TACKwhen l knew . . .1 3 . T h e j o k e w a s b e i n g p l a y e d o n a p e r s o n I d i d n ' t l i k e1 4 . M y f r i e n d s w a n t e d m e t o g o a l o n g w i t h t h e j o k eO1 S . O n l y t h e p e r s o n ' s p r i d e w o u l d b e h u r te eF . A gi r l ha s a t e r m p a p e r d u e in s e ve r a l d a y s . T h e b o o k s h e n e e d s m o s t i s n o t p e r m i t t e dto leave the library . If 1 we re this girl I w ould SNEAK THE BOOK OUT OF THE LIBRARY

when l knew . . .

1 6 . I w o u l d b e l a t e w i t h m y p a p e r i f I c o u l d n ' t g e t t h e b o o kQQ1 7 . I c o u l d r e t u r n i t w i t h o u t a n y o n e k n o w i n g8 Q1 8 . 1 d i d n ' t h a v e t i m e e n o u g h t o c o m p l e t e m y w o r k i n t h e l i b r a r y0(s)G . A s t u d e n t j u s t g o t h i s d r i v e r ' s l i c e n s e . W h i l e b a c k i n g o u t o f a p a r k i n g l o t , h e a c c i d e n -t a l l y h i t s a p a r k e d c a r . T h e s t u d e n t ' s c a r i s n o t d a m a g e d b u t t h e o t h e r c a r i s . I t I w e r ethis s tudent , I would LEAVE MY NAME AND NUMBER FOR THE O WNER OF THE CARwhen l knew . . .1 9 . T h e p o l i c e w o u l d g i v e m e a t i c k e t f o r r e c k l e s s d r i v i n g i f t h ey f o u n d o u t0U2 0 . I d i d n ' t h a v e i n s u r an c e002 1 . M y p a r e n t s w o u l d n ' t l e t m e d r i v e i f t h e y f o u n d o u t00

H . A s t u d e n t i s i n a s c h o o l c l u b . S h e i s a s s i g n e d b y t h e c l u b p r e s i d e n t t o w o r k o n t h e f i e l d

t r i p c o m m i t t e e , e v e n t h o u g h s h e a s k e d n o t t o b e p u t i n t h a t k i n d o f g r o u p . I t 1 w e r e t h i s

s t u d e n t . I w o u l d WO R K O N T H E C O M MI T T E E w h e n I k n e w . . .

22. I n t h e f u t u r e I w o u l d b e p l a c e d i n a b e t t e r g r o u pe e2 3 . P e o p l e d i d n ' t c a r e i t I w o r k e d i n t h e g r o u p o r n o t1 9 G )2 4 . 1 d i d n ' t l i k e t h e c l u b p r e s i d e n teI . T h e p r i n c i p a l i n v i t e s a n u n p o p u l a r p o l i t i c a l s p e a k e r t o t h e s c h o o l . The speaker hasI d e a s t h a t m o s t s t u d e n t s s t r o n g l y d i s a g r e e w i t h . A g r o u p o f s t u d e n t s d e c i d e t o s h o u tthe speaker down . In thi s situa tion I would HELP SHOUT THE SPEAKER DOWN when Ik n e w . . .25 . 1 d i d n ' t a g r e e w i t h t h e s p e a k e r ' s i d e a se2 6 . T h e s p e a k e r s a i d h e d i d n ' t r e s p e c t s t u d e n t i d e a s( 2 ) I S )2 7 . T h e p r i n c i p a l h a d r e f u s e d t o l e t t h e s p e a k e r w e l i k e d t a l k t o u se

P a g e 7


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P a g e 8

GOAL 11 Tolerance Toward OthersQ u a l i t y e d u c a t i o n s h o u l d h e l p e v e r y c h i l d a c q u i r e t r , 4 a p p r e c t s t i o r n o f p e r s o n s

b e l o n g in g t o o t h er s o c i a l . c u l t u r a l a n d e t h n i c g r o u p s .

GOAL RATIONALES t udents fulfilling t h e r e q u i r e me n t s o f G o a l 1 1 w i l l m o r e l i k e l y e n j o y e a s y i n t e r a c t i o n

w i t h a l l p e o p l e - s p e a k i n g t o a nd s e l e c t i n g a s f r i e n d s s t u d e n t s o f d i f f e r e n t o r ig i ns an d b e li e fs .

T h e y w i l l b e m o r e w i l l i n g t o a c t i v e l y s e e k I n f o r m a t i o n o r p a r t i c i p a t i o n I n a c t i v i t i e s w h i c h w i l l

i n c r e a s e t h e i r k n o w l e d g e a b o u t d i f f e r e n t c u l t u r e s a n d s o c i a l settings .

T h e s c h o o l e xp e r i e n c es s h o u l d he l p s t u d e nt s l e a r n t o r es p e c t a n d in t e r a c t e a si l y w i th

c h i l d r e n w h o d i f f e r f r o m t h e m i n v a r i o u s a s p e c t s ( e . g . , s k i n c o l o r , c u l t u r a l t r a d i t i o n s , e c o n o m i c

status . religious beliefs . p h y s i c a l a b i l i t i e s , m a n n e r o f s p e e c h a n d d e g r e e o f i n t e l l e c t u a l competence) .

MEASUREMENT RATIONALET h e p r o c e s s e s a n d d e t e r m i n a n t s o f i n t e r p e r s o n a l i n t e r a c t i o n a r e c o m p l e x , i n v o l v i n g a

m y r i a d o f p e r c e p t u a l , f e e l i n g a n d b e h a v i o r r e s p o n s e s .

. T h e n o t i o n o f t o l e r a n c e t o w a r d o t h e r s h a s m e a n t d i f f e r e n t t h i n g s t o v a r i o u s theorists .

S o m e d e f i n e t o l e r a n c e i n t e r m s o f t h e s o c i a l distance i n d i v i d u a l s k e e p b e t w e e n t h e m s e l v e s a n d

d i f f e r i n g o t h e r s . O t h e r s u s e t o le r a n ce t o d e s c r i b e t h e t e nd e n c y o f I n d i v i d ua l s t o p re j ud g e o r ac t

t o w a r d d i f f e r i n g o t h e r s s o l e l y o n t h e b a s i s o f t h e d i f f e r i n g o t h e r s ' g r o u p m e m t e r s h i p .

T h e a s s e s s m e n t o f t h i s g o a l a r e a i s b a s e d o n s t i l l a n o t h e r c o m p o n e n t o f t o l e r a n c e . T h i s

component is the degree of comfort f e l t b y i n d i v i d u a l s w h e n I n c o n t a c t w i t h d i f f e r i n g o t h e r s .

GENERAL SCALE DESCRIPTION*I t e m s d e s c r i b e s i t u a t i o n s w h e r e d i f f e r i n g o t h e r s I n t e r a c t v . 4 th t ` : : L % d i iidual . G i f i e r e n c c s

are in terms of racial . r e l i g i o u s a n d s o c i a l b a c k g r o u n d o r p h y s i c a l a n d r n e n t i i ettri b v tes ;

Twcntyninc Items suggest an approach toward t h e s t u d e n t , c . t . . , A c r i p p l e w a n t si.uu to become a close friend. Six I t e m s s u g g e s t a n a v o i d a n c e o f t h e s t u d e n t , e . g . , A 1 , 14 witha h a d l i m p a v o i d s y o u b e c a u s e s h e t h i n k s y o u m i g h t m a k e f & n of 1 ; : . i . . i p o n s e c h o i c e s a r c

I w o u l d f e e l ( 1 ) v e r y c o m f o r t a b l e , ( 2 ) c o m f o r t s b ! c , ( 3 ) s l i g h tl y u n c o m f o r t a b l e a n d ( 4 ) v e r y

uncomfortable .

* T h e t o l e r a n c c . t o w a r d . n t l i e r x i n st r u m e n t W a s d e v e l o p e d by Nolan F . Russell anti f : u p c n cW . S k i f f i n g t o n . 1 ) i v i r i o n o f E d u c a t i o n a l Q u a l i t y A s s e s s m e n t .


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T h e i t e m s w i t h i n t h e s c a l e a r e g r o u p e d t o y i e l d f i v e s u b s e a l e s c o r e s i n a d d i t i o n t o a

t o t a l s c a l e s c o r e . Assignment to subscales is based upon the characteristic of the hypothetical

t a r g e t p e r s o n t h a t s n a k e s t h a t p e r s o n d i f f e r e n t f r o m t h e r e s p o n d e n t . T h e f i v e s u b s c a l e s a r e r a c e ,

r e l i g i o n, s o c i o e c o n o m ic s t a t u s . I n t e l l i g en c e a n d h a n d i c a p . A l l s u b s c a l e s c o n t a i n s e v e n i t e m !

F o r n o r m r efrrrnced scorirE, ' t *~ : v . ' 6 i M i n g s c h e m e I s :


C R I T E R I O N - R E F E R E N CE D S CO R I N G

Responses are considered j o r r o b l e i f t h e y r e f l e c t c o m f o r t w h e n i n t e r a c t i n g w i t h d i f f e r i n g

o t h e r s o r d i s c o m f o r t w h e n b e i n g s h u n n e d b y d i f f e r i n g o t h e r s . An individual ' s scor e on a given

scale (total or subscal e) is the percentage of items to w h i c h a favorable response was given . For

t h e t o l e r a n c e t o w a r d o t h e r s i n s t r u m e n t t h e s c o r i n g s c h e m e f o r i t e m s i s :

P a g e 9

I t e m

Direction

V e r y

C o m f o r t a b l e C o m f o r t a b l e

S l i g h t l y

U n c o m f o r t a b l e

V e r y


P o s i t i v e 3 2 1 0

Negative 0 I 2 3


I t e r n

Direction

V e r y

C o m f o r t a b l e C o m f o r t a b l e

S l i g h t l y


V e r y


P o s i t i v e I 1 0 0

Negative 0 0 1 1


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I w o u l d f e e l v er y uncom fonat ew o u l d f e e l s l i g h t l y u n c o m f o r t a b l e1 w o u l d f e e l c o m f o r t a b l ew o u l d f e e l v e r y c o m f o r t a b l e

6 . The slowest student in class whom you don't know very well wants to Study

ith you for a big test0007 . Y o u m u s t s h a r e a l o c k e r w i t h s o m e o n e w h o w e a r s l e g b r a c e s0 0 Od . S o m e o n e w h o s e s k i n c o l o r i s d i f f e r e n t f r o m y o u r s w a n t s t o b e y o u r c l o s e

f r i e n d0 0 0g . A p e r s o n o 1 . a m u c h d i f f e r e n t r e l i g i o n f r o m y o u r s w a n t s t o - t e l l y o u a b o u t h i s

o r h e r b e l i e f s00010 . S o m e o n e p o o r e r t h a n y o u a s k s y o u f o r h e l p o n s o m e h o m e w o r k0001 1 . A student who is much smarter than you wants to become your closef r i e n d0001 2 . A t s c h o o l y o u a r e g i v e n t h e j o b o f g u i d i n g a g r o u p o f b l i n d v i s i t o r s i n t o t h ea u d i t o r i u m) ( E ) C ) ( D1 3 . Y o u m u s t s h a r e & g y m l o c k e r wi t h & p e r s o n o f a d i f f er e n t r a c e5 7 0 0*P4 . Y o u r s i s t e r w a n t s t o m a r r y a p e r s o n w h o s e r e l i g i o n i s m u c h d i f f e r e n t f r o my o u r s a n d y o u r f a m i l y000. ; C . 1 5 . T h e s c h o o l b o a r d d e c i d e s t o b u s s o m e s t u d e n t s o f a d i f f e r e n t r a c e i n t o y o u r

s c h o o l00016 . A person who is much poorer than you wants you to meet the kids in his or

h e r n e i g h b o r h o o d0001 7 . A g r o u p o f r e t a r d e d s t u d e n t s a s k s y o u t o g o o n a p i c n i c w i t h t h e m0001 8 . A s t u d e n t m u c h r i c h e r t h a n y o u t h i n k s y o u r e s e n t h i m0001 9 . A c r i p p l e d b o y t h i n k s y o u m i g h t m a k e f u n o 1 h i m00020 . Y o u a r e i n v i t e d t o d i n n e r i n a h o m e w h e r e t h e f a m i l y ' s s k i n c o l o r i s d i f f e r e n tfrom yours .21 . I t i s d e c i d e d t h a t r e t a r d e d s t u d e n t s s h o u l d b e p u t i n t o y o u r r e g u l a r c l a s s e si n s c h o o l0 0 0.2 2 . A g r o u p o f p e op l e o f . a m u c h d i f fe r e n t r e l ig i o n f r o m y o u rs c o m e t o y o u rh o u s e t o t a l k a b o u t t h e i r b e l i e f s000

23 . A g i r l m u c h s m a r t e r t h a n y o u t h i n k s y o u m i g h t d i s l i k e h e r0902 4 . Y o u r s i s t e r i s d a t i n g s o m e o n e w h o s e s k i n c o l o r i s d i f f e r : n t f r o m h e r s00025 . M o s t o f y o u r c l a s s m a t e s h a v e i d e a s a b o u t G o d w h i c h a r e v e r y d i f f e r e n t f r o myour own0 0 026 . T h e r i c h e s t s t u d e n t i n t h e s c h o o l i n v i t e s y o u t o s e e h i s o r h e r b i r t h d a yp r e s e n t s00027 . A g i r l w i t h a b a d l i m p a v o i d s you because she thinks you might make fun ofh e rC C ) )28 . Y o u a r e a s k e d t o s i t a t a t a b l e w i t h r e t a r d e d s t u d e n t s i n t h e l u n c h r o o my29 . Y o u g o t o a m o v i e w h e r e m o s t o f t h e a u d i e n c e i s o f a d i f f e r e n t r a c e00030 . A physically handicapped pers on whom you have just met asks y c ' . ' t ,, ) c om e

o v e r f o r d i n n e r0031 . Y o u d i s c o v e r y o u r b e s t f r i e n d h a s i d e a s a b o u t G o d w h i c h a r e v e r y d i f f e r e n t

f r o m y o u r o w n00032 . M a n y p e o p l e m u c h p o o r e r t h a n y o u m o v e i n t o y o u r r i e i g h b o r h o o 10033 . S o m e s t u d e n t s w h o a r e m u c h s m a r t e r t h a n y o u g e t u p a n d l e a v e t h e l i b r a r yb e c a u s e y o u s a t n e x t t o t h e m00034 . A p e r s o n o f a r e l i g i o n m u c h d i f f e r e n t f r o m y o u r s g i v e s y o u s o m e l i t e r a t u r ea b o u t h i s o r h e r c h u r c h' ( E ) E : )35 . A s t u d e n t w h o h a s a p r o b l e m w i t h s t u t t e r i n g a s k s f o r y o u r h e l p w h e np r a c t i c i n g f o r a s p e e c h000P a g e 1 0


18/239

E QA Resources for Improvement

P 7 G

C I T I Z E N S H I P *

C o m p i l e d b y

L e a n n R . M i l l e r , B a s i c E d u c a t i o n A s s o c i a t e

E d i t e d b y

R i c h a r d F . S e i v e r l i n g , B a s i c E d u c a t i o n A s s o c i a t e

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B u r e a u o f S c h o o l I m p r o v e m e n t

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R e v i s e d 1 9 8 1

P a g e 1 1

I n c l u d e s E Q A a r e a s S o c i e t a l R e s p o n s i b i l i t i e s

a n d K n o w l e d g e o f L a w / G o v e r n m e n t


19/239

PART 2

V ali d a t e d Projects

T he p r oject s l i s t e d h e r e h a v e b e e n judg e d e f f e c t i v e t h r o u g h s t a t e

o r n a t i o n a l l v a l i d a t i o n e f f o r t s a n d, i n a d d i t i o n, a p p e a r t o h a v e a r e l a t i o n-

s h i p t o i m p r o v e m e n t i n t h i s g o a l a r e a . T h e y h a v e p r o v e n s u c c e s s f u l i n

d o i n g w h a t t h e y s a i d t h e y w o u l d d o f o r t h e i r t a r g e t p o p u l a t i o n, w h e t h e r

s t u d e n t s, t e a c h e r s, a dm i n i s t r a t o r s , a i d e s o r p a r e n t s, a n d t h e y h a v e a l s o

p r o d u c e d c r e d ib l e e v i d e n c e o f t h e i r c o s t e f f e c t i v e n e s s a n d ex p o r t ab i l i t y .

A - s c h o o l d i s t r i c t c a n a p p r o a c h t h e s e p r oject s w i t h t h e c o n f i d e n c e t h a t

t h e d a t a r e p o r t e d b y e a c h p r oject h a v e b e e n r e v i e w e d a n d v e r i f i e d b y t h e

Penn s y l v a n i a D if f u s i o n Pane l (PDP) and/or t h e J oin t D is s em i n a t i o n R e v i e w

Panel (JDRP) of the USDE and NIE .

T he l i s t i n g i s s ub ject t o c h a n g e, e s p e c i a l l y i n r e g a r d t o a v a i l ab i l i t y

o f i n d i v i d u a l p r oject s f o r v i s i t a t i o n, c o n s u l t a t i o n o r e v e n t u a l t r a i n i n g

for adoption . T h e y a r e p a r t o f a s t a t e a n d / o r a n a t i o n a l d i f f u s i o n

n e t w o r k a n d m a y b e l im i t e d i n t h e n um b e r o f d i s t r i c t s t h e y c a n a s s i s t .

T he l i s t i n g c o n s i s t s o n l y o f t h o s e p r oject s w h i c h h a v e c om p o n e n t s

w h i c h m a y im p a c t o n t h e g o a l . T h e r e f o r e , t h i s i s n o t a c o m p l e t e l i s t o f

P a g e 1 2

validated programs ; for ex am p l e, s p e c i a l e d u c a t i o n, m i g r a n t, b i l i n g u a l

a n d p r e s c h o o l p r oject s a r e n o t c i t e d, a n d a l l g r a d e l e v e l s m a y n o t b e

c o v e r e d .

Contact : F o r i n f o rm a t i o n o n a n y o f t h e p r oject s, c o n t a c t t h e D if f u s i o n

IStaff at RISE, 198 Allen dale Ro ad, King of Prussia , PA 19406 .

(215-265-6056)


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VALIDATED PROJECTS

JDRP* : Institute fo r Political and Legal Education (IPLE) - Sewell, NJ

T he p r o g r am p r e p a r e s h i g h school students for fulfilling

t h e i r l e g a l a n d p o l i t i c a l r e s p o n s ib i l i t i e s u p o n r e a c h i n g a g e

1 8 , i n c l u d i n g v o t i n g, e l i g ib i l i t y f o r p o l i t i c a l o f f i c e a n d

e n t e r i n g i n t o l e g a l c o n t r a c t s . ( H i g h s c h o o l students) .

Curriculum for Meeting Modern Problems (The New Model Me) -

Lakewo o d, OH

T he p r o g r am u s e s a p o s i t i v e, p r e v e n t i v e a p p r o a c h t o t h e

s t u d y o f h um a n b e h a v i o r a n d a g gr e s s i o n . Stude n t s a n d t e a c h e r s

examine the causes and consequences of behavior and select

v i ab l e a l t e r n a t i v e s t o n o n c o n s t r u c t i v e b e h a v i o r . (Grade s ' 9 - 1 2 ) .

Pollution Control lducetio ri'Center/frior fty ne : Environment .. -

Union, NJ

This program develops student interest in the wis e use

and preservation of the biosphere an d it gives them an under-

standing of the threat that an indus trial society poses to the

b a l a n c e o f t h e e c o s y s t em , V al u e s c l a r i f i c a t i o n a n d d e c i s i o n-

m aki n g a c t i v i t i e s l e a d t o h i g h s t u d e n t i n v o l v em e n t . (Grades 1-12) .

Law in a Changing Society - Dallas, TX

A social studies program designed to improve the citizenship

skills and attitudes of studen ts by providing them with an

operating understanding of the law, the legal process and its

institutions . (Grades 5 -1 2) .

Positive Alternatives to Student Suspensions (PASS) -

S t . Petersburg, FL

The purpose of the PASS program is to provide intervention

strategies designed to prevent or minimize nonproductive

social behavior of secondary Ftu : 4 e n t r . (Sc' ! ' z z ) - cttzLntc) .E C O S Tr a i n i n g I n s t i t u t e (ETI),- Yorktown Heights, NY

The EGOS Training Institute off ers workshops in th e

process of curriculum design involving environmental and

c a r e e r e du c a t i o n . Part i c i p a n t s w i l l b e a c t i v e l y c n g e ge d i n

curriculum design, stewardship and community-classroom 7ntcriciic , n .

(Grades K-12) .

P a g e 1 3


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WOK AT ME: I I M P t r t . t . . . .Y t i t : GOT # 4 0 1 , W 1 1 4 OM Vt. 5 A 1 t ,Soo . . . . .

GOAL I Self-Estee mQ u a l i t y e d u c a t i o n s h o u l d h e l p e v e r y c h il d a c q uL c t h e g r e a t e s t u n d e r s t a n d i n g o f h i m s e l f

f i r t r a i f s l i d a p p r e c i a t i o n o f h i s o r - h e r w u r i l t i n e s s a s a m e m b e r o f s o c i e t y .

COAL RATIONALE

I t i s w i d e l y h e l d t h a t s e l f u n d e r s t a n d i n g I s s i g n i f i c a n t l y a s s o c i a t e d w i t h p e r s o n a l

satisfaction and effective functioning . How students view their adequacies and inadequacies . t h e i r

v a l u e s a n d d c s i r c s . c a n s t r o n g l y i n f l u e n c e t h e i r p e r f o r m a n c e I n s c h o o l .

N o matter what the level and pattern of students ' caber ' s, the school experience should

s t r e n g t h e n . not damage . t he i r se l f - es t e e m . S c h o o l s h o u l d o p e r a t e s o t h a t c h i l d r e n o r all talent

l e v e l s c a n a pp r e c i a t e t h e i r w o r t h a s p e r s o n s i n a s o c i e t y t h a t c l a i m s t o b e e q u a l l y c o n c e r n e d

f o r a l l I t s m e m b e r s .

MCASUREML:NT R ATI ONALES e l t c s i c e t n i s a p e r s o n a l j u d g m e n t o f w o r t h i n e s s . It is a subjective experience which

t h e i n d i v i d u a l c o n v e y s t o o t h e r s v e r b a l l y t i t b y o t h e r b e h a v i o r . M o s t t h e o r i e s a c k n o w l e d g e t h a t

our sclt . I n i a g e a n d f e c l i n g c o f w o r t h i n e s s a r e d e t e r m i n e d l a r g e l y b y h o w w e l l w e c a n l i v e u p

t o o u r o w n a s p i r a t i o n s a n d m e e t e x p e c t a t i o n s o f o t h e r s .

Aspirations become closely associated with personal goal-setting behavior originating In

o u r i n t e r n a l i z e d s y s t e m o f va l ue s . E xp e c t a ti o n s a r c e x t e r n a l I n nature and are related to goals

s e t collectively by society o r 6 y s i g n i f i c a n t I n d i v i d u a l s I n o u r l i v e s. Assessment In this area is

b a s e d o n f o u r c o m p o n e n t s b e l i e v e d t o b e r e l a t e d t o t h e d e v e l o p m e n t o f p o s i t i v e s e l f - e s t e e m.

T h e f i r s t h a s t o d o w i t h l o c u s o f c o n t r o l - w h e t h e r o n e v i e w s p e r s o n a l s u c c e s s a s

d e p e n d e n t u p o n o n e' s o w n e f f or t s o r e x t er n al t o u e n ce s. E x t e r n a l l y c o n t r o l l e d I n d i v i d u a l s w i l l

t e n d t o b e m o r e de p e n d e nt o n o t h er s and more willing to ride with the tide . a c c e p t i n g d o c i l e l y

t h i n g s w h i c h h a pp e n t o t h e m . I n t e r n a l I n d i v i d u a l s w i l l m o r e a c t i v e l y a t t e m p t t o c o n t r o l s e l f d e s t i n y.

T h e second related concept is self-confidence -the 'r e e f i n g o f s e l f - w o r t h a n d t h e b e l i e f

that one is- capable of handling things successfully . T h o s e w h o l a c k s e l f c o n f i d e n c e a r c o f t e n

characterize d as being timid. c a u t i o u s , s u b m i s s i v e i n d i v i d u a l s w h o f e e l i n a d e q u a t e , f e a r f u l . i n f e r i o r

a n d e x p e c t t o h e u n s u c c e s s f u l i n d e a l i n g w i t h n e w s i t u a t i o n s.

T h e t h i r d c o m p o n e n t I s i m a g e I n s c h o o l s e t t i n gs . llunc having favorable self-images

arc likely to capetiencc subjective success with schoolwork, feel that they arc favorably viewed

a n d u n d e r s t o o d b y t e a c h e r s a n d e n j o y c l a s s p a r t i c i p a t i o n .

P a g e 1 4


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The final dimension considers how students f : e l a b o u t t h e q u a l i t y o f t h c i t r e l a t i o n s h i p s

with others . Individul ; v e t o l a v e d i f f i c u l t y i n i n t e r p e r s o n a l r e l a t i o n s w i l l t e n d t o b e l i e v e t h a t

others have little confidence i n o r low regard for them .

GENERAL SCALE DESCRIPTION"T h e s c l f e s i c c m s c a l e I s c o m p r i s e d o f 4 0 s h o r t , s e l f d e s c r i p t i o n s t a t e m e n t s . Twenty- one

are positively worded-describing the studen t in a favorable light and 19 an negatively worded

-characterizing the student In a negative vein .

Sample positively worded Item : I ' m e a s y t o g e t a l o n g w it h

Sample negatively worded Item : T h i n s a r e a l l m i x e d a s p I n m y l i f e .

R e s p o n s e o p t i o n s a v a i l a b l e t o t h e s t u d e n t s a r e ( I ) v e r y t r u e o f m e , ( 2 ) mostly true o f me, (3)

m o s t l y u n t r u e o f m e a n d ( 4) v e r y u n t r u e o f m e .

The items within the scale are grouped to ''leld four subscale scores in addition to

a t o t a l s c a l e s c o r e .

Subsealc i : . S e l f - c o n f i d e n c e c o n t a i n s 1 0 i t e m s m e a s u r i n g f e e l i n g o f s u c c e s s , p e f - d e t e r m i n a t i o n ,

a t t r ac t i v e ne s s a n d s e l f - wo r t h . S a m p l e I t e m : I ' m p r e t t y s u r e o f m y s e l f .

Subscale 2 : F e e l i n g s o f c o n t r o l o v e r e n v i r o n m e n t c o n t a i n s 1 0 i t e m s t a p p i n g b e l i e f t h a t s u c c e s s

in school and work depend on effort, not luck . Sample Item : My g e t t i n g g o o dt r a d e s I n s c h o o l d e p e n d s m o r e o n h o w t h e t e a c h e r f e e l s a b o u t m e t h a n o n h o w

w e l l I c o o n d o m y w o r k .

Subscale 3 : R t i a t l o n s h t ps w i t h o t h e r s c o n t a i n s 1 0 I t e m s a s s e s s i n g t h e s t u d e n t ' s p e r c e i v e d c a m

i n m a k i n g a n d k e e p i n g f r i e n d s a n d t h e s t u d e n t ' s f e e l i n g s o f a c c e p t a n c e b y o t h e r s .

S a m p l e i t e m : / o f t e n f e e l p i c k e d o n b y o t h e r k i d s .

Subseale 4 : S c l f4 m a ge i n s c ho o l c o m p r i s e s 1 0 I t e m s d e s i g n e d t o m e a s u r e f e e l i n g s o f s u c c e s s

i n s c h o o l w o r k , c l a s s r e c i t a t i o n a n d t e a c h e r r e l a t i o n s h i p s . Sample item : I n d o s s .

I o f t e n f e e l ' p u t d o w n b y - teach ers .

NORM-REFERENCED SCORINGFor norm-referenced scoring the Item weighting scheme used is :

* T h e s e l f - e s t e e m s c a l e i s a r e s u lt o f e x te n s i ve r e v is i o no f t h e G o a l I i n s t r u m e n t w h i c h , N ' a 3 t ' 3 t . d

f o r g r a d e s 5 a n d I I . R i c h a r d L. Kohr and N o l a n I . . R u s s e l l f r o m t h e D i v i s i o n o f E d u c a t i c : s a t

Quality Assessment were resp f o r t h e r e v i s i o n s .

Page 15

R e s p o n s e C h o i c e s

I t e m

D i r e c t i o n

Very True

of me

Mostly True

o f M e

Mostly Untrue

of m e

Very Untrue

of Me

P o s i t i v e 3 2 1 0

Negative 0 I 2


23/239

CRI rF: R I O N - F t L F E R N C C I) SC O R IN G

Responses are crmsidered j o r n r o h l e i t t h e y - r c ne c i a p o s it i v e s e l f - i m a ge . A n i n d i v i d u a l ' s

% c o r e a n a g i v e n s c a l e ( t o t a l o r s u l s c a l e ) i s t h e p e r c e n t a g e o f i t e m s t o w h i c h a f a v o r a b l e r e s p o n s e

was given . Far the sclfcsteem instrument the scoring scheme applied to the items is :

Page 16

Response Choices

/ t r i l l Very True AIn . u l. v T r u e A/mi/s Untrue V e r y Untrue

D i r e c t i o n o f A i r o f Ai r o f A le o f A l e

Positive I 1 0 0

Negative 0 0 1 1

C> . ', t~1- rN I n~, S


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SFCTION !

DIRECTIONS : F o l l o w in g i s a s er i e s o f st a t e m e nt s . O n y o u r a n s w e r s h e e t b l a c k e n t h e c i r c l e w h i c h b e s t

describes your feeling about the statement . B l a c k e n o n l y o n e c i r c l e for each statement .

Very untrue of me

Mostly untrue of me - - - - ~ i

Mostly true of me IVery true of me --~1 . I ' m p r e t t y s u r e o f my s e l f0 : 02 . I ' m e a s y t o g e t a l o n g w i t h0 0 03 . It is hard for me to talk in front of the class0 0 04 . W h e n I m a k e a p l a n t o d o something, something usually goes wrong0 0 05 . I ' m p r o u d o f m y s c h o o l w o r k0 0 06 . I f e e l t h a t I ' m p o p u l a r w i t h k i d s m y o w n age0 0 ) 07 . I ' m m a d e t o f e el - not good enough" by my t e a c h e r s0 0 08 . I h a v e a l o t o f f u n w i t h m y p a r e n t sC C ) 09 . I g e t u n e a s y w h e n I ' m c a l l e d o n i n c l a s s0 0 01 0 . I o f t e n w i s h I were someone else000i t . , 'n~~. 1 2 . S o m e o n e o f t e n h a s t o t e l l m e w h a t t o d o0 0 01 3 . l find it hard to get alon g with others0 0 01 4 . I h a v e t h e f e el i n g t h a t l uc k w i l l d e c id e w h e t h e r I g e t a g o o d j o b i n 'he f u t u r e0 0 0

1S . I o f t e n f e e l " p i c k ed o n " b y o t h e r k i d s0 0 01 6 . I g e l u p s e t e a s i l y a t h o m e0 0 01 7 . 1 d o n o t m a k e f r i e n d s a s e a s i l y a s m o s t o t h e r p eo p l e0 0 01 8 . My being successful depends on working hard rather than getting the rir . h i

breaksU C ) 01 9 . t f e e l t h a t m y p a r e n t s l i k e t o k n o w h o w I t h i r . ) : E . b o u t t h i n g sC 0 0 020 . I d o n ' t k n o w w h e t h e r I l i k e a n e w o u t f i t o f c l o t h e s u n t i l I f i r e d o u t r r , yf r i e n d s t h i n k00021 . I t ' s p r e t t y t o ug h t o b e m e0 0 022 . I e n j o y b e i n g c a l l e d o n i n c l a ss0 0 023. My being chosen to take part in an activity depends more on my ability thano n l u c k000S T O PP a g e 1 7

I R . A s t u d e n t c o m e s t o s c h o o l e a r l y a n d f i n d s a n e w n o t i c e o n t h e b u l l e t i n board t e l l i n g

about a p a r t - t i m e jo b . 11 1 were t h i s s t u d e n t . I w o u l d REMOVE THE POSTER BEFOREA N Y O N E E LSE C O UL D SE E I T w h e n I k n e w . . .

No

Mayb e

Yes . - - _ . ~

$ 2 . 1 r e a l l y w a n t e d t h e j o b0 U5 3 . . 1 w o u l d n o t b e c a u g h tOO64 . I t w o u l d i n c r e a s e m y c h a n c e s o f g e t t i n g t h e j o b . . . . :

S. One person always does more than i s r e q u i r e d on school assignments and homework .T h i s ma k e s t h e o t h e r s t u d e n t s l o ok b a d b y comparison . A g r o u p o f s t u d e n t s d e c i d e s t o

g e t e v e r y o n e t o i g n o r e t h i s p e r s o n . I w o u l d G O A L O N G W I T H T H E G R O U P A N D N O T

SPEAK TO T H I S PE R S O N w h e n I k n e w . . .

$5 . My f r i e nd s a sk e d m e t o g o a l on g w i t h t h e i d ea0 C66 . I t w o u l d m a k e t h e p e r s o n d o w h a t w e w a n t e d h i m ( o r h e r ) t o d o0057 . - 1 d i d n o t l i k e t h e p e r s o n00


25/239

SECTI ON F

DIRECTIONS : T h e f o l l o w i n g s t a t e m e n t s a r e a b o u t t h e k i n d o f j o b o r w o r k t h a t y o u t h i n k y o u w i l l p r o b a b l y

b e d o i n g w h e n y o u f i n i s h a l l o f y o u r s c h o o l i n g . O n y o u r a n s w e r s h e e t d a r k e n t h e a n s w e r t h a t b e s t t e l l s

I h o w y o u f e e l a b o u t t h a t s t a t e m e n t . D o N O T w r i t e i n t h i s b o o k l e t .

D i s a g r e e

M o s t l y d i s a g r e e

M o s t l y a g r e e

Agree

1 . T h e p r o s p e c t o f w o r k i n g m o s t o f m y a d u l t l i f e d e p r e s s e s m e0002 . t a m u n c e r t a i n a b o u t w h i c h o c c u p a t i o n t o c h o o s e00 03 . T h e o n l y g o o d p a r t o f a j o b i s t h e p a y c h e c k004 . I w o u l d n o t g i v e m y b e s t e f f o r t s t o a j o b i f o t h e r s a t t h e j o b r e f u s e d t o d o t h e i r b e s t . -009 05 . I ' m n o t g o i n g t o w o r r y a b o u t c h o o s i n g a n o c c u p a t io n u n t i l I ' m . o u t o f s c h o o l006 . T o m e , t h e m o s t i m p o r t a n t t h i n g a b o u t w o r k i s t h e g o o d f e e l i n g I g e t f r o m i t0 C- 7 . D o i n g a j o b w e l l , d a y i n a n d d a y o u t , i s i m p o r t a n t t o m e00 08 . I o f t e n w o n d e r w h y I s h o u l d t r y t o d e c i d e u p o n a j o b w h e n t h e f u t u r e i s s o u n c e r t a i n . . . 00009 . M a k i n g a d e f i n i t e c a r e e r c h o i c e s c a r e s m e0001 0 . I f e e l t h a t w o r k i n g w i l l g i v e m e a h i g h s e n s e o f a c c o m p l i s h m e n t0001 1 . I r e a l l y c a n ' t f i n d a n o c c u p a t i o n t h a t h a s m u c h a p p e a l t o m e001 2 . I k n o w a g r e a t d e a l a b o u t t h e e d u c a t i o n a l r e q u i r e m e n t s o f j o b s0001 3 . I t t h e m o n e y w e r e n o t r e a l l y n e e d e d , n o b o d y w o u l d w o r k000

1 4 . M y p l a n n i n g a c a r e e r i s a w a s t e o f t i m e1 9 6 0 -1 5 . I t d o e s n ' t m a t t e r w h i c h j o b I c h o o s e a s l o n g a s I t p a y s w e l l0001 6 . I f I c o u l d l i v e c o m fo r t a b l y o n w e l f a re , I w o u l d n o t w o r k001 7 . I p r o b a b l y w i l l g e t i n t o a n o c c u p a t i o n m o s t l y b y c h a n c e0001 8 . I t I w o n a s t a t e l o t t er y ( $ 1 0 , 0 0 0 a y e a r f o r l i f e ) , I w o u l d n o t w o r k a t a j o b0 01 9 . 1 h a v e n o t g i v e n m u c h t h o u g h t t o a c a r e e r c h o i c e0002 0 . I b e l i e v e i n w o r k i ng o n l y a s h a r d a s I h a v e t o0002 1 . 1 k e e p c h a n g i n g m y o c c u p a t i o n a l c h o i c e0002 2 . I w o u l d n o t w a n t t o h o l d t h e s a m e j o b f o r m o r e t h a n f i v e o r t e n y e a r s0002 3 . 1 often don ' t finish work I start0002 4 . 1 d o u b t t h a t I c o u l d k e e p i n t e r e s t e d i n t h e s a m e j o b o v e r s e v e r a l y e a r s0002 5 . T h e r e i s n o n e e d t o p l a n f o r a c a r e e r b e c a u s e s o m e t h i n g w i l l c o m e a l o n g

s o o r . er or later04026 . I ' m k n o w n a s a g o o d w o r k e r , n o m a t t e r w h a t t h e j o b i s0002 7 . 1 r e a l l y d o n ' t k n o w h o w t o t i e t o g e t h e r m y i n t e r e s t s a n d a b i l i t i e s a s t h e y r e l a t et o a f u t u r e j o b c h o i c e E ) 02 8 . " H o w m u c h I e a r n " i s m y m a j o r c o n s i d e r a t i o n w h e n I l o o k a t p o s s i b l e o c c u p a t i o n s . . . . 0 0 0 0STOP

P a g e 1 8


26/239

Wowm

m:pz r>cn

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Oyr D D

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11141444$14100$11444

444414111A444414!41444444411444


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SO C I A L I N D I C A T O R S,

SO C I A L R E P O R T S A N D

SOCIAL ACCOUNTS

OPERATION PEP


28/239

R E P O R T O F T H E STUDY

T I T L E I I I , E S E A

by

EMERY S l o o p . And SI X

f o r

THE EDUCATIONAL INNOVATION ADVISORY C O S I M IS S I O NAND

THE LWRI AU OF PROGRAM PLANNINGAND DEVELOPMENT

r,u.O uK?.tA %i A r i OfP RI %U N l WI rt c A I IONfxgmreptio m ' I--

CALIFORNIAALIFORNIA

STATE LIBRARY. . . v "

; 1970

COVU^NMENTPUBLICATIONS

Page 21


29/239

picture of educational need, it was necessary to develop '& m ethod

for achieving a synthesis of the regional results . T he d e c i s i o n

was made to use a classification system or taxonomy and to classify

the statements of need generated by the regional studies according

to the taxonomy, thereby s tr uc tu ri ng t he r es ul ts o f th e r eg io na l

studies into a composite system . For this ourpoee, the "Ton

MGoals o f Quali ty Educa tion" w er e us ed . The Ten Goals provided a

classification system simple enough (in t om e o f t h e n um b e r o f

categories) to work with and yet comprehensive enough in scope

to include almost any educational objective, whether cognitive,

a ff ec ti ve , o r psychomotor . These Ten Goals are liste d below :

1 . Quality education sh ould h el p e v er y c hi l d acquire t h e greatest

possible understanding of himself and appreciation of his

worthiness as a member of society (Self Unders tandi ng) . ss

2 . Qu a l i ty e d u c a ti o n s h ou l d h e lp every c h i l d acquire understa nding

and appreciation of persons belonging to social, cultural,

a nd e th n ic g ro up s di f fe r en t fr om h is o wn (T ol er an ce o f O th er s) .

3 . Quality education should help every child acquire to the fullest

extent possible for him mastery of the basic skills in the use

of words and numbers (Basic Skills) .

4 . Quality education should help every child acquire a positive

attitude toward school and toward the learning process (Attitude

toward School) .

Quality education should help every child acquire the habits

a n d attitudes associated with responsible citisenship (Citizenship) .

These T e n Goals_ w er e g en er at ed in the Study of Shiality EducationJi_list e d b y the

pennsylvania State Board 0 Education ~ c .resp4ppe to_s . m a n d a t e f r o m t h e P e n n s y l -

vania "oral Assembly .

H e r e a f t e r , e a c h G o a l will be designated by thep a r e n t h e t i c a l p h r a s e f o l l o w i n g each

On** P a g e 2 2

5 .

2 . 3 . 1 (Pnge 2)

6/9/69 (Revise d)


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2 . 3 . 1 ( r i c e 1 :

6 / 9 / 6 9 ( R e v i s n r

6 . Q u a l i t y education should help e very mild acquire goon h o' ' t . l i

hab its and an understand ing of' tho conditions noc osax ry t'nr ha

maintenance of physical and emotional well bein g ( I h : a l t . h ) .

7 . Quality education should give every child opportunity and

encouragement to be creative in one or more fields of erooa ' i r

(Creativity) .

8 . Quality education should help every child underst and the

opportunities open to him for preparing himself for a proc . u c t . i v e

life and should enable him to tako full advantage of these

opportunities (Vocational Preparation) .

9 . Quality education should help every child to understand and

appreciate as much as he can of human ac hievement in the nattarel

sciences, the social sciences, the humanities, and the arts

(Intellectual Achievemen t) .

10 . Q u a l i t y education should help every child prepare for a world of

rapid change and unforeseeable demands in which continuing

education throughout his adult life should be a normal

expectation (Life-Long Learn ing) .

A summary of the classification of regional results according to the

Ten Goals is pres ented in Table 2, Appendix A . Examination of the

classification led to the following conclusions :

(a) Ther e wa s a high degree of consistency between th e n ee ds st at e

m a n t a f r om t h e T it l e I I I s t u d i e s a n d t he Te n Go al s o f Quality

Education, with 80 percent of the statements lending themselves

to classification .

(b) T he-need s s t a t em e n t s were more likely to relate to some

goals than to others .

( c ) Needs statements that could not be classified under atleast on

of Ten Goals, or did not c l e a r l y - r e l a t e to all the Goals, were

P a g e 2 3


31/239

OREGONUSE S

P E N N SY LV A N I A 'SASSESSMENTFRAMEWORKSF O R S O C I A L

V S .

PERFORMANCEI N D I C A T O R S

(PENNSYLVANI A'S CITE D AS

M O ST A D V A N C E D T E ST I N G)


32/239

t

11kk

10116101v11

0

10

111610>f001001tI110000~10r1000

a


33/239

INDICATORS AND STATEWIDE ASSESSMENT

b y

R o b e r t C l e m m e r , O r e g o n P r o j e c t C o o r d i n a t o r

Dwight Fairbanks, Planning Consultant

Mary Hall, Assistant Superintendent

J ames lmpara, Director of S tatewide Assessment

C h a r l e s N e l s o n , E v a l u a t i o n S p e c i a l i s t

E d i t e d b y

E v e l y n G u n t e r

D i s s e m i n a t i o n S p e c i a l i s t

Division of Planning, Development and Evaluation

S t a t e D e p a r t m e n t o f E d u c a t i o n

State of Oregon

S a l e m . Oregon

Cooperative Accountability Project

D e n v e r , C o l o r a d o

M a r c h , 1 9 7 4

Pa ge 2 6


34/239

P r o g r a m Administrators

Alpheus White

D e x t e r A . M a g e r s

U . S . O f f i c e o f E d u c a t i o n

Bu reau of Elementary and S econdary Education

D i v i s i o n o f S t a t e A s s i s t a n c e

Oregon Coordinator

R o b e r t B . Clemmer

D i v i s i o n o f P l a n n i n g , D e v e l o p m e n t a n d E v a l u a t i o n

Oregon Board of Education

S i n g l e c o p i e s f o r C o l o r a d o r e q u e s t o r s m a y b e o b t a i n e d f r o m .

COOPERATIVE ACCOUNTABILITY PROJECT

A r t h u r R . O l s o n , D i r e c t o r

Colorado Department of Education

1 3 6 2 L i n c o l n S t r e e t

D e n v e r , C o l o r a d o 8 0 2 0 3

P h o n e ( 3 0 3 ) 8 9 2 - 2 1 3 3

All oth er re q u ests sh ould b e referred to

STATE EDUCATIONAL ACCOUNTABILITY REPO'ZITORY (SEAR)

M i s s P h y l l i s H a w t h o r n e , R e s e a r c h A n a l y s t

Wisconsin Department of Public Instruction

126 Langdon Street

M a d i s o n , W i s c o n s i n 5 3 7 0 2

P h o n e ( 6 0 8 ) 2 6 6 - 1 3 4 4

P a g e 2 7


35/239

PROJECT OPERATIONS BOARD

CAP is guided by a ' Project Operations B oard consisting of the chief

s t a t e s c h o o l o f f i c e r s o f t h e c o o p e r a t i n g s t a t e s o r t h e i r d e s i g n e e s .

COLORADO Calvi n M . Fra zier, Commissioner* ; a n d E d w i n E . S t e i n -

brecher, Assistant Commissioner, Department of Education

FLORIDA F l o y d T . C h r i s t i a n , C o m m i s s i o n e r ; a n d C r a n e W a l k e r ,

A d m i n i s t r a t o r , E d u c a t i o n a l A c c o u n t a b i l i t y , D e p a r t m e n t o f E d u c a t i o n

MARYLAND J a m e s A . Sensenbaugh, State Superintendent ; a n d F r a n -

cis X . M c I n t y r e , S t a t e C o o r d i n a t o r f o r A c c o u n t a b i l i t y, D e p a r t m e n t o f

E d u c a t i o n

MICHIGAN J o h n W . P o r t e r , S u p e r i n t e n d e n t o f P u b l i c I n s t r u c t i o n ; a n d

C . Philip Kearney, Associate Superintendent, Department of Education

MINNESOTA H o w a r d B . C a s m e y , C o m m i s s i o n e r ; and J ohn W . A d a m s ,

Director, State Educational Assessment, Department of Education

O R E G O N D a l e P . P a r n e l l , S u p e r i n t e n d e n t o f P u b l i c I n s t r u c t i o n ; a n d

Ro b ert B . Clemmer, Coordinator, Division of Planning, Development and

Evaluation, Oregon Board of Education

WISCONSIN B a r b a r a S . T h o m p s o n , S t a t e S u p e r i n t e n d en t ; a n d A r c h i e

A . Buchmiller, Assistant State Superintendent, Department of Public

I n s t r u c t i o n

*Chairman, Project Operations Board

The Project Operations Board meets quarterly for Project development .

P r o j e c t S t a f f

A r t h u r R . O l s o n , D i r e c t o r

U . S . O f f i c e o f E d u c a t i o n

Dexte r A . Magers, CAP Coordinator

CAP is a seven-state, three-year proje ct initiated in April, 1972, and

financed by funds provided under the Elementary and S econdary Educa-

tion Act of 1965 (Pu blic Law 89-1 0, Title V, Section 505, as amended )

w i t h C o l o r a d o a s t h e a d m i n i s t e r i n g s t a t e .

C o o p e r a t i n g s t a t e s a r e : Florida, Maryland, M ichigan, Minnesota, Oregon,

and Wisconsin .

P a g e 2 8


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T h e m a j o r p u r p o s e o f t h i s r e p o r t i s t o p r e s e n t o n e

method of using indicators in an assessment system .

However, there are many other ways to develop and use

i n d i c a t o r s a s t o o l s i n a s s e s s m e n t . F o l l o w i n g i s a s u m m a r y

o f s i x c o n c e p t s d e v e l o p e d b y o t h e r a g e n c i e s .

P e n n s y l v a n i a

Much of the thinking in Oregon has been influenced

by Pennsylvania w he re one o f t h e more advanced

e d u c a t i o n a l a s s e s s m e n t programs in t h e country i s

under way . P e n n s y l v a n i a d o e s n o t u s e t h e t e r n s " i n d i c a -tor"but a discussion of Pennsylvania's work m a yc l a r i f y t h e i n d i c a t o r concept proposed i n Oregon .

Pennsylvania educators locus or, "conditions" o r

" v a r i a b l e s " t h a t c a n b e u s e d t o p r e d i c t s t u d e n t p e r f o r m -

ance . -They have identified more than 50 potential

v a r i a b l e s c l a s s i f i e d i n t h r e e c a t e g o r i e s : c h a r a c t e r i s t i c s o f

s t u d e n t s , c ha ra ct er is ti cs o f t ea ch er s, and s c h o o l an d

c o m m u n i t y c h a r a c t e r i s t i c s . The purpose is to find the

e x a c t r e l e v a n c e o f e a c h o f t h e s e c o n d i t i o n s t o s t u d e n t

p e r f u r u t ; u t c a in relation to each of ten goals . For

example, they have found live conditions that predict

p e r f o r m a n c e o f f i f t h - g r a d e s t u d e n t s i n r e l a t i o n t o o n e

g o a l , " a c h i e v i n g s e l f - u n d e r s t a n d i n g " : ' f a t h e r ' s o c c u p a -

t i o n . housing conditions in the community, teacher

stability, teacher experience, and school subsidy per

s t u d e n t .

These conditions . o r v a r i a b l e s , p r e d i c t i n g s t u d e n t

performance are comparable to Oregon's i n pc t l an d

c'onica'l c l a s s i f i c a t i o n s .

Th e P e n n s y l v a n i a a s s e s s m e n t program i s concerned

w i t h r e l a t i n g p a t t e r n s o f ` s t u d e n t performance ( a s

measured b y t e s t s ) t o c o n d i t i o n s that a f f e c t such

performance . R e s u l t s o f t h e s e tests a r e comparable to

Or e g o n ' s p r o p o s ed pe r J u r i n a n c e i n d i c a t o r s .

The difference between Pennsylvania's "conditions"

and "variables" and Oregon 's i n p u t , c o n t e x t , and per-

formancei n d i c a t o r s i s primarily in their use . But

O r e g o n p r o p o s e s a t h i r d t y p e o f i n d i c a t o r d e r i v e d f r o m

a c l a s s o f c o n d i t i o n s o r v a r i a b l e s t h a t m a y n o t b e g i v e n

as much attention in Pennsylvania-societal indicators .

N e w Y o r k

New York has developed a Performance Ind icators

in Education (PIE) P r o g r a m f o r s c h o o l d i s t r i c t u s e i n

e v a l u a t i o n . T h e P I E m o d e l p r o p o s e s f o u r t y p e s o f

i n d i c a t o r s : i n p u t J a c t o r s , ( s t u d e n t c h a r a c t e r i s t i c s a t t h e

C h a p t e r V

USE OF INDICATORS IN OTHER SETTINGS

P a g e 2 9

s t a r t o f t h e e v a l u a t i o n ) , process f a c t o r s ( p r o g r a m c h a r a c -

t e r i s t i c s ) , output factors ( s t u d e n t c h a r a c t e r i s t i c s a t t h e

conclusion of the evaluation), and s u r r o u n d i n g c o n d i -

t i o n s (c"mnl^r . i t y c h a r a c t e r i s t i c s ) .

The intention of the PIE program is "to estimate

the difference be tween (a) the level of output which

c o u l d b e e x p e c t e d i f t h e s c h o o l s ' c o n t r i b u t i o n t o o u t p u t

were not significant, and (b) the actual level of the

s c h o o l s ' o u t p u t . T h e d i f f e r e n c e b e t w e e n t h e t w o v a l u e s

i s t a k e n a s a n i n d i c a t o r o f t h e s c h o o l s ' p e r f o r m a n c e . " s

Among the variables used to develop a profile of

e a c h d i s t r i c t a r e i n d i v i d u a l s t u d e n t a c h i e v e m e n t s c o r e s ;

g a i n s c o r e s i n d i c a t i n g s t u d e n t a c h i e v e m e n t i n a r i t h m e t i c

from first to third grades ; student enrollment data ;

p r o p e r t y v a l u e p e r p u p i l ; s q u ar e mi l e s p e r p u p il ; p ro p or -

tion of Negro and Spanish surnamed Americans among

s t u d e n t s a n d s t a f f ; e x p e n d i t u r e s f o r p r i n c i p a l s , s u p e r v i -

s o r y s t a f f , a n d o t h e r i n s t r u c t i o n a l s t a f f ; i n s t r u c t i o n al

e x p e n d i t u r e s ; a n d c e n t r a l a d m i n i s t r a t i o n e x p e n d i t u r e s .

These variables fall primarily into Oregon's proposed

i n p u t , c o n t e x t , and performance i n d i c a t o r c l a s s i f i c a t i o n .

Utah

t ' t a h ' s a p p r a i s a l o f i t s e d u . , t t t o t t p r o g r a m i s b a s e d

o n d a t a t h a t i s a l m o s t e x c l u s i v e l y r e l a t e d t o s t u d e n t s .

Utah does go beyond academic achievement, however,

a n d l o o k s a t a r a n g e o f v a r i a b l e s r e l a t i n g t o b e h a v i o r s

and attitudes rated by teacher and the s tudents them-

s e l v e s . T h e y f a l l i n t o t h e d o m a i n o f O r e g o n ' s i n p u t an d

performance i n d i c a t o r s .

Two sources of data tel . i e d it ) student achievement

used by Utah--American C ollege Boards and Armed

Forces Qualifying Test scores - s%ould be consider ed

s o c i e t a l i n d i c a t o r s b y O r e g o n ' s p l a n n e r s .

I n s t i t u t e o f A d m i n i s t r a t i ve R e s e a r c h

The Institute of Administrative Research, Teachers

College, Columbia University, conducted a study to

i d e n t i f y v a r i a t i o n s i n a q u a n t i f i e d q u a l i t y c r i t e r i o n t h a t

could be related to a number of interna l classroom

v a r i a b l e s . T h e s t u d y w a s d e s i g n e d s p e c i f i c a l l y t o a s s e s s a

s c h o o l ' s c l a s s r o o m p r o c e s s e s o n f o u r c r i t e r i a : i n d i v i d u a l -

iLalion, interpersonal regard, group activity, and

c r e a t i v i t y . 9

t 8S i a t c E d u c a t i o n D e p a r t m e n t , T h e U n i v e r s i t y o f t h e S t a t e o f

New York, New Y o r k S t a t e P e r J o r n w n c e I n d i c a t o r s i n E d u c a -

t i o n , 1 9 7 2 R e p o r t , T h e U n i v e r s i t y , A l b a n y , 1972 .

9 " I n d i c a t o r s o f ' Q u a l i t y ," I A R R e s e a r c h B u l l e ti n , V o l . 1 4 , N o.

2, May 1967 .


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T h e 1 1 internal classroom variables used in the

s t u d y w e r e : s u b j e c t t a u g h t ; type of classroom teacher ;

style of educational activity ; g r a d e l e v e l ; n u m b e r o f

a d u l t s i n t h e c l a s s r o o m ; c l a s s s i z e ; s e x o f t h e t e a c h e r ; d a y

o f t h e w e e k ; h a l f o f t h e p e r i o d ; time of the day ; a n d

n u m b e r o f n o n w h i t e s t u d e n t s i n t h e c l a s s r o o m . T h e

r e l a t i o n s h i p o f s o m e o f t h e a b o v e v a r i a b l e s t o O r e g o n ' s

i n p u t and context i n d i c a t o r s i s r e a d i l y s e e n .

Midwest Research Institute

The M idwest Research I nstitute recently published a

second update of a study done in 1 9 6 8 t i t l e d , Q u a l i t y o f

Life in the United States . 'h e f i r s t u p d a t e w a ss u b t i t l e d , A n E x c u r s i o n i n t o t h e N e w F r o n t i e r o fSociu-Economic Indicators .

I I

T h e p r e f a c e o f t h e M a y , 1 9 7 3 , p u b l i c a t i o n s t a t e s ,

"The generally accepte d national economic health indi-

c a t o r , G r o s s N a t i o n a l P r o d u c t , o f t e n h a s s e r v e d a s a b a s i s

f o r e s t a b l i s h i n g g o a l s a n d m e a s u r i n g a c h i e v e m e n t o f t h e

g o a l s a t t h e p o l i c y - m a k i n g l e v e l . But growing attention

to the social, economic, political and environmental

h e a l t h o f t h e n a t i o n h a s l e d t o t h e q u e s t f o r o t h e r

indicators which w i l l m o r e a d e q u a t e l y r e f l e c t t h e o v e r a l l

' h e a l t h'o f t h e n a t i o n a n d i t s c i t i z e n s ' w e l l being . "

" Q u a l i t y o f l i f e " h a s b e e n d e f i n e d a s h a v i n g n i n e

, u b - c l a s s i f i c a t i o n s . E d u c a t i o n i s o n e o f t h e m . T e n

ndicators are used to define quality under education :

)e rcent of males 1 6 to 21 years old who are not high

.chool graduates ; percent of persons 25 years old and

w e r w h o c o m p l e t e d m e d i a n s c h o o l y e a r s e d u c a t i o n ;

atio of total public elementary and secondary enr9ll-

:tent to population 5 to 17 years old ; r a t i o o f p u b l i c

chool average daily attendance to enrollment ; r a t i o o f

..igher education enrollment to total population 1 8 to

. 4 y e a r s o l d ; percent of population 3 to 34 years old

n r o l l e d ; p e r c e n t o f S e l e c t i v e S e r v i c e d r a f t e e s w h o f a i l e d

d e n t a l t e s t s ; r a t i o o f h i g h s c h o o l g r a d u a t e s t o f i r s t - t i m e

ollege students ; ratio of cost-adjusted public school

xpenditures to personal income per capita ; a n d p u b l i c

: h o o l p u p i l - t e a c h e r r a t i o . T h e s e c o r r e s p o n d t o O r e g o n ' s

erformance a n d s o c i e t a l i n d i c a t o r s .

I t is intere sting to note that only one indicator,

e r c e n t a g e o f d r a f t e e s p a s s i n g ( o r f a i l i n g ) p r e - i n d u c t i o n

xam, has appeared in all three of the Quality of L ife

: p o r t s .

P ag e 3 0

National Center for Educational Statistics

T w o r e c e n t p u b l i c a t i o n s f r o m N C E S h a v e u s e d t h e

t e r m " i n d i c a t o r s " a n d s h o u l d b e e x a m i n e d b y t h o s e

interested in the concept .

I n d i c a t o r s o f Educational Outcome, F a l l 1972! 2 i s

an effort to break out of the mode of using inputs as

measures of schooling ' s success . F i f t y - e i g h t d i f f e r e n t

e d u c a t i o n a l o u t c o m e s h a v e b e e n i d e n t i f i e d and organ-

i z e d i n a s e r i e s o f t h r e e p h a s e s ; primary effects,

secondary effects, and tertiary or intergenerational

e f f e c t s .

A summary c l a s s i f i c a t i o n o f t h e o u t p u t s a n d e x a m -

p i e s f o l l o w s .

1 0M i d w e s t R e s e a r c h I n s t i t u t e , Q u a l i t y o f L i f e i n t h e U n i t e d

S t a t e s , 1 9 7 0 , t h e I n s t i t u t e , K a n s a s C i t y , 1 9 7 3 . ( 4 2 5 V o l k e r

B l v d . , K a n s a s C i t y , M i s s o u r i 6 4 1 1 0 )

I 1M i d w e s t R e s e a r c h I n s t i t u t e , Q u a l i t y o f L i f e i n t h e U n i t e d

S t a t e s , 1 9 7 0 , " A n E x c u r s i o n i n t o t h e N e w F r o n t i e r o f S o c i o -

E c o n o m i c I n d i c a t o r s , " t h e I n s t i t u t e , K a n s a s C i t y , 1 9 7 3 .

1 2 U. S . D e p a r t m e n t of H e a l t h , E d u c a t i o n a n d W e l f a r e , I n d i c a t o r sof E d u c a t i o n a l O u t c o m e , F a l l 1 9 7 2 , G o v e r n m e n t P r i n t i n g O f f i c e .

W a s h i n g t o n , D . C . , 1973 .


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Figure 1 : Summary Classification of Outputs and Examples

Phase 1 . Primary EffectsI P r o d u c t C o n s u m p t i o n Investment I

Quantity Q u a l i t y J I I n c o m e j- - I E m p l o y m e n tN u m b e r o f A t t i t u d e s

s t u d e n t s , A t t r i b u t e s

Hi g h S c h o o l Aptitudes

completions, A c h i e v e m e n t

E t c . ( e . g . , s e l f -

e s t e e m ,

c r e a t i v i t y ,

I Q , S A T

s c o r e s )

In v e s t m e n t F e e d b a c kE c o n o m i c

g r o w t h , ( e . g .

years of

s c h o o l i n g ,

l i f e t i m e

e a r n i n g s d i f -

f e r e n t i a l s )

P h a s e 2 . Secondary Effects

P h a s e 3 . T e r t i a r y E f f e c t s

1n t e r g e n e r a t i o n a l I m p a c t sV a l u e A d d e dE a r n i n g sAdded earningsE t c .E d u c a t i o n a l M o t i v a t i o n o f c h i l d r e n

School dropouts

U n e m p l o y m e n t

R a t e

E t c .

C o n s u m p t i o n F e e d b a c k

C o n s u m e r i n f o r m a t i o n

Consumer efficiency

M e d i c a l c a r e u s e

Use of leisure time

Moral and citi zen-

s h i p v a l u e s

Etc .

An e x a m i n a t i o n o f t h e 5 8 o u t c o m e i n d i c a t o r s

r e v e a l s t h a t s o m e o f t h e m w o u l d f a l l i n t o O r e g o n ' s

context, performance, o r s o c i e t a l c l a s s i f i c a t i o n s .

N a t i o n a l A s s e s s me n t a n d S o c i a l I n d i c a to r s , J a n u a r y

1 9 7 3 , 1 3 is one of a series of exploratory efforts to

e x a m i n e a n d r e p o r t o n ' e d u c a t i o n a l o u t c o m e m e a s u r e -

m e n t s . A m o n g t h e i d e a s p r e s e n t e d i s t h e p o s s i b l e u s e o f

N a t i o n a l A s s e s s m e n t a s a n educational product index

( E P I ) t h a t w o u l d b e a p p l i e d i n t h e s a m e w a y a s t h e

' P a g e 3 1

C o n s um e r P r i c e I n d e x ( C P I ) - a n i n d ex o f ch an ge o ve r

t i m e .

The use of National Assessment exercises as a s t e p

i n d e v e l o p i n g u s e f u l s o c i a l i n d i c a t o r s i s a n i n t e r e s t i n g

s u b j e c t f o r f u r t h e r r e s e a r c h .

1 3 U. S . D e p a r t m e n t o f H e a l t h , E d u c a t i o n a n d W e l f a r e , N a t i o n a l

A s s e s s m e n t a n d S o c i a l I n d i c a t o r s . J a n u a r y 1 9 , 7 3 , Government

P r i n t i n g O f f i c e , W a s h i n g t o n , D . C . , 1 9 7 3 .


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QUESTION :Wh y I s T h e G o v e r n m e n t C o l l e c t i n g

P e r s o n a l A n d S e n s i t i v e D a t a O n C i t i z e n s ?

ANSWER :T o C r e a t e " H u m a n C a p i t a l " F o r T h e N e w

T y p e O f W o r k e r F o r T h e F u t u r e S o c i e t y .

FACT :C h a p t e r 5 . 2 1 8 ( C ) V o c a t i o n a l T e c h n i c a l

E d u c a t i o n . . . " K n o w l e d g e , S k i l l s , A t t i t u d e s ,

A n d B e h a v i o r s A r e T a u g h t I n A S y s t e m a t i c

Manner . "

FACT :G o v e r n o r C a s e y A g r e e d T h a t P e n n s y l v a n i a

W i l l M o v e T o w a r d T h e N a t i o n a l E d u c a t i o n

G o a l s .

P a g e 3 2


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F A CT :

1 2 - 1 6 - 9 3 , J . H e r t z o g , " . . . T h e D e p a r t m e n t

W i l l O f f e r G u i d a n c e T o T h e D i s t r i c t s T o

A d o p t " W o r l d C l a s s S t a n d a r d s . "

F A C T :

N a t i o n a l A l l i a n c e F o r R e s t r u c t u r i n g

E d u c a t i o n , J u l y 1 9 9 2 , M a r c T u c k e r , " . . . T h i s

G r o u p . . . P r o p o s e s " B r e a k i n g T h e C u r r e n t

S y s t e m , R o o t A n d B r a n c h . "

" . . . I t Will Requir e A Chan ge In The

P r e v a i l i n g C u l t u r e - T h e A t t i t u d e s , V a l u e s ,

Norms , And Acce pted Ways O f Doing

T h i n g s - T h a t D e f i n e s T h e E n v i r o n m e n t T h a t

D e t e r m i n e s W h e t h e r I n d i v i d u a l S c h o o l s

S u c c e e d O r F a i l I n T h e T r a n s f o r m a t i o n

P r o c e s s . "

P a g e 3 3


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